Dissertations / Theses: 'Literacy teaching processes'

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James, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.

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This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

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McEune, Rhona I. H. "An exploration into the processes of adaptation and internalisation which influence teachers in their teaching of literacy : a comparison of English and Austrian pedagogy and practice." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341670.

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Langham, Karin. "Exploring Maori identity (Whakapapa) through textile processes : a visual arts program for year 11 students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1862.

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In 2007 the Curriculum Council of Western Australia (CCWA) introduced a new Visual Arts Course of Study (2007), which contains a postmodern perspective and is inclusive of social criticism, multiculturalism, feminism and non-Western art forms. In keeping with the new Visual Arts Course of Study in this Creative Visual Arts Project, I have used the CCWA course outcomes as a framework to develop a visual arts program that is a vehicle for exploring individual personal identity, and has the potential to increase self-esteem in students in Western Australian secondary schools. The research stems from my personal view that students can benefit significantly from investigating their identity, enabling them to situate their self in a stronger position in their present day life-world when they have a more definite sense of who they are and where they come from. I have placed myself in the position of ‘the subject’ in order to transfer the process into a visual art program that can be utilised within the classroom. The visual arts program is underpinned by Efland’s expressive psychoanalytic model for aesthetic learning, which posits that art is self-expression, a form of learning that contributes to emotional growth. Visual art awakens intellectual inquiry in an individual, increases cognitive potential through enabling personal liberation, and is an adjunct to informing society and culture. The research project culminates in an exegesis and an exhibition of artworks that communicate personal memories and significant historical events exclusive to my whakapapa (Maori genealogy). The artworks are a vehicle for exploring my individual self-identity, enabling me to connect more deeply with my Maori cultural roots. The research paradigm utilised is narrative inquiry, a process of collecting and structuring stories that is characteristic of the traditional Maori practice of storytelling. This project has resulted in a reinterpretation of the perception of myself within my personal life-world. I have a deeper understanding of my cross-cultural roots, a stronger sense of who I am, and a sense of empowerment. I believe Year 11 students can also achieve this outcome through the visual arts program, using it as a tool for investigating their own identity, challenging cultural, social and gender limitations that impact on them, and ultimately empowering their personal life-world.

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Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.

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Silva, Danilo Saes Corrêa da. "Letramento estocástico: uma possível articulação entre os letramentos estatístico e probabilístico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21283.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The growing dissemination of news, driven by social networks, makes society need to be increasingly critical. And it is within this context that Statistical Education can play an important role in the formation of this society, since it is possible for this Education to facilitate the formation of a more critical society, since the Statistical and Probabilistic Literacy help in this framing. Our general objective is to analyze which elements of Statistical Letting and Probabilistic Literacy are worked with students of the sixth year of elementary school and study the possible articulation among them through activities that involve critical posture for data analysis. During our studies we indicate how points in agrément can promote a new Literacy, the Stochastic Letters. In order to analyze how these two Literacies interact and articulate with the students, we performed an activity, based on assumptions of Didactic Engineering, which consisted in the launching addicted dice and construction of graphs to verify the relative frequency associated with each of the faces, so as to aid in the learning of Frequency Probability. To verify the critical posture of the students were inserted in the activity some addicted dice, resulting in non-equiprobable launches. The results of the activity pointed to some points in common in the Statistical and Probabilistic Literacy, such as the importance of working on Statistics and Probability concomitantly, and the relevance of working with dice, which are elements of the students' familiarity, which are the context of the students, we also indicate some difficulties encountered, such as the absence of verification of non-equipotentiality
A crescente divulgação de notícias, impulsionada pelas redes sociais, faz com que a sociedade necessite ser cada vez mais crítica. E é dentro desse contexto que A Educação Estatística pode ter papel importante na formação dessa sociedade, visto que há a possibilidade dessa Educação facilitar na formação de uma sociedade mais crítica, já que os Letramentos Estatístico e Probabilístico auxiliam nessa construção. Nosso objetivo geral é analisar quais elementos do Letramento Estatístico e do Letramento Probabilístico são trabalhados com alunos do sexto ano do ensino fundamental e estudar a possível articulação entre eles por meio de atividades que envolvam postura crítica para análise de dados. Durante nossos estudos indicamos de que forma pontos consonantes podem promover um novo Letramento, o Letramento Estocástico. Para analisar a forma como esses dois Letramentos interagem e se articulam com os alunos, realizamos uma atividade, baseada em pressupostos da Engenharia Didática, que consistiu no lançamento de dados cúbicos e construção de gráficos para a verificação da frequência relativa associada à cada uma das faces, para assim auxiliar na aprendizagem da Probabilidade Frequentista. Para a verificação da postura crítica dos alunos foram inseridos na atividade alguns dados viciados, resultando em lançamentos não equiprováveis. Os resultados da atividade apontaram para alguns pontos em comum nos Letramentos Estatístico e Probabilístico, como a importância de se trabalhar a Estatística e a Probabilidade de forma concomitante, e a relevância de se trabalhar com dados, que são elementos do convívio dos alunos, aprimorando levantamentos que são do contexto dos estudantes, indicamos também algumas dificuldades encontradas, como a ausência da verificação da não-equiprobabilidade

