To see the other types of publications on this topic, follow the link: Education in Brunei.
Dissertations / Theses on the topic 'Education in Brunei'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 47 dissertations / theses for your research on the topic 'Education in Brunei.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.
Full textAbstract:
Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.
2
Mohamad, Hanapi. "Promoting creativity in early childhood education in Brunei." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.
Full textAbstract:
[Truncated abstract] The overall aim of this study was to examine Bruneian preschool teachers’ conceptions about creativity (including factors related to creativity), their beliefs on how to promote children’s creativity in the classroom, how their beliefs may influence their actual practice and whether their practices are consistent with the requirements of the Brunei National Curriculum. It will also try to identify any factors that constrain or influence teachers’ practice. The research employed a grounded theory approach involving semi-structured interviews and classroom observations of preschool teachers. The findings of this study indicate that the teachers primarily conceptualise creativity as something mainly but not exclusively to do with art work . . . Teachers’ actual practice mainly consists of teacher control, enforcement of obedience, rote learning, teacher directed and teacher chosen activities and heavy emphasis on whole-class teaching. Other mediating constraints on their promotion of creativity included: pressure from Primary 1 teachers, parents and the officials in Ministry of Educations to complete and adhere to the National Curriculum; teachers’ own pedagogical limitations; large class size; lack of adult help and the presence of special children in the classroom; lack of resources and pressure from other non-teaching commitments. The implication of the findings are that further research needs to be conducted into Brunei’s preschool teacher training programmes, to identify contradictory messages about the value of creativity and to find a more culturally appropriate way of promoting children’s creativity through the curriculum.
3
Haji, Md Sum Hisham. "Educational dependency : a case study on Brunei Darussalam." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335887.
Full text
4
Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/2456.
Full textAbstract:
Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
5
Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.
Full text
6
Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.
Full text
7
Goh, Adeline Yuen Sze. "Learning to become a Vocational and Technical Education (VTE) teacher in Brunei Darussalam." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/21111/.
Full textAbstract:
This thesis was devised to explore my central interest in finding out empirically how individuals learn to become Vocational and Technical Education (VTE) teachers in Brunei. This study was based on a case study of twelve participants which includes five males and seven females undergoing a one year full-time Post Graduate Certificate Technical Education course in Brunei. Each participant was interviewed twice: once at the beginning of the course and once at the end of the course. My main empirical findings show that social relationships in learning situations are important with regard to becoming a VTE teacher in Brunei. Within different learning situations, individuals were also proactive in taking control of their own learning. In addition, my findings illustrate that most, if not all, student teachers have learned and changed towards the end of the teacher training course. The process of becoming a VTE teacher could logically be seen as two separate stages; choosing and learning to become a VTE teacher. One of the thesis objectives was also to understand the relationship between career decision-making and learning in relation to the Brunei VTE teachers. Drawing from Hodkinson et al.'s (1996) careership theory and Hodkinson et al. 's (2008) integrated theory of learning cultures and cultural theory of learning, I conclude that the two stages are integrated in practice and should be viewed as an on-going learning process called an individual learning journey. Based on my empirical findings, I also conclude that Hodkinson et al.'s (2008) learning theories need to be extended in order to fully understand social relationships, individual agency within learning cultures and to take into account that learning cultures change even within the same learning situation when individual position and roles change. This thesis concludes by identifying some implications for research and practice that arise from the findings of this study.
8
Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.
Full text
9
Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15984.
Full textAbstract:
Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.
Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
10
Haji, Taha Zaitun. "Teaching primary mathematics in Brunei Darussalam : the interplay between teachers' beliefs and practices." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-primary-mathematics-in-brunei-darussalam--the-interplay-between-teachers-beliefs-and-practices(b36e3a20-6949-46d1-9233-a0b618befc83).html.
Full text
11
Yusof, Jamilah. "Mathematics errors in fractions work: a longitudinal study of primary level pupils in Brunei." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1803.
Full textAbstract:
This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data.The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.
12
Pg, Haji Muhammad Dk Norhazlin. "A critical study of the educational system in Brunei Darussalam in the light of Al-Attas’ philosophy of education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/818/.
Full textAbstract:
This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students at the primary six level. It was found that several factors led to the failure of the Integrated Education system such as misunderstanding and incorrect perceptions regarding the aims and curriculum structure of the system, lack of infrastructure and facilities, culture and attitudes and insufficient acknowledgement of the implementation of the system. The data findings also prove that majority of the general primary school teachers in Brunei Darussalam lack adequate knowledge on the issue of dualist education. Although Brunei currently runs the dual type of education, it is suggested that the implementation of Islamic elements across the curriculum should be continued and the Islamic Revealed Knowledge should be a compulsory subject up to the upper secondary level to all Muslim students.
13
Yusof, Jamilah. "Mathematics errors in fractions work : a longitudinal study of primary level pupils in Brunei /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15027.
Full textAbstract:
This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data.The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.
14
Jones, Gary Michael. "A study of bilingualism and implications for language policy planning in Negara Brunei Darussalam." Thesis, Aberystwyth University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388882.
