Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

Under 1990-talet uppmärksammade politiker och tekniskt näringsliv att antaletelever på teknisk gymnasieutbildning hade minskat kraftigt. Detta befarades kunna leda till brist på utbildade tekniker och ingenjörer och i förlängningen äventyra landets ekonomi. För att åter öka elevantalet inom teknisk gymnasieutbildning infördes höstterminen 2000 det nya Teknikprogrammet. I denna avhandling analyseras tankarna bakom Teknikprogrammet och hur detkom att utformas på tre olika samhälleliga nivåer. Avhandlingen undersöker hur teknikprogrammets syfte och innehåll förändrades från det politiska initiativet via Skolverkets operationalisering till hur programmet tolkats av lärare på skolnivå. I fokus för analysen står frågor om vad teknisk utbildning skulle innehålla och hur den skulle utformas för att kunna locka fler flickor till tekniken. Detta var nämligen en central tanke bakom reformen. Med hjälp av analys av utredningsmaterial, regeringsbeslut och dokument från Skolverket samt intervjuer av lärare från två gymnasieskolor, diskuteras i avhandlingen hur relationen mellan genus och teknik förstås och uttrycks på de olika nivåerna och vad det innebär för hur man ser på den tekniska utbildningens karaktär. Avhandlingen visar att en traditionellt tudelad bild av pojkar och flickor och deras respektive intressen dominerar berättelserna på den politiska nivån och skolverksnivån, men att en mer differentierad syn på genus framträder på skolnivån. Teoretiska begrepp, som gränsarbete och översättningar används för att visa på de komplexa översättningar av intentioner och perspektiv som sker inom och mellan nivåerna. Genus och teknik samkonstrueras på olika sätt på de olika nivåerna. / During the 1990s a drastic decline occurred in the numberof students at the technology orientation of Swedish upper secondary school. Politicians and representatives of industry reacted strongly and feared a potential lack of technicians and engineers, something which in the long run would threaten economic growth. A new Technology programme was therefore introduced in 2000 to increase the number of students oriented towards a technical education in upper secondary school. This thesis analyses the thoughts behind the Technology programme, and how it was framed as different stories of technology, gender and education at three different levels of society. It examines how the aims and contents of the Technology programme were translated and transformed from the political initiative to the operationalisation of the Swedish National Agency for Education, and finally in the teachers’ interpretations of the programme at the school level. In focus are issues of what kind of technology was relevant within a technical education, and how it should be framed and taught, in order to attract more girls to technology. This was one of the central objectives of the reform. With the help of documentary analysis and interviews with teachers in two upper secondary schools, the thesis discusses how relations between gender and technology were understood and constructed at the three different levels, and what this implied for how the character of the technology programme was interpreted. The dissertation shows that a traditional, dichotomized understanding of boys and girls and their respective interests dominates the stories given at the political level and the level of the Swedish National Agency for Education. At the school level, however, a more differentiated view on gender appears. Using the concepts of boundary work and translation, the analysis shows that complex transformations of intentions and perspectives took place between and within the different levels. Gender and technology were co-constructed in different ways at the different levels.

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The integration of ICT within the new Curriculum of the National Education Department of South Africa into Learning Areas is important for pre-service teacher training at university. The Learning Area Social Sciences (LASS) pre-service teachers are exposed to the integration of ICT and multimedia resources in teaching and learning. They can be trained to plan lessons that are more active and learner-centered and so slow the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in teaching and learning at schools. The interactive digital video disc (DVD) and portable DVD player is a cheap, accessible, and practical alternative that ensures the integration of ICT and a variety of multimedia resources, in teaching and learning within LASS. The purpose of this study within the LASS is to determine what type of multimedia resources can be used to the benefit of student learning; what the structure and format of the multimedia on the DVD should look like to achieve selected learning outcomes; and to determine how one can integrate ICT, specifically the DVD, into teaching and learning. A quasi-experimental research design was used in this study. Four intact groups were exposed to different experimental treatments/interventions and the four groups acted as their own controls. The control group always consisted of two groups. The participants included the total population of bona fide, full-time, first-year students taking the compulsory module in LASS as part of the BEd Intermediated and Senior phase Programme at the North-West University (Potchefstroom Campus). They were exposed to class tests, a semester test and an examination as measuring instruments. The material developed for the intervention was two multimedia DVDs. The one contained predominantly text with audio (DVD 1) and the other contained still graphics, audio, text and video, etc. (DVD 