ARRUDA, Juliana Silva. Tecnologias digitais e emergência de zonas de desenvolvimento proximal em sala de aula. 2016. 105f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-22T13:22:51Z No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-22T16:34:13Z (GMT) No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Made available in DSpace on 2016-09-22T16:34:13Z (GMT). No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) Previous issue date: 2016 / Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process. / O Brasil vivencia um período de imersão tecnológica em todas as áreas da sociedade, e a cada dia são criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanças advindas dos avanços tecnológicos e ficar atenta às novas possibilidades educacionais para desenvolver práticas contemporâneas, a partir da inserção de computadores em atividades curriculares. Estes recursos possibilitam a interação nas atividades em grupo, na troca de ideias e opiniões; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pública municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com caráter interpretativo. A técnica de pesquisa envolveu a observação participante, com análise microgenética, e, como instrumentos de coleta de dados, vídeos e diários de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodológicos foram considerados a partir de uma abordagem microgenética, e definidos com a fundamentação de pesquisadores contemporâneos, como Colaço et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da análise dos dados. A primeira categoria – Interação entre pares – foi detalhada como as atividades em grupo, e a participação dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria – Interação com alguém mais experiente – envolveu contribuições e assistência de alguém mais experiente, contribuindo para facilitação da aprendizagem. Na categoria seguinte – Suporte da tecnologia – foram detalhados o uso da tecnologia pelos alunos e as contribuições desse recurso para os processos de ensino e aprendizagem. Na última categoria – Protagonismo estudantil – foi discutida a maneira como os alunos conseguiram ultrapassar seu nível de desenvolvimento, podendo atuar como autores do próprio conhecimento, sendo observadas duas características: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interação entre pares, promovem e facilitam a emergência de ZDP, acarretando aprendizagem e promovendo atuações e posturas de autoria desses aprendentes em seu processo.

abstract: The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-26T17:48:01Z No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-04T14:04:45Z (GMT) No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-12-04T14:04:45Z (GMT). No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-05 / This study aims at investigating how the ways the students from the Ensino Fundamental review their text productions, when engaged in collaborative tasks, can influence the individual text revision in the English language. Our goal was to understand the revision strategies used by the learners during the collaborative task, analyze the text changes after the peer interactions considering affective factors, as well as examine the students’ perceptions about the collaborative and individual revision activities. Six students from the ninth year of the Ensino Fundamental of a public state school participated in this study case from August to December 2012. In order to collect the data, we made use of qualitative research principles and, at some moments, quantitative resources. For a better understanding of the learning, interaction and collaboration process, this study is based on the sociocultural theory, on theories about collaborative learning and on the affective factors in correction. The results show that the collaborative revision does not only promote a student’s text production improvement, through the positive atmosphere in which it is possible to learn from and teach his/her peer, but also the gradual development of the perception of the possibility of selfcorrection. The individual and collaborative reviews fostered a growing improvement in the level of preoccupation with lexical items, in terms of grammar, text organization and semantic content. Furthermore, these students have changed their awareness about the English language and the rewriting approach by understanding the necessity of revising and the importance of collaboration in the learning process. / Este estudo de caso tem por objetivo investigar de que forma as revisões que os alunos do ensino fundamental efetuam em seus textos escritos ao se engajarem em atividades colaborativas podem influenciar a revisão individual do texto na língua estrangeira inglês. Nosso objetivo foi compreender as estratégias de revisão utilizadas pelos aprendizes durante o processo colaborativo, analisar as modificações textuais após as interações com os pares observando os fatores afetivos, bem como observar as percepções dos alunos sobre as atividades de revisão colaborativa e revisão individual. Seis alunos do nono ano do ensino fundamental de uma escola da rede pública estadual participaram deste estudo de caso de agosto a dezembro de 2012. Para a coleta de dados, utilizamos os princípios