Full text
15
Lim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.
Full text
16
Ahmad, Ashri bin Haji. "Quality assurance of the assessment process in Brunei Darussalam vocational and technical education : stakeholders' perceptions and future challenges /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.
Full text
17
Haji, Shahminan Hajah Norbayah. "A critical exploration of deaf young people's underachievement in Brunei Darussalam." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7693.
Full textAbstract:
This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.
18
Salleh, Romaizah. "Brunei children's understanding of science: the influence of change in language of instruction on conceptual development." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/67.
Full textAbstract:
In 1987, as a matter of utmost urgency and importance, Negara Brunei Darussalam called for a new system of education that emphasized nationalistic commitment: “Languages for Bruneians”. With the era of globalization, the Brunei Ministry of education argued that new patterns of communication were necessary and implemented a bilingual policy where children are taught in Malay until the fourth year of primary school when the medium of instruction changes to English. While the new policy supports Bruneians’ proficiency in two languages, rumour has been magnified through recent established research findings that a large percentage of pupils are underachieving in science. The main focus of this study is the effect of language transfer, from Malay to English as the medium of instruction, on the development of children’s conceptual understanding in science. Two clusters of science concepts, evaporation and condensation and living and non-living, provide the science context through which children’s understanding is explored. The theoretical framework that includes viewing and examining children’s conceptual understanding from conceptual development and epistemological and ontological perspectives of conceptual change informs the analysis of this study. The research design employed a cross sectional case study method involving the administration of interviews to a total of 255 children aged between 6 and 12 years of age. The interviews about the concepts of evaporation and condensation involved two phases. For the first phase, 60 children from each primary level of 1, 3 and 4 (total n = 180) were interviewed. Fourteen months later, 18 children from the same sample were selected based on their fluency in the first interviews and revisited for more detailed interviews.For the concepts of living and non-living, 75 children were chosen from a wider range of primary levels, fifteen from each level of Primary 1, 3, 4, 5 and 6. Each participant in this study was asked 2 types of questions; forced-response and semi-structured. For the forced-response questions, scores were entered into the Statistical Packages for Social Sciences (SPSS) computer software based on a 5- point scale. For the semi-structured questions, analysis involved initial grouping of responses before entry into the software and quantitative manipulation. The data from the semi-structured interviews also were analysed qualitatively with systematic searches for themes and evidence that supported and disconfirmed the quantitative results. As this study produced qualitative as well as quantitative data, rigour was determined by two sets of parallel criteria. Ensuring rigour for the quantitative data involved the criteria of validity and reliability. Within the qualitative paradigm, the criteria that evolved in response to the quality of the research were credibility, transferability, dependability and confirmability. The results indicated a steady progress of conceptual understanding when the pupils’ explanations about the concepts of evaporation and condensation were in Malay. However, the pattern of development of understanding did not reach projected patterns i n Primary 4 when only English responses were analysed. The findings show that the change in language of instruction significantly hampered communication about and possibly conceptual understanding of the cluster of concepts associated with evaporation and condensation.Similarly, the findings about children’s conceptual understanding of living and non-living suggested that the expected patterns of development were not realised. Closer qualitative inspection of the data revealed that the idiosyncratic nature of the bilingual system perpetuated particular misconceptions specifically related to the nature of the Malay and English languages in both clusters of concepts. The primary conclusion of the study was that the change in language of instruction from Malay to English in Brunei primary schools had a significant, detrimental impact on the children’s expressed understanding of the concepts associated with evaporation and condensation and living and non-living.
19
com, ashri_ha@hotmail, and Ashri Haji Ahmad. "Quality Assurance of the Assessment Process in Brunei Darussalam Vocational and Technical Education: Stakeholders' Perceptions and Future Challenges." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.
Full textAbstract:
Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way.
This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE.
A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam.
Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.
20
Jaidin, Jainatul Halida. "Conceptions of learning held by upper primary children in government shcools in Brunei Darussalam." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30349/.
Full textAbstract:
The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy]makers can consider possibilities for meaningful learning in government schools in Brunei.
21
Jaidin, Jainatul Halida. "Conceptions of learning held by upper primary children in government schools in Brunei Darussalam." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30349/1/Halida_Jaidin_Thesis.pdf.
Full textAbstract:
The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi�]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands�]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy�]makers can consider possibilities for meaningful learning in government schools in Brunei.
22
Salleh, Romaizah. "Brunei children's understanding of science: the influence of change in language of instruction on conceptual development." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15256.
