Made available in DSpace on 2016-06-02T19:35:52Z (GMT). No. of bitstreams: 1 5581.pdf: 3671079 bytes, checksum: 21575a7b3b07ff9992efca43f18a5601 (MD5) Previous issue date: 2013-08-27 / Considering the changes in Brazilian education, consolidated from educational reforms promoted by the Federal Government in mid of 1990, attending the determinations made explicit in the documents produced by the World Conference on Education for All and the Report to UNESCO of the International Commission on Education for the Twenty-first Century (Delors Report) that propose to achieve an education that meets the demands of the contemporary world through the pedagogy of learning to learn also known as Pedagogical Competence, the writing in question discusses how these issues are spread in the project The Cinema Goes to School - the use of cinematographic language in education that integrate series of actions proposed by the Sao Paulo State Board of Education from the implementation of State Official Curriculum in 2008. The Educational Project referred, aimed at secondary school students from public schools, search in synthesis, promote by displaying several cinematographic productions the development of competences and skills, particularly the reader and the writer, from the perspective of providing an education that promotes the resources cognitive mobilization necessary knowledge to attend social demands, aiming the changes in the contemporary world. The research was made in several stages and involved the review of existing bibliography, application of questionnaires and semi-structured interviews with the pedagogical coordinators teachers and high school teachers from public schools located in the city of Sorocaba / SP. Moreover, it was made the tab data of on-line research made by SEE / SP on the application of the educational project in schools. Although teachers have the concern to meet the curriculum proposed by the SEE / SP particularly through the contents contained in the Book of the Teacher / Student, does it almost innocent, considering his lack of knowledge about the current educational policy both national and state even considering indispensable the content fulfillment presented in educational materials provided by SEE / SP aiming to be fundamental to provides the students with knowledge that will enable their entry into the labor market as well as in higher education. / Considerando as mudanças ocorridas na educação brasileira, consolidadas a partir das reformas educacionais promovidas pelo Governo Federal em meados dos anos de 1990, que atendem às determinações explicitadas nos documentos produzidos na Conferência Mundial sobre Educação para Todos e no Relatório para a UNESCO da Comissão Internacional sobre Educação para o século XXI (Relatório Delors) que propõem a consecução de uma educação que atenda as demandas do mundo contemporâneo por meio da pedagogia do aprender a aprender , também conhecida como pedagogia das competências, o presente escrito discute como essas questões encontram-se disseminadas no projeto O cinema vai à escola o uso da linguagem cinematográfica na educação, que integra uma série de ações propostas pela Secretaria de Estado da Educação de São Paulo a partir da prática do Currículo Oficial do Estado no ano de 2008. O referido projeto educacional, voltado para alunos do ensino médio da rede pública estadual, busca, em síntese, promover por meio da exibição de produções cinematográficas diversas o desenvolvimento de competências e habilidades, particularmente a leitora e a escritora, na perspectiva de oferecer uma educação que promova a mobilização de recursos cognitivos e conhecimentos necessários para atender as demandas sociais, tendo em vista as mudanças do mundo contemporâneo. A pesquisa foi realizada em diversas etapas e contou com a revisão da bibliografia existente, aplicação de questionários e entrevista semiestruturada com os professores coordenadores pedagógicos e professores do ensino médio de escolas da rede pública estadual localizadas na cidade de Sorocaba/SP. Além disso, foi feita a tabulação de dados de pesquisas on-line realizadas pela SEE/SP sobre a aplicação do referido projeto educacional nas escolas. Apesar de os professores terem a preocupação de cumprir com o currículo proposto pela SEE/SP particularmente por meio dos conteúdos constantes no Caderno do Professor/Aluno, o fazem sem se apropriar efetivamente das discussões políticas e ideológicas que permeiam os documentos que compõem tanto a política educacional nacional quanto a estadual, ainda que considerem ser indispensável o cumprimento do conteúdo apresentado no material didático fornecido pela SEE/SP entendendo ser fundamental munir os alunos de conhecimentos que possibilitem sua entrada tanto no mercado de trabalho, quanto no ensino superior.

