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Förskolans utomhusvistelse som undervisningsarena : En kvalitativ studie om förskollärares uppfattningar utifrån spontan och planerad undervisning utomhus / Preschool outdoor activities as a teaching arena : A qualitative study on Swedish preschool teachers' perceptions on spontaneous and planned outdoor teachingBolin, Elin, Nord, Sara January 2021 (has links)
Syftet med föreliggande studie är att bidra med kunskap om hur förskollärare ser på undervisning i samband med förskolans utomhusvistelse. I takt med att undervisningsbegreppet förstärkts i Läroplanen för förskolan (2018) anses det betydelsefullt att diskutera förskollärares uppfattningar om undervisning i samband med förskolans utomhusvistelse. För att uppnå syftet har studien utgått från tre centrala frågeställningar som berör utomhusvistelsen som undervisningsarena utifrån planerad och spontan undervisning. Genom intervjuer med sex verksamma förskollärare har deras uppfattningar och erfarenheter om undervisning i samband med utomhusvistelsen synliggjorts. Studiens resultat har analyserats utifrån tidigare forskning samt utifrån studiens grundläggande teoretiska perspektiv utvecklingspedagogiken och dess teoretiska begrepp lärandets objekt och lärandets akt. Studiens resultat visar att förskollärarna ser på utomhusvistelsen främst utifrån aspekterna andningspaus och undervisningstillfälle. Aspekten andningspaus lyfts mestadels som något negativt. Dock lyfts genom resultatet även ett positivt perspektiv på andningspausen, vilket påvisar att förskollärarnas syn på andningspausen påverkar både i vilken utsträckning som utomhusvistelsen kan bli ett undervisningstillfälle och om lärandets objekt blir synligt utomhus. Resultatet pekar på att både planerad och spontan undervisning bedrivs utomhus, även om spontan undervisning är mest framträdande. Studiens slutsats är att undervisning bedrivs i stor utsträckning under förskolans utomhusvistelse och att utomhusvistelsen möjliggör en mångfald av lärande. / The purpose of this study is to contribute to knowledge, on how preschool teachers perceive teaching during the preschool outdoor activities. The teaching concept has been further strengthened in the latest Swedish preschool curriculum (Läroplanen för Förskolan, 2018). This, reinforces the importance of a deeper understanding of preschool teachers’ view on teaching during the preschool outdoor activities. Fulfilling its purpose, the present study departs from three main question areas: 1. related to outdoor activities as an arena for teaching, 2. planned verses, 3. spontaneous perspective. Through a series of interviews with six active preschool teachers, their view on teaching during preschool outdoor activities have been explored. The results of the study have been analyzed in conjunction with previous research, the theoretical perspective of the study, development pedagogics and its theoretical concepts as well as the object of learning and the acts of teaching. The results of this study suggest that preschool teachers perceive outdoor activities mainly as a break and an extra opportunity to teaching. The aspect of having a break is mainly expressed with a negative connotation, although further results also indicates a positive perspective on taking a break. On the notion of teaching during outdoor activities; the result point to that preschool teachers perception of having a break affects to what extent the outdoor activity becomes a teaching opportunity and if the objects of learning shine through in outdoor activities. Although both planned and spontaneous teachings are conducted, spontaneous teaching is more prominent. The conclusion of the study suggests that teaching is to a larger extent taking place during the preschool outdoor activities and that the outdoor activities provides an opportunity for diversity in teaching.