Full textAbstract:
In 1987, as a matter of utmost urgency and importance, Negara Brunei Darussalam called for a new system of education that emphasized nationalistic commitment: “Languages for Bruneians”. With the era of globalization, the Brunei Ministry of education argued that new patterns of communication were necessary and implemented a bilingual policy where children are taught in Malay until the fourth year of primary school when the medium of instruction changes to English. While the new policy supports Bruneians’ proficiency in two languages, rumour has been magnified through recent established research findings that a large percentage of pupils are underachieving in science. The main focus of this study is the effect of language transfer, from Malay to English as the medium of instruction, on the development of children’s conceptual understanding in science. Two clusters of science concepts, evaporation and condensation and living and non-living, provide the science context through which children’s understanding is explored. The theoretical framework that includes viewing and examining children’s conceptual understanding from conceptual development and epistemological and ontological perspectives of conceptual change informs the analysis of this study. The research design employed a cross sectional case study method involving the administration of interviews to a total of 255 children aged between 6 and 12 years of age. The interviews about the concepts of evaporation and condensation involved two phases. For the first phase, 60 children from each primary level of 1, 3 and 4 (total n = 180) were interviewed. Fourteen months later, 18 children from the same sample were selected based on their fluency in the first interviews and revisited for more detailed interviews.For the concepts of living and non-living, 75 children were chosen from a wider range of primary levels, fifteen from each level of Primary 1, 3, 4, 5 and 6. Each participant in this study was asked 2 types of questions; forced-response and semi-structured. For the forced-response questions, scores were entered into the Statistical Packages for Social Sciences (SPSS) computer software based on a 5- point scale. For the semi-structured questions, analysis involved initial grouping of responses before entry into the software and quantitative manipulation. The data from the semi-structured interviews also were analysed qualitatively with systematic searches for themes and evidence that supported and disconfirmed the quantitative results. As this study produced qualitative as well as quantitative data, rigour was determined by two sets of parallel criteria. Ensuring rigour for the quantitative data involved the criteria of validity and reliability. Within the qualitative paradigm, the criteria that evolved in response to the quality of the research were credibility, transferability, dependability and confirmability. The results indicated a steady progress of conceptual understanding when the pupils’ explanations about the concepts of evaporation and condensation were in Malay. However, the pattern of development of understanding did not reach projected patterns i n Primary 4 when only English responses were analysed. The findings show that the change in language of instruction significantly hampered communication about and possibly conceptual understanding of the cluster of concepts associated with evaporation and condensation.
Similarly, the findings about children’s conceptual understanding of living and non-living suggested that the expected patterns of development were not realised. Closer qualitative inspection of the data revealed that the idiosyncratic nature of the bilingual system perpetuated particular misconceptions specifically related to the nature of the Malay and English languages in both clusters of concepts. The primary conclusion of the study was that the change in language of instruction from Malay to English in Brunei primary schools had a significant, detrimental impact on the children’s expressed understanding of the concepts associated with evaporation and condensation and living and non-living.
23
Haji, Ahmad Ashri. "Quality assurance of the assessment process in Brunei Darussalam vocational and technical education: stakeholders' perceptions and future challenges." Thesis, Haji Ahmad, Ashri (2007) Quality assurance of the assessment process in Brunei Darussalam vocational and technical education: stakeholders' perceptions and future challenges. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/91/.
Full textAbstract:
Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way.
This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders' understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE.
A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders? perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam.
Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.
24
Rahman, Junaidi Haji Abd. "Reflection on writing in portfolio assessment : a case study of EFL primary school pupils in Brunei Darussalam." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3090/.
Full textAbstract:
This research focuses on the reflection practices of 45 young learners of English in Brunei Darussalam. The purpose of the research was to ascertain the feasibility of employing a reflection exercise, as a core component of a writing portfolio assessment procedure, in the context of Brunei Darussalam. The research adopted a case study approach which was specifically aimed at: a) examining the reflection criteria used by pupils; b) identifying any developmental pattern of reflection in the use of these criteria: and c) determining the correlation between writing performance and the pattern of progression in reflection. The findings of the study suggest that the pupils made use of a number of criteria which can be grouped into three categories according to the extent of their approximation to the concept of reflection and their focus on the writing pieces being reflected on. In terms of progression, it was found that a large number of pupils were considered mixed in their reflection, a third showed positive progression, while a small number failed to progress. The correlation between the pupils' writing performance and their progression in reflection was found to be significant, especially among female pupils. The implications of the findings, among others, are that: a) the concept of reflection within portfolio assessment is generally practicable among the young learners in the context of Brunei Darussalam; b) some evidence for positive progression in the use of the selection criteria categories essentially illustrates the pupils' ability to shift the focus of their reflection; c) the evidence to suggest the link between performance in writing and progression in reflection calls for more investigation possibly with the involvement of a larger population sampling. These implications are significant not only for the research community, where there is a clear lack of research of this kind with young learners or learners of English as a foreign language; but also for the Brunei Darussalam context where portfolio assessment is one new approach to assessment being recommended to schools.
25
Haji, Bolhassan Rahmawati. "Reading across the curriculum in a bilingual context : reading strategy use in three upper secondary schools in Brunei." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367019/.
