Orientadores: José Armando Valente, Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T01:05:25Z (GMT). No. of bitstreams: 1 Cavalcanti_LialdaBezerra_D.pdf: 4891151 bytes, checksum: c39fecb59c2c9823bd6662788a4f00aa (MD5) Previous issue date: 2014 / Resumo: A presente pesquisa tem como objetivo investigar o funcionamento e a efetividade de um Laboratório Virtual de Ensino de Matemática quanto ao processo de apropriação didático-pedagógico dos recursos tecnológicos digitais na formação inicial do curso de Licenciatura em Matemática da Universidade Federal do Rio Grande do Norte (UFRN) na modalidade Educação a Distância (EaD). Para tanto, foi realizado estudo com 53 alunos participantes da disciplina "Instrumentação para o Ensino de Matemática I" no ambiente virtual do Moodle. Esses estudantes desenvolveram atividades didáticas usando softwares de geometria dinâmica concernentes à construção de saberes específicos desta área do conhecimento. A escolha metodológica foi pela análise interpretativa de 299 extratos textuais gerados no fórum de discussão da disciplina mediante aportes teóricos relativos à formação inicial docente, ao Laboratório Virtual, à tecnologia e à Educação a Distância. As sucessivas leituras dos comentários propiciaram identificar 21 categorias emergentes relacionadas aos quatro eixos temáticos: Utilização de recursos tecnológicos na prática educativa (RT); Postura ativa dos licenciandos no processo educativo (PA); Interação no processo educativo (IP); Aprendizagem dos conteúdos matemáticos mediada pela tecnologia (AM). Com o apoio do software CHIC (Classificação Hierárquica, Implicativa e Coercitivas), foi possível verificar relações significativas entre as categorias relacionadas à ação formativa da disciplina. Ficou explícito o papel do LEM virtual fornecendo subsídios à prática pedagógica dos licenciandos nos diversos níveis de ensino. Esse laboratório proporcionou situações de aprendizagem por intermédio dos softwares C.a.R. e GeoGebra que os estudantes usaram na resolução de atividades didáticas. Isto permitiu verificar a relevância de desenvolver matemática com uso dessas ferramentas para aplicação na prática profissional de futuros professores de Matemática. O desenvolvimento de habilidades e competências oportunizou as construções dos objetos matemáticos, a partir da apropriação de linguagens específicas dos programas/softwares matemáticos, cumprimento das tarefas avaliativas e a conquista da autonomia. Neste contexto, a abordagem do Estar Junto Virtual promovida pelas interações no LEM contribuiu de forma significativa para que os estudantes apropriassem dessas ferramentas tecnológicas para a produção de conhecimentos matemáticos de forma colaborativa. Além disso, forneceu subsídios e reflexões que contribuem para incentivar a utilização destes recursos tecnológicos para a efetivação de mudanças no processo de formação profissional docente / Abstract: This research is aimed at investigating the operation and usefulness of a virtual laboratory for teaching mathematics regarding the process of didactic-pedagogical appropriation of digital technology resources in the initial teacher training course in Mathematics. This course took place at the Federal University of Rio Grande do Norte (UFRN) using distance education. The study included 53 students who participated in the "Instrumentation for Teaching Mathematics I" course, using the Moodle learning environment. These students developed didactic activities using dynamic geometry software related to the construction of specific concepts in this knowledge domain. The methodology used was the interpretative analysis of 299 textual extracts generated in the course discussion forum based on theoretical contributions related to several topics including: the initial teacher training process, the virtual laboratory, the use of technology in education, and distance education. The successive readings of the students¿ comments allowed the identification of 21 emerging categories related to four thematic axes: Use of technologic recourses in educational practice (RT); Active attitude of undergraduates in the educational process (PA); Interaction in the educational process (IP); Learning of mathematical content mediated by technology (AM). Thus, with the aid of the software CHIC (Hierarchical, Implicative and Cohesive Classification), it was possible to identify significant relationships among categories in this professional development course. These relationships made explicit the role of the virtual laboratory for teaching mathematics, which provided important contributions to the undergraduates¿ teaching practice in different levels of education. The laboratory created learning situations through the software CaR and GeoGebra which the students used in solving learning activities. Development of mathematic activities using these tools provided important contributions for the professional practice of future mathematic teachers. The development of skills and competences provided an opportunity to construct mathematical objects from the appropriation of specific language of the mathematic programs/software, the completion of evaluative tasks, and the development of autonomy. In this context, the approach of Virtual Togetherness promoted by interactions in the virtual laboratory contributed significantly to students¿ appropriation of these technological tools for the collaborative production of mathematical knowledge. Moreover, it provided contributions and reflections to encourage the use of technological resources for effecting changes in the teacher training process / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

The virtual laboratory is divided into two groups. The first group is comprised of a virtual laboratory for simulation. It is mostly used for presentation and demonstration purposes. It is not necessary to install complicated and expensive software for their use. The second group of the virtual laboratory is a long distance measure. Real systems are measured with the help of this laboratory. The advantage of long distance measuring is that data from the measurements are saved directly onto the personal computer and they can be immediately evaluated. In this project the procedure for creating a virtual instrument for long distance measuring is described in the LabVIEW program. LabVIEW is a graphic developmental environment, for the measuring and analysis of data.