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Att använda variationsteori i skrivundervisning : Grundlärares uppfattningar och erfarenheter av variationsteorin i undervisning om att skriva texttyper / Using variation theory in teaching : Compulsory teachers’ ways of understanding and experience teaching writing of different types of textsLiljegren, Louise January 2020 (has links)
Syftet med denna uppsats var att beskriva grundlärares uppfattning av variationsteori i skrivundervisning av texttyper. Undersökningens frågor svarade mot hur lärare resonerar om val av innehåll och metoder i undervisningen om skrivande av texttyper samt hur lärare upplevde att de använde variationsteori för planering, genomförande och utvärdering av undervisningen för att utveckla elevers skrivande av olika texttyper. Analysen var genomförd med fenomenografi som ansats, webbenkät och semistrukturerad intervju som metod och variationsteori som teori. Resultatet visade att lärarna upplevde variationsteori som tidskrävande och komplex att arbeta med men att det gav god effekt för både elevernas kunskapsutveckling och för lärarnas utveckling av yrkesprofession. Resultatet visade också att lärarna upplever att det är komplext att använda variationsteori i undervisning om att skriva olika texttyper. Men variationsteorin är uppskattad att använda i undervisningen och vissa faktorer kan förenkla användandet. Slutsatsen blir ända att svenskämnets struktur behöver bli mer tillgängligt för variationsteori. / The aim of this paper was to describe teachers’ ways of understanding variation theory used in teaching to write different types of texts. This was done by answering questions as how teachers’ reason in selecting content and methods in teaching to write different types of texts and how teachers experienced how to use variation theory in planning, teaching and evaluation of teaching to develop students' writing of different text types. This empirical study was done with a phenomenography view and variation theory as the theoretical framework for the analysis. The methods were survey and semi structured interview. The results showed that the teachers experienced the variation theory as time-consuming and complex to work with, but that it had a good effect on both the students 'knowledge development and the teachers' development of professional profession. The results showed that the teachers’ experience variation theory as complex in teaching about writing different types of texts. Although variation theory was appreciated in teaching and some factors may facilitate the use of the theory. Anyway, the structure needs to be more accessible to variation theory.
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Att lära och undervisa om bråk med olika nämnare : En Learning Study i årskurs 4, 6 och 9Partanen, Susanne, Lindström, Simone January 2010 (has links)
Syftet med den här studien är att undersöka undervisning och lärande av lärandeobjektet, bråk med olika nämnare, i årskurs 4, årskurs 6 och årskurs 9. Då specifikt jämförelsen av bråk med olika nämnare och addition med hjälp av gemensam nämnare. Studien avser att söka vad som är kritiskt för att kunna lära sig detta. Vi genomförde en learning study som är en typ av aktionsforskning där studien genomförs i klassrumsmiljö och fokus ligger på vad eleverna ges möjlighet att lära sig. Vanligtvis genomförs en learning study i tre cykler där undervisningen gradvis förbättras mellan cyklerna. Vår första cykel genomfördes i årskurs fyra, den andra cykeln i årskurs sex och den sista och avslutande cykeln i årskurs nio. Lektionen i årskurs fyra var en introduktion till bråk där fokus låg på nämnarens funktion. Lektionerna i årskurs sex och nio fokuserade till stor del på addition av bråk med olika nämnare. Processen i varje cykel började med ett förtest som sedan följdes upp med en planerad lektion utifrån utfallet, lektionen i sin tur videofilmades utifrån det iscensatta lärandeobjektet, och som sista del tog vi reda på det erfarna lärandeobjektet med hjälp av eftertest. Materialet (förtest, lektion och eftertest) från de tre lektionerna analyserades därefter och jämfördes för att få fram kritiska aspekter vid inlärning av bråk med olika nämnare. Resultatet indikerar att de kritiska aspekterna för elever i årskurs fyra är innebörden av täljare och nämnare samt relationen mellan dem. Denna kritiska aspekt lyckades vi komma åt under lektionen. I de