Full textAbstract:
The students in the Brunei mainstream education system eventually learn most subjects in English, which is not the first language for most of them. Reading in English is valued as it provides access to knowledge across the curriculum for the majority of students in Brunei as elsewhere too. Reading both for comprehension and learning are two areas of interest in this study. This thesis looks at the strategy use of (upper) secondary students of different abilities from three schools in Brunei when reading their academic materials in English. It aims to compare reading strategies the students used and which strategies the teachers taught (the use of) in two subject areas: English Language and Content Subjects. Adopting both quantitative and qualitative approaches, data was primarily collected from upper secondary students in three schools in Brunei; one of which consists of high ability students while the other two schools have mixed ability students. In the quantitative part of the study, students responded to the questionnaire on the perceived reading strategies used when reading. In the qualitative part of the study, twenty five students participated in semi-structured interviews where ten of them did a think-aloud reading activity. In terms of reading strategy use, the quantitative results showed that students employed cognitive reading strategies more than metacognitive strategies when they read in English. The qualitative results also revealed that students of different ability groups, in general did not differ greatly in the types of strategies they used. However, the frequency in the use of strategies and in the elaboration and execution of these strategies do vary among the students and across the two subject areas. Findings of the study further suggest that; (a) reading in the two subject areas differ in the emphasis of reading strategies, (b) ability may contribute to the differences in strategy use among students in the two subject areas.
26
Jamain, Hajah Noraiman Al-Ain Binti Haji. "What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam?" Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10506.
Full textAbstract:
A step taken towards the use of technology in education in Brunei Darussalam has been by providing primary schools with technologies that can help support teaching in the classroom. This includes providing the interactive whiteboard (IWB). At the present time, almost all primary schools in Brunei Darussalam are provided with at least one IWB with the hope that it will be integrated effectively in all subject areas. This study investigates the perceptions of primary school teachers on the use of IWB to be able to assist the effective use of the IWB in Brunei Darussalam. A total of seven government primary schools located in Brunei Muara district were involved in this study. The study is based on data collected from both quantitative and qualitative approaches, which are questionnaire, lesson observations and interviews. The questionnaire sample consists of 75 primary school teachers, which categorised respondents into regular IWB user, low IWB user and no longer using the IWB. Lesson observations were conducted with seven regular IWB users and sixteen teachers participated in the interview. Interviews were conducted with regular and low IWB users as well as teachers who no longer use the IWB. The findings showed the different issues raised by participants relating to the implementation of IWB in primary schools in Brunei Darussalam. These includes accessibility; factors that influence or cause barriers to usage; teachers’ perceived benefits of IWB; challenges teachers faced in using IWB; and IWB resources. It was also revealed that primary school teachers in Brunei Darussalam generally have a positive attitude towards the implementation of the IWB in the classroom. However, they lack the skills and knowledge in integrating use of the IWB effectively into their classroom practice and are still at the early stage of IWB implementation. Additionally, findings suggest that primary school teachers in Brunei Darussalam lack professional development and support when implementing the IWB in the classroom. Furthermore, the significance of the findings of this study was the importance of change management to successfully integrate the use of the IWB in the primary classroom.
27
Fung, Gilbert C. W. "Information and communications technology in vocational and technical education in Brunei Darussalam 1999-2001 : evaluating the need for innovation and change." Thesis, University of Greenwich, 2005. http://gala.gre.ac.uk/6173/.
Full textAbstract:
This research study, conducted between the periods 1999-2001, examined issues of change in the innovation process of Information and Communications Technology (ICT) in the context of Vocational and Technical Education (VTE) institutions in Brunei Darussalam. The study identified and analysed the factors and/or conditions that support success of ICT implementation; investigated what values, perceptions and attitudes VTE teachers in Brunei Darussalam have towards ICT; analysed the approaches and strategies for institutional management of change and decision-making about the implementing ICT in VTE institutions; documented with a view to informing policy makers and ICT implementers on models of best practices and made recommendations for change. A qualitative case-study method, semi-structured interviews constituted the main data-collection technique for gathering and analysing data, supplemented by a survey questionnaire and documentary analysis. 22 people were interviewed, a further 89 people participated in the questionnaire. The study revealed that the VTE system in Brunei Darussalam was in its early stages in its implementation of ICT; there was a lack of planning and policy to drive the impetus for change within institutions. A number of inter-related factors that hamper change and innovation of ICT were identified such as inadequate physical resources; ineffective staff development programmes; shortage of staff skilled and knowledgeable in ICT; ineffective management of change and lack of role clarity of among some of the VTE staff. The study concluded with a number of recommendations for change, for on-going professional development of VTE teachers and for further research.
28
Haji, Tahamit Naiyirah. "Cultural and religious barriers to setting up sex and relationship education in a muslim country : a case study of Brunei Darussalam." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/15306/.