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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

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Domingues, Isa Mara Colombo Scarlati. "Desenvolvimento profissional de professoras alfabetizadoras em ambiente virtual de aprendizagem : contribuições de casos de ensino." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2299.

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Universidade Federal de Sao Carlos
The present study lies in discussions about teacher education and investigated the learning and teachers professional development by making use of teaching cases and case methods, while training tool and investigative processes driving reflective about the knowledge of teaching. The teaching cases are narratives of episodes usually extracted from real data and daily school experiences that give visibility to the teachers experiences, that when analyze them and build them, articulate and relive experiences, establishing relationships between theory and practice. The research and intervention process took place through the Teachers Portal - UFSCar in progress: "Casos de Ensino e Teorização de Práticas Pedagógicas - professores alfabetizadores [Cases of Teaching and Theorizing Pedagogical Practices - literacy teachers], the prospect of continued training of sixteen teachers in the same stage of elementary school (Early Years - 1st, 2nd and 3rd year), which act as literacy. To accomplishment this study, of qualitative approach, the research aimed to analyze episodes of the professional development process experienced by literacy teachers to make use of teaching cases in the virtual environment, while the possibility formative and investigative. Thus, were worked in cases depict events related to the daily lives of literacy. The achieved results in the research indicate the potential of teaching cases in / for learning and for professional development of teaching. In general, the strategies of analysis and preparation of teaching cases enabled knowledge related to the teaching and learning of language were explained and (re) assessed by literacy. The use of teaching cases and case methods allowed reflections if they were present and provided evidence of the doubts, certainties and contradictions that characterize and guide the professional practice of literacy. These results indicated that it is possible to highlight points deserve highlights and others who deserve to be reconsidered for future training and investigative processes with teaching cases.
O presente estudo se situa nas discussões sobre a formação de professores e investigou a aprendizagem e o desenvolvimento profissional de docentes ao fazerem uso de casos de ensino e de métodos de casos, enquanto ferramenta formativa e investigativa propulsora de processos reflexivos sobre os conhecimentos da docência. Os casos de ensino são narrativas de episódios extraídos geralmente de dados reais do cotidiano escolar e que dão visibilidade às vivências dos professores que, ao analisá los ou construí-los, articulam e revivem experiências, estabelecendo relações entre a teoria e a prática. O processo de pesquisa e intervenção realizou-se por meio do Portal do Professores UFSCar, no curso: Casos de Ensino e Teorização de Práticas Pedagógicas professores alfabetizadores , na perspectiva de formação continuada de dezesseis docentes da mesma etapa do Ensino Fundamental I (Anos Iniciais 1º, 2º e 3º ano), que atuam como alfabetizadoras. Para realização deste estudo, de abordagem qualitativa, a pesquisa teve como objetivo analisar episódios do processo de desenvolvimento profissional vivido por professoras alfabetizadoras ao fazerem uso dos casos de ensino, em ambiente virtual, enquanto possibilidade formativa e investigativa. Para tanto, foram trabalhados casos que retratavam eventos relacionados ao cotidiano das alfabetizadoras. Os resultados alcançados na pesquisa sinalizam a potencialidade dos casos de ensino na/para a aprendizagem e para o desenvolvimento profissional da docência. De modo geral, as estratégias de análise e elaboração de casos de ensino permitiram que conhecimentos referentes ao ensino e aprendizagem da linguagem fossem explicitados e (re)avaliados pelas alfabetizadoras. A utilização de casos de ensino e de métodos de casos permitiu que as reflexões se fizessem presentes e que evidenciassem as dúvidas, as certezas e as contradições que orientam e caracterizam a prática profissional das alfabetizadoras. Com esses resultados apontados é possível evidenciar pontos que merecem destaques e outros que merecem ser repensados para futuros processos formativos e investigativos com casos de ensino.

