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Ferreira, Isabel Maria Cardoso. "School films & education: cultural and artistic investigations." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10299.
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Mestrado em Línguas, Literaturas e CulturasEsta dissertação visa questionar as representações da escola através da cultura fílmica anglófona produzida entre 1960 e 2006. Os filmes selecionados são o ponto de partida para uma reflexão sobre educação, pedagogia e cultura através das lentes críticas de alguns cineastas britânicos e americanos. Deste modo, os filmes apresentados foram desconstruídos e analisados através de um hipotético diálogo entre a ficção e a realidade e o meta-diálogo ficção-ficção, tendo como estratégia o contraste e a comparação dos textos fílmicos de épocas díspares, contudo transtemporais e transculturais. Sem deixarmos de valorizar o contexto histórico-cultural de cada texto fílmico em particular, tentámos extrair deste as lições mais universais quanto ao fenómeno educativo, estabelecendo através do cinema uma ligação pedagógica e cultural entre as lições do passado, do presente e as possíveis num futuro. Desta feita, este trabalho pretende valorizar o contributo dos filmes sobre a escola para o debate educativo e pedagógico, enquanto documentos culturais que registam idiossincrasias e estereótipos.
This dissertation questions the Anglophone film school representations portrayed in cinema since 1960 until 2006. The set of films chosen aim to open the debate around education, pedagogy and culture via the fictional realities captured by the lenses of a few British and American filmmakers. The films studied were deconstructed and analyzed through an hypothetical dialogue between fiction and reality and the meta-dialogue fiction-fiction, relying on the strategy of contrast and comparison of different transtemporal and transcultural epochs. Despite not overlooking the particular historical and cultural hic et nunc of the filmic products, I’ve tried to extract the most universal lessons as far as the educational phenomenon is concerned, using cinema to establish bridges among the lessons of the past, the lessons of the present and the lessons of the future-to-be. Hence, this dissertation wishes to value the role of the school film subgenre within the educational and pedagogic debate, considering it valuable cultural documentation about school idiosyncrasies and stereotypes.
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Hess, Jeffrey Todd. "Reel Deans : The Portrayal of Higher-Education Administrators in American Films." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/396.
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Leadership theory routinely focuses on the relationships of leaders within the context of the work environment; however, culture and, specifically, films are a pervasive influence on both individuals and work environments. The literature review revealed that the relationships between higher-education faculty and administrators are strained. A conceptual framework known as the dark side phenomenon identified three dynamics affecting the work between faculty and administration: working relationships, supervisory roles, and the cultural impact. This lead to the research question: How are higher-education administrators portrayed as characters in popular American films? Data collection began with the selection of American films to study and involved four criteria: release of the film in the United States, inclusion of higher education in the film, a high level of viewership, and the substantial portrayal of a higher-education administrator within the film. The theoretical framework for data collection included Kenneth Burke’s (1969) pentadic analysis and parts of George Gerbner’s (1998) cultivation analysis. The data analysis identified that leadership behaviors are portrayed negatively in all but a few instances. Five major themes of negative leadership were identified: serving oneself, expelling undesirables, promoting prestige, finding money, and adhering to rules. Recommendations for leaders in higher education to mitigate the influence of negative film portrayals and suggestions for improving the quality of leadership were offered. Suggestions for further study include how film portrayal of higher-education administrators affects audience members, how the gender of administrators is portrayed in films, and how an institution’s name is used in films. The study concludes by discussing the power of films, the need for media literacy, and the acknowledgement that the dark side of higher-education leadership can be mitigated by thoughtful, positive leadership behaviors.
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Wu, Chih-Ping. "Thermal-mechanical behavior of thin films and laminates /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702992451.
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Chaikin, Eric Justin. "An Assesment of Historic and Contemporary Models of Native Representation from Ethno-Entertainment Films to Experiential Education Films." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/chaikin/ChaikinE0806.pdf.
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Ethno-entertainment is a term that makes apparent the merger of entertainment and science in the depiction of the Native presence in film. This approach to filmmaking is assessed and is determined to be defunct. Experiential-education filmmaking is offered as an alternative approach. It is suggested that Native science can inform this approach in a way that allows a contextual understanding of Native language and culture. My video thesis work, K'anecho'xdekdiigh- I'm Not Going to Teach You, is suggested as an example of how the prominence of Native science may promote survivance rather than perpetuate ethno-entertainment's focus on absence.
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Krishna, Arvind. "Viscoelastic stress analysis of thin polyimide films in electronic packaging applications /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485228336.
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Boon, Tim. "Films and the contestation of public health in interwar Britain." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266238.
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Hope, Claire. "Cold War Educational Propaganda and Instructional Films, 1945-1965." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2416.
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This thesis will examine the response of educators to the use of the American public school system for ideological management during the early Cold War period. Through an assessment of instructional films, this work will show that the objectives of educational propaganda fell into three main categories: to promote Americanism as the national ideology, to deter students from communism or communist sympathy, and to link the potential for nuclear warfare to ideological lassitude. It will be argued that although the majority of educators accepted these goals, as films became increasingly extreme in their presentations, a critical minority revealed discontent with the use of the school for the purposes of indoctrination. By the mid-1960s, a number of factors would result in the dismantling of the Cold War consensus and a reinvigoration of the critical perspective in education.
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Butler, Faith J. "Hollywood films, reflective practice, and social change in teacher education : a Bahamian illustration." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36880.
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This qualitative inquiry explores the use of Hollywood films depicting teachers (teacher-films) as an approach to reflective practice and social change with 60 undergraduate students in a teacher education programme in the Bahamas. In order to facilitate critical reflection on the preservice teachers' perceptions of teaching, on themselves as teachers, and on their teaching experience, a module comprised of five teacher-films (To Sir With Love, Blackboard Jungle, Stand and Deliver, The Prime of Miss Jean Brodie, and SARAFINA!) is designed and employed. The depictions of teaching are deconstructed as a means of introducing the complexity of teaching as well as unveiling the relevance of issues such as class, race, gender, and the politics of power and position to the life of a teacher. Central to the study is exploring how prospective teachers "read" these films and what insights prospective teachers gain from the films.The study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored.
This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.
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Moss, Bradley David. "Positioning, Spectatorship, and Teen Films: Giving Students the Power for Effective Media Education." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3108.pdf.
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MacDonald, Jonathan Richard. "Reel Guidance: Midcentury Classroom Films and Adolescent Adjustment." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77952.
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This thesis examines the cultural and political messages found in "social guidance" films, a genre of films produced for pedagogical purposes in the United States following the Second World War. Educational film producers relied on social science consultants for legitimacy and employed plots that addressed ordinary challenges of daily living encountered by teenagers. Shown in high school classrooms nationwide in the postwar years, these films advertised to young people the usefulness of a psychological understanding of personality adjustment. These films reflected the influence of ideas from both the progressive education movement inspired by John Dewey and the theories of mental hygiene from prewar psychologists. By viewing these films, students encountered advice about improving their individual productivity and they received guidance for developing skills needed in social settings. By parsing the cultural and intellectual messages embedded in these films and relating them to interwar and postwar developments, this thesis shows one way that social experts mobilized to shape the socialization of adolescents. Social guidance films intended to employ the specialized knowledge of the social sciences to promote the production of healthy and successful personalities.
More importantly, this thesis shows how social guidance films, in addressing ordinary teenage concerns, also addressed the political needs of American society at the dawn of the Cold War. The practical advice presented in these films showed adolescents how to tread the line between the preservation of individuality and commitment to the group—the essential problem faced by post war political theorists. Educators looked to the confluence of school, psychology, and film to guide the socialization of youths for their future roles as citizens of a democratic society. This thesis argues that the messages of psychological adjustment in social guidance films provided one means of promoting democratic values to counter the postwar threat of totalitarianism.Master of Arts
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Keown, Daniel J. "The effects of projected films on singers' expressivity in choral performance." Thesis, University of Missouri - Kansas City, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588454.
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The purpose of this study was to investigate the effects of projected film visuals on singers' expressivity in choral performance. The study was divided into three phases. In Phase One, university choir singers (N = 21) viewed eight audiovisual pairings (two film excerpts and four choral etudes) and rated these pairings according to perceived music to film congruency. Based on these ratings, two choral etudes were identified that elicited the broadest congruency contrasts when paired with the film segments.