da pesquisa qualitativa e, em alguns momentos, recursos quantitativos. Para melhor compreensão do processo de aprendizagem, interação e colaboração, este estudo fundamenta-se na teoria sociocultural, nas teorias sobre a aprendizagem colaborativa e nos fatores afetivos na correção. Os resultados demonstram que a revisão colaborativa promove não somente a melhoria na produção textual do aluno mediante o ambiente positivo no qual é possível aprender e ensinar o outro, mas também promove o desenvolvimento gradativo da percepção de possibilidade da autocorreção. As revisões individuais e colaborativas propiciaram uma crescente melhora no nível de preocupação com itens lexicais, de gramática, de organização textual e de conteúdo semântico. Ademais, os alunos mudaram a sua percepção sobre a língua inglesa e a proposta de reescrita, compreendendo a necessidade de revisão e a importância da colaboração no processo de aprendizagem.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T12:27:30Z No. of bitstreams: 2 Gabriele_Engelmann2017.pdf: 16926653 bytes, checksum: c44c3f5b18dc55d509aee77e90f667a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T12:27:31Z (GMT). No. of bitstreams: 2 Gabriele_Engelmann2017.pdf: 16926653 bytes, checksum: c44c3f5b18dc55d509aee77e90f667a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-17 / The images of scientists and the History of Science (HC) presented in textbooks (LDs) of chemistry are also part of the school knowledge about Science, we believe that these can influence students realize the story of scientists as a result of work influenced by social, cultural and political contexts consistent with the era in which they lived. In this sense, the problem of this research is to analyze the perceptions of students on the images of a scientist and the history of science in textbooks of chemistry, indicated by the Textbook Guide National Textbooks Program (PNLD – Programa Nacional de Livros Didáticos) (2014) 2015. We Select all pictures of scientists and historical approaches of 4 (four) textbooks intended for the 1st (first) grade of high school. For analysis of perceptions, we use the Vygotsky's Sociocultural Theory and, in a first step, we conduct an individual activity and writing, in which the same image and text that accompanies that image was observed for 3 students. In a second step, we use the methodology of Focus Group (FG) with audio and video recording. The lines of the GF and individual writings were transcribed and your content has been parsed according to assumptions of the analysis of Bardin’s (2011) content. As results point that students realized general characteristics of the image and textual elements on HC, including: gender, age, clothing, actions of the scientist, environment in which he finds himself, scientific theories and social recognition. In addition, they realized aspects relating to the exposure of the scientist in LD, among them, the shape of image display in LD and the relation between image and text. The data refer to the suggestions about configuration mode of the image of the scientist and the history of science texts accompanying the invited person; the contextualization scientific production; the characteristics of internal and outside approaches of science. / As imagens de cientistas e a história da ciência (HC) apresentadas em Livros didáticos (LDs) de química também fazem parte do conhecimento escolar sobre ciência. E consideramos que estas imagens podem influenciar estudantes em perceber a história dos cientistas como resultado do trabalho influenciado por contextos sociais, culturais e políticos coerentes com a época em que estes viveram. Neste sentido, o problema dessa investigação consiste em analisar as percepções de estudantes sobre as imagens de cientista e história da ciência em livros didáticos de química, indicados pelo Guia de livros didáticos do Programa Nacional de Livros Didáticos (PNLD) (2014) 2015. Selecionamos todas as imagens de cientistas e abordagens históricas de 4 livros didáticos destinados a 1ª série do Ensino Médio. Para análise das percepções, utilizamos a Teoria Sociocultural de Vigotski e, em uma primeira etapa, realizamos uma atividade individual e escrita, na qual uma mesma imagem e texto que acompanha essa imagem foi observada por 3 estudantes. Em uma segunda etapa, utilizamos a metodologia de grupo focal (GF) com gravação de áudio e vídeo. As falas do GF e escritas individuais foram transcritas e seu conteúdo analisado de acordo com pressupostos da análise do conteúdo de Bardin (2011). Como resultados apontamos que os estudantes perceberam características gerais da imagem e dos elementos textuais sobre HC, dentre elas: gênero, vestimenta, idade, ações do cientista, ambiente em que ele se encontra, teorias científicas e reconhecimento social. Além disso, perceberam aspectos referentes à exposição do cientista no LD, dentre elas, a forma de exposição da imagem no LD e as relações que há entre imagem e texto. Os dados obtidos remetem à sugestões sobre: o modo de configuração da imagem do cientista e dos textos de história da ciência que a acompanham; as contextualizações das produções científicas; as características das abordagens internalista e externalista da ciência.