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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Serrell, Karen. "Finders Keepers: A Comparative Study Investigating Teaching The Florida Research Process Finds Model Through Three Different Approaches at the Elementary School Level." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3106.

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The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons" survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.
Ed.D.
Department of Educational Studies
Education
Education EdD

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Starck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.

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Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.

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Moraes, Tatiana Schneider Vieira de. "O desenvolvimento de processos de investigação científica para o 1º ano do ensino fundamental." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15062015-142924/.

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O presente trabalho foi realizado com a premissa de que, desde os primeiros anos de escolarização, os alunos precisam ser envolvidos em processos de investigação científica. Com a inserção de crianças de 6 anos no Ensino Fundamental (EF), surgiu uma série de indagações relacionadas ao Ensino de Ciências (EC), dentre as quais emerge a questão central desta pesquisa: É possível verificar o engajamento das crianças de 6 anos em processos de investigação científica?. Com enfoque essencialmente qualitativo e perspectiva de estudo de caso, estruturou-se uma Sequência de Ensino Investigativa (SEI) para os alunos dessa faixa etária, pertencentes a uma escola de Ribeirão Preto, São Paulo. As atividades que compõem a SEI foram divididas em três momentos: pré-investigação, investigação e pós-investigação. Com foco no processo de aprendizagem e significação de conceitos, a sequência teve o intuito de verificar algumas habilidades associadas ao fazer científico. Para tanto, foram analisadas as discussões orais, a partir da gravação de aulas e transcrição das falas, bem como as representações gráficas dos alunos, compondo, portanto, três fontes de dados: vídeos, falas e desenhos. Esses dados foram examinados com base em categorias relacionadas ao processo de investigação científica e ao conhecimento do ser vivo estudado. Por meio da observação de um ciclo de vida completo, os alunos vivenciaram oportunidades reais para levantar hipóteses, testar suas ideias, manusear materiais, coletar dados, manipular tabelas e gráficos, registrar informações, assim como articular, avaliar e revisar seus modelos de crescimento e desenvolvimento dos seres vivos. Os desenhos produzidos pelos alunos foram capazes de comunicar as atividades realizadas, tanto no que diz respeito ao ser vivo estudado como em relação aos materiais utilizados no processo de investigação. As habilidades empregadas pelos alunos, em suas comunicações orais ou representações gráficas, são ferramentas necessárias para o envolvimento com a cultura científica. Assim, acredita-se que as discussões científicas, no contexto da sala de aula, possuem implicação direta com o EC e devem ser fomentadas desde os primeiros anos do EF, visando à construção de novos conceitos e ferramentas científicas e ao envolvimento crescente dos alunos em processos de Alfabetização Científica (AC).
The present paper was developed with the premise that, since the early years in school, the students need to be involved in scientific inquiry-based processes. With the insertion of 6-year-old children in the Elementary School, a series of inquiries related to Science teaching came up, among which emerges the central question in this research: \"Is it possible to check the engagement of 6-year-old children in scientific inquiry-based processes?\". With essentially qualitative focus and case study perspective, an Inquiry-Based Teaching Sequence (IBTS) was structured to the students this age who belong to a school in Ribeirão Preto, in São Paulo state. The activities that make up the IBTS were divided in three moments: preinquiry, inquiry and postinquiry. Focusing in the learning process and in the meaning of concepts, the sequence had the intention to check some skills associated with the scientific doing. For this, oral discussions were analysed, starting with the recordings of the classes and the speech\'s transcription, as well as the students\' graphic representations which then made up three data sources: videos, speech and drawings. These data were examined based on categories related to the scientific inquiry-based process and the knowledge of the studied living being. Through the watching of a complete life cycle, the students experienced real opportunities to make hypothesis, test their ideas, handle materials, collect data, handle charts and graphics, and register information, as well as articulate, evaluate and review their growth models and living beings development. The drawings made by the students could communicate the performed activities, concerning both to the studied living being and to the materials used in the inquiry-based process. The skills used by the students in their oral communications or graphic representations are necessary tools to the engagement with the scientific culture. Therefore, it is believed that the scientific discussions, in the classroom context, have direct implication with the ST and must be encouraged since the early years in Science teaching, leading to the building of new concepts and scientific tools and also the growing engagement of the students in Scientific Literacy processes.