In Phase Two, a different group of university choir singers ( N = 116) rehearsed and prepared both of the selected choral etudes referred to as "Doh" and "Noo." Subsequently, these singers were organized into smaller chamber ensembles (n = 11), and performed each choral etude three times under the following conditions: (1) while viewing congruent film, (2) while viewing incongruent film, and (3) with no film projected. After each performance, singers reported their level of self-expression. At the completion of all three performances, singers reported their preferred performance condition. Finally, participants listened to their audio-recorded performances and rated these for performance expressivity and personal preference. During Phase Three, choral experts (N = 8) rated performance expressivity and reported personal preference for each audio-recorded performance.
A two-way ANOVA with repeated measures found significant main effects of both etude and film visual performance condition on participants' expressivity ratings (p < .001). Additionally, a significant etude x film visual performance condition interaction was discovered (p = .001). Participants rated self-expression significantly higher when singing with a congruent film compared with other conditions for both etudes (p < .001). Chi-square tests found most preferred experiences during congruent performances, and least preferred experiences during incongruent performances for both etudes (p < .001). Expressivity ratings for audio-recorded performances indicated significantly higher expressivity ratings for the performances influenced by the congruent film visual of etude "Doh" (p < .05), while no significant differences were found for etude "Noo" (p > .05). Implications of these findings are discussed in relation to filmmaking techniques, music education curriculum, choral rehearsal pedagogy, and composition/performance practice, with recommendations for future research.
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Winkler, Anita. "Biology, morality and gender : East and West German sex education in films, 1945-70." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10836/.
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This thesis explores East and West German sex education films between 1945 and 1970. Sex education films are rich historical sources that allow insights into cultural, social and political understandings of sexualised bodies, sexual moral norms and gender roles of the time. Sex education films mediate sexual knowledge as well as social norms. They sought to transform the sexual realities and behaviour of young people and thus reflect contemporary notions of what was perceived as sexual problems. Moreover, sex education films bring to the surface ideological projections of what was imagined to be an ideal society at that time. Sex education films are therefore firmly linked to contemporary sexual politics. This study explores the biopolitical agendas of such films. A biopolitical approach takes into account concurrent and reverse dynamics that unfold in sex education films, revealing the many normative layers with which these films responded to social issues. This approach allows analysing questions related to the effects of the self-governance of the body the individual has to take responsibility for. From this perspective, my thesis will investigate the similarities and differences between East and West German sexual politics. This comparative approach introduces a new perspective to the historiography of German sexuality after 1945. By strengthening the comparative aspect and focusing on the biopolitical dimensions of sex education films, my thesis challenges current understandings of a so-called sexual liberalisation in West Germany. Instead, my study claims that in both German states sex education films were part of biopolitical strategies that increasingly relied on the self-management of the body as core value for the personal well-being. Thus, my thesis offers a different and more nuanced understanding of the apparent changes in sexual morality and behaviour in both German states that does not rely on a value loaded concept of ‘liberalisation’ to explain such changes.
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Shoos, Diane L. "Speaking the subject : the films of Marguerite Duras and Alain Resnais /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258135023.
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Wessinger, Alyssa L. "A Deconstruction of Horror, Fear and Terror: Using Horror Films as Didactic Tools in Art Education." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/85.
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This arts-based study discusses using the horror film and monsters as a means of exploring the personification of fear in contemporary society. The paper incorporates the viewing and dissection of horror films into an artistic process to explore fears in order to further artistic expression. It additionally shows how this process can be used in an art classroom within the context of contemporary art to empower students and facilitate art criticism discussions.
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Johnson, Mary C. "A critical study of the poetic voice in the narratives of selected documentary films of the 1930s /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748018253.
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Ellesmore, Susan. "Teacher representations in popular films : reception and relevance to professional development and change." Thesis, Southampton Solent University, 2002. http://ssudl.solent.ac.uk/620/.
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The research brings together elements from two disciplines, the sociology of education and film studies, to investigate the relevance of 'reel' world teacher representations to the real world lives of teachers, and to explore how the former offer opportunity for reflection on professional development and change. Media texts are utilised as an unconventional resource as either a replacement for and/or enhancement of educational theory, and teachers drawn from different stages of the teaching life cycle provide empirical data via their writing aspects of teacher culture in response to the stimulus of each text. In an age of visual culture, educational research which explores the medium of film is an important resource for professional development and change is an original contribution to knowledge at a time when current concerns are largely related to the repercussions of the ongoing implementation of government reforms. The research identifies the charismatic teacher who inspires loyalty and admiration in his/her students, forming a special relationship with them in a way which no other colleague can. A more complex analysis suggests that there are four varieties of the charismatic teacher: the eccentric, the resilient, the romantic and the enduring. Responses to such characters reveal that real world teachers reflect on the uncinematic bureaucracy of their everyday work compared with energised settings where student problems and cynical colleagues are overcome by 'reel' world teachers unfettered by pre-set agendas. A real/'reel' overlap occurs as real world teachers re-examine the personal and professional relationships which underpin their everyday work. Through watching examples from screen culture, they reflect on what the demands and rewards of teaching are, and how these impinge on a teacher's health and private life; the development of relationships with both students and colleagues; and the influence of those outside classroom and staffroom, both at local and government levels.
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Garza, Garcia S. (Silvia). "The socio-professional profile of teachers in Mexico: a critical discourse analysis of two documentary films." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051474.
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The main purpose of this thesis is to critical analyze two documentary films, “De Panzazo” and “Grain of Sand”, both about the educational situation in Mexico and both focusing in the profile of the Mexican teacher and its activities that have helped either to “damage” or to “defend” the educational system. This research aims to question the role of the teacher and the relationship with standard educational practices that serve dominant interests by questioning how are the roles of teachers and their accountability represented in both documentaries, and what is the critical social analysis behind each representation?
The work of Teun A. van Dijk in Critical Discourse Analysis is used as the main method and theory of the research that puts into perspective different forms of power control trough the media. The method establishes the use of four categories (Text and Speaker, Context, Meaning, Form and Style and Topics) that allows determining the different ways in where domination and control is established during the discourse of the films. Later on, a comparison between the two films is utilized in order to find the differences of both discourses.
The results of the study provides a critical perspective towards one of the films “De Panzazo” in where teachers are represented as “authoritarians”, “irresponsible”, “well paid professionals” and “failure” providing certain responsibilities are considers “desirable” for teachers such as evaluations to measure their performances that at the end will determine the privatization of the education in Mexico. On the other hand the film “Grain of Sand” provides a different discourse in where teachers are perceived as “social leaders”, “political actors”, “fighters” and teachers that are “oppressed” by different social, political and economical matters.
In conclusion this study reflects the position in where teachers are constantly misunderstood and attacked by mass media, including the production of documentary films that lack to present the other analysis of the Mexican teachers as main contributors of the fight towards the rights of their students, the communities in where they live, and the rights of their own profession.
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Kramer, Alan Richard. "Surfaces and Epitaxial Films of Corundum-Structured Mixed Metal Oxides." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7418.
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Throughout the last half century of materials science, significant motivations came from, and still do, the industrial applications of these materials. Whether it is electronic, thermal, tribological or chemical in nature, the study of metals, semiconductors and insulators eventually reveals that the surface plays a significant part in the properties of these materials. Understanding metal terminations reveals often that an oxide is the stable state of the metallic surface in an ambient atmosphere and the ability to predict and control these oxides has led to significant strides forward in not just the metallic bulk but the oxide as well.
Here we add to the understanding of the class of materials known as transition metal oxides by focusing on the structural and chemical nature of their surfaces. Vanadia, chromia and a new mixed metal oxide, VTiO3, all of which form the corundum structure and have physical properties that need further study. Specifically, Cr2O3 has been at the center of much debate over how oxygen chemical potential influences surface terminations and top layer relaxation. Chromia is a wide band gap (~3.4eV) insulator with substantial ligand field interaction and measurements of the 3d states reveal these states split to t2g and eg– consistent with the distorted octahedral.
V2O3 is known to be a Mott insulator and paramagnetic, properties that can be modified through dopants, stoichiometry and strain. In this work, solid solutions of V2O3 and Ti2O3 are studied. VTiO3, has been synthesized in a corundum – like structure by epitaxial growth on an isostructural α-Al2O3 substrate.