2). Two DVDs were made for History and two for Geography, respectively, for each of the four interventions. The data was analysed by means of an ANCOVA. It compared the variances (s2) within and across the three groups (two separate experimental groups and two groups combined to form one control group), controlling for the covariate (ability measured by the pre-test). The results of the study found that the type of multimedia resources used to the benefit of LASS student learning within the disciplines of History and Geography include multimedia such as visual and moving images and text with educational content. The nature of History and Geography themes are factors that need to be taken into consideration when deciding on the structure and format of the multimedia on the DVD to ensure that student learning within the LASS achieves the selected learning outcomes. It was also found that ICT, specifically the DVD, and multimedia can be integrated successfully in the teaching and learning of the LASS. The study found that the integration of DVDs and multimedia in the LASS can be applied at tertiary level in a developing country without placing participants at a disadvantage. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The integration of ICT within the new Curriculum of the National Education Department of South Africa into Learning Areas is important for pre-service teacher training at university. The Learning Area Social Sciences (LASS) pre-service teachers are exposed to the integration of ICT and multimedia resources in teaching and learning. They can be trained to plan lessons that are more active and learner-centered and so slow the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in teaching and learning at schools. The interactive digital video disc (DVD) and portable DVD player is a cheap, accessible, and practical alternative that ensures the integration of ICT and a variety of multimedia resources, in teaching and learning within LASS. The purpose of this study within the LASS is to determine what type of multimedia resources can be used to the benefit of student learning; what the structure and format of the multimedia on the DVD should look like to achieve selected learning outcomes; and to determine how one can integrate ICT, specifically the DVD, into teaching and learning. A quasi-experimental research design was used in this study. Four intact groups were exposed to different experimental treatments/interventions and the four groups acted as their own controls. The control group always consisted of two groups. The participants included the total population of bona fide, full-time, first-year students taking the compulsory module in LASS as part of the BEd Intermediated and Senior phase Programme at the North-West University (Potchefstroom Campus). They were exposed to class tests, a semester test and an examination as measuring instruments. The material developed for the intervention was two multimedia DVDs. The one contained predominantly text with audio (DVD 1) and the other contained still graphics, audio, text and video, etc. (DVD 2). Two DVDs were made for History and two for Geography, respectively, for each of the four interventions. The data was analysed by means of an ANCOVA. It compared the variances (s2) within and across the three groups (two separate experimental groups and two groups combined to form one control group), controlling for the covariate (ability measured by the pre-test). The results of the study found that the type of multimedia resources used to the benefit of LASS student learning within the disciplines of History and Geography include multimedia such as visual and moving images and text with educational content. The nature of History and Geography themes are factors that need to be taken into consideration when deciding on the structure and format of the multimedia on the DVD to ensure that student learning within the LASS achieves the selected learning outcomes. It was also found that ICT, specifically the DVD, and multimedia can be integrated successfully in the teaching and learning of the LASS. The study found that the integration of DVDs and multimedia in the LASS can be applied at tertiary level in a developing country without placing participants at a disadvantage. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios. The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews. Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology. Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased. / <p>QC 20150216</p>

Made available in DSpace on 2016-06-02T19:35:46Z (GMT). No. of bitstreams: 1 4719.pdf: 7496311 bytes, checksum: 7e1dadf3e8d32d4b7f074e2b4647bd16 (MD5) Previous issue date: 2012-09-17 / Financiadora de Estudos e Projetos / This research focuses on the study of aspects of teaching profession which is understood as a dynamic process that requires a set of actions, skills, knowledge, attitudes and values that are specific abilities of a teacher. Such abilities are developed during personal and professional trajectory, teaching practice and throughout theoretical knowledge about the profession that underlie the research and the reflexive practice. Based on this perspective, we aim at understanding the constitution process of the professionalism considering professors from the Federal Institute of Education, Science and Technology of São Paulo (IFSP) in a context of identity construction currently experienced by the institution. We believe that the professional development of professors who teach in the Professional and Technological Education in Brazil has the work in the Technical Basic Education level and higher education as its main characteristic. In this research