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Paula, Carla Ramos de. "O gênero discursivo charge: uma proposta pedagógica para os Anos Iniciais do Ensino Fundamental." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/861.

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This dissertation has as object of study the cartoon as an educational possibility for students of the Early Years of Elementary School from 1st to 5th grade. The study started from the following question: which aspects present in the Bakhtinian perspective of language and in the Methodology of Dialectical Mediation, articulately, enable the formulation of pedagogical proposals using cartoons in order to develop critical thinking in students of the Early Years of Elementary School? The overall goal was to present didactic propositions with the discourse genre cartoon , based on the postulations of the Methodology of Dialectical Mediation and in light of Bakhtin s theory, aiming at provoking critical reading of the cartoon by prompting immediate laughter. The specific goals were: to address the cartoon according to the Bakhtinian perspective of language; to discuss the introduction of cartoons in the teaching-learning process; to present the Methodology of Dialectical Mediation as a possibility of guiding the work with cartoons in the Early Years of Elementary School from 1st to 5th grade; and to relate the pedagogical work with cartoons and the possibility of development of criticality. In order to fulfill these objectives, we carried out literature and document review, guided by Bakhtin s perspective of language and by theorists that deal with the topic of cartoons: Flôres (2002), Teixeira (2005) and, specifically, Romualdo (2000). For the dialogue with the Methodology of Dialectal Mediation, we focused on the work of Oliveira, Almeida and Arnoni (2007). The cartoons constituting the corpus for the proposals of didactic procedures were collected from the Jornal de Charges (Cartoon Newspaper): (www.chargeonline.com.br). This study demonstrated the possibility of introducing the cartoon in the Early Years of Elementary School by means of the process of pedagogical mediation. In addition, we highlight that the pedagogical work with cartoons, by propitiating laughter for laughter s sake (immediate laughter) towards the apprehension of the criticism present in the genre, may foment the critical reading of the social fabric and, consequently, the development of the students critical thinking skills
Esta dissertação tem como objeto de estudo a charge como possibilidade pedagógica para o aluno dos Anos Iniciais do Ensino Fundamental 1º ano ao 5º ano. A pesquisa originou-se com a seguinte questão: quais aspectos presentes na perspectiva bakhtiniana de linguagem e na Metodologia da Mediação Dialética, articuladamente, possibilitam a elaboração de propostas pedagógicas com charges que propiciem a desenvoltura crítica nos alunos dos Anos Iniciais do Ensino Fundamental? O objetivo geral foi o de apresentar proposições didáticas com o gênero discursivo charge por meio das postulações da Metodologia da Mediação Dialética à luz da teoria bakhtiniana com o intuito de provocar a leitura crítica da charge pela ruptura do riso imediato. Os objetivos específicos foram: abordar a charge na perspectiva bakhtiniana de linguagem; discutir a inserção da charge no processo ensino-aprendizagem; apresentar a Metodologia da Mediação Dialética como uma possibilidade de orientação no trabalho com charges nos Anos Iniciais do Ensino Fundamental 1º ao 5º ano; e relacionar o trabalho pedagógico com charges e a possibilidade da desenvoltura da criticidade. Objetivando ao seu alcance, desenvolvemos uma pesquisa bibliográfica e documental, orientada pela perspectiva bakhtiniana de linguagem, e por teóricos que tratam sobre o tema charge: Flôres (2002), Teixeira (2005), e especificamente, Romualdo (2000). Para o diálogo com a Metodologia da Mediação Dialética, privilegiamos a produção de Oliveira, Almeida e Arnoni (2007). As charges que compuseram o corpus das propostas de encaminhamentos didáticos foram coletadas no Jornal de Charges: (www.chargeonline.com.br). Por meio deste estudo, evidenciou-se a possibilidade da inserção da charge nos Anos iniciais do Ensino Fundamental, por meio do processo de mediação pedagógica. Além disso, destacamos que o trabalho pedagógico com charges, ao propiciar a ruptura do riso pelo riso (riso imediato), rumo à captação da crítica presente no gênero, poderá favorecer uma leitura crítica das teias sociais e, por conseguinte, a desenvoltura crítica desse aluno