Section I offers a review of corundum like transition metal oxides and their surface properties and motivations of continued research. In section II we describe in detail, the critical components of PLD thin film growth and in the next section a review of the pertinent characterization techniques utilized in the process. Finally, the results are presented of the study of two transition metal oxide structures namely:
1) Novel VTiO3 in a corundum structure has been grown via Pulsed Laser Deposition – Molecular Beam Epitaxy on a single crystal Al2O3(0001) substrate. The sapphire substrate with modest lattice mismatch was utilized in an effort to compel heteroepitaxial growth of the VTiO3 film. Confirmation of the films structure & chemical state were performed by X-Ray diffraction, Transmission Electron Microscopy (HR), X-Ray Photo-electron Diffraction, Ultra-Violet Photo-Electron Diffraction and Reflection High Energy Electron expected that the metal ions exist in a 3+ charge state. While XPS clearly points to a V3+ charge state and this suggests that Ti should as well, however there is also a strong Ti4+ component present. EELS spectra support the existence of a mixed state Ti3+ & 4+. Broadening of the valance band edge as revealed by UPS spectra indicate that the 3d orbitals are occupied and that the a1g molecular states are occupied. The conflict in diffraction data supporting corundum and PES/EELS data suggesting a mixed state implies that additional final state effects are present and/or an oxygen rich structure.
2) Additionally, corundum like Chromium(III) Oxide is formed on a Cr(110) surface and characterized with X-Ray Photoelectron Diffraction, Low Energy Electron Diffraction and XPS for the purpose of characterizing surface termination and terminating layer relaxation. Comparison of the XPD diffraction data with known and previously discussed terminations reveal the as grown film does not conform. Consequently, we propose a new, stoichiometric termination with oxygen termination and 1st layer chromium interstitials. Atop this structure was grown an ultra-thin film of V2O3 by vanadium e-beam evaporation in background oxygen. This final structure supports the previously proposed vanadyl structured surface
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Bauer, Jessica, Theresia Ertmer, and Josefin Kühn. "Medienpädagogische Analyse des Films „In This World“." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A31429.
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Im Rahmen des leitenden Themas „Kinder auf der Flucht“ soll der Film „In This World“ als ein geeignetes Medium dienen, eine Filmanalyse unter Betrachtung medienpädagogischer Mittel vorzunehmen. Die mehrfach prämierte Semi-Dokumentation vermag die Realität unserer politischen Welt so mit Fiktion und Inszenierung zu verbinden, dass eine klare Trennung vom Zuschauer nicht mehr eindeutig auszumachen ist. Die dadurch überzeugende Darstellung der globalen Wirklichkeit bezieht sich auf eine Problematik, die trotz gesellschaftlicher Kritik oft unausgesprochen bleibt: vom Krieg und dessen Folgen, die in erster Linie die Unschuldigen oder Unbeteiligten solcher Auseinandersetzungen betreffen.
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Agra-Kooijman, Deña Mae G. "Liquid Crystal Alignment and Relaxation Dynamics at Surface Modified Thin Polymer Films." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1228148263.
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Bonetti, Marcelo de Carvalho. "As imagens em movimento e sua contribuição para o ensino das ciências físicas no Brasil - 1800 a 1960." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-12072013-165752/.
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Neste trabalho pretendemos apresentar elementos históricos dos caminhos percorridos pela educação e pelos audiovisuais no Brasil, dos que vieram importados e daquelas que foram produzidas aqui e, que retrataram temas correlatos ao ensino da Física, buscando elementos desta trajetória desde o Império com a chegada ao Brasil das primeiras imagens animadas, até aqueles produzidos especificamente para projetos de ensino de Física empregados no Brasil na década de 1960. Procuramos identificar as transformações e as políticas educacionais desde o império no Brasil até a década de 1960, quando são introduzidos no Brasil os projetos de ensino de física, e neles filmes educativos especificamente realizados como parte integrante do processo de ensino. Também identificamos as transformações dos programas de ensino de física do ensino secundário no colégio Pedro II, que serviram como referência para o ensino secundário em todo País, a fim de identificar os conteúdos presentes no ensino de física e que foram tratados em audiovisuais. Dedicamos atenção ao ensino primário de ciências físicas, com especial atenção ao método intuitivo, identificando possíveis contribuições dos primeiros filmes mudos. Foram investigadas as contribuições do Instituto Nacional do Cinema Educativo para o ensino das ciências físicas, tanto aqueles temas diretamente ligados à física, como aqueles ligados à física aplicada. Por fim foram identificados filmes vinculados a projetos específicos para o ensino da física. Assim buscamos contribuir para que o estudo dos audiovisuais que divulgaram ciências físicas colabore com o melhor entendimento da educação no Brasil.This study intends to identify elements of the historical paths taken by education and audiovisuals in Brazil, produced both inside and outside of the Country, related to physics teaching, searching for elements since the empire period with the firsts animations, until those produced in the 60`s for physics teaching in Brazil. We aim to identify the educational transformation and teaching methods, since the empire time until the 60´s, when projects for physics teaching are introduced in Brazil, along with educative movies for this specific purpose. We also identified the transformation of teaching programs at Pedro II secondary school, which were used as a reference for secondary school in the whole Country, trying to identify all contents of physics teaching that were presented in audiovisual format. We dedicated special attention for the primary physics teaching, specially related to senses education, searching possible contribution from the first\'s mute movies. The contributions of physics teaching from The National Educative Cinema Institute where also looked into, regarding to physics and applied physics. At last, movies related to physics teaching propose has also been searched. We aim that the study of audiovisuals, that helped spreading physics sciences, help with a better comprehension of education in Brazil.
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Nayee, Sanjana. "Not really bollywood a history of popular hindi films, songs, and dance with pedagogical applications for understanding indian history and culture." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1534.
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Contemporary fascination with 'Bollywood' proliferates much of reality TV dance shows, media blurbs and other communicative outlets. These avenues homogenize India as 'Bollywood', while social and political outlets place Indians and people of South Asian descent into fitted stereotypes that are ridiculed and largely distorted. The intent of this thesis was to explore how the growing international intrigues of popular Hindi films exist beyond 'Bollywood'. This study is especially important because current U.S. demographics are undergoing a 'browning' effect yet a comprehensive method for understanding South Asian peoples and their cultures have been isolated to terrorist 'breeders', the model minority or as products primed for consumption. This thesis discusses the history of popular Hindi popular cinema, its changing methods of songs and dance and includes options of pedagogical applications within secondary level classrooms. In short, this thesis is an effort to highlight the similarities present amongst the differences that are consciously and unconsciously created or implicitly believed by the general population when attempting to decipher the many different components that exist across South Asian cultures, ethnicities, traditions, histories and identities.ID: 031908403; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in DEPT HERE.; Thesis (B.A.)--University of Central Florida, 2012.; Includes bibliographical references.
B.S.
Bachelors
Education and Human Performance
English Language Arts Education
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Weinrib, Melinda Marcia 1960. "A study of the minority status of independent films in the deaf community: Implications for deaf studies curriculum development." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291360.
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A potentially rich source of curricular material for the development of a Deaf Studies curriculum lies in the category of feature films. The case of minority status of films produced by the American Deaf community is presented based on a comparison with the African-American independent film industry. An ethnographic study formulates an understanding of the contributions made by deaf independent filmmaker, Ernest Marshall. Marshall's personal background, his film business and perspectives on the value of film and signed language are discussed. A description of Marshall's film collection also provides an excellent historical resource for signed language use and for cross-cultural comparison purposes. Film studies are stressed as a viable teaching approach where the film medium providing cultural insights into the lives of deaf people and serving as a primary source for the documentation and preservation of American Sign Language.
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Blair, Jeremy Michael. "Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804983/.
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As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show diverse student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life.
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Coskun, Cicek. "Modernization And Women In Tunisia: An Analysis Through Selected Films." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607598/index.pdf.
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This study analyzes the representation of women and modernization in Tunisian society by looking at Tunisian films produced in Tunisia after 1980. Study aims to develop a new concept to understand modernization process of women in a non-western, Muslim, and North African society through representations in films.
Women&rsquos modernization process has been analyzed through the qualitative analyses of five Tunisian films by focusing on conceptualization of women issue as one of the main elements of Tunisian modernization. More presicely, the study examines stages of women&rsquo
s modernization on the one side, and representation of this process in films on the other. In conclusion, I argue that examining written literature alone is not enough to understand women&rsquo
s modernization process in a non-western society. Expansion of modernization is not rapid and equal in the Tunisian society. If taking place in the public sphere, having a paid job and having education are taken as the indicators of women&rsquo
s modernization, it is seen that lower class women face with problems in every stage of Tunisian modernization. At that point, attending to visual sources like cinema which has the ability to reflect the society can give us convenient information about this process.
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Johnson, Nicholas. "Eighty years on : representations of teachers and schools in British films, from 1930 to 2010." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3007/.