we have adopted the quantitative and qualitative approaches in order to build the investigative itinerary and to achieve our goals. Thus, we divided the process of data collecting and analyzing into three distinct stages: the first one focused on the characterization of IFSP faculty that, using a self-administered questionnaire of closed questions, presented the analysis of personal, academic and professional profile aspects considered important to us to begin the work of knowing the faculty of IFSP; at the second stage of our research, using again a self-administered questionnaire but at this moment of open questions, we aimed at deepening the discussions about career choice, the knowledge required to be a professor, the challenges faced during teaching, class planning, the relationship with students and the experiences considering teaching at IFSP; at the third and final stage of the investigation, we used an interview to identify some educational concepts that shape Professional and Technical Education teaching process. The importance of investigating academic and personal profile of these professors is revealed by the fact that we believe that professional development is related to personal and socio-political aspects, so we need to know and consider them in the process of understanding the facets of their profession. We focused this research on the theoretical study about the professional education in order to present our understanding of this type of formation. We also founded that the dilemmas and difficulties experienced by the faculty of Professional and Technological Education are similar to the findings from scientific productions made in the area of higher education, especially those that concern the issue of teacher identity, the learning process to teach and the paradigm shift. We hope that these reflections on the conditions of professors who work at IFSP can help to support initiatives considering these professionals which can be understood as a fundamental public policy to achieve a high quality educational process. We also intend to contribute with new ideas and new discussions, expanding the knowledge about Technological Education in Brazil based on previous studies about higher education teaching process. / A presente investigação centra-se no estudo de aspectos da profissionalidade docente entendida como um processo dinâmico que demanda um conjunto de atuações, destrezas, conhecimentos, atitudes e valores que constituem saberes específicos do ser professor. Tais saberes se constroem, no decorrer da trajetória pessoal e profissional, no exercício da docência e, não menos importante, por meio de conhecimentos teóricos da profissão que fundamentam a pesquisa e a prática reflexiva. Com base neste entendimento, nos propomos a compreender o processo de constituição da profissionalidade de professores do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP) em um contexto de construção identitária vivenciado atualmente pela instituição. Consideramos que o desenvolvimento profissional da docência do professor da Educação Profissional e Tecnológica no Brasil tem como principal característica a atuação na Educação Básica de nível técnico e na Educação Superior. No desenvolvimento deste trabalho investigativo, trilhamos os pressupostos da abordagem quanti-qualitativa de pesquisa para construirmos o itinerário investigativo e alcançarmos os objetivos delineados. Assim, dividimos os processos de coleta e análise de dados em três momentos distintos: o primeiro, centrado na caracterização do quadro docente do IFSP que, por meio de um questionário autoaplicável de perguntas fechadas, abarcou a análise sobre o perfil pessoal, acadêmico, formativo e profissional, aspectos considerados importantes para iniciarmos o trabalho de conhecimento do corpo docente do IFSP; no segundo momento da pesquisa, por meio de um questionário autoaplicável de perguntas abertas, buscamos aprofundar as discussões sobre a escolha da carreira, os conhecimentos necessários para ser professor, os desafios encontrados no magistério, a organização da aula, a relação com os alunos e as vivências na profissão docente desenvolvidas no IFSP; no terceiro e último momento da investigação, utilizamos a entrevista narrativa para identificar algumas concepções educacionais que configuram o ser professor da Educação Profissional e Tecnológica. A relevância de investirmos no estudo do percurso de vida/formativo dos professores é o fato de acreditarmos que o desenvolvimento profissional está relacionado com as dimensões pessoal e político-social do professor, portanto, é preciso conhecê-las e considerá-las no processo de compreensão de suas profissionalidades. Enfocamos nesta investigação o estudo teórico sobre a educação profissional, de modo a apresentar o nosso entendimento sobre esta modalidade formativa. Verificamos também que os dilemas e as dificuldades vivenciadas pelo corpo docente da Educação Profissional e Tecnológica se aproximam das constatações advindas de produções científicas realizadas na área da Educação Superior, sobretudo as que tangem à questão da identidade docente; a aprendizagem para a docência, o percurso formativo e a necessária mudança de paradigma. Esperamos que as reflexões realizadas sobre as condições profissionais dos docentes que atuam no IFSP possibilitem iniciativas voltadas à formação profissional, entendida como política pública fundamental a um processo educativo com qualidade. Pretendemos também contribuir com novas reflexões e novas discussões, ampliando os conhecimentos produzidos sobre Educação Profissional e Tecnológica no Brasil a partir de conhecimentos já produzidos sobre a aprendizagem da docência para o magistério superior.