Full textAbstract:
Sex and Relationship Education (hereafter, SRE) - a comprehensive sex education has a long debate in the Western worlds. This study explores the cultural and religious barriers of setting up SRE in a Muslim country, Brunei Darussalam. Using semi-structured interviews, I focus on key informants’ and young people’s perspectives on teenage pregnancy for instance, the policy context of school exclusion due to teenage pregnancy. I argue that the negative perceptions of SRE are stemmed from cultural taboo and customary practices of the country. This further suggests that these practices impose stigma effects that represent persistent patterns of dissolutions in reducing the rate of teenage pregnancy and HIV/AIDS transmission among young people. The other themes examine: perceptions of the respondents of the customary practice of social exclusion policy; positive and negative reactions to SRE; gender differences in sex and relationship; young people lack of knowledge associated with SRE; social issues associated with teenage pregnancy; attitudes toward NGOs; perceptions of the current school-based sex education and positive and negative attitudes towards SRE. This study also calls for pedagogical implications for future practice in the education sector. Finally, this study concludes with a brief discussion of the study.
29
Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
Full text
30
Shak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
Full textAbstract:
Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.
31
Latif, Mohammad. "Innovation in university education : a case study of Brunel University." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292836.
Full text
32
Nordiana, Zakir. "The impact of educational change processes in Brunei preschools : an interpretive study." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/21197/.
Full textAbstract:
The overall aim of this research is to understand the change processes in teaching and learning that are going on in the Brunei government’s preschools. The study also aims to find out the Bruneian preschool teachers’ and children’s teaching and learning experiences in the preschool classes at this exciting and challenging time of curriculum reform. The study also observed how teachers are developing their lessons and implementing reform processes informed by the expected pedagogical practice, and how children are learning in class, taking into account their experiences. A further aim of this study is to find out, at the ministerial level (the Early Childhood Care and Education Unit and the Curriculum Department Unit), the expectations in terms of the change processes as these occur, and how the preschool teachers are supported. To achieve the aims, 123 teachers completed the questionnaire, four teachers and eight children were involved in observations and interviews, and two senior education officers were interviewed. The Brunei education policy has good intentions of trying to bring in different ideas but the journey from policy to practice is not a linear process. This study showed there are dislocations between how policy is conceptualised and how policy is enacted in ECCE settings; in particular there are specific actions that need to happen at the macro, meso and micro levels. There are certain change processes that need to happen for the policy-practice interface to be more coherent. This study aims to understand the layers of complexity involved in the change processes prescribed for the Brunei preschool education system. No curriculum reform can succeed without teachers’ input and their active constructive participation. The issue is not simply about changing the curriculum or transforming the education landscape at preschools in Brunei; it also involves teachers’ modes of thinking, their communicative approaches and their professional identities.
33
Musa, Haji Abd Hamit Haji. "Quality of nursing care in Brunei Darussalam : a study of educational and service issues." Thesis, Anglia Ruskin University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285926.
Full text
34
Wilson, Jeffrey Allen. "Conceptual relations of architecture, painting, color, and education and their application in an elementary school." Thesis, Virginia Polytechnic Institute and State University, 1996. http://hdl.handle.net/10919/53430.
Full textAbstract:
If the theories of Piaget (stages of cognitive development) and Bruner (anything can be taught to anyone as long as it is taught in their language) are combined and applied to an elementary school the resulting conclusion is very quickly hands-on learning. Or, more simply, elementary-aged children understand their world through tangible experiences, so teach them through tangible experiences.
A child's early memory code is formed by concrete experiences (combinations of the 5 senses), but these experiences become the building blocks for their later abstract cognitive thought patterns. This theory of education is widely applied from the standpoint of teach (hands on lessons, manipulative, etc.), but is a low if not nonexistent priority in constructing the environments in our schools. The experiential aspects of our schools should not only provide for a purely more pleasing environment, but should also allow for strong behavioral imprinting experiences that would result in memory niches -- the foundation for later abstract cognitive thought patterns.
This diagram shows the progression of memory coding through these stages and how the resulting thoughts would be accessed.Master of Architecture
35
Myatt, Taylor Scott. "Preservation, Education, and Rehabilitation: A Wildlife Conservation Internship at Brukner Nature Center." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493336910350278.
Full text
36
Rabatini, Vanessa Gertrudes. "A concepção de cultura em Bruner e Vigotski : implicações para a educação escolar /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/92407.
Full textAbstract:
Orientador: Lígia Márcia MartinsBanca: Patricia Laura Torriglia
Banca: José Luis Vieira
Resumo: A presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura, ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The objective of this master's research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)
Mestre
37
Rabatini, Vanessa Gertrudes [UNESP]. "A concepção de cultura em Bruner e Vigotski: implicações para a educação escolar." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92407.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0
Previous issue date: 2010-08-13Bitstream added on 2014-06-13T19:53:54Z : No. of bitstreams: 1
rabatini_vg_me_arafcl.pdf: 523069 bytes, checksum: 37bf69972304695072e774d98fcf417a (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,...
The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)
38
Norman, Adam. "Klädda pedagoger : Om bruket av nytillverkade historiska dräkter." Thesis, Uppsala universitet, Institutionen för ABM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154658.