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Teachers are required to be reflective practitioners: that is, they must constantly assess and evaluate their performance, and its effectiveness. In addition, of course, they come under external scrutiny from government and parents. However, what of the way the public look at teachers? Teachers and schools may be read about in newspapers, comics and journals, discussed on television and the radio; they may even fall foul of social networking sites on the Internet. Popular films may be regarded as ninety-minute essays, presented dramatically for the entertainment of their audiences; the teacher or school film has been a staple of popular cinema in this country for almost eighty years. Moreover, the representations of teachers in British films have tended to retain a continuity of message despite the many changes that have taken place in education over this period. This thesis looks at those representations, and changes in education, and attempts to make connections, backed up with a philosophical approach that seeks to explain the visual turn in terms of successive orders of simulation. My hope is that new generations of teachers may reflect on the cultural heritage of which they, and their chosen profession, are very much a part.
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Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01
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Gonzalez, Carlos E. "What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2190.
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The primary purpose of this study was to explore representations of higher education in film. In order to achieve that objective this study consisted of a narrative analysis of the themes that emerged in films regarding higher education. This study focused on films from the 1950s to the present. The narratives that emerged from the analysis of the films were compared and contrasted to the scholarly literature regarding higher education. The analysis of the films also included juxtaposing the film narratives to the work of postmodern theorists such as Michel Foucault in order to inform the claims made by the researcher.
This study focused on seven main themes regarding higher education in the cinema. The higher education themes that were examined in this study were Students, Student Services, Admissions, Race, Finance, Faculty, and Gender. Overall, this study found that higher education in the cinema is not represented as a unified monolithic system. Instead, the findings indicate that the representations of higher education and its different parts were quite varied among the films. In spite of all the differences there was one overall theme that remained constant. This study found that the cinema privileged the traditional, selective, four-year residential university as the model for a higher education institution.
An analysis of the representations of students in the films found that the depictions of students in the cinema also varied greatly over time. However, this study revealed that a major discursive student theme that was constant throughout the films was a focus on the sex lives of students. The analysis of the representations of faculty members also proved to be quite varied. This study revealed that the one major discursive theme that was constant in regards to faculty was that all of the faculty members remained employed as academics regardless of the difficulties they may have faced. This dissertation also includes a discussion of the implications of the study's findings and provides suggestions for future research.
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Srsen, Kenney Kristen Laura. "CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628.
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Pereira, Ricardo Tapajós Martins Coelho. ""O ensino da medicina através das humanidades médicas: análise do filme And the band played on e seu uso em atividades de ensino/aprendizagem em educação médica"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/5/5134/tde-25042005-191419/.
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INTRODUÇÃO: O modelo epistemológico humanista na Medicina redefine o bom médico como um profissional que detém tanto excelência técnica quanto traços humanísticos. Os currículos médicos tiveram que se adaptar e se preocupar com projetos pedagógicos que dessem conta de promover o ensino/aprendizagem desses traços humanísticos. Esses projetos têm tentado resgatar a Educação Liberal nos currículos de Medicina através da introdução das Humanidades Médicas. Essa introdução tem sido tentada ao redor do mundo nos últimos 40 anos e requer cada vez mais novos projetos pedagógicos. Essa tese propõe o uso de uma atividade instrucional específica no campo das Artes Cinemáticas (enquanto Humanidade Médica) com a finalidade de mediar junto aos alunos a consecução de objetivos humanísticos pertinentes à Educação Médica. OBJETIVOS: Pretendeu-se analisar o filme And the band played on, produzindo possibilidades interpretativas sobre ele, justificando-as e comunicando-as através de uma síntese elucidativa; identificar aspectos de relevância médica cujo ensino/aprendizagem pode ser mediado pela discussão estruturada do filme como atividade instrucional; compilar esses aspectos em termos de objetivos educacionais humanísticos e de sua alocação a uma das taxonomias de objetivos educacionais nas Humanidades Médicas e prover exemplos concretos de possibilidades de ensino/aprendizagem relacionadas a essa atividade instrucional. METODOLOGIA: A análise fílmica abordou a obra nos seus aspectos narratológicos (como personagens e convenções de ponto de vista e narração) e estilísticos específicos do cinema. Observou os vários eixos que geram significação no cinema (linguagem verbal, linguagem escrita, visualidade, ruídos e música). Foi macro-analítica (analisando a obra como um todo), mas necessitou de momentos de micro-análise (seqüências e planos específicos). Envolveu a análise descritiva e formal da obra e sua interpretação através da análise interna (aspectos inerentes como iconografia e simbolismo) e externa (sistemas referenciais externos como teorias psicológicas) de sentido. Os aspectos de relevância médica passíveis de ensino/aprendizagem através dessa atividade instrucional foram procurados e alocados nos campos das grandes taxonomias que organizam os objetivos educacionais (Taxonomia de Objetivos Educacionais, Campos de Significado e Competências). RESULTADOS: Descreveram-se possibilidades de uso do filme de duas maneiras instrucionais: assistência do filme inteiro e assistência de excertos, em ambos os casos com posterior discussão. Em relação ao filme como um todo, duas propostas interpretativas diferentes foram geradas com base no seu potencial uso no ensino/aprendizagem em Medicina. A primeira baseia-se na narrativa romanesca da crise vocacional vivenciada pelo protagonista e a segunda centra-se na análise da instância narrativa e seus dispositivos. Em relação aos excertos, pinçaram-se algumas seqüências para ilustrar alguns de seus possíveis usos instrucionais. CONCLUSÕES: O filme pode ser usado instrucionalmente com vistas à abordagem educacional de objetivos humanísticos. Esses objetivos são pertinentes a diversas áreas do conhecimento, entre as quais citam-se os Domínio Afetivo e Emocional, os Campos Ético e Sinoético, e as Competências Adaptativa, Contextual, de Identidade Profissional e Motivação para Aprendizagem Continuada. Esses objetivos abordam áreas de conteúdo relevantes, como a relação médico-paciente, a vocação médica, o contar notícias ruins, a persona médica, o arquétipo do médico ferido, a comunicação humana e a identidade profissional médica, entre outras.INTRODUCTION: The humanist epistemological model in Medicine redefines the good physician as a professional that has technical excellence, but also wields humanistic traits. Medical curricula have had to adapt themselves and make efforts to generate pedagogical projects that could foster the teaching/learning of these traits. These projects have attempted to address a Liberal Education in medical curricula by means of the introduction of the Medical Humanities. This introduction has been attempted worldwide in the latest 40 years and is still in need of new pedagogical projects. This thesis proposes the use of a specific instructional activity in the Cinematic Arts (as Medical Humanity) so as to provide mediation to the accomplishment by students of humanistic objectives. OBJECTIVES: The objectives of this thesis were to analyze the film And the band played on, producing interpretative possibilities about it, justifying them and communicating them by means of an elucidative work of synthesis; to identify aspects of medical relevance, whose teaching/learning could be mediated by the structured discussion of the film as an instructional activity; to compile these aspects in terms of humanistic educational objectives and their allocation to one of the taxonomies for educational objectives in Medical Humanities; and to provide concrete examples of teaching/learning possibilities related to this instructional activity. METHODS: Film analysis approached the movie through narratological (characters and conventions of narration and point of view) and cinema-specific stylistic aspects. The several axes that generate meaning in cinema have been considered (verbal language, written word, visuality, sounds and music). The analysis was macro-analytic (approaching the film as a whole), but contemplated micro-analysis (specific sequences). It involved the descriptive and formal analysis of the film and its interpretation in the light of internal (inherent aspects such as iconography and symbolism) and external (external referential systems such as psychological theories) analysis of meaning. The aspects of medical relevance were allocated to and searched for in the fields of the great taxonomies that organize educational objectives (Taxonomy of Educational Objectives, Realms of Meaning and Competences). RESULTS: Two instructional uses of the film were described: projection of the whole film, as opposed to the projection of excerpts. In both cases, a discussion should follow. In the first case, two different interpretative proposals were generated, based on their potential use in teaching/learning in Medicine. The first is based on a romanesque narrative about the vocational crisis experienced by the protagonist, whereas the second one focuses on the narrating instance and its dispositions. In terms of the excerpts, some sequences were pinpointed to illustrate some of their possible instructional uses. CONCLUSIONS: The film may be used instructionally within the educational approach to humanistic objectives. These objectives pertain to several areas of knowledge, among which, the Affective and Emotional Domains; Ethics and Synnoetics (Realms of Meaning); and Lifelong Learning, Professional Identity, Adaptative and Contextual Competences. These objectives comprehend relevant contents, such as the physician-patient relationship, medical vocation, breaking bad news, the medical persona, human communication and medical professional identity, among others.