Studiens syfte utgår ifrån hur hunden kan vara till stöd för att motivera barns lust till lärande, synliggöra skillnader mellan utbildningar, samt lyfta fram hur utbildning kring HAP ser ut för hundekipage. Studien har en kvalitativ ansats med motivationsteorier som utgångspunkt i bearbetning och analys av resultat. Den valda metoden har utgått från halvstrukturerade intervjuer som har genomförts med tre hundekipageutbildare och tre hundförare i Mellansverige. Baserat på tidigare forskning, motivationsteori och studiens resultat kan vi påvisa att hunden i prestations- och inlärningssituationer påverkar främst motivation och tro på den egna självförmågan. Både resultat och tidigare forskning påvisar dessutom att HAP kan bidra till bättre skolklimat där lärande blir till något lustfyllt. Det i sig påverkar barnets inre och yttre motivation att lära sig nya och svårare saker vilket i förlängningen leder till ökad måluppfyllelse. Vi kan även se utifrån resultatet att HAP bidrar till att barn utvecklar sina färdigheter inom kommunikation, samspel och motorik, när barnet rör sig och leker tillsammans med hunden. Med andra ord påvisas bättre arbetsförmåga och högre prestationsförmåga i närvaron av en hund.  Forskning som vi använt oss av har främst riktat sig mot skolan. Dock är vår rådande uppfattning att detta koncept är användbart också i förskolan. Utifrån resultatet kan vi se att HAP med stor sannolikhet skulle kunna bidra till att barn utvecklar sina färdigheter och förmågor inom kommunikation, samspel och motorik i förskolan. Även om förskolans undervisning inte nödvändigtvis fokuserar på att mäta kunskaper som skolan gör, så finns det utrymme att hävda att hunden kan vara till hjälp också inom ramen för förskolans lärområden.

The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade ten learners at three Catholic secondary schools in South Africa. Performance in mathematics is poor and is a great cause for concern. Despite the government’s effort to make education open and available to all, underperformance has continued among the black majority who were previously marginalised in the former regime. This thesis focuses on the OTL which are afforded learners who are given the chance to attend classes. This thesis met its aims through an extensive review of related literature and the implementation of practical research. The latter was carried out through case studies conducted in three schools where lessons were observed and interviews conducted with the respective teachers. Literature on how OTL mathematics are created is lacking in South Africa. Real OTL still needs to be created if the expected level of performance is to be achieved. The research produced a number of key findings: the learners were given the right to attend class but were subjected to different OTL, learning to convert within and between the different registers of representation of algebraic concepts is necessary to provide learners with OTL, it is not enough for learners to master certain facts and procedures, and learning is enhanced if the means to make the conversion necessary for concept building is developed and the OTL provided. The teacher’s approach influences the way OTL are realised and utilised by learners. The main conclusion drawn from this research is that the OTL afforded the grade ten learners were not the same and that different chances to make conversion within and between registers of representation of algebra concepts were given. Giving the teachers guidelines without expounding the meaning of specific terms such as ‘convert’ leaves gaps in their practices and results in some learners receiving adequate OTL and others not. This research argues for a more involved capacity building programme for in-service teachers to acquaint them with the expected learner-centred approaches to lesson delivery as well as familiarise them with the terminology used in defining terms in the syllabus. / Educational Studies / D. Ed. (Curriculum Studies)