senare cyklerna visar resultatet att den viktigaste kritiska aspekten är relationen mellan täljare och nämnare och insikten att de står i proportionalitet till varandra, dessa aspekter kom vi endast till viss del åt under lektionerna i årskurs sex och årskurs nio. I vissa fall försämrades deras förståelse efter lektionerna. Eleverna i årskurs sex och årskurs nio uppvisade samma svårigheter och vi kan inte påvisa någon förbättring mellan årskurserna; eleverna i årskurs sex och nio låg på samma nivå kunskapsmässigt då det gäller bråk med olika nämnare. / The aim of this study is to investigate the teaching and learning of fractions with different denominators as an object of learning in grade 4, 6 and 9. We concentrate more specifically on the comparison of fractions with different denominators as well as performing additions through transformation to a common denominator. Moreover, the study aims at finding out what is critical in order to learn this. We carried out a learning study, which is a kind of action research where the study is carried out in the classroom environment and where focus is on what the pupils is given the opportunity to learn. Moreover, a learning study is normally conducted in three cycles where the aim is to improve teaching during and between the different cycles. Our first cycle was conducted in grade four, the second cycle in grade six and the final and concluding one in grade nine. The lesson in grade four served as an introduction to fractions since the pupils were unfamiliar with the concept of fractions, yet the focus was on the function of the denominator, whereas the focus of the lessons in grade six and grade nine was on performing addition of fractions with different denominators. The process in each of the cycles in the learning study began with a pretest. The lesson was then planned according to the assumed critical aspects shown in the pretest before carried out. Each lesson was videotaped, and followed by a posttest about a week after the lesson. The material (pre-tests, lessons, and post-tests) from the three cycles were analyzed and thereafter also compared in order to find and compare critical aspects when it comes to the learning of fractions with different denominators. The result indicates that the critical aspects for pupils in grade four were the meaning of the denominator and the numerator and their relationship. These aspects were targeted in the lesson and the pupils’ understanding of this was improved after the lesson. Moreover, the result implies that the most important critical aspect in grade six, as well as in grade nine, appears to be to understand the proportional relationship between the denominator and the numerator. This aspect was targeted at the respective lessons, yet the pupils only showed little or even no better understanding after the lessons, and in some cases their understanding even became impaired. It appears as if the pupils in grade six and grade nine have the same difficulties when dealing with fractions with unequal denominators, and moreover they were on the same level when dealing with the fractions.
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Att lära och undervisa om bråk med olika nämnare : En Learning Study i årskurs 4, 6 och 9Partanen, Susanne, Lindström, Simone January 2010 (has links)
<p>Syftet med den här studien är att undersöka undervisning och lärande av lärandeobjektet, bråk med olika nämnare, i årskurs 4, årskurs 6 och årskurs 9. Då specifikt jämförelsen av bråk med olika nämnare och addition med hjälp av gemensam nämnare. Studien avser att söka vad som är kritiskt för att kunna lära sig detta.</p><p> </p><p>Vi genomförde en learning study som är en typ av aktionsforskning där studien genomförs i klassrumsmiljö och fokus ligger på vad eleverna ges möjlighet att lära sig. Vanligtvis genomförs en learning study i tre cykler där undervisningen gradvis förbättras mellan cyklerna. Vår första cykel genomfördes i årskurs fyra, den andra cykeln i årskurs sex och den sista och avslutande cykeln i årskurs nio. Lektionen i årskurs fyra var en introduktion till bråk där fokus låg på nämnarens funktion. Lektionerna i årskurs sex och nio fokuserade till stor del på addition av bråk med olika nämnare. Processen i varje cykel började med ett förtest som sedan följdes upp med en planerad lektion utifrån utfallet, lektionen i sin tur videofilmades utifrån det iscensatta lärandeobjektet, och som sista del tog vi reda på det erfarna lärandeobjektet med hjälp av eftertest. Materialet (förtest, lektion och eftertest) från de tre lektionerna analyserades därefter och jämfördes för att få fram kritiska aspekter vid inlärning av bråk med olika nämnare.