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1981A contribui??o do laborat?rio de solos e plantas do Instituto Federal do Esp?rito Santo ? Campus Itapina na forma??o acad?mica dos alunos do curso superior de agronomia / The contribution of the Soil and Plant Laboratory of Esp?rito Santos?s Federal Institute ? Campus Itapina in the academic education of students in the agronomy superior courseTeixeira, Petterson Gon?alves 27 November 2015 (has links)
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Previous issue date: 2015-11-27 / This study repots the importance of teaching practices and their contribution in the teachinglearning
process when they provide both theoretical and practical studies by using IFES?s Soil
and Plant Laboratory. The general objective of this study was to analyze the contribution level
of IFES?s Soil and Plant Laboratory (LSP) ? Campus Itapina in the academic education of
students in the agronomy superior course. Since the LSP is recognized as of excellence around
the nation, it was brought about the need to investigate students? and professors? standpoint
whether the teaching reaches not only the understanding and mastery of the curriculum subject
contents, but also and mainly the development of capabilities to articulate the theoretical and
practical knowledge so as to contextualize them in their practical actions during the academic
and professional life. To prove the veracity of this study, the methodology adopted the
qualitative and quantitative approaches and, according to the purpose, the study was classified
as an applied research of exploratory character. As to the technical procedures, the research is
classified as bibliographical, documental and participatory. The instruments used for the
research were observation, documental research and questionnaires containing open and closed
questions answered by students taking the agronomy course during the second semester of the
years 2010, 2011 and 2014 as means of comparison of theoretical and practical knowledge.
Professors also answered questionnaires if their subjects were related to the soils and plants,
according to the curriculum subject contents of the agronomy superior course. This study was
organized in chapters, which describe the steps of the agricultural knowledge historicity, the
evolution of agricultural teaching at IFES ? Campus Itapina, as well as the emergence of the
agronomy course at the institution. It also reports the importance of IFES?s Soil and Plant
Laboratory and its relevant contributions to the teaching, research and extension programs in
the Campus. The obtained results helped the acknowledgment of the importance of academic
practices during the agricultural teaching, according to the data from the questionnaires, which
demonstrate the satisfaction rates, the acquired knowledge, the importance of the course, the
development of the students, as well as the contribution of the LSP to the education of the
students in the agronomy superior course. This research is supposed to contribute to needed
changes and improvements in the pedagogical plan for the course so as to significantly
contribute to the awakening and increase of the scientific interest of students. / A presente pesquisa relata a import?ncia das pr?ticas de ensino e a contribui??o destas no
processo ensino-aprendizagem, quando proporcionam a rela??o te?rico - pr?tico - laboratorial
no curso superior de Agronomia. O objetivo geral foi o de analisar o n?vel de contribui??o que
o Laborat?rio de Solos e Plantas do IFES ? Campus Itapina exerce para a forma??o
acad?mica dos discentes do curso superior de Agronomia. Sabendo-se que o LSP tem seu
reconhecimento de excel?ncia em n?vel nacional, surgiu a inquieta??o de se investigar se, para
os alunos e docentes do curso de Agronomia, o ensino atinge n?o somente a compreens?o e o
dom?nio dos conte?dos das disciplinas curriculares, mas, principalmente, o desenvolvimento
de suas capacidades de articular os diversos saberes te?rico-pr?ticos e contextualiz?-los em
suas a??es pr?ticas na vida acad?mico-profissional. Para comprova??o da veracidade deste
trabalho, a metodologia adotou abordagens qualitativas e quantitativas e, de acordo com a
finalidade, classificou-se como pesquisa aplicada, de car?ter explorat?rio. Quanto aos
procedimentos t?cnicos, a pesquisa pode ser classificada como bibliogr?fica, documental e
pesquisa participante. Os instrumentos de pesquisa utilizados foram a observa??o, a pesquisa
documental e a aplica??o de question?rios com perguntas abertas e fechadas aos discentes do
curso de Agronomia dos anos de 2010/2, 2011/2 e 2014/2, como forma comparativa ao
conhecimento te?rico-pr?tico. Tamb?m se aplicou question?rio aos docentes cujas disciplinas
t?m como base o ensino das ?reas afins e correlatas ? solos e plantas, conforme a matriz
curricular do curso superior de Agronomia. A organiza??o deste trabalho deu-se por meio de
cap?tulos, por onde se transcrevem as etapas da historicidade do conhecimento agr?cola, a
evolu??o do ensino agr?cola no IFES - Campus Itapina, at? situar o surgimento do curso de
Agronomia nessa institui??o. Destacou-se, tamb?m, a import?ncia do Laborat?rio de Solos e
Plantas e sua relevante contribui??o ao ensino, ? pesquisa e ? extens?o do Campus.Os
resultados obtidos neste trabalho nos ajudam a compreender qu?o importantes s?o as pr?ticas
acad?micas no ensino agron?mico, conforme os dados analisados nos question?rios, que
demonstram os percentuais de satisfa??o, conhecimentos adquiridos, a import?ncia do curso, o
desenvolvimento dos alunos e a contribui??o do Laborat?rio de Solos e Plantas para a
forma??o acad?mica dos alunos do curso superior de Agronomia.Espera-se que esta pesquisa
possa contribuir para as mudan?as de melhorias necess?rias no plano pedag?gico de ensino do
curso, a fim de incrementar significativamente contribui??es no despertar cient?fico dos
discentes.
