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STUDENT ATTITUDE AND ACHIEVEMENT IN AN ONLINE GRADUATE STATISTICS COURSEGUNNARSSON, CANDACE L. 11 October 2001 (has links)
No description available.
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EMOÇÕES SUBJETIVAS DO ACADÊMICO DE MEDICINA FRENTE A MORTE DO PACIENTEMacedo, Juliane 26 June 2017 (has links)
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Previous issue date: 2017-06-26 / The present dissertation approaches the emotion in the subjectivity of the medicine
student facing the death of the patient, based on the qualitative epistemology. The
general objective of the search was to understand how medicine students
experience patient’s death, trying to identify their emotions in this context and to
analyze their relationships with their subjectivities in their development processes.
The study was carried out at an Academic Institution in Anápolis. Three medical
students, aged 24, 33 and 34, all male, chosen by lottery made in the classroom
participated in the study. After they signed a Free and Informed Consent Term,
these students participated in the information construction about the death of the
patient, in three different empirical moments with the following resources (as
Instruments): open dialogue, discussion of a clinical case and discussion of a video.
The results showed that each student experiences the patient’s death in a unique
way, with singular emotions, an element of their subjectivities, although in their
formation process they are extensively exposed to the meaning of death in the
biomedical model as an adversity that they always need to fight against. Through
this result, it was concluded that medical students need to discuss in their formation
process about their subjectivities and how they can face the death of the patient, a
fact that most of the times is faced as failure, a mistake, even if they know that
mistake is part of all humans’ life. This can help them to place themselves ethically
and emotionally to exercise their profession. / A presente dissertação aborda a emoção na subjetividade do acadêmico de
medicina frente a morte do paciente, tendo como base a epistemologia qualitativa.
O objetivo geral da pesquisa foi compreender como os acadêmicos de medicina
vivenciam a morte do paciente, procurando identificar as suas emoções nesse
contexto e analisar suas relações com as suas subjetividades nos seus processos
de desenvolvimento. O estudo foi realizado em uma Instituição de Ensino Superior
de Anápolis. Participaram do estudo três acadêmicos, com idades de 24, 33 e 34
anos, todos do sexo masculino, selecionados por meio de sorteio em sala de aula.
Após a assinatura do Termo de Consentimento livre e esclarecido, esses
acadêmicos participaram da construção das informações sobre a morte do
paciente, em três momentos empíricos diferentes com os seguintes recursos (como
Instrumentos): diálogo aberto, discussão de um caso clínico e a discussão de um
vídeo. Os resultados apontam que cada acadêmico vivencia a experiência de morte
do paciente de forma única, com emoções singulares, um elemento de suas
subjetividades, embora no processo de formação sejam perpassados pela
significação da morte no modelo biomédico, de que é preciso lutar contra ela
sempre. Mediante esse resultado, concluiu-se que os acadêmicos necessitam
discutir no processo de formação sobre as suas subjetividades e como a partir
delas eles podem enfrentar a morte do paciente, fato que na maioria das vezes é
vivenciado como um fracasso, um erro, mesmo que eles saibam que o erro faz
parte da vida de todo ser humano. Isso poderá ajudá-los a melhor se posicionarem
ética e emocionalmente para exercerem a profissão.
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Stereotyped Gender Role Perceptions And Presentations In Elementary Schooling: A Case Study In Burdur (2001-2002)Kaya, Havva Eylem 01 January 2003 (has links) (PDF)
A schooling system that claims to offer its students the opportunities to develop their
talents and help towards self-determination in their adult lives might be expected to
have a career structure itself that demonstrated these virtues, one in which there was
equality of the genders in positions of influence and leadership, and no gender
stereotyping of roles. Apart from the fairness and consistency of that expectation, it
is also reasonable to expect the neutral template of teacher employment and textbook
selection in schools.
Many children may grow up with few books in their homes but lots of those in their
schools. Many of the textbooks used in elementary schools, according to recent
studies, contain gender stereotypes. In these, females are rarely found as central
characters and when they appear at all, they are often passive figures dependent on
male characters. Women are frequently shown in domestic roles / in most textbooks it
is assumed that only males ' / go out to work' / whereas daughters are the best helpers of
their mothers whose sons are allowed to do what they wish.
In the light of those allegations, this research is designed as a case study which
addresses itself to the aim of looking into stereotyped gender role presentations
existing in elementary school textbooks used by the students studying at 1st-5th
grades in 2001/2002 academic year of an elementary school placed in Burdur and to
see whether these students are affected by the exposure of those stereotyped gender
role presentations. For this purpose, the textbooks being studied are analyzed
according to pre-set categories to deduce how they include stereotyped gender role
presentations and the evaluation of the effects of that exposure on students are made
by asking 1st-3rd grade students to draw and 4th-5th grade students to write
compositions on a given topic.