A problematização é uma forma de explicitar, de propor as contradições presentes na realidade, e na Sociedade do Conhecimento que prima por habilidades e raciocínio crítico, ela é cada vez mais reforçada, pois trabalha questões complexas associadas aos problemas da realidade. Há pesquisas que apontam com diversas nomenclaturas a forma de conceber e adotar estratégias problematizadoras nos processos educacionais, contudo, poucas pesquisas voltadas para o ensino de Engenharia de Produção apresentam diretrizes aos professores a fim de que, baseando-se nelas, possam elaborar suas propostas pedagógicas possibilitando uma aprendizagem significativa e pensamento crítico. Nesse sentido, o objetivo desta pesquisa é apresentar um modelo de aprendizagem problematizadora, num contexto de aprendizagem presencial e virtual, oportunizando aprendizagem significativa, bem como avaliar o desenvolvimento do pensamento crítico dos alunos. O modelo tem por base uma revisão bibliográfica das teorias, conceitos e práticas da Metodologia da Problematização e do Ciclo de Aprendizagem Experiencial, e para sua aplicação segue com uma pesquisa-ação com alunos de uma disciplina do programa de pós-graduação em Engenharia da Produção de uma universidade pública do interior de São Paulo. Os indicadores de pensamento crítico identificados na literatura, e adaptados para a pesquisa, foram analisados mediante a realização de diversas atividades, trabalhos e discussões dos alunos propostos conforme o modelo de aprendizagem problematizadora. Os resultados revelam que problematizar situações conhecidas ou extraídas da realidade social dos alunos para a compreensão dos conteúdos acadêmicos transforma a aprendizagem em momento significativo, no qual o aluno passa a ser agente ativo no processo de construção do conhecimento e, por consequência, desenvolve em índices expressivamente positivos de pensamento crítico. / The problematization is a way of explicit, proposing the contradictions present in reality, and in the Knowledge Society that values for skills and critical thinking, it is increasingly enhanced, because it works complex issues associated with reality problems. There are research that pointing with various nomenclatures how to conceive and adopt problematizing strategies in the educational processes, however, few research in the area of Production Engineering instruction presents guidelines for teachers, based on them, can develop their pedagogical proposals allowing a significant learning and critical thinking. Accordingly, the objective of this research is to present a model of problematizing learning, in a context of presence and virtual learning, providing opportunities for significative learning, as well as evaluating the development of critical thinking of learners. The model is based on a bibliographic review of theories, concepts and practices of the Problematization Methodology and Experiential Learning Cycle, and its application follows with an action-research with students from a discipline of the graduate program in Production Engineering in a public university in the state of São Paulo. Indicators of critical thinking identified in the literature and adapted to the research, were analyzed by carrying out various activities, assignment and discussions of the proposed learners as the model of problematizing learning. The results show that problematizing known situations or extracted from the social reality of the students to understand the academic content turns learning into a meaningful moment in which the student becomes an active agent in the process of knowledge construction and, therefore, develops in indexes significantly positive of critical thinking.

This thesis deals with proposal for an education program for employees of UHS JAKOS, a.s. which implemented a new information system 3 year ago and because of this they are planning to implement a bar codes. The analysis was realized by questionnaire survey between the employees who will work with the bar codes. The thesis is divided into 3 sections. The first section is theoretical and describes an education as process of change during implementing the bar codes. Next is analysis section which describes a current situation in the company by questionnaire. At the end it focuses on proposal of education program which will get easy the implementing of code bars.

This is an exploratory research study aimed toward steadying attendance across a semester of higher education video game development labs with attention to cooperation as a co-factor. Following the observation of unusually strong attendance in a highly cooperative game development lab class which aligns with these theories, this paper seeks to explore whether subfactors of positive social interdependence are co-factors with lab attendance. Sparked by previous case data, this exploratory study examines data from the Fall 2019 iteration of the introductory video game development course, defining and measuring potential co-factor variables during an individual-focused half of the course supplemented with group activity, and a fully group-focused half of the semester, with future interest in investigating a correlation between attendance and positive interdependence. Empirical studies of both the performance impact of attendance, and the financial reliance of residential higher education institutions on student attendance and retention suggest that understanding how to operationalize students’ motivation to attend class is epistemically and fiscally valuable. Studies of positive interdependence raise interest as a co-factor contextually through high commitment, joint efficacy, and mutual benefit, strongly overlapping with empirical antecedents of higher education retention and seminal social psychological frameworks. Therefore, the author began an intended extensive analysis of consecutive semesters. All students enrolled in the Fall 2019 introductory game development course (n=56 for students with matched data sets, 59 retained participant students total) were engaged in cooperatively-designed lectures and lab activities, with the first half of the semester’s lighter collaborative activity and independent assigned work to be compared to the second half’s full-time group project work. Between these designed halves, two null hypotheses were assessed: 1) lab attendance in the first half of the semester is equivalent to the second half, and 2) subfactors of positive interdependence in the first half of the semester are equivalent to the second half. Attendance proportions and surveyed positive interdependence measures for the Fall 2019 semester were analyzed using paired sample t-tests. Attendance, and a majority of positive interdependence subfactors were not significantly different across halves of the semester, suggesting that collaboration had evened results across the whole, but not all effects reached their target results. The Classroom Life Instrument was used to formally measure the presence of a positive interdependent context before and after group project work.