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Didática da matemática : uma análise exploratória, teoria e prática em um curso de licenciaturaSiqueira, Claudiomir Feustler Rodrigues de January 2013 (has links)
Esta dissertação é o resultado de uma pesquisa qualitativa e de caráter longitudinal, com 16 discentes de um curso de licenciatura em matemática. A ideia principal desse estudo foi propiciar, ao grupo envolvido, a vivência em diferentes alternativas didático-pedagógicas e a partir delas, possibilitar a formação de um professor crítico, reflexivo, com experiência didática, desenvoltura e motivado a criar novas estratégias de ensino e aprendizagem na sua prática docente de matemática. Os objetivos foram identificar e analisar como seriam as aulas desses futuros docentes, e, a partir daí, elaborar, implementar e avaliar uma sequência didática, envolvendo conhecimento teórico e prático para o desenvolvimento das capacidades docentes dos futuros professores de matemática. Neste trabalho, a fim de transpor o conhecimento teórico para o conhecimento prático, utilizamos os referenciais metodológicos da Engenharia Didática. A análise posterior dos dados evidenciou mudança no perfil de cada um dos envolvidos e relevou que essa sequência didática foi capaz de desenvolver e modificar os procedimentos didático-metodológicos desses futuros professores. Destacando-se assim, a importância da didática dentro das licenciaturas em matemática, relacionar conhecimento teórico e prático, a partir de diferentes situações didáticas com atuação ativa dos envolvidos para desenvolver o ensino de matemática. / This dissertation is the result of research a qualitative and longitudinal, with 16 students of undergraduate Degree Mathematics. The main idea of this study was to provide, the group involved, the experience in teaching and pedagogical alternatives and from them to enable the formation of a teacher critical, reflective, with teaching experience, resourcefulness and motivated to create new strategies for teaching and learning in their teaching practice math. The objectives were to identify and analyze how these classes would be future teachers, and from there , develop , implement and evaluate an instructional sequence, involving theoretical and practical knowledge for the development of teaching skills of future teachers of mathematics. In this paper, in order to implement the theoretical knowledge to practical knowledge, we use the methodological Didactic Engineering. Further analysis of the data indicated change in the profile of each person involved, and relented instructional sequence that was able to develop and modify procedures didactic-methodological these future teachers. Thus highlighting the importance of teaching within undergraduate Degrees Mathematics, relate theoretical and practical knowledge from different teaching situations with an active role of those involved, to develop the teaching of mathematics.
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"Now I feel much safer in my role and I always have my education to lean on" : Examining preschool teacher competence and its relation to education and practice through the eyes of preschool teacher students with prior work experience in early childhood education.Sanders, Karen January 2018 (has links)
Raising the qualification level for preschool staff is often seen by policymakers as a means of improving the quality of preschool. However, research examining the relation between qualifications of preschool staff and preschool quality has given inconsistent results. This suggests that one’s competence as a teacher is not necessarily reflected by one’s level of teacher qualification. The aim of this study was to contribute to knowledge about preschool teacher competence and its relation to education and practice. This was accomplished through documenting and examining perspectives on preschool teacher competence from currently enrolled Swedish preschool teacher students and recently graduated Swedish preschool teachers, who have prior work experience in early childhood education. In particular, this study focused on gaining a deeper understanding of which competences preschool teacher students and preschool teachers attribute to their education. Interviews were conducted with one preschool teacher education student and two recently graduated preschool teachers. The findings showed three competences reported as important by the participants: critical (self-)reflection, the competence to listen to the children, and the competence to care. Moreover, the participants believed that being confident in one’s profession, knowing why they are doing what they are doing, and the competence to reflect are competences gained in preschool teacher education. Lastly, the participants described a connection between theory and practice, which suggest that students with prior work experience do not experience a ‘reality gap’ between their education and the practical field. The research conducted in this study contributes to what is known about teacher competence and, more specifically, it gives more insight into the development of competence in preschool teacher education.