</p><p> </p><p>Resultatet indikerar att de kritiska aspekterna för elever i årskurs fyra är innebörden av täljare och nämnare samt relationen mellan dem. Denna kritiska aspekt lyckades vi komma åt under lektionen. I de senare cyklerna visar resultatet att den viktigaste kritiska aspekten är relationen mellan täljare och nämnare och insikten att de står i proportionalitet till varandra, dessa aspekter kom vi endast till viss del åt under lektionerna i årskurs sex och årskurs nio. I vissa fall försämrades deras förståelse efter lektionerna. Eleverna i årskurs sex och årskurs nio uppvisade samma svårigheter och vi kan inte påvisa någon förbättring mellan årskurserna; eleverna i årskurs sex och nio låg på samma nivå kunskapsmässigt då det gäller bråk med olika nämnare.</p> / <p>The aim of this study is to investigate the teaching and learning of fractions with different denominators as an object of learning in grade 4, 6 and 9. We concentrate more specifically on the comparison of fractions with different denominators as well as performing additions through transformation to a common denominator. Moreover, the study aims at finding out what is critical in order to learn this.</p><p> </p><p>We carried out a learning study, which is a kind of action research where the study is carried out in the classroom environment and where focus is on what the pupils is given the opportunity to learn. Moreover, a learning study is normally conducted in three cycles where the aim is to improve teaching during and between the different cycles. Our first cycle was conducted in grade four, the second cycle in grade six and the final and concluding one in grade nine. The lesson in grade four served as an introduction to fractions since the pupils were unfamiliar with the concept of fractions, yet the focus was on the function of the denominator, whereas the focus of the lessons in grade six and grade nine was on performing addition of fractions with different denominators. The process in each of the cycles in the learning study began with a pretest. The lesson was then planned according to the assumed critical aspects shown in the pretest before carried out. Each lesson was videotaped, and followed by a posttest about a week after the lesson. The material (pre-tests, lessons, and post-tests) from the three cycles were analyzed and thereafter also compared in order to find and compare critical aspects when it comes to the learning of fractions with different denominators.</p><p> </p><p>The result indicates that the critical aspects for pupils in grade four were the meaning of the denominator and the numerator and their relationship. These aspects were targeted in the lesson and the pupils’ understanding of this was improved after the lesson. Moreover, the result implies that the most important critical aspect in grade six, as well as in grade nine, appears to be to understand the proportional relationship between the denominator and the numerator. This aspect was targeted at the respective lessons, yet the pupils only showed little or even no better understanding after the lessons, and in some cases their understanding even became impaired. It appears as if the pupils in grade six and grade nine have the same difficulties when dealing with fractions with unequal denominators, and moreover they were on the same level when dealing with the fractions.</p>
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Objeto de aprendizagem e o estudo de gramática: uma perspectiva de aprendizagem significativaBarbosa, Rita Cristiana 24 October 2008 (has links)
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Previous issue date: 2008-10-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / ABSTRACT
The following work presents a reflection on the subjects of educational computing, the theory
of meaningful learning and the study of grammar. Its research and analysis material comes
from a digital object specially designed to detect meaningful learning through educational
computing. The institutional material was elaborated following the teaching methodology
based on David Ausubel's theory and the conceptual maps of Joseph Novak and Bob Gowin.