Full textAbstract:
This thesis aims to explore the use of costumed interpreters at museums. Firstly the thesis examines how extensivethe use of historical costumes is in Sweden, along with some international comparisons. Later on the differentways that the clothes are used is examined, and the costume as a resource for learning is discussed. In the lastpart of the thesis the “function” of the costume is examined. Two different theories are used to study the costumedinterpreters: performance-theories and communication-theories. The different methods used in the thesisincludes studies of literature, web pages, reports and conducting interviews with museum staff concerned with clothing. The result of the thesis is new perspectives on costumed interpreters, where the costume is seen as an activesubject that creates the presence of history. The costume also helps the staff from the museum to control the visitorsby giving the interpreter authority and making him/her a link to the history. The costume also changes thebehavior of the wearer, even if the person isn´t a part of an educational role-play at the moment. This can be seenas the wearer leaving his/her private self and entering a professional role. The costume is a support and a façadefor the interpreter. The costume as a resource for learning is also examined and the costume is an excellent toolfor starting a dialogue with the visitors. The costume is an introduction to discuss clothing, fashion and technicalinnovations, but gender, ethnicity, class and other subject can also be discussed through the costume. The possibilitiesfor the interpreter depends on the clothes, but also the interpreters and the visitors knowledge, relation toclothes and the selection of information and stories that is made. Gerbners model for communications is re-madeto describe the communication between the clothes, the wearer and the visitor. The thesis ends with a summaryand suggestions on continued
39
Braeker, Juerg. "An examination of the philosophy of the person as proposed by John Macmurray, with special reference to the role of emotions and emotional education, and in comparison with the theology of Emil Brunner." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full text
40
Söderlundh, Hedda. "Internationella universitet – lokala språkval : Om bruket av talad svenska i engelskspråkiga kursmiljöer." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-131861.
Full textAbstract:
The thesis deals with the use of spoken Swedish on six English-medium university courses in Sweden. The courses are taken by both Swedish and foreign students, with English as the common language of instruction. The aim of the study is to describe and understand the oral use of Swedish, by students in particular, in the type of linguistic environment that arises when English is the medium of instruction. Language use is studied from three angles: the use of spoken Swedish, the functions of Swedish in interaction, and participants’ attitudes to Swedish and English and to the choice of one language or the other. The analysis is based on observations and recordings of naturally occurring talk on courses in the subject areas business studies, engineering and computer science, and on interviews with students and teaching staff. Close analysis of the Swedish spoken is combined with ethnographic knowledge of the broader social context of the courses, and in both theory and method the thesis combines the research fields of sociolinguistics and ethnography. The study shows that Swedish is spoken on all the courses observed. It is used primarily outside whole-group teaching, in interactions not involving foreign students. The language occurs both in talk relating to the course subject and in private conversations. Thus, English-medium education does not by definition mean that English is the only language employed; Swedish, too, has a more or less prominent place. In the thesis, attitudes and patterns of language choice are attributed to the national, rather than international, character of the courses, and to the fact that most of the students and lecturers have experience of and routines from Swedish-medium education. The old routines are carried over into the nominally English-medium courses, giving Swedish a special position and local prestige in these environments.Avhandlingen handlar om hur svenska används i den muntliga interaktionen i sex engelskspråkiga universitetskurser i Sverige. Kurserna följs av både svenska och utländska studenter och engelska är det gemensamma språket i undervisningen. Undersökningen utgår från studenternas språkbruk och syftet är att beskriva och förstå särskilt studenters muntliga användande av svenska i den typ av språkmiljö som uppstår då engelska är undervisningsspråk. Språkbruket undersöks från tre infallsvinklar: den talade svenskans användning, svenskans funktioner i interaktionen samt deltagarnas attityder till dels svenska och engelska, dels valet av språk. Analysen utgår från observationer och inspelningar av naturligt förekommande samtal i undervisning inom ämnesområdena företagsekonomi, teknik och datavetenskap samt från intervjuer med studenter och lärare. Näranalyser av den talade svenskan kombineras med etnografisk kunskap om kursernas bredare sociala sammanhang, och i teori och metod kombineras forskningsfälten sociolingvistik och etnografi. Resultatet visar att svenska förekommer i alla undersökta kurser. Svenska används främst utanför helklassundervisningen i samtal där utländska studenter inte deltar. Språket talas både i samtal som rör studieämnet och i privata samtal. Att kurserna är nominellt engelskspråkiga betyder alltså inte att engelska är det enda språk som används i samband med undervisningen, också svenskan har en mer eller mindre framträdande plats. I avhandlingen förklaras attityder och språkvalsmönster med att kurserna till sin karaktär är nationella – i motsats till internationella – och att majoriteten studenter och lärare har erfarenhet och rutiner från svenskspråkiga utbildningar. De gamla rutinerna förs över till de nominellt engelska kurserna och ger svenskan en särställning och lokal prestige i miljöerna.
41
Keith, Laura Helene. "A Pedagogical and Educational Examination of The First Month At The Piano by Mana-Zucca." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/318.