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Didática da matemática : uma análise exploratória, teoria e prática em um curso de licenciaturaSiqueira, Claudiomir Feustler Rodrigues de January 2013 (has links)
Esta dissertação é o resultado de uma pesquisa qualitativa e de caráter longitudinal, com 16 discentes de um curso de licenciatura em matemática. A ideia principal desse estudo foi propiciar, ao grupo envolvido, a vivência em diferentes alternativas didático-pedagógicas e a partir delas, possibilitar a formação de um professor crítico, reflexivo, com experiência didática, desenvoltura e motivado a criar novas estratégias de ensino e aprendizagem na sua prática docente de matemática. Os objetivos foram identificar e analisar como seriam as aulas desses futuros docentes, e, a partir daí, elaborar, implementar e avaliar uma sequência didática, envolvendo conhecimento teórico e prático para o desenvolvimento das capacidades docentes dos futuros professores de matemática. Neste trabalho, a fim de transpor o conhecimento teórico para o conhecimento prático, utilizamos os referenciais metodológicos da Engenharia Didática. A análise posterior dos dados evidenciou mudança no perfil de cada um dos envolvidos e relevou que essa sequência didática foi capaz de desenvolver e modificar os procedimentos didático-metodológicos desses futuros professores. Destacando-se assim, a importância da didática dentro das licenciaturas em matemática, relacionar conhecimento teórico e prático, a partir de diferentes situações didáticas com atuação ativa dos envolvidos para desenvolver o ensino de matemática. / This dissertation is the result of research a qualitative and longitudinal, with 16 students of undergraduate Degree Mathematics. The main idea of this study was to provide, the group involved, the experience in teaching and pedagogical alternatives and from them to enable the formation of a teacher critical, reflective, with teaching experience, resourcefulness and motivated to create new strategies for teaching and learning in their teaching practice math. The objectives were to identify and analyze how these classes would be future teachers, and from there , develop , implement and evaluate an instructional sequence, involving theoretical and practical knowledge for the development of teaching skills of future teachers of mathematics. In this paper, in order to implement the theoretical knowledge to practical knowledge, we use the methodological Didactic Engineering. Further analysis of the data indicated change in the profile of each person involved, and relented instructional sequence that was able to develop and modify procedures didactic-methodological these future teachers. Thus highlighting the importance of teaching within undergraduate Degrees Mathematics, relate theoretical and practical knowledge from different teaching situations with an active role of those involved, to develop the teaching of mathematics.
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Didática da matemática : uma análise exploratória, teoria e prática em um curso de licenciaturaSiqueira, Claudiomir Feustler Rodrigues de January 2013 (has links)
Esta dissertação é o resultado de uma pesquisa qualitativa e de caráter longitudinal, com 16 discentes de um curso de licenciatura em matemática. A ideia principal desse estudo foi propiciar, ao grupo envolvido, a vivência em diferentes alternativas didático-pedagógicas e a partir delas, possibilitar a formação de um professor crítico, reflexivo, com experiência didática, desenvoltura e motivado a criar novas estratégias de ensino e aprendizagem na sua prática docente de matemática. Os objetivos foram identificar e analisar como seriam as aulas desses futuros docentes, e, a partir daí, elaborar, implementar e avaliar uma sequência didática, envolvendo conhecimento teórico e prático para o desenvolvimento das capacidades docentes dos futuros professores de matemática. Neste trabalho, a fim de transpor o conhecimento teórico para o conhecimento prático, utilizamos os referenciais metodológicos da Engenharia Didática. A análise posterior dos dados evidenciou mudança no perfil de cada um dos envolvidos e relevou que essa sequência didática foi capaz de desenvolver e modificar os procedimentos didático-metodológicos desses futuros professores. Destacando-se assim, a importância da didática dentro das licenciaturas em matemática, relacionar conhecimento teórico e prático, a partir de diferentes situações didáticas com atuação ativa dos envolvidos para desenvolver o ensino de matemática. / This dissertation is the result of research a qualitative and longitudinal, with 16 students of undergraduate Degree Mathematics. The main idea of this study was to provide, the group involved, the experience in teaching and pedagogical alternatives and from them to enable the formation of a teacher critical, reflective, with teaching experience, resourcefulness and motivated to create new strategies for teaching and learning in their teaching practice math. The objectives were to identify and analyze how these classes would be future teachers, and from there , develop , implement and evaluate an instructional sequence, involving theoretical and practical knowledge for the development of teaching skills of future teachers of mathematics. In this paper, in order to implement the theoretical knowledge to practical knowledge, we use the methodological Didactic Engineering. Further analysis of the data indicated change in the profile of each person involved, and relented instructional sequence that was able to develop and modify procedures didactic-methodological these future teachers. Thus highlighting the importance of teaching within undergraduate Degrees Mathematics, relate theoretical and practical knowledge from different teaching situations with an active role of those involved, to develop the teaching of mathematics.