The conceptual maps' strategy seeks to enrich the student's cognitive structures by inserting
them in an active learning process. Ausubel affirms that the acquiring and retaining of
knowledge are the product of an active process which integrates instruction materials with the
student's own cognitive structure's relevant ideas. Following that ideal, this work describes the
theoretical principles that serve as basis for the creational process of educational games as
learning objects. We also consider Ausubel's meaningful learning theory and educational
computing in the process of using the games to teach Portuguese language. The experimental
research process had as its objective to measure, in a systematic way, the efficiency of an
instrument designed to teach grammar concepts to students of 7th grade. The research
subjects were divided in two groups (experimental and control), based on a pretest about
morph syntactic analysis. Following the pretest, we worked with the experimental group
during a period of fifteen (15) days. During this period we had sessions of pedagogical
intervention using the digital instrument that contained grammar concepts in the format of an
educational game. We also used hierarchical organization of learning concepts and conceptual
maps with the experimental group, while the other group watched classes about the same
subject given with standard methodology. When this period was over, it was applied a test to
both groups. In the final evaluation, it was verified that the experimental group had markedly
better results than the control group. Once considering that the control group hadn't
experienced the digital instrument and the experimental group had, we believe that the results
point to the efficiency of the instrument as a learning tool. / Esse trabalho apresenta uma reflexão sobre a informática educativa, a teoria da aprendizagem
significativa e o estudo de gramática, tomando para investigação e análise um objeto digital
de aprendizagem, planejado, produzido e testado a fim de detectar aprendizagem significativa
de um conteúdo com a mediação da informática educativa. Para a elaboração do material
instrucional utilizou-se pressupostos de uma metodologia de ensino baseada na teoria de
David Ausubel e nas estratégias dos mapas conceituais de Joseph Novak e Bob Gowin que
buscam inserir os alunos no processo de ensino-aprendizagem de forma ativa para
enriquecimento das estruturas cognitivas. Ausubel afirma que a aquisição e a retenção de
conhecimentos são o produto de um processo ativo, integrador e interativo entre o material de
instrução e as idéias relevantes da estrutura cognitiva do aprendiz, com as quais as novas
idéias estão relacionadas de forma particulares. Nesse sentido, este trabalho descreve os
princípios teóricos que fundamentam a construção de jogos educacionais como objetos de
aprendizagem considerando a teoria da aprendizagem significativa de Ausubel e a informática
educacional para a aprendizagem de significados dos conteúdos relacionados ao ensino de
língua portuguesa. A pesquisa foi de caráter experimental e teve como objetivo primordial
comprovar, de forma sistemática, a eficiência de um instrumento que visa proporcionar a
aprendizagem de conceitos de gramática dos escolares do 7° ano do ensino fundamental. Os
sujeitos foram divididos em dois grupos: experimental e controle e foram avaliados através de
um pré-teste sobre análise morfossintática. A seguir, trabalhou-se com o grupo experimental,
num período de quinze (15) dias de intervenção pedagógica, o instrumento (objeto digital de
aprendizagem) produzido com o conteúdo mencionado em formato de jogo e com a
organização hierárquica de conceitos com mapas conceituais enquanto o outro grupo assistia a
aulas com a metodologia padrão sobre o mesmo assunto. Terminado esse período, aplicou-se
a ambos os grupos o pós-teste (o mesmo pré-teste). Na avaliação final, constatou-se que o
grupo experimental obteve resultados significativamente melhores que o grupo controle, o
que pode ser decorrente da eficiência do instrumento, uma vez que o grupo de controle não
vivenciou o mesmo processo.
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Att möta barnen i deras utforskande : En enkätstudie om barns inflytande och delaktighet i fysikundervisning i förskolan / To meet children in their exploration : A survey study on children's participation and influence in physics teaching in preschoolJohansson, Johanna, Gustafsson, Matilda January 2023 (has links)
The aim of this study is to contribute with increased knowledge about how preschool teachers can promote children's influence and participation in physics teaching. To investigate this, a web survey was sent out to preschool teachers in a medium-sized municipality in Sweden. The study's data consists of the preschool teachers' responses which have been analyzed quantitatively but also qualitatively through a phenomenographic analysis model that seeks to make different perceptions visible. Our results show that preschool teachers need greater subject knowledge and more resources to succeed in this in practice. Increased knowledge in physics among preschool teachers may result in a bigger interest and a feeling of self confidence in physics teaching. Our conclusion is that the right prerequisites can promote children's participation and influence in physics education. These prerequisites concerns having enough staff, plenty of planning time and that staff must be offered continuous competence development and collegial learning in order to