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McWilliams, Stephen Thomas. "Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/281081.
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KinesiologyPh.D.
The Role of Film as Persuasive Tool of Social Change: Since the introduction of cinema, both non-fiction and fictional films have been used by film makers, artists, and interest groups to change minds and mold opinions. Documentary films in particular, have a history of being used in a variety of ways to further political causes, raise social or patriotic awareness, or as a call to personal activism. In this project, the use of well designed, aesthetically pleasing documentaries have been advocated for potential use in the field of sport psychology to create awareness of the work of practitioners in order to promote healthy behaviors. Filmmaking can serve the field in a number of creative ways. A recent film is submitted as a demonstration of how a well crafted film can be utilized within the field as both a advocacy piece and an educational resource. There has been a long, historical relationship between sports and film. Throughout cinematic history there have been numerous films, both narrative and documentaries, both about sports or subjects that included sports in their story. Sports lend themselves to narrative and documentary storytelling. As a filmmaker, I was drawn to a story about a non-profit organization, "Gearing Up," which uses a bicycle exercise program to help women in recovery from drug and alcohol addiction. The film explores the effectiveness of a therapeutic model developed by "Gearing Up" founder, Kristin Gavin. The production of the film, and my involvement as the producer and director, inspired me to explore the further use of documentary film as both a classroom teaching tool and a vehicle that can inspire behavioral change.
Temple University--Theses
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McWilliams, Stephen Thomas. "BrakingCycles.mp4." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/281082.
Full textAbstract:
KinesiologyPh.D.
The Role of Film as Persuasive Tool of Social Change: Since the introduction of cinema, both non-fiction and fictional films have been used by film makers, artists, and interest groups to change minds and mold opinions. Documentary films in particular, have a history of being used in a variety of ways to further political causes, raise social or patriotic awareness, or as a call to personal activism. In this project, the use of well designed, aesthetically pleasing documentaries have been advocated for potential use in the field of sport psychology to create awareness of the work of practitioners in order to promote healthy behaviors. Filmmaking can serve the field in a number of creative ways. A recent film is submitted as a demonstration of how a well crafted film can be utilized within the field as both a advocacy piece and an educational resource. There has been a long, historical relationship between sports and film. Throughout cinematic history there have been numerous films, both narrative and documentaries, both about sports or subjects that included sports in their story. Sports lend themselves to narrative and documentary storytelling. As a filmmaker, I was drawn to a story about a non-profit organization, "Gearing Up," which uses a bicycle exercise program to help women in recovery from drug and alcohol addiction. The film explores the effectiveness of a therapeutic model developed by "Gearing Up" founder, Kristin Gavin. The production of the film, and my involvement as the producer and director, inspired me to explore the further use of documentary film as both a classroom teaching tool and a vehicle that can inspire behavioral change.
Temple University--Theses
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Kirkpatrick, Stephanie Renee. "The Disney-Fication of Disability: The Perpetuation of Hollywood Stereotypes of Disability in Disney’s Animated Films." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1248051363.
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Bonaparte, Rachel. "REPRESENTATION OF AFRICAN AMERICAN YOUTH IN MENACE II SOCIETY." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1294519752.
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Ohlander, Daniel, and Petter Åberg. "Sex gymnasielärares syn på film i undervisningen: visuellt komplement eller slapp utfyllnad?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39699.
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This study focuses on teachers in civics and history in Swedish upper secondary schools. The study aims partly to examine how the teachers use film as a teaching method and how they motivate film as an educational tool in their classes. The study also assesses the thoughts of teachers regarding the optimal usage of film as an educational method. The analysis is based on qualitative interviews with six different teachers, all currently working in two different schools in the Southern parts of Sweden. To analyze and process the interviews we used didactics as our main theoretical focus, but also a hermeneutical perspective to interpret the outcome of our research. Furthermore, we’ve presented previous research about the usage of film in schools and how teachers use it as a teaching method. The results show that all teachers in our study use film as a source of education and that they all can motivate why they’re using film in their classes. The results also show that teachers are bound to the Swedish curriculum and limited time when they work with film in school, so even if they want to work with film more or differently, most feel that it’s hard to do so at the moment. Lastly the results show that film can and should be used in school as an educational tool, as long as it’s done properly and with a clear thought process from the teacher.
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Čirplienė, Renata. "Edukacinės animacinių filmų plotmės: Simpsonų filmas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090916_093529-38413.
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Šio darbo tikslas – ištirti edukacinį filmo poveikį (per užslėptojo ugdymo/si bei savaiminio mokymo/si momentus). Tyrimo metu buvo analizuojamas Simpsonų filmas focus grupės metodu. Tyrimo duomenys nagrinėjami pagal autorės išskirtas kategorijas. Magistro darbe, remiantis lietuvių ir užsienio mokslinės literatūros analize, atskleistos edukacinės medijų plotmės: pristatyta neregimojo ugdymo/si bei savaiminio mokymo/si raiška animaciniuose filmuose; supažindinama su kino edukacija, kaip edukacinių plotmių sklaidos perspektyva animaciniuose filmuose. Tyrimas įrodo, kad animaciniai filmai (konkrečiai Simpsonų filmas) turi edukacinį poveikį paauglių atžvilgiu.The aim of this work is to examine the effect of educational movie (through hidden curriculum and self-directed learning moments). During the research the Simpsons Movie was analysed by a focus group method. The research data is examined after authoress categories that she has excluded. This master‘s work is based on lithuanian and foreign nonfiction literature analysis, what is more the educational media planes are revealed: the hidden curriculum and informal learning expression in cartoon movies is introduced; the cinema education is introduced, like educational planes of scattered perspective in animated movies. The research proves that animated movies (The Simpsons Movie) have an educational impact on teenagers.
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Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films." full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.
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This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.
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Johansson, Marielle. "”Nu fattar jag lite mer hur de verkligen hade det och varför det blev så hemskt.” : En kvalitativ studie om högstadieelevers uppfattningar av ämnet historia och om hur de ser på skönlitteratur och film i undervisningen som en väg mot ett ökat historiemedvetande." Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71314.
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The purpose of this study is to contribute to an increased awareness of how students perceive the subject of history and how they approach the subject of increasing their awareness, through meeting historical characters in novels and film. I am seeking the answer to what opinions students have about studying history, what experiences they have of novels and film as a means to teaching the subject and how they look at material that give life to the thoughts and feelings of historical people, aiming to increase historical awareness. The study is based on qualitative interviews with 15 students in secondary school, The interviews are based on open questions and originate from sociocultural perspective, with its base in phenomenology. The result indicates that students perceive that studying the subject is mainly about historical facts. Several students, and especially students with Swedish as a second language and students with language difficulties, mention that the subject is linguistically difficult, with hard to understand words and phrases. This seems to obstruct an increased awareness of history. The teachers role is considered important. Their capability to interact, explain and clarify is important to bring the subject alive. Students can see the benefits of novels and film to increase historical awareness and many wish for more of that kind of tuition to increase interest and perception. However, many find it difficult to see how this will fit in the time schedule.Syftet med denna studie är att bidra med ett ökat medvetande angående elevers upplevelser av ämnet historia och om hur de ser på att öka sitt historiemedvetande genom mötet med gestaltande stoff via film och skönlitteratur. Frågorna jag söker svar på är vilka uppfattningar elever på grundskolans senare år har om ämnet historia, vilka erfarenheter de har om skönlitteratur och film i undervisningen, samt hur de resonerar om att använda skönlitteratur och film som en väg mot ett ökat historiemedvetande. Studien bygger på kvalitativa intervjuer med 15 elever från grundskolans senare år. Intervjuerna bygger på öppna frågor och utgår från sociokulturellt perspektiv samt med en fenomenologisk ansats. Resultatet visar att eleverna upplever att historieämnet främst handlar om faktakunskaper. Flertalet elever, och då särskilt elever med svenska som andraspråk samt elever med språkliga svårigheter, lyfter fram att ämnet är språkmässigt svårt med många ord och begrepp, vilket verkar försvåra vägen mot ett ökat historiemedvetande. Lärarnas roll anses viktig och då främst genom interaktion med eleverna för att förklara och förtydliga men även som den som berättar och levandegör innehållet. Elevernas tankar om skönlitteratur och film som ett medel för att nå ett ökat historiemedvetande är splittrade och även om de flesta kan se fördelen med fiktiva berättelser samt att många önskar mer av den typen av undervisning för att öka intresset och förståelsen, har de svårt att se hur det ska hinnas med.