Full textAbstract:
The First Month at the Piano by Mana-Zucca, published in 1935, is a pioneering piano method to be taught by rote, supporting sound before sight learning theories, to the pre-school student. It differs from the Suzuki method in that The First Month at the Piano uses short, repetitive patterns, intrinsic to the Edwin Gordon Music Learning Theory. The First Month at the Piano has been compared to educational theories and has been found to follow Lev Vygotsky's theory of scaffolding and Jerome Bruner's principles of structure, readiness for learning, and motivation. The First Month at the Piano has been shown to provide a wide variety of sensory experiences for the pupil and establish a comfort and familiarity with the instrument. After completing the method, the pupil will have a solid aural foundation at the piano and will be fully prepared for primer level notation. It is a highly adaptable method and modified versions were made from the originals which would be of interest to today's teachers of pre-school piano students. Incorporation of interactive MIDI with electronic keyboards would enhance the students' learning experiences and be a direction to follow for future use of this method.
42
Yusof, Norashikin. "Bruneian secondary teachers' lived experiences of teaching science through EMI (English as a Medium of Instruction) : a Gadamerian analysis applying key concepts from CLIL (Content and Language Integrated Learning)." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230598.
Full text
43
Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
Full textAbstract:
L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseignéThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
44
Jorge, Muriel. "Philologie, grammaire historique, histoire de la langue ˸ constructions disciplinaires et savoirs enseignés (1867-1923)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA138.
Full textAbstract:
Entre la fin des années 1860 et le milieu des années 1920, la philologie, la grammaire historique et l’histoire de la langue sont introduites dans l’enseignement supérieur français grâce à la création de postes et de chaires dans des établissements nouvellement fondés, comme l’École Pratique des Hautes Études et l’École normale supérieure de jeunes filles de Sèvres, ou profondément rénovés, comme la Faculté des lettres de Paris. La disciplinarisation de ces savoirs linguistiques de type historique participe du rapprochement entre enseignement et recherche et, ainsi, du renouvellement du système universitaire. En atteste la carrière dans les trois institutions citées de Gaston Paris, Arsène Darmesteter et Ferdinand Brunot, retracée à l’aide de correspondances privées et de documents d’archives d’ordre institutionnel. L’analyse de documents publiés par les établissements eux-mêmes (affiches, livrets, comptes rendus d’enseignements, ouvrages commémoratifs) met en évidence les difficultés que rencontrent ces trois enseignants pour s’adapter aux divers publics étudiants et aux préconisations officielles. Leurs notes de cours reflètent un travail de didactisation, qui passe par des pratiques d’écriture diverses dont on identifie les spécificités à l’aide des outils de la génétique textuelle. L’étude approfondie de deux objets de savoir met en lumière l’intérêt de ces notes en tant que sources pour l’histoire des idées linguistiques et de leur enseignement. D’abord, l’histoire de l’orthographe française, bien qu’absente des intitulés des cours, est présente dans les notes de cours. Ensuite, le « latin vulgaire » est un thème porteur d’enjeux idéologiques et épistémologiques majeurs invisibles dans les affichages institutionnelsBetween the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material
45
Kitson, Rosalind M. "Starting school in Negara Brunei Darussalam the voices of children, parents, teachers and principals." 2002. http://arrow.unisa.edu.au:8081/1959.8/25020.
Full textAbstract:
This study provides a comprehensive perspective of the transition to school in the South East Asian Sultanate of Brunei Darussalam. It is a cross-cultural, critical case study, grounded in qualitative research, which examines the school entrance policies, practices and procedures that are in place to assist children to make this significant transition in their lives.Thesis (PhDEducation)--University of South Australia, 2002
46
(9189365), Anthony A. Lowe. "The Theory of Applied Mind of Programming." Thesis, 2020.
Find full textAbstract:
The Theory of Applied Mind of Programming (TAMP) provides a new model for describing how programmers think and learn. Historically, many students have struggled when learning to program. Programming as a discipline lives in logic and reason, but theory and science tell us that people do not always think rationally. TAMP builds upon the groundbreaking work of dual process theory and classical educational theorists (Piaget, Vygotsky, and Bruner) to rethink our assumptions about cognition and learning. Theory guides educators and researchers to improve their practice, not just their work but also their thinking. TAMP provides new theoretical constructs for describing the mental activities of programming, the challenges in learning to program, as well as a guidebook for creating and recognizing the value of theory.
This dissertation is highly nontraditional. It does not include a typical empirical study using a familiar research methodology to guide data collection and analysis. Instead, it leverages existing data, as accumulated over a half-century of computing education research and a century of research into cognition and learning. Since an applicable methodology of theory-building did not exist, this work also defines a new methodology for theory building. The methodology of this dissertation borrows notation from philosophy and methods from grounded theory to define a transparent and rigorous approach to creating applied theories. By revisiting past studies through the lens of new theoretical propositions, theorists can conceive, refine, and internally validate new constructs and propositions to revolutionize how we view technical education.
The takeaway from this dissertation is a set of new theoretical constructs and promising research and pedagogical approaches. TAMP proposes an applied model of Jerome Bruner's mental representations that describe the knowledge and cognitive processes of an experienced programmer. TAMP highlights implicit learning and the role of intuition in decision making across many aspects of programming. This work includes numerous examples of how to apply TAMP and its supporting theories in re-imagining teaching and research to offer alternative explanations for previously puzzling findings on student learning. TAMP may challenge conventional beliefs about applied reasoning and the extent of traditional pedagogy, but it also offers insights on how to promote creative problem-solving in students.