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”Man får grunderna för att kunna lära sig mer” : Hur VVS-montörer lär sig sitt yrke praktiskt och teoretisktLudwig, Henrietta January 2023 (has links)
Den här uppsatsen behandlar inskolningen till VVS-montör och huvudfrågan som ställts är hur VVS-montörerna upplever att de tagit till sig de praktiska färdigheter och de teoretiska kunskaper som behövs till att bli certifierad VVS-montör och när de uppfattar att de kände yrkesidentitet. Metoden som använts är kvalitativ och i huvudsak induktiv. Det empiriska materialet baseras på semistrukturerade intervjuer med åtta nyligen certifierade VVS-montörer. Tidigare forskning har visat att det finns ett starkt fokus på att förmedla yrkesidentitet på yrkesutbildningar och att ett praktiskt yrke handlar om att lära sig en kultur lika mycket som att lära sig det praktiska yrket och att mycket av det som lärs ut är så kallad tyst kunskap. Denna uppsats pekar på att teori och praktik följs åt under utbildningens gång. För vissa personer behöver teorin komma först för att de lättare ska kunna ta till sig det praktiska och tvärt om. Vidare visade det sig att det var väldigt lite teoretisk undervisning under lärlingstiden och lärlingarna arbetar nästan uteslutande med den teoretiska instuderingen på egen hand under den perioden. Resultatet är relevant för att kunna förbättra utbildningen för praktiska utbildningar. Bland annat genom att bli bättre på att växla mellan teori och praktik under grundutbildningen men också genom att lägga in mer teoriutbildning i fortbildningstiden / This thesis deals with the training towards becoming a plumber and the main question that has been asked is how the plumbers feel that they have acquired the practical skills and theoretical knowledge needed to become a certified plumber and when they feel they identify with their profession. The method used is qualitative and essentially inductive. The empirical material is based on semi-structured interviews with eight newly certified plumbers. Previous research has shown that there is a strong focus on imparting professional identity in vocational education and that a practical profession is about learning a culture as much as learning the practical profession and that much of what is taught is so-called tacit knowledge. This essay points out that theory and practice go together during the education. For some people, the theory needs to come first for them to absorb more easily the practical and vice versa. Furthermore, it turned out that there was very little theoretical teaching during the apprenticeship and the apprentices work almost exclusively with the theoretical study on their own during that period. The result is relevant to be able to improve the training for practical educations. Among other things, by becoming better at switching between theory and practice during undergraduate training, but also by adding more theory training to the continuing education period. / <p>Godkänd 2023-02-28</p>
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A avaliação da aprendizagem na formação docente : um retrato dos saberes dos concluintes e egressos do curso de Pedagogia da Universidade Federal de Alagoas/Campus SertãoFrança, Maria Lenilda Caetano 11 December 2017 (has links)
The research describes the theoretical and practical learnings about evaluation offered in the
process of formation, assimilated by the students and used in the practices developed by
graduates of the course of pedagogy at the Federal University of Alagoas, with specificity for
the Campus of the backwoods, to answer the following question: between the theoretical and
practical references on learning evaluation offered in the course of pedagogy of
UFAL/Campus Sertão, which were assimilated by students in conclusion of course and how
are worked by graduates? In this sense, were questioned fourteen graduatings in the 8th period
of 2016.2, five graduates who work in basic education and the Coordinator of the course of
pedagogy. The methodology is the descriptive study with a qualitative approach, whose
investigative instruments consisted in the application of questionnaires to undergraduates and
interviews with graduates and Coordinator. The interpretation of the data is based on content
analysis proposed by Bardin. The theoretical reference discusses the main ideas of the authors
who define the line of thought on the subject of teacher training and Learning evaluation,
including Hoffmann, Furlan, Balzan and Sobrinho, Libâneo, Berger, Charlot among others.