Submitted by Anderson Silva (avargas@icict.fiocruz.br) on 2012-05-10T19:27:07Z No. of bitstreams: 1 rachel_s_belmont_ioc_ebs_0018_2010.pdf: 3285162 bytes, checksum: 77acec73f8a7cba411cf3cef99502a56 (MD5) / Made available in DSpace on 2012-05-10T19:27:07Z (GMT). No. of bitstreams: 1 rachel_s_belmont_ioc_ebs_0018_2010.pdf: 3285162 bytes, checksum: 77acec73f8a7cba411cf3cef99502a56 (MD5) Previous issue date: 2011 / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / A Biomecânica é uma disciplina de natureza interdisciplinar, comumente percebida como de difícil compreensão pelos graduandos e, parece ser pouco utilizada no cotidiano profissional de professores de Educação Física. Assumindo que tal conhecimento seja essencial para a prática desse profissional, o presente estudo qualitativo, sob a forma de estudo de caso, teve por objetivo compreender o processo da aprendizagem significativa dos 13 alunos matriculados na disciplina Biomecânica, do curso de Licenciatura em Educação Física da Universidade do Estado do Rio de Janeiro, no segundo semestre de 2008. Assumimos a Teoria da Aprendizagem Significativa como principal referencial teórico, tanto para orientar a observação participante, que foi nossa principal estratégia metodológica, como para proceder à análise dos dados. Os registros, além das notas de campo da investigadora, compunham-se de transcrições das gravações de aulas e de entrevistas semi-estruturadas, realizadas com alunos e professor, de um questionário sobre o perfil dos alunos e, também, das atividades escritas inerentes ao desenvolvimento da disciplina. O conjunto dos dados coletados a partir desses registros integrou a descrição interpretativa do processo de aprendizagem dos alunos, ao longo da disciplina e, dependendo da natureza de tais registros, compôs o conjunto dos dados apresentados, ou em tabelas ou em categorias elaboradas através de Análise de Conteúdo, cujo enfoque privilegiava aspectos semânticos das respostas dos alunos. Apesar do caráter qualitativo deste estudo, alguns dados foram quantificados e, em uma determinada parte da investigação, calculou-se o coeficiente de correlação de Pearson. Assim, procedemos uma triangulação dos dados obtidos. Visando à compreensão do processo de aprendizagem dos alunos, optou-se pela análise de um tema trabalhado ao longo de diferentes momentos da disciplina. Os resultados sugeriram que a aprendizagem tendia mais a uma aprendizagem mecânica, apesar de evidente avanço do conhecimento, o qual, em relação ao conjunto das atividades realizadas, parecia mostrar-se aquém de nossas expectativas. Além disso, os alunos demonstraram pouca intencionalidade para aprender e, dentre aqueles que a apresentavam, a qualidade da aprendizagem significativa ficara prejudicada, porque tais alunos pareciam priorizar uma aprendizagem mecânica ou porque seus conhecimentos prévios estariam ausentes e/ou fragmentados, ou porque esses seriam de natureza alternativa. Assim, com este estudo, esperamos poder colaborar para a melhoria do conhecimento sobre processos de ensino e de aprendizagem da Biomecânica. Esperamos, além disso, aprimorar conhecimentos sobre a formação do profissional de Educação Física, contribuindo com essa pesquisa tanto para a formação do profissional da área, como para a investigação em ensino das Biociências e Ciências da Saúde, em geral, e da Biomecânica, em particular. / Biomechanics is a discipline characterized by its interdisciplinary nature, so that undergraduate students often perceived it as a discipline that is quite difficult to understand. Thus, physical education professionals do not use it much in their everyday teaching events. As its knowledge is essential to the improvement of their practice, this qualitative study, which has a case study format, aims at understanding the students' meaningful learning process of the discipline Biomechanics, in the Physical Education course at the State University of Rio de Janeiro, during the second semester of 2008. The Meaningful Learning Theory constituted our main theoretical framework, and it guided participant observation, which embodied our main methodological strategy for data analysis. The records of events, in addition to the researcher’s field notes, were: the recordings of interviews, together with transcriptions of the classes and of the semi- structured interviews of students and teacher; a students’ profile questionnaire; the written activities related to the development of the discipline during that semester. This set of data integrated the interpretative description of the students’ learning process along the ongoing flow of the discipline. According to the nature of these records, data were presented in tables or categories, which were developed according to the parameters of content analysis, focusing on semantic aspects of the students' answers. In spite of the qualitative character of this study, there was a quantification of some data in a particular instance of this investigation. We tallied Pearson’s correlation coefficient and, then, triangulated these data. As we aimed at understanding the students' learning process, we decided to analyze a topic that had been already studied at different moments of that semester. Findings suggest that, in spite of what could have indicated an apparent progress, in relation to the overall knowledge conveyed by the set of performed activities, the learning process seemed to favor rote learning, since it pointed out to data that could indicate that there had not been enough students’ knowledge evolution in relation to the concepts involved in Biomechanics. Furthermore, the students did not show much willingness to learn and, because of this, meaningful learning might have been hindered inasmuch as students emphasized rote learning. Our research suggests that there might be three explanations for the occurrence of rote learning: some students did not seem to care much about what they already knew about the area/ discipline; their prior knowledge could be either absent or fragmented; or their previous knowledge was of an alternative nature (misconception). We look forward to offering, with this study, some sort of support so as to help improve the processes of knowledge construction in the teaching and learning of Biomechanics in physical education and/or kinesiology professionals, and also to have contributed for further research on the teaching of Biosciences and Health Sciences, in general, and of Biomechanics, in particular.