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Cirolini, Angélica. "A Inclusão de tecnologias digitais nas escolas do meio rural de Restinga Sêca, RS: o atlas geográfico eletrônico e escolar na perspectiva dos processos de ensino e aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/98584.

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No ensino da Geografia, a Cartografia preocupa-se com o leitor crítico e com o mapeador consciente, que valorizam a percepção e a compreensão do espaço geográfico. Os Parâmetros Curriculares Nacionais, reforçam a importância da Cartografia para obter informações e representar a espacialidade dos fenômenos geográficos. Os mapas devem ser introduzidos como instrumentos pedagógicos desde os primeiros anos do Ensino Fundamental e a alfabetização cartográfica ocorrerá de maneira gradativa, considerando o espaço circundante da experiência da criança, para ampliar, progressivamente, suas noções espaciais. O advento das tecnologias voltadas à educação e a inclusão digital nas escolas garantiram um ambiente de aprendizagem diferenciado e estimulante, fazendo com que as crianças participem, de forma ativa, na construção do seu conhecimento. A tecnologia deve ser mais um instrumento de ensino, que amplia as opções das ações didáticas e contribui, de forma interativa e prazerosa, no processo de ensino-aprendizagem. Os mapas digitais e os Atlas Eletrônicos Municipais surgem com uma proposta inovadora, pois motivam e convidam os discentes e docentes à prática de relacionar as representações espaciais e, também, oportunizam o estudo do espaço vivido, despertando no aluno maior interesse pelo estudo do espaço geográfico. Esta nova realidade escolar exige novos recursos didáticos, entre eles os Atlas Eletrônicos, sendo assim, é necessário aferir a eficiência destes Atlas e dos mapas interativos no processo de ensino e aprendizagem da Geografia no Ensino Fundamental. Nesta perspectiva, a presente pesquisa tem como finalidade avaliar os efeitos da inclusão de tecnologias digitais nas escolas, focalizando sua aplicação no ensino de Geografia e Cartografia no meio rural do município de Restinga Sêca, RS. Para tanto, foram envolvidos alunos do 6º ano do Ensino Fundamental de quatro diferentes escolas da área rural do município: três municipais e uma estadual. Este estudo estruturou-se a partir de uma abordagem do aluno leitor de mapas e do aluno mapeador. Em ambas as abordagens, foram desenvolvidas propostas de atividades balizadas em temas da Cartografia Básica e da Cartografia Temática. A avaliação na vertente do aluno leitor de mapas demonstrou que nas escolas que já faziam uso do Atlas Eletrônico Municipal haviam maior facilidade em desenvolver as atividades, porém, nas escolas em que os estudantes não utilizavam o Atlas, existiam maiores dificuldades. Foi constatado então, que o Atlas proporcionou ganhos significativos, na medida em que os alunos sentiam-se mais estimulados, tornando suas aprendizagens mais consistentes, com índices de acertos aumentando gradativamente. Na vertente do aluno mapeador, os estudantes revelaram conhecimento da Geografia local e notou-se a influência do Atlas nas representações dos alunos, pois, quando instigados a construir mapas a partir de dados quantitativos, utilizaram os mesmos métodos de representação cartográfica contidos no referido recurso didático. Diante dos resultados obtidos, o Atlas Eletrônico foi considerado como um recurso tecnológico capaz de contribuir para a Cartografia Escolar e para o ensino da Geografia, afinal todos os avanços ligados a tecnologia e a ciências são reflexos das descobertas científicas da população e seu progresso cognitivo.