In this study it is argued that spelling correction as a collaborative process benefits students. It is also argued that the correction process is a structured process which means that pupils tend to follow a pattern when it comes to who initiates and who executes the correction. As a teacher student within the subject of English as a foreign language, I find it interesting and useful to know more about spelling correction in collaborative writing and what pedagogical implications it has. Correction and repair from a Conversation Analytical point of view is a phenomenon which has been the main object of investigation for many researchers. I noticed that correction is used a lot in written assignments among the students as well as in conversational contexts. In the literature it is also clear that research about written correction is limited and hard to find. Hence, there was a need to investigate this area in the field of correction and repair.The process of spelling correction was investigated using conversation analysis and from a sociocultural point of view the pedagogical implications of this process were considered. The study is based on video-recordings of four pairs in an upper secondary school in Sweden within the subject of English as a foreign language. I found that there is a preference for self correction and that the pupils only intervene in the correction process when necessary. I also found correction to be a collaborative process which benefits the construction of knowledge as students scaffold each other during a correction sequence.

A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these contexts. Through six cases of online instructors teaching in international contexts at the tertiary level, I explored the negotiation of teaching presence as viewed through the lens of cultural historical activity theory (Engeström, 1999, 2001). In this view, instructors are engaged in a dynamic process in which teaching presence is shaped through the mediating components of the activity system. This multi-case study employed cross case analysis drawing on data from interviews with students, program coordinators, and instructors, in addition to analyses of discussion forum transcripts, course documents, formative evaluations, student and instructor reflections, and researcher-participant observations. The linguistic challenges faced by both instructor and students for whom the language of instruction was a second or third language and instructors’ sociocultural identities, positioning, and conceptualization of the online interaction spaces were found to be important mediators in the negotiation of teaching presence. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic 'ground rules' for computer-mediated problem-solving of physics questions with other students, while the PT portion saw the teacher prescriptively addressing students' misconceptions, misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG)/alternate intervention group (AG)/experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.

There is a well-established ‘achievement gap’ in medical education, with ‘ethnic minority’ students achieving less well in examinations than their white counterparts. The processes underlying this difference are currently unknown. Most research to date has taken a student-deficit approach, suggesting that lower performing students lack the cognitive or cultural capacity of their higher achieving peers. These models have so far failed to explain the variation in achievement by ethnicity. In order to address this gap in the literature and further our understanding of ethnic minority students’ underachievement, this thesis takes a sociocultural approach to the problem. It addresses two research questions: firstly, how does ethnicity impact on medical school achievement? Secondly, how do social networks affect achievement? This research uses qualitative interviews (n=33 medical students), quantitative survey methods and social network analysis (n=160 medical students) to explore ethnicity and the achievement gap within medical education. Sociocultural theories of learning, specifically concepts from communities of practice and Pierre Bourdieu are employed in the design and analysis phases. This thesis demonstrates that medical students’ achievement is best conceptualised as part of a wider learning trajectory toward becoming a doctor. Relationships are important channels through which the resources and support can flow, these in turn facilitate learning and achievement. Lower achieving students are less well connected to their PBL peers and have fewer tutors or clinicians in their network. The medical world has a tightly prescribed, yet often hidden, set of legitimate dispositions; students must learn to embody these norms, values and behaviours in order to succeed. This process relies on experiences of participation, facilitated by relationships with peers and seniors. Socialisation is clearly mediated by culture. Ethnic minority students, due to their differing cultural practices and identities, have fewer experiences of participation, often experience the medical domain as outsiders and find it harder to interact with tutors and clinicians. This is reflected in their social networks as some minority students have fewer seniors in their network. These factors interact to cut ethnic minority students off from potential and actual resources that facilitate learning and achievement. If the situation is to be improved, medical schools must do more to acknowledge the extra difficulties many ‘ethnic minority’ students face in becoming an insider. Processes of identification and participation must be supported as these students negotiate the extra distance and tensions between their home world and those of medical education and medicine.