be prepared to teach physics based on children's interests. The results also show a point of view where influence is something that is created together with the children and is not expressed as something the preschool teachers should offer, it already exists. The preschool teachers automatically need to pay attention to the children's thoughts and questions. When this is done, it may lead to commonly elected learning objects. By listening to the children's thoughts and ideas and putting the teaching at a manageable level, preschool teachers can create the conditions for all children's participation. / Syftet med denna studie är att bidra med ökad kunskap om hur förskollärare kan främja barnens delaktighet och inflytande i undervisning med fysik som uttalat innehåll. En webbenkät skickades ut till förskollärare i en medelstor kommun i Sverige. Studiens empiri består av förskollärarnas svar som analyserats kvantitativt men även kvalitativt genom en fenomenografisk analysmodell som strävar efter att synliggöra olika uppfattningar. Vårt resultat visar att det behövs större ämneskunskaper hos förskollärare och mer resurser för att lyckas med detta i praktiken. Ökade ämneskunskaper hos förskollärarna kan i sin tur leda till ett större intresse och en upplevelse av trygghet i fysikundervisning. Vår slutsats är att rätt förutsättningar kan främja barnens delaktighet och inflytande i fysikundervisning. Dessa förutsättningar handlar om att ha tillräckligt med personal på plats, gott om planeringstid och att personal måste erbjudas kontinuerlig kompetensutveckling och kollegialt lärande för att hålla sig pålästa och vara förberedda för att bedriva undervisning som utgår från barnen. Resultatet visar även ett förhållningssätt där inflytande är något som skapas tillsammans med barnen och inte uttrycks som något förskolläraren ska erbjuda, det existerar redan. Här behöver förskollärare per automatik ta fasta på barnens funderingar och frågor. När detta görs leder det till gemensamt valda lärandeobjekt. Genom att lyssna in barnens tankar och idéer och lägga undervisningen på en hanterbar nivå så kan förskollärare skapa förutsättningar för alla barns deltagande.
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Produção coletiva de objeto de aprendizagem : o diálogo na universidade e na escolaRodrigues, Adriana 30 August 2006 (has links)
In this research, we look for to understand the process of production
and socialization to know, proceeding from the development of the learning
object Trasnbordando Conhecimento , as well as, its use in the daily one of
the lessons of mathematics in average education. For in such a way, we
investigate as to know produced them in the daily one of the school they can
contribute for the improvement and effectiveness of the dialogue enters the
team organizer of learning objects and the professors. Being that, this
investigativo work was carried through at two moments, distinct, but that
they had been complemented: in the University and the school. The period
was understood between June of 2004 to the July of 2005. When answering
the two questions that had guided this research, we verify that it had
contribution for the formation to know on the systematics of object
production of learning and in the object use of learning in the mathematics
education; ressignificações of Trasnbordando Conhecimento through the
work of projects and also, contribution for the implantation of the educative
work with computer science in the schools. We verify that the cycle of
constructing, correcting, to reconstruct must continue so that let us have a
dynamic education, as well as the rivers its waters goes down follows the
course In the tested truth and, thinking metaforicamente, object and
people after they are not more the same ones. It had aggregation of
knowledge, knowing them individual and collective. / Nesta pesquisa, procuramos compreender o processo de produção e
socialização de saberes, provenientes do desenvolvimento do objeto de
aprendizagem Transbordando Conhecimento , assim como, sua utilização
no cotidiano das aulas de matemática no ensino médio. Para tanto,
investigamos como os saberes produzidos no cotidiano da escola podem
contribuir para a melhoria e eficácia do diálogo entre a equipe organizadora
dos objetos de aprendizagem e os professores. Sendo que, este trabalho
investigativo foi realizado em dois momentos, distintos, mas que se
complementaram: na Universidade e na escola. O período foi compreendido
entre junho de 2004 à julho de 2005. Ao responder as duas questões que
nortearam essa pesquisa, verificamos que houve contribuição para a
formação de saberes sobre a sistemática de produção de objetos de
aprendizagem e no uso de objetos de aprendizagem no ensino de
matemática; ressignificações do Transbordando Conhecimento através do
trabalho de projetos e, também, contribuição para a implantação do
trabalho educativo com informática nas escolas. Verificamos que o ciclo do
construir, corrigir, reconstruir deve continuar para que tenhamos um ensino
dinâmico, assim como os rios... suas águas descem... seguem o curso... Na
verdade e, pensando metaforicamente, o objeto e as pessoas depois de
testados não são mais os mesmos. Houve agregação de conhecimentos, dos
saberes individuais e coletivos. / Mestre em Educação
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Historieundervisning och interkulturell kompetens / History teaching and intercultural competenceJohansson, Maria January 2012 (has links)
Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.