This thesis characterizes the feedback between the instructor and student teams engaged in a Virtual Bioreactor (VBioR) Laboratory Project. The project allows senior-level chemical, biological, and environmental engineering students to apply their developing knowledge and skills in an industrially situated process optimization project. Feedback is an important tool for instructors to use to scaffold student learning, especially in the context of an ill-structured project. An ethnographic approach is taken for data collection; audio recordings and field notes are taken throughout the duration of the project. The characterization of feedback uses an episodes framework for discourse analysis to consider similarities and differences. Using this framework, thematic codes have been developed through a semi-emergent process to describe the content of Design Memo Meetings (DMMs) between an instructor and student teams. Student work products, post-DMM surveys, and post-project interviews are also considered as data sources for this research. The results of this research show that instructor feedback in this project is adaptable, conforming to the status of the student team at the beginning of the DMM. This adaptability is highlighted by differences in DMM themes that are supported by differences in the Design Strategy Memos that student teams bring to the meeting. Student perceptions of the DMM feedback are also presented. / Graduation date: 2013

>Magister Scientiae - MSc / The growth of the Internet has led to many interesting developments for both educational and commercial purposes. In this project an attempt was made to use the Internet for a research purpose to facilitate the determination of the thermal stability of diffusion barriers. Another purpose of this thesis is to investigate the teaching and training use of the Internet through the development of online interactive tools and activities as well as materials. The training aspects are mentioned as it is hoped that this thesis can serve as a form of documentation of the use of the Internet, while the central part was the determination of thermal stability of TiN, TaN and TiW diffusion barriers on Ag.

>Magister Scientiae - MSc / The growth of the Internet has led to many interesting developments for both educational and commercial purposes. In this project an attempt was made to use the Internet for a research purpose to facilitate the determination of the thermal stability of diffusion barriers. Another purpose of this thesis is to investigate the teaching and training use of the Internet through the development of online interactive tools and activities as well as materials. The training aspects are mentioned as it is hoped that this thesis can serve as a form of documentation of the use of the Internet, while the central part was the determination of thermal stability of TiN, TaN and TiW diffusion barriers on Ag. The fact that most advanced instruments are computer driven or can be interfaced with a computer was exploited to set up a virtual laboratory facility through which sophisticated and scarce instrumentation can be remotely accessed. The major piece of equipment that forms part of the laboratory is a four-point probe furnace at Arizona State University, Tempe, USA. The Internet made it possible to use the facility to perform an online experiment to determine the effectiveness of different diffusion barriers for silver metallisation. This was accomplished by measuring the resistance of the different samples remotely over the Internet through the control of the four-point probe furnace at Arizona State University. Four types of analysis were used to determine the thermal stability of the diffusion barriers, namely the Scanning Electron Microscopy, Rutherford Backscattering Spectrometry, X-Ray Diffraction and resistivity measurements. Similar facilities exist at Oak Ridge National Laboratory, Tennessee, USA, where a range of different electron microscopes can be accessed remotely via the Internet. The measurements of the diffusion barriers form the main part of this work. However, the other aspects required for the use of the Internet in such a system, such as the development of a website to receive and upload scanning electron microscopy (SEM) images, the development of the virtual scanning electron microscope and the learning of the Virtual Reality Markup Language are also included.

Made available in DSpace on 2016-08-03T12:30:54Z (GMT). No. of bitstreams: 1 Joaquim Valverde.pdf: 2049016 bytes, checksum: 621158f8b7ab32f3c334273fa3e17d5d (MD5) Previous issue date: 2008-08-04 / Historically, when new media are created, it is used the language resources of other pre-existent media. As the new media technology is been developed language is also adapted to both media and message, production methods and ideal interface conditions. Digital media, by nature, are programmed interfaces 'thinking' objects that cope with more than simple content representation. This is the context of this research: What theories can contribute to the understanding of the relationship between humans and digital media? The main objetive of this research was to extend a the Model of Generalizations and key Concepts for Communication Processes developed by Stephen Littlejohn and create a Transdisciplinar Model for Communication with Digital Media that includes knowledge related to the nature of human cognition, nature od digital media and their relationship.(AU) / Historicamente, ao serem criadas, novas mídias se apropriam de recursos de linguagens de outras mídias pré-existentes. Na medida em que as tecnologias da mídia se desenvolvem o mesmo ocorre com as linguagens, de forma a adaptarem-se, simultaneamente, ao meio e mensagens; modos de produção; e condições ideais de interação com os usuários. As mídias digitais, por sua natureza, dispõem de interfaces performáticas imagens-pensantes que permitem mais que a simples representação estética de conteúdos. Neste contexto, se insere a problemática desta pesquisa: Quais teorias transdisciplinares podem contribuir para a compreensão dos complexos processos comunicacionais que envolvem o relacionamento entre seres humanos e mídias digitais com propósito de aprendizagem? O objetivo desta pesquisa foi o de estender o modelo desenvolvido por Stephen Littlejohn e incluir novos conceitos e generalizações, provenientes de outros ramos da ciência com diferentes 'visões de mundo', visando ampliar a proposta de Littlejohn para um Modelo Transdisciplinar para Comunicação com Mídias Digitais, que, em nossa perspectiva, contribui para explicar os fenômenos pertinentes à relação de humanos com mídias digitais, principalmente em processos de aprendizagem de ciências. A pesquisa foi feita com métodos de pesquisa Bibliográfica e Descritiva.(AU)