This study also attempts to find out both whether Turkish elementary school teachers
teaching at 1st-5th grades are aware of stereotyped gender role presentations in those
textbooks that they use and their own points of view about stereotyped gender role
presentations via interviews carried out with them. In conclusion, stereotyped gender
role presentations are encountered in those analyzed school textbooks studied at 1st-
5th grades in 2001/2002 academic year of the elementary school placed in Burdur and
the perceptions of those presentations are also obtained in the drawn and written
productions of the students studied at the same school. Through the teachers' / interviews, various kinds of perceptions towards gender role concept and its
stereotyped presentations that take place in those textbooks are observed in their
sayings
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“Social Studies is Boring”: The Role of Student Attitude and Achievement in the Middle School Social Studies ClassroomKelley, Caitlyn 06 May 2021 (has links)
No description available.
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Brädspelets Roll På Fritidshemmet : En kvalitativ studie om barns perception av brädspel i en fritidsmiljö / The role of board games in the leisure-time centre : A qualitative study of children's perception of board games in a leisure environmentRoos, Caspar, Myrgren, Måns January 2022 (has links)
This study's aim is to shine a light on students' attitudes on board games in the leisure time centre. Do students in middle school know the social benefits of board games, and what resources do they need to experience board games? The study looks into students' attitude on the importance of an engaged teacher in leisure time centres and also an engaged adult person in other similar environments. Vygotsky's theories around mediation and proximal development are the foundation of the study and terms such as cognitive development and social development are central for the analysis. The empirics consists of pair interviews with ten (10) students in the age range 9-13 which has been analysed from a content analysis perspective. The conclusion is that the sociocultural perspectives’ different ideas are very much present while pupils play board games in the leisure time centre, and that there is a mainly positive attitude toward board games. However, the study cannot prove that students experience the same learning as studies prove exists.
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Co-operative learning in the teaching of mapwork to geography students in tertiary educationTshibalo, Azwindini Ernest 11 1900 (has links)
This study investigates the use of co-operative learning in the teaching of
mapwork to Geography students in tertiary education.
Diverse methods of teaching Geography mapwork and also theories of learning
that are relevant to the teaching of mapwork are discussed. Co-operative
learning, and how it can be employed in the teaching of mapwork is fully
explained.
The study revealed that co-operative learning method can help students to
achieve higher marks in mapwork. It is an instructional method that uses small
groups of students working together to meet educational goals. The approach
relies on interaction and interdependence and thus is especially suited to higher
level conceptual tasks requiring problem-solving and decision-making. / Psychology of Education / M. Ed. (Psychology of Education)
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Co-operative learning in the teaching of mapwork to geography students in tertiary educationTshibalo, Azwindini Ernest 11 1900 (has links)
This study investigates the use of co-operative learning in the teaching of
mapwork to Geography students in tertiary education.
Diverse methods of teaching Geography mapwork and also theories of learning
that are relevant to the teaching of mapwork are discussed. Co-operative
learning, and how it can be employed in the teaching of mapwork is fully
explained.
The study revealed that co-operative learning method can help students to
achieve higher marks in mapwork. It is an instructional method that uses small
groups of students working together to meet educational goals. The approach
relies on interaction and interdependence and thus is especially suited to higher
level conceptual tasks requiring problem-solving and decision-making. / Psychology of Education / M. Ed. (Psychology of Education)
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The Impact of MALL on English Grammar Learning / MALL:s påverkan på engelsk grammatikinlärningJohansson, Elina, Cukalevska, Marija January 2021 (has links)
The purpose of this paper was to explore how grammar learning in the English as a second or foreign language classroom can be improved. Our aim was twofold: (1) to investigate the possible effect of implementing Mobile-Assisted Language Learning (MALL) on students’ grammar learning in the Swedish upper secondary level education, and (2) to find out what students’ attitudes are towards such an implementation and how it can impact student motivation. We analyzed and provided an overview of ten articles relating to the subject. The results showed that the use of MALL contributed to improved grammar learning when it was used as a tool to help students analyze and reflect upon specific exercises collaboratively and to help individuals do grammar exercises and tests with a formative purpose. However, the results also showed that MALL was not beneficial if only used as an educational or communicative tool. Lastly, the results showed that students overall had a positive attitude towards the use of MALL in education, despite experiencing some technical difficulties, and that the approach further motivated students’ will to learn. Based on the results, we argued that the use of MALL in the English language classroom coincided well with the guidelines of the curriculum and syllabus for English 5, and that, if used as recommended, MALL could help improve Swedish students’ English grammar learning and their motivation.
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