In the teaching of geography, cartography concerned with the critical reader and conscious mapper that value perception and understanding of geographical space. The National Curriculum Parameters, reinforce the importance of cartography for information and represent the spatiality of geographic phenomena. The maps should be introduced as educational tools since the early years of elementary school and cartographic literacy occur gradually, considering the space surrounding the child's experience to expand gradually their spatial notions. The advent of technologies related to education and digital inclusion in schools ensured a distinctive and stimulating environment for learning, causing children to participate, actively, in the construction of knowledge. Technology should be a tool for education, increasing the options of didactic actions and contributes, in an interactive and pleasurable way, in the teaching-learning process. The digital maps and Atlas Electronics Municipal arise with an innovative proposition, since motivate and invite students and teachers to the practice of relating spatial representations and also nurture the study of lived space, awakening in greater student interest in the study of geographic space. This new reality requires new school teaching resources, including the Electronic Atlas, so it is necessary to assess the efficiency of these Atlas and interactive maps in the learning and teaching of geography in elementary education process. In this perspective, the present study aims to evaluate the effects of the inclusion of digital technologies in schools, focusing on its application in the teaching of Geography and Cartography in the rural municipality of Restinga Sêca RS. For that, students of the sixth grade of elementary school in four different rural schools of the county: three municipal and state levels. This study was structured from a reader's approach to student questions and student Mapper. In both approaches, proposed activities buoyed on topics of Basic Cartography and Thematic Mapping were developed. The present review on the reader student maps showed that in schools that were already using the Electronic Municipal Atlas had greater ease in developing the activities, however, in schools where students did not use the Atlas, there were major difficulties. Then it was found that the Atlas has provided significant gains in that students felt more stimulated, making their learning more consistent with gradually increasing rates of correct answers. In terms of student mapper students showed knowledge of the local geography and noted the influence of the Atlas in the representation of students, because when urged to build maps from quantitative data, used the same methods of cartographic representation contained in said teaching resource. Based on these results, the Electronic Atlas was considered as a technological resource that can contribute to the School Cartography and teaching of geography, after all the advances related science and technology are reflections of the scientific discoveries of the population and their cognitive progress.

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Richard-Bossez, Ariane. "La construction sociale et cognitive des savoirs à l'école maternelle : entre processus différenciateurs et moments de démocratisation : le cas des activités relatives à l'écrit en grande section." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3087.