47
Liu, Jiaming. "Estudo de viabilidade da inclusão dos componentes de índole não linguística no ensino da língua portuguesa na China sob o enquadramento da teoria de Bruner." Master's thesis, 2021. http://hdl.handle.net/10362/131128.
Full textAbstract:
Para os aprendizes da língua portuguesa na China, a sua língua nativa – o chinês - é uma língua completamente diferente, inclusive não relacionada com as línguas românicas. Por isso, trata-se de um desafio específico a experiência da aprendizagem do português como língua segunda e estrangeira / língua não materna (PLE/PLNM), tão diferente do chinês quer em termos de condições subjetivas, quer de situações objetivas. A presente pesquisa questiona se a educação linguística deve ser exclusivamente sobre a transmissão de conhecimentos linguísticos e se podem ser introduzidos componentes de índole não linguística. Tomando como referência Bruner, aborda-se a melhoria do ensino de PLE/PLNM no interior da China e em Macau, sob a apropriado das noções de currículo em espiral e aprendizagem por descoberta, visando proporcionar uma reflexão significativa e positiva sobre a promoção da reforma pedagógica no ensino de PLE/NM na China. Faz-se também uma revisão dos estudos académicos e dos documentos locais, começando com a introdução das principais conceções teóricas de Bruner e, seguidamente, procede-se a uma comparação da contextualização linguística e das situações atuais do ensino da língua portuguesa entre a China continental e a RAEM. A aplicação de um questionário e a análise dos seus resultados permitiram ressaltar os elementos vantajosos e os aspetos a melhorar, nos dois contextos de aprendizagem, bem como a viabilidade da inclusão de conteúdos não linguísticos no ensino da língua portuguesa. Por fim, são apresentados os prós e contras dessa inclusão assim como recomendações em conformidade.对于中国的葡萄牙语学习者而言，他们的母语——汉语是与罗曼语族中任何 一门外语都不同的、甚至可以说是毫无历史关联的一种语言。因此，中国的葡语 教学与在欧洲或其他葡语国家及地区进行葡语教学（PLE/PLNM）截然不同，无论 是从主观还是客观条件上都面临巨大的挑战。与此同时，葡语教学语言教育是否 应该完全是语言知识的传授，以及是否可以引入非语言性质的教学内容，也是一 个值得深入研究的课题。作为建构认知主义的先驱之一，布鲁纳认为，教育不应该仅仅是知识的传递，还应该通过探索、发现、反思以及问题的解决来激发学生的学习兴趣，以培养他 们的好奇心和创造性。布鲁纳以其学习心理学理论为基础所提出的"发现式学习 法"和"螺旋式课程" 理论，强调教学应符合学生的认知结构。本文以布鲁纳所倡导的"螺旋式课程"和"发现式学习法"为基础理论，采用文 献法、问卷调查等研究方法，探讨如何改进并提高中国内地和澳门的葡语教学水 平，旨在为促进中国的葡语教学改革进行积极的思考并为其提供有意义的建议。本文共分为四个部分，第一部分，通过文献法对相关的学术研究和文献进行回顾 和总结，并阐述布鲁纳理论的主要理念；第二部分，对中国大陆和澳门高等院校 的葡语教学现状进行比较；第三部分，以问卷调查的方式分析两地葡语教学中的 优势因素和有待改进的方面，并深入探讨将非语言性质的教学内容纳入葡语教学 的可行性；第四部分，对这种新教学思路的利与弊进行简要总结，并尝试对中国 的葡语教学提出相应的改进建议。
For Portuguese learners in China, their native language - Chinese - is different from any foreign language in the Romance languages and even has no historical relevance. Therefore, Portuguese teaching in China is quite different from that in Europe or other Portuguese speaking countries and regions. It faces great challenges both subjectively and objectively. The present research questions whether language education should be exclusively about the teaching of linguistic knowledge and whether non-linguistic teaching content can be introduced. Based on Bruner's "Spiral Curriculum" and "Discovery Learning Method", this paper discusses how to improve the PLE/PLNM in mainland China and Macao SAR by using the research methods of literature and questionnaire, so as to promote the positive reform of Portuguese teaching in China and provide meaningful suggestions. This paper consists of four parts. The first part reviews and summarizes the relevant academic research and literature through the literature method, and expounds the main ideas of Bruner's theory; the second part compares the current situation of Portuguese teaching in universities of mainland China and Macao; the third part analyzes the advantageous factors and aspects to be improved in Portuguese teaching in the two places by the method of questionnaire, and deeply discusses the feasibility of incorporating non-linguistic teaching content into Portuguese teaching; the fourth part briefly summarizes the advantages and disadvantages of this new teaching idea, and tries to put forward corresponding improvement suggestions for Portuguese teaching in China.