As a contribution, we analyzed the law of Guidelines and Bases for National Education nº
9394/96, the National Curriculum Guidelines for the course of pedagogy and the PPC of the
course of Pedagogy of UFAL/Campus Sertão. The results of this investigation have made it
possible to draw apicture of the current evaluation practices in the course of pedagogy and
meet the conditions offered for teacher education from the perspective of the participants. The
collected data evidenced that the students in conclusion of course and the graduates in
professorial exercise were evaluated mainly by tests, seminars and micro classes, revealing
the presence of an evaluative conception aligned to the old traditional verification of the
learning, in which the critical perspective is not considered in the voices of the subjects. The
research made it possible to explain an important knowledge built on evaluation of learning in
the course of Pedagogy, also revealing that there is a criticism to the directions of the course,
which appears as positive fact, since it was observed in the interviewees reports that they
experience a slow and difficult process of changing evaluative practices, due to experiences in
the university. It was verified, according to the graduating students, the contradiction between
the theoretical reference worked in the discipline and the way of evaluation of some teachers.
It was revealed that the graduates are formed with good knowledge, tending not to reproduce
in the practical life the criticized method of evaluation in the university. Finally, the research
provided important elements for reflection and possible transformations in teaching and
evaluation practice for the good formation of pedagogues in general. / A pesquisa descreve as aprendizagens sobre avaliação ofertadas no processo de formação,
construídas pelos graduandos e utilizadas nas práticas desenvolvidas pelos egressos do curso
de Pedagogia da Universidade Federal de Alagoas – Campus do Sertão, para responder à
seguinte questão: entre os referenciais teóricos e práticos sobre avaliação da aprendizagem
trabalhados no curso de Pedagogia da UFAL/Campus Sertão, quais foram construídos pelos
concluintes e como são trabalhados pelos egressos? Nesse sentido, foram questionados quinze
concluintes do 8º período do semestre 2016.2, cinco egressos que atuam na Educação Básica
e o Coordenador do curso de Pedagogia. A metodologia adotada é o estudo descritivo com a
abordagem qualitativa, cujos instrumentos investigativos consistiram na aplicação de
questionários aos graduandos e entrevistas com os egressos e o coordenador. A interpretação
dos dados está alicerçada na análise de conteúdo proposta por Bardin. O referencial teórico
discute as principais ideias dos estudiosos que definem a linha de pensamento sobre a
temática da Formação Docente e Avaliação da Aprendizagem, destacando-se Hoffmann,
Furlan, Balzan, Sobrinho, Libâneo, Berger, Charlot, entre outros. Como aporte documental,
analisou-se a Lei de Diretrizes e Bases da Educação Nacional nº 9394/96, as Diretrizes
Curriculares Nacionais para o curso de Pedagogia/Resolução CNE/CP nº1/2006 e o PPC do
curso de Pedagogia da UFAL/Campus Sertão. Os resultados desta investigação permitiram
traçar um quadro das práticas avaliativas vigentes no curso de Pedagogia e conhecer as
condições ofertadas para a formação docente a partir da ótica dos participantes. Os dados
coletados evidenciaram que os concluintes e egressos foram avaliados principalmente por
provas, seminários e microaulas, revelando a presença de uma concepção avaliativa alinhada
à verificação da aprendizagem, em que a perspectiva crítica pouco aparece nas vozes dos
sujeitos. A pesquisa possibilitou explicitar um importante conhecimento construído sobre
avaliação da aprendizagem no curso de Pedagogia, revelando também que há uma crítica aos
direcionamentos do curso, o que surge como positivo, visto que se observou nos relatos dos
entrevistados, que estes experimentam um lento e dificultoso processo de mudança das
práticas avaliativas em razão das vivências na universidade. Verificou-se, segundo os
concluintes e egressos, a contradição entre o referencial teórico trabalhado na disciplina e o
modo de avaliação de alguns professores. Desvelou-se que os egressos formam-se com amplo
aporte de conhecimento, tendendo a não reproduzirem na vida prática o método criticado de
avaliação na universidade. Por fim, a pesquisa proporcionou importantes elementos para
reflexão e possíveis transformações das práticas de avaliação e de formação de pedagogos de
modo geral. / São Cristóvão, SE
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