abstract: The purposes of this dissertation are two-fold. First, it aims to re-examine the new generation of Chinese students in the United States (U.S.) in light of the changing international and educational contexts. Second, the dissertation seeks to understand the new generation of Chinese students’ experience in First-year Composition (FYC) classes in a public U.S. university. A model of dynamic sociocultural approach is developed and applied to explore this new generation of Chinese students. Compared to previous generations of overseas students, the new generation is substantially different in their backgrounds and shares their own unique characteristics. Taking a sociocultural approach, this dissertation undertakes a systematic examination to delineate Chinese overseas students’ demographic trends over time, the backgrounds and characteristics of the new generation, the motivations for them studying in the United States, and the pathways these students take to come to the U.S. universities. Furthermore, this dissertation explores the experiences of 23 Chinese undergraduate student participants in FYC classes at a U.S. university. In the past decade, with a soaring number of Chinese undergraduate students, there is a dramatic rise in the number of Chinese students in FYC classes. Compared with their previous English education and learning experience in China, what these Chinese undergraduates are experiencing and how them adapting to in their FYC classes will shed light to better understanding of this new generation, as well as how their previous educational experience in China overlap, facilitate, or collide with their current studying in the United States. This dissertation enriches the literature on understanding the new generation of Chinese students, their background, and their adjustments to foreign countries and new educational environments. Using the dynamic sociocultural approach, the study provides teachers and administrators an approach for viewing Chinese and other second language (L2) students in a more holistic way. To a greater extent, the study has implications on how to meet the challenges of diversity in our universities and how to help students with different home cultural backgrounds to succeed in class. The results can also be used to improve the services and programs in the U.S. higher education institutions. / Dissertation/Thesis / Doctoral Dissertation English 2020

Många elever i dagens svenska skolor har matematiksvårigheter. Det leder till att de inte klarar kunskapskraven i ämnet. En av de största anledningarna till elevers matematiksvårigheter i ämnet matematik är att eleverna har matematikängslan. Syftet med denna studie är därför att få kunskaper om lärares och rektorers syn på hur skolan arbetar med elever som har matematikängslan. För att uppnå studiens syfte genomfördes semistrukturerade intervjuer med lärare och rektorer på två olika skolor. Resultatet av studien visar att lärare och rektorers syn på arbetet med elevers matematikängslan skiljer sig i vissa avseenden. Det kan leda till att synen på hur skolan ska arbeta för att motverka matematikängslan hos elever skiljer sig mellan lärare och rektorer. Resultatet i studien visar att lärarnas arbetssätt för att motverka matematikängslan hos elever är att de arbetar med positiv respons och hur de kommunicerar matematik. Rektorernas syn på hur lärarna ska nå elever med matematikängslan är att öka lärarnas kompetens med exempelvis kompetensutbildningar. Samtidigt är lärarnas uppfattning att de vill få mer stöd i form av ökade resurser, som exempelvis en extra vuxen i klassrummet. Studiens slutsats är att det finns indikationer på att lärare och rektorer inte är överens om hur ett arbete med elevers matematikängslan borde se ut och gå till. / There are many pupils in Swedish schools who have mathematical difficulties, which means that they don’t meet the knowledge requirements. One of the biggest reasons for pupils' mathematical difficulties in mathematics is that the students have mathematic anxiety. The purpose with this study is therefore to gain knowledge about teachers’ and principals’ views on how the school work with pupils who have mathematics anxiety. To find out how schools work with this we have conducted semi-structured interviews with teachers and principals at two different schools. The result of this study shows that teachers and principals don’t agree in their views on how to work with pupils’ mathematics anxiety. Because of this there are different views on how to counteract pupils’ mathematics anxiety. The result of this study shows that the way teachers are teaching today to counteract the pupils’ mathematic anxiety is that they work with positive response and how they communicate mathematics with the pupils. The principals’ view of how teachers should approach pupils with mathematic anxiety is to increase teachers’ competence. At the same time, the teachers’ view is that they want to be given more support by increased resources, such as an extra adult in the classroom for example. The conclusion of this study is that we see indications that teachers and principals don’t agree about how they should approach pupils with mathematics anxiety and how to work with them.