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Persegueiro, Kelcilene Gisela [UNESP]. "Olhar caleidoscópico: a experiência do cinema como prática pedagógica." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151874.
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O presente trabalho de dissertação de mestrado consistiu em uma pesquisa de campo realizada em uma Escola Municipal de Piracicaba-SP, em que atuava como professora substituta , do 1º ano, em uma sala com 22 crianças, com idade entre 6 e 7 anos, do Ensino Fundamental I. Esta pesquisa apresenta oito oficinas de desenhos animados inspirados nos episódios do Sítio do Pica Pau Amarelo de Monteiro Lobato. Durante esse processo entendeu-se a necessidade de apresentar novos olhares para as práticas pedagógicas, que foram construídas sem camisa de força, a partir das tendências progressistas, que dispuseram mais de quinze práticas pedagógicas calcadas no diálogo, de acordo com a prática educativa Libertária de Paulo Freire (1977). A partir do encontro do cinema na escola foram levantadas as seguintes questões de pesquisa: 1. Que práticas pedagógicas podem ser fomentadas a partir do cinema na escola com crianças do ensino fundamental, ciclo I? 2. A experiência do cinema na escola é capaz de construir uma educação como prática educativa libertária (liberdade em construção) a partir do pensamento de Paulo Freire? 3. Que produções de conhecimentos por parte dos alunos, a partir do cinema, atestam a prática da liberdade e autonomia? Esses problemas desencadearam nossos objetivos, que são: a. Compreender que tipo de práticas pedagógicas podem ser construídas a partir da experiência do cinema e de que maneira podem promover/ criar/afetar/ transmitir/ transformar os alunos e estimular a produção de conhecimento; b. Verificar como a relação das crianças com os filmes conduzem a um aprendizado que permite uma leitura de mundo no qual as experiências prévias das crianças somam-se à própria experiência do cinema. Acreditamos nas propostas do cineasta francês Alain Bergala, que traz reflexões sobre estudos do cinema para a prática educacional na escola e Fresquet (2013) que mantém um questionamento muito intrigante para todos nós educadores, no sentido de servir como reflexão e sair da condição de conforto ao pensarmos a própria prática docente, que tipo de experiências seria promovida numa pedagogia emancipadora? A metodologia utilizada é a pesquisa-ação, tendo sido realizadas as Oficinas de Cinema, seguidas de rodas de conversas de forma livre e sem roteiro, inspirada em Freinet (1973). Nas análises dos dados, utilizamos as inferências por Bardin (1979) discutido por categorias/eixos. O cinema inseriu marcas e significados para as crianças que contribuíram para reflexão sobre tomadas de decisões da própria vida e desfrutaram de ideias e criações que levaram a construção das práticas pedagógicas, podendo se pensar a própria Pedagogia do Cinema, para se refletir a importância do sentido de experiência do cinema na construção de práticas pedagógicas, como formação humana, tecendo elo entre o cinema e educação e cinema na escola, tido como potencialidades para se pensar a educação no país.
The present work consists of researching in a Municipal School of Piracicaba-SP, in which the researcher acted, as a substitute teacher, of the 1st YEAR, in a classroom with 22 children, aged 6 And 7 years of Elementary School- Cycle 1. This research presents seven short film workshops that aims to work with children in cartoon films, based on and inspired by the episodes of the Pica Pau Amarelo site in Monteiro Lobato, with the aim of think of the following research questions: 1. What pedagogical practices can be promoted from the cinema in the school with elementary school children, cycle I? 2. Is the experience of cinema in school capable of constructing an education as an educational practice of the libertarian (freedom under construction) from the thought of Paulo Freire ? 3. What productions of knowledge on the part of the students, from the cinema, attest to the practice of freedom and autonomy? These problems have triggered our goals, which are: a. Understand what kind of pedagogical practices can be built from the experience of cinema and how they can promote / create / affect / transmit / transform students and stimulate the production of knowledge; B. Check how the relationship of children with films leads to a learning that allows a world reading in which children's previous experiences add to the experience of the cinema. We believe that cinema within schools offers opportunities for learning, otherness and art, so we held the film workshops to promote new possibilities and identified the peculiarities in the way children received the experience of cinema and what provoked / captivated Children after each workshop. As cinema is something essential in the construction of pedagogical practices, cinema is highlighted as a way of playing, emphasized by Fresquet (2013) and the identification of otherness, through the perspective of Alain Bergala (2008). In order to complement the understanding of the pedagogical practices from the cinema as an experiment without a straitjacket, we used the progressive tendencies, which had more than fifteen pedagogical practices based on dialogue by Paulo Freire ( 1977). The methodology used is action research, with film workshops, followed by free-form conversations (in speech and thoughts) and without a script with children, inspired by Freinet (1973). In the analysis of the data, we highlight the cinema in the school that allows a multiplicity of ways of being understood, named cinema as kaleidoscope. The cinema began to be discussed by categories from the data analysis, we used the inferences highlighted by Bardin (1979). It is worth emphasizing the importance of the relationship that they built with the cinema in the school. In the same way, the relations and identifications with the characters of the drawings point to the constitution of a culture of the cinema, being able to think the own Pedagogy of the Cinema, to think about education in the country.
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Santos, Júlio César dos. "Fazendo vídeos no Colégio Ottília: tecnologia e arte como ação coletiva." Universidade Tecnológica Federal do Paraná, 2008. http://repositorio.utfpr.edu.br/jspui/handle/1/173.
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Esta pesquisa trata da prática de fazer vídeos no Colégio Estadual Professora Ottília Homero da Silva, cidade de Pinhais, região metropolitana de Curitiba; diferenciando o que se pode perceber a partir da comparação entre dois gêneros distinguidos como: um vídeo-ficção experimental e outro, um vídeo-documentário institucional. Aborda a produção de vídeos no âmbito de uma escola pública, partindo da concepção da pesquisa como prática social tendo como aporte teórico os estudos da cultura, da arte e da tecnologia como ação coletiva, com ênfase nos processos de ensino-aprendizagem. Nesta pesquisa o estudo se concentra na prática de fazer vídeos por um grupo de alunos de uma escola pública, com o objetivo de encontrar algumas evidências das implicações geradas por tal prática como construção simbólica e ruptura de determinadas situações impostas pelo cotidiano compreendendo-a como um ato cultural complexo e transformador. Por que essas pessoas fazem vídeos? Como se dá esta prática nestas circunstâncias? Como se dá este processo de construção cultural simbólica? Entre as evidências encontradas figuram a busca pela inserção social, e a ampliação da reflexão crítica, quando as pessoas envolvidas na prática passaram a questionar suas posições na construção de suas identidades, reflexo e refração do contexto em que estão imersas.This research deals with the practice of making videos at the Colégio Estadual Professora Ottília Homero da Silva, in Pinhais city, in the metropolitan region of Curitiba, differentiating what you can see from the comparison between two different genres: one, a experimental video-fiction, another, a institutional video-documentary. It addresses the production of videos at a public school, based on studies of culture and art and technology as a collective action, with emphasis on the teaching-learning processes. This research study focuses on the practice of making videos by a group of students at a public school, with the goal of finding some evidence of the implications generated by such practice as a symbolic construction and disruption of daily life imposed by certain situations, as a complex act cultural and process. Why do these people make videos over there? How this practice occurs in theses circumstances? How we give this process of building cultural symbolic? The evidence founded included the search for social integration, and extension of critical reflection, when people involved in the practice began to question their positions in the construction of their identities.
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Moura, Guadalupe Marcondes de. "Produção audiovisual sobre a surdez e língua de sinais: impacto em familiares ouvintes de crianças surdas." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-16062009-161921/.