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Toward causal representation and structure learningMansouri Tehrani, Sayed Mohammadamin 08 1900 (has links)
Dans les annales de l'Intelligence Artificielle (IA), la quête incessante pour émuler la cognition humaine dans les machines a sous-tendu l'évolution technologique, repoussant les limites du potentiel humain et des capacités de résolution de problèmes. L'intégration de l'IA a catalysé des progrès remarquables, pénétrant divers domaines et redéfinissant des industries.
Cependant, un défi demeure imperturbable : l'obstacle de la généralisation hors de la distribution (OOD). Alors que l'IA triomphe avec des données familières, elle échoue avec des données en dehors de son domaine d'entraînement. En santé, en finance et au-delà, les limitations de l'IA entravent l'adaptation à des scénarios nouveaux. Cette lacune découle de l'écart entre les schémas appris et les caractéristiques causales et invariantes sous-jacentes, entravant l'adaptabilité à des scénarios inexplorés.
Cette thèse franchit des étapes significatives pour aborder cette question en innovant et en exploitant des méthodes issues de l'apprentissage de structure causale et de représentation. Le parcours commence par un algorithme novateur d'apprentissage de structure, les ``Reusable Factor Graphs'', qui tire parti des biais inductifs issus de la causalité et de la cognition humaine pour une meilleure généralisation. Ensuite, en explorant l'apprentissage de représentation causale, nous découvrons des représentations désenchevêtrées centrées sur les objets en utilisant une supervision faible basée sur une connaissance partielle de la structure causale des données. Ces connaissances se conjuguent pour préconiser l'apprentissage conjoint de la structure causale et de la représentation. L'architecture proposée, les ``Reusable Slotwise Mechanisms'' (RSM), relie théorie et pratique, démontrant une promesse réelle à travers ses représentations centrées sur les objets et ses mécanismes causaux réutilisables. Cette fusion offre une solution potentielle pour surmonter les limitations de la généralisation OOD en IA. / In the annals of Artificial Intelligence (AI), an enduring quest to emulate human cognition in machines has underpinned technological evolution, driving the boundaries of human potential and problem-solving capabilities. The integration of AI has catalyzed remarkable progress, infiltrating various domains and redefining industries.
Yet, a challenge remains unshaken: the hurdle of out-of-distribution (OOD) generalization. While AI triumphs with familiar data, it falters with data outside its training realm. In healthcare, finance, and beyond, AI's limitations hinder adaptation to novel scenarios. This deficiency arises from the gap between learned patterns and underlying causal and invariant features, hindering adaptability to uncharted scenarios.
This thesis takes significant steps toward tackling this issue by innovating and leveraging methods from causal structure and representation learning. The journey begins with an innovative structure learning algorithm, Reusable Factor Graphs, leveraging inductive biases from causality and human cognition for improved generalization. Next, delving into causal representation learning, we uncover object-centric disentangled representations using weak supervision from partial knowledge of the causal structure of data. These insights synergize in advocating joint learning of causal structure and representation. The proposed Reusable Slotwise Mechanisms (RSM) architecture bridges theory and practice, demonstrating real-world promise through its object-centric representations and reusable causal mechanisms. This fusion offers a potential solution for tackling OOD generalization limitations in AI.
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