Syftet med pilotstudien är att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tänkande kan användas. Metakognition handlar om ”att lära att lära” och är relaterat till begrepp såsom återkoppling, självreglering och formativ bedömning. Forskning visar att elever som får träning i metakognition ökar sina prestationer. Ett av skolans mål enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 är att eleverna ska utveckla förmågan att bedöma sina resultat. Jag har undersökt hur elever i årskurs sju besvarar och uppfattar metakognitiva frågor i ämnena bild och svenska. Eleverna svarade på metakognitiva frågor vid tre olika tillfällen: vid planeringen, under genomförande samt vid utvärderingen av arbetsuppgiften. I samband med frågorna svarade de även på en enkät om hur de uppfattade de metakognitiva frågorna. Avsikten är att använda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod använts. Resultatet visar att det är väsentligt att lärarna tar reda på elevernas olika förförståelse för de metakognitiva frågorna. Majoriteten av elever upplever de metakognitiva frågorna som oanvändbara, men av olika skäl. Om eleverna inte förstår frågorna tycker de att frågorna blir något utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförståelse kommer de att anse att frågorna är överflödiga. De flesta eleverna upplevde att de metakognitiva frågorna tog tid från den uppgift de skulle genomföra. Några elever uttryckte stort missnöje, stor frustration och irritation över frågorna. För att metakognitivt tänkande ska kunna tränas metodiskt med avsedd effekt, måste eleverna vara motiverade. En nyckelfaktor är att eleverna förstår vad träningen ska leda till. Detta behöver läraren arbeta med på olika sätt med olika grupper av elever. / This pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this.

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain things however, learners interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. / Psychology of Education / M. Ed. (Psychology of Education)

This thesis deals with the core competencies of a manager, a set of inter-disciplinary skills and their importance in today's business environment. It determines the level of key competencies of managers of the firm. It contains instructions and recommendations to improve the efficiency of managerial work through the development of key competencies.

Syftet med denna studie är att undersöka vilka metoder lärare tycker fungerar i undervisningen av elever med läs- och skrivproblematik och hur de motiverar dem i förhållande till forskningen. Detta undersökts genom intervjuer med lärare och specialpedagoger på mellanstadiet. Resultatet av studien visar på att det är lärarens kunskaper om olika metoder och strategier som avgör om undervisningen blir lyckad eller inte. Detta beror på att alla strategier och metoder inte passar alla elever direkt utan behöver anpassas och bytas ut allteftersom eleven utvecklas. Hela tiden ska fokus ligga på vad som fungerar bäst för eleven. Undervisningen ska anpassas efter elevens behov och inte tvärtom. Samtidigt är det många i studien som påpekar att de anpassningar som är bäst är de som kan appliceras på hela klassen och inte enbart är för en elev. Det här är någonting som lärarna och specialpedagogerna jag har intervjuat håller med om men samtidigt använder de endast en metod, Rydaholmsmetoden. / The purpose of this study is to investigate what methods teachers think work best in teaching pupils with reading and writing problems and place that in relation to the research. This was done through interviews with middle school teachers and special educators. The result of the study shows that it is the teacher's knowledge of different methods and strategies that determine whether the teaching is successful or not. This is because all strategies and methods do not fit all pupils directly, but need to be adapted and replaced as the pupils develops. All the time, the focus should be on what works best for the pupils. Teaching should be adapted to the needs of the pupils and not the other way around. At the same time, many in the study point out that the best adaptations are those that can be applied to the whole class and not just for one pupil. This is something that the teachers and special educators I interviewed agree with, however, they only use one method, the Rydaholms method.