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Tema: Recurso Audiovisual Informativo. Objetivos: Desenvolver e exibir DVD informativo sobre surdez e língua de sinais, verificando o impacto desse material sobre familiares ouvintes de crianças surdas. Método: Este estudo compreendeu 2 etapas: 1) criação, produção e edição do DVD; 2) exibição deste para 28 famílias ouvintes de crianças surdas da cidade de SP. O procedimento consistiu na aplicação de protocolos pré e pós-intervenção, intermediado pela Intervenção onde o DVD foi apresentado. Na fase de pré-intervenção os sujeitos preencheram a Ficha de Identificação e assinaram o Termo de Consentimento Livre e Esclarecido. Na fase de pós-intervenção responderam a um questionário com 15 questões, sendo 12 específicas sobre o material produzido. Resultados: Para a 1ª etapa do estudo foram necessários 28 meses entre o processo de criação e edição, com base em cinco fases para a produção de um vídeo, resultando em um DVD de 15 minutos sobre os temas surdez e língua de sinais com a participação de uma personagem em espuma (puppet articulado) que atua com a pesquisadora na apresentação dos temas citados. Na 2ª etapa foram levantadas as opiniões dos familiares sobre o DVD: 90% o consideraram ótimo, 100% o consideraram um meio adequado para esclarecer dúvidas, 90% afirmaram que tê-lo assistido quando receberam o diagnóstico da perda auditiva teria contribuído para minimizar a angústia. O vídeo foi considerado de muito fácil e fácil compreensão por 100%, seu conteúdo considerado suficiente por 90% dos sujeitos. As respostas foram analisadas pelo Teste do Sinal. As opções das 12 questões do questionário foram classificadas em aspectos positivos e aspectos negativos, onde p 0,05 indicavam diferença significante. Das 12 questões, 11 receberam avaliações significativamente mais positivas e 01 sem significância. Conclusão: Os resultados demonstraram grande aceitabilidade ao vídeo por parte dos sujeitos, indicando que o mesmo cumpre seu papel como material educativo informativo evidenciando a relevância destes na área da saúde, tendo produzido um impacto positivo sobre a opinião dos sujeitos da pesquisaBackground: Informative Audiovisual. Aim: To develop a DVD about Deafness and Sign Language (SL) and to ascertain the impact of this material exhibition upon deaf childrens hearing families. Method: This study comprised two stages: 1) creation, production and edition of the DVD; 2) presentation of the DVD to 28 deaf childrens hearing families. The procedure consisted in the application of pre and post-intervention protocols, intermediated by the intervention which was the DVD exhibition. In the pre-intervention phase, subjects filled up the Identification Form and signed the Informed Consent Term. In the post-intervention phase, they answered a questionnaire with 15 questions (12 about the DVD). Results: The first stage lasted 28 months from the creation and edition process until the finalization of a 15 minutes video based in the five phases DVD production. The DVD content comprised the themes on deafness and sign language, presented by the researcher and an articulated puppet (a foam character). In the second stage the opinions about the DVD were analyzed and the results were that, 75% of the participants considered the video great, 25% good; 100% considered it a good way to clarify doubts; 92,86% affirmed that if they had watched it by the time they received the diagnostic of deafness of their children it would have contributed to diminish their anguish; the video was considered very easy and easy to understand by 96,43; The topics of the video were considered sufficient by 92,86%. Data was submitted to statistical analysis by using Sign Test with significance level of 5%. The possible responses for the 12 questions of the questionnaire were classified as positive or negative aspects. Eleven of the 12 questions received significantly more positive than negative evaluation. Conclusion: The video produced a positive impact upon subjects opinion, indicating that it fulfilled its role of informative educative material, evidencing its relevance in the health area
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Southern, Alex. "From visual education to 21st century literacy : an analysis of the Ministry of Education's post-war film production experiment and its relevance to recent film education strategies." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14172/.
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In 1943 the Ministry of Education took the decision to sponsor the production of an experimental programme of nonfiction films specifically to be used as ‘instructional’ teaching aids in the secondary classroom. The intervention was a development of pre-war efforts on the part of a number of organisations from the teaching and cultural sectors to realise the value of ‘educational’ film, in response to recognition of the medium’s social and cultural influence. This historical example demonstrates that government recognition of film as an educational resource has been achieved in the past. However, in 2012, the British Film Institute (BFI) launched a new education plan, at the centre of which was the aim to advocate the value of film education to Government (British Film Institute, 2012c). This aim had been the focus of film education initiatives in the previous decade without resolution, for example in the national strategy Film: 21st Century Literacy (UK Film Council, 2009). My research analyses the Ministry of Education’s production experiment in order to discover whether the findings can inform current film education strategies and offer an insight into why the struggle for government recognition of film education still remains. This research combines film theory, archival research and education histories in order to contextualise the films within the particular historical moment of their production. I apply a pragmatic approach to the postmodern and poststructural theories of for example, Nichols (1991), Plantinga (1997), Renov (1993) and Winston (1995) in my textual analysis of the 16 films, sourced from the British Film Institute National Archive. The analysis of form and style informs my discussion of concepts of realism, ‘objectivity’ and ‘truth’ in relation to the films and the social and political ideologies conveyed through the texts. I also analyse contemporary documentation sourced from The National Archives in order to identify the objectives, the pedagogical rationale and the ideological project motivating the Ministry’s experiment as a whole and evaluate its outcomes. I argue that the methodology of the Ministry of Education experiment was flawed so that no definitive conclusions were drawn regarding the educational ‘value’ of film. Furthermore, the ‘experiment’ was turned to political purpose so that the ideological project informing and conveyed through the filmic discourse actually worked to impose the social stratification inherent within the post-war tripartite education system. I also argue that, due in part to technological advances which have removed the need for state sponsorship of educational film production, government recognition is now unnecessary, and carries the risk of ideological and political incentives overcoming the pedagogical objectives of ‘21st century literacy’. I make the recommendation that film education initiatives should exist outside of political agendas and instead build links with teacher training institutions in order to ensure the driving force behind its practical application is pedagogical rather than political.
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Scareli, Giovana. "Santo forte : a entrevista no cinema de Eduardo Coutinho." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251699.
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Orientador: Cristina BruzzoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Trata-se de uma investigação sobre o filme brasileiro Santo Forte de Eduardo Coutinho, a partir de estudos sobre o diretor, sua vida e obra, com destaque para esse filme e suas formas de produção, enfocando diferentes aspectos ligados às entrevistas: as relações de poder, os contrastes entre o público e o privado; a organização espacial, a presença dos aparelhos de TV e seus diferentes usos, o efeito da câmera, as inserções, as fotografias e, em especial, o investimento diferenciado do diretor para cada personagem no momento da entrevista. Tal investimento no momento do encontro, permite à pessoa entrevistada que seja valorizada e vista como um indivíduo singular, promovendo no caso do filme, uma maior aproximação entre o espectador e a pessoa, para a qual, o cotidiano e a religiosidade estão fortemente misturados.
Abstract: This is a research on the of Brazilian film Santo Forte Eduardo Coutinho, from studies on the director, his life and work, and in this film and its forms of production, focusing on different aspects of interviews: the relationship of power, the contrasts between the public and private, the spatial organization, the presence of the apparatus of TV and its various uses, the effect of the camera, the inserts, the photographs and, in particular, investment director of the differential for each character in the moment the interview. This investment at the meeting, allows the person interviewed who is valued and seen as a singular individual, promoting the film in the case, greater rapprochement between the spectator and the person to which the daily life and religion are strongly mixed.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Young, Tamlyn. "Animated storytelling as collaborative practice : an exploratory study in the studio, the classroom and the community." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95797.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis investigates stop motion animation as a form of socially engaged visual storytelling. It aims to expand commonly held perceptions that associate animation with the mass media and entertainment industries by investigating three non-industry related contexts: the artist studio, the classroom and the community. In each respective context the coauthoring of stop motion animation was employed as a means to promote collaboration between artists, students and members of the public. This was intended to encourage participants to share their stories regardless of language differences, contrasting levels of academic development and diverse socio-cultural backgrounds. Thus, animation making provided a means of promoting inclusivity through active participation and visual communication. This process is perceived as valuable in a South African context where eleven official languages and a diversity of cultures and ethnicities tend to obstruct an integrated society. My fundamental argument is that animation can be used as a tool to facilitate the materialisation, dissemination and archiving of stories whilst promoting the creative agency of the storyteller.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek stop-aksie animasie as ‘n tipe van sosiaal-geaktiveerde visuele vertelkuns. Die studie is daarop gerig om algemene aannames oor animasie – wat animasie assosieer met die massamedia en die vermaaklikheidsindustrie – te verbreed deur drie nienywerheidsverbonde kontekste te ondersoek: die kunstenaar se ateljee, die klaskamer en die gemeenskap. In elk van die onderskeie kontekste word die gesamentlike skepping van die stop-aksie animasie gebruik as ‘n manier om samewerking tussen kunstenaars, studente en die algemene publiek te bevorder. Die doel is om deelnemers aan te moedig om hul stories te deel, ongeag taalverskille, verskillende vlakke van akademiese ontwikkeling, en diverse sosio-kulturele agtergronde. Daarom verskaf die skepping van animasie ‘n geleentheid om samewerking te bevorder deur aktiewe deelname en visuele kommunikasie. Die proses word veral in die Suid Afrikaanse konteks as waardevol beskou, waar elf amptelike tale, asook ‘n diversiteit van kulture en etniese groepe, dikwels die skep van ‘n geïntegreerde samelewing belemmer. My hoofargument is dat animasie met vrug gebruik kan word as ‘n metode om die skepping, disseminasie en argivering van stories te fasiliteer en terselfdertyd ook die kreatiewe rol van die storieverteller aan te moedig.
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Fox, Neil James. "How film education might best address the needs of UK film industry and film culture." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/575401.
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This thesis reveals and explores contemporary relationships between film education, film industry and film culture within a UK context through a series of interviews, data analysis, historical research and international case studies. It highlights what appear to be binary oppositions within film such as divisions between theory and practice, industry and academia or art and entertainment and interrogates how they have permeated film education to the point where the relationship between film studies and film practice is polemical. Also, the thesis investigates how a relationship between two binary areas might be re-engaged and it is within this context that this thesis addresses contemporary issues within UK higher education and national provision of film education. There is detailed analysis of UK film policy alongside the philosophies and practicalities of filmmaking to establish how connected the practice of filmmaking is to the film industry and national strategy. An international perspective is provided through the analysis of the film school systems in Denmark and the U.S. and this postulates potential future directions for UK film education, particularly within the university sector. A main focus of the thesis is to question film education by engaging with the voices of actual filmmakers and also via data analysis of the educational background of filmmakers as a way of developing film education. The thesis is undertaken at a time of major changes across film and higher education. Film production, distribution and consumption have undergone major technological evolution and the structures that were once in place to facilitate graduate movement into the workplace are changing and shifting. Simultaneously the identity of the university as a place of skills training or critical development is under consistent scrutiny. With this in mind this thesis seeks to engage with the potential future for film education.
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Persson, Daniel, and Theres Hansen. "Film som en resurs i historieundervisningen : Film as a resource in history education." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1449.
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Solbrig, Heide Frances. "Film and function : a history of industrial motivation film /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3142448.
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Krutoff, Alissa. "Student leadership : the influence of television and film on today's student leaders /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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Costa, Juliana Vieira. "Exibição de filmes em contexto escolar : entre o Programa de Alfabetização Audiovisual e a sala de aula." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172205.
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Este trabalho se constitui como uma investigação narrativa acerca dos critérios de seleção de filmes para exibição em contexto escolar, formal e informal, e das abordagens do cinema que esses critérios engendram, tendo como ponto de partida as atividades do Programa de Alfabetização Audiovisual e sua rede de professores. Por meio de entrevistas semi-estruturadas com professores da educação básica, profissionais e pesquisadores do Programa, relaciona as práxis de exibição de filmes a teorias do cinema e educação e ao conceito de momentos de intensidade do filósofo Hans Ulrich Gumbrecht. A título de organização, e a partir das narrativas dos entrevistados, foram elencadas cinco abordagens principais de exibição de filmes em contexto escolar: abordagem de evento, abordagem da crítica cultural, abordagem da produção audiovisual, abordagem de debate temático e abordagem cineclubista. As questões levantadas sobre critérios de seleção fílmica foram trabalhadas de modo a estabelecer de que formas o cinema é pensado no ambiente escolar e em projeto voltado a esse público, em seu eixo de exibição.This work constitutes an investigative narrative about the criteria of film selection for exhibition in a formal and informal school context, and the cinema approaches that these criteria generate, starting from the activities of the Audiovisual Literacy Program and its network of teachers. Through semi-structured interviews with teachers of basic education and professionals and researchers of the Program, it relates the praxis of film exhibition to theories of cinema and education and to the concept of moments of intensity of the philosopher Hans Ulrich Gumbrecht. As a form of organization, and based on the narrative of the interviewers, five main approaches of film screening on school context has been categorized: the event approach, cultural criticism approach, audiovisual production approach, thematic debate approach and the cinema club approach. The questions raised about criteria of film selection were worked out to establish in which ways cinema is thought on a school environment and on a project aimed to this public, in its axis of exhibition.
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Alcântara, Erikson Custódio. "Avaliação do conhecimento e capacitação de profissionais da Atenção Primária sobre doença pulmonar obstrutiva crônica." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6836.
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Background: Video Lesson is a multimedia system, with text narration and illustration, capable of promoting the training of Primary Care professionals. To evaluate the effect of training, an assessment tool is needed, however, there are no validated instruments that measure knowledge about Chronic Obstructive Pulmonary Disease (COPD) among these professionals. Objective: Validate a knowledge questionnaire about COPD for Primary Care professionals and train them on chronic obstructive pulmonary disease. Methods: Initially, a methodological study was carried out with 88 Primary Care professionals to elaborate and validate a questionnaire. Then, quasiexperimental study with 36 primary care professionals in order to enable them, through videotapes. The knowledge of the professionals was measured before, shortly after and three months after being trained by the "Primary Care - COPD Knowledge Questionnaire (QAP-COPD)". To analyze the reproducibility and reliability of the questionnaire, the Kappa and α Cronbach tests were applied respectively. In the evaluation of the knowledge, the tests of Friedman and Tukey a posteriori, Bonferroni correction and the χ2 test were used. A significance level of 5% was adopted. Results: The questionnaire presented reproducibility in most items (87.5%) from good to excellent (Kappa: 0.61 - 0.88) and reliability with α Cronbach = 0.763. Of the 16 items in the questionnaire, the professionals who indicated the "agree" option, before the training, soon after opting for the "totally agree" option, in 11 items (68.8%). Fourteen items had a significant difference before and after training, but in the moments just after and three months after the training, 14 items did not present significant differences. The median score of the participants' questionnaire increased from 60 points before training to 77 shortly after and three months after training (p <0.001). In the three months after there was no significant statistical difference, in relation to the soon after (p = 0.38). Conclusions: The questionnaire met the psychometric properties and proved to be reproducible and reliable in the evaluation of knowledge about COPD among primary care professionals. The videotaped training presented satisfactory results observed by the good performance of the knowledge of Primary Care professionals, before and shortly after the training and the maintenance of this knowledge after three months of the training program.
Introdução: A videoaula é um sistema de multimídia, com narração de texto e ilustração, capaz de promover a capacitação de profissionais da Atenção Primária. Para avaliar o efeito da capacitação é preciso um instrumento de avaliação, no entanto, não há instrumentos validados que meçam o conhecimento sobre Doença Pulmonar Obstrutiva Crônica (DPOC) entre esses profissionais. Objetivo: Validar questionário de conhecimento sobre DPOC para os profissionais da Atenção Primária e capacitá-los sobre doença pulmonar obstrutiva crônica. Métodos: Inicialmente realizouse estudo metodológico com 88 profissionais da Atenção Primária para elaborar e validar um questionário. Em seguida, estudo quase experimental com 36 profissionais da Atenção Primária com intuito de capacitá-los, por meio de videoaulas. O conhecimento dos profissionais foi medido antes, logo após e três meses após a capacitação pelo “Questionário de Conhecimento sobre DPOC na Atenção Primária – (QAP-DPOC)”. Para análise da reprodutibilidade e confiabilidade do questionário, aplicou-se o teste Kappa e α Cronbach respectivamente. Na avaliação do conhecimento utilizou os testes de Friedman e Tukey á posteriori, correção de Bonferroni e o teste χ2. Foi adotado um nível de significância de 5%. Resultados: O questionário apresentou reprodutibilidade na maioria dos itens (87,5%) de bom a excelente (Kappa: 0,61 – 0,88) e confiabilidade com α Cronbach = 0,763. Dos 16 itens do questionário, os profissionais que assinalaram a opção “concordo”, antes da capacitação, logo após optaram pela opção “concordo totalmente”, em 11 itens (68,8%). Quatorze itens apresentaram diferença significativa antes e logo após a capacitação, porém nos momentos logo após e três meses após a capacitação, 14 itens não apresentaram diferenças significativas. A mediana do escore total do questionário dos participantes aumentou de 60 pontos antes da capacitação para 77 logo após e três meses após a capacitação (p < 0,001). Nos três meses após não houve diferença estatística significante, em relação ao logo após (p = 0,38). Conclusões: O questionário atendeu às propriedades psicométricas e mostrou-se reprodutível e confiável na avaliação do conhecimento sobre DPOC entre profissionais da Atenção Primária. A capacitação por videoaula apresentou resultados satisfatórios observados pelo bom desempenho do conhecimento dos profissionais da Atenção Primária, antes e logo após a capacitação e a manutenção deste conhecimento decorrido três meses do programa de capacitação.