[pt] Essa pesquisa investigou a motivação para aprender de jovens alunos do ensino médio da Rede Pública Estadual do Rio de Janeiro frente às adversidades vivenciadas durante o isolamento social imposto pela pandemia de covid-19 e ao uso das TIC e/ou de material impresso para continuar, de forma remota, os estudos no ano de 2020. Para tanto, olhamos para o campo delimitado - alunos de nove escolas de ensino médio da rede pública de ensino do Rio de Janeiro -, pelos preceitos da Teoria da Autodeterminação, que afirma que existem três necessidades psicológicas básicas – de autonomia, competência e pertencimento (vínculo) – cuja satisfação é imprescindível para a motivação e o bem-estar, mas podem sofrer influências contextuais. A pesquisa consistiu de 3 estudos articulados: um estudo quantitativo, realizado com alunos que estudaram majoritariamente pelo uso do aplicativo Classroom; um estudo quantitativo com alunos que fizeram uso de material impresso; um estudo de base qualitativa, com alunos de ambos os grupos, realizado a partir de entrevistas. Os materiais dos dois estudos de base quantitativa foram submetidos a análises estatísticas psicométricas; as entrevistas foram submetidas a análise de conteúdo. Os resultados foram discutidos à luz da literatura sobre motivação, especificamente a Teoria da Autodeterminação, e da literatura sobre cultura escolar. De modo geral, os resultados indicam que as condições de estudo em 2020 não favoreceram as percepções dos alunos quanto ao atendimento das necessidades psicológicas associadas à motivação para aprender (autonomia, vínculo e competência), principalmente o vínculo. Indicam, ainda, a falta de letramento digital e de autorregulação da aprendizagem. / [en] This research investigated the motivation to learn of young high school students from the State Public Network of Rio de Janeiro in face of the adversities experienced during the social isolation imposed by the covid-19 pandemic and the use of ICT and/or printed material to remotely continue the studies in the year 2020. Therefore, we look at the delimited field - students from nine high schools in the public education system in Rio de Janeiro -, according to the precepts of the Self-Determination Theory, which states that there are three basic psychological needs – autonomy, competence and belonging (bond) – whose satisfaction is essential for motivation and well-being but may suffer contextual influences. The research consisted of 3 articulated studies: a quantitative study, carried out with students who studied mainly through the use of the Classroom application; a quantitative study with students who used printed material; a qualitative-based study, with students from both groups, carried out through interviews. The materials from two quantitatively-based studies were subjected to psychometric statistical analyses; interviews were subjected to content analysis. Results were discussed from the perspective of the literature on motivation, specifically the Self-Determination Theory, and the literature on school culture. Overall, the results indicate that study conditions in 2020 did not favor the student s perceptions of meeting the psychological needs associated with the motivation to learn (autonomy, bonding and competence), especially bonding. They also indicate the lack of digital literacy and self-regulation of learning.

The thesis is concerned with methodological specifics of beginner piano teaching of students at different age levels. It attempts to give a complex view of its various aspects. The thesis is subdivided into several chapters, drawing on available psychological and methodological literature, piano course books and a questionnaire survey. The first chapter focuses on a beginner piano learner as an individual undergoing a particular stage of psychological development. It explores learners' general as well as music- specific characteristics and links these characteristics to piano playing. In addition, it describes motivational tendencies prevailing at different development stages, and other factors which can substantially influence the learning process, but have not hitherto been discussed with respect to piano teaching in greater detail although a pedagogue can more easily deal with potential problems that may arise at beginner levels when thoroughly informed. It namely discusses learning and teaching styles, hindrances to learning and learning disabilities. The second chapter is devoted to methodological specifics of teaching learners of different age groups. The third chapter then expands on the subject of beginner piano teaching specifics, comparing techniques used in beginner piano books aimed at various...