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Cette thèse interroge la manière dont les savoirs se construisent à l’école maternelle et les différenciations scolaires entre élèves qui peuvent s’y jouer. S’inscrivant dans une sociologie du curriculum, croisant sociologie de l’éducation et sociologie de la connaissance, elle saisit les savoirs scolaires dans leur double dimension, à la fois sociale et cognitive, et souligne comment ces deux dimensions se tissent mutuellement. Sur le plan empirique, ce travail s’appuie sur une enquête de terrain par observation dans six classes de grande section situées dans des milieux sociaux variés et se centre plus particulièrement sur les apprentissages relatifs à l’écrit. L’analyse des données récoltées montre que si au cours des activités scolaires des opérations socialement et cognitivement différenciatrices tendent à se répéter, on peut également discerner, de manière plus ponctuelle, des moments de révision de ces mêmes opérations ouvrant ainsi sur des possibilités de démocratisation des apprentissages. Plus largement, cette recherche met en évidence la nature relationnelle du processus de construction des savoirs en montrant comment celui-ci se co-produit en situation à partir d’éléments internes et externes à cette situation
This thesis examines the construction of knowledge in French preschools and the schools’ differentiations between pupils that can occur in this process. Based on a sociology of the curriculum, crossing sociology of education and sociology of knowledge, this study considers school knowledge in its double dimension, at the same time social and cognitive, and underlines how these two dimensions weave mutually. On an empirical level, this work draws on a field study of observations in six classes of grande section, situated in various social backgrounds and is most notably centred on written language learning. The data analysis shows that if during school activities social and cognitive differentiating operations can be repeated, moments of revision of these operations can also be discerned, thus opening up possibilities of learning democratization. More widely, this research highlights the relational nature of the knowledge building process, by showing how this process is coproduced in situations from elements internal and external of these situations

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Oliveira, Soraya de Souza de. "O telefone celular como ferramenta pedagógica no processo de ensino-aprendizagem: produção textual do vídeo." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7628.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present work investigates the use of the mobile device as a pedagogical tool in the teaching-learning process in the textual production of the video, including it with a text that carries in its structure, diversity of languages and other texts. Approach on the socio-cognitive conception of textual production, by means of information and communication technologies in the digital age. Its field of research the Municipal School Professor Elizabeth Ferreira da Silva, in which are studied the pedagogical potential of the mobile device in the process of teaching and learning, and the production of video as challenging element in the way the production process in the textual construction are surveyed (video). Guided by the ethnographic study, methodological perspective that focuses on process, relying on the document analysis techniques, with the video the relevant document, and participant observation, with the instrument, the logbook commented. This observation involves contemporary technology within the school context, under the gaze of theoretical indications, which it is based. About the digital literacy and autonomy, we follow the view that autonomy depends on the individual's degree of literacy. In the case of collaborative learning, we observe the collective view of the diversity of individual intelligences, which cooperatively during the learning process build knowledge. As regards the production of meanings, we agree with the view that the many experiences over the life of the author and the reader infer the plurality of text senses. And finally, the conclusion of the research points to the considerations of the use of mobile phones for video production is effective as a tool for teaching-learning process, indicating us to opportunities consistent with the concepts of didactic and pedagogical practices in the contemporary context of cyber culture.
O presente trabalho investiga o uso do aparelho celular como ferramenta pedagógica no processo de ensino-aprendizagem na produção textual do vídeo, compreendendo este com um texto que comporta, na sua estrutura, uma diversidade de linguagens e de outros textos. Aborda sobre a concepção sóciocognitiva da produção textual, por meio das Tecnologias da Informação e Comunicação na era digital. Tem como campo de investigação a Escola Municipal Professora Elizabeth Ferreira da Silva, na qual são pesquisadas as potencialidades pedagógicas do aparelho celular no processo de ensino-aprendizagem, tendo a produção do vídeo como elemento desafiador no processo de produção de sentidos na construção textual (vídeo). Orienta-se pelo estudo tipo etnográfico, perspectiva metodológica que se concentra no processo, contando com as técnicas de análise de documentos, sendo o vídeo o documento de relevância, e a observação participante, tendo como instrumento, o diário de bordo comentado. Esta observação envolve as tecnologias contemporâneas dentro do contexto escolar, sob o olhar de indicações teóricas, as quais a fundamentam. Com relação ao letramento digital e à autonomia, seguimos a concepção de que a autonomia depende do grau de letramentos do indivíduo. Em se tratando da aprendizagem colaborativa, observamos a visão coletiva da diversidade de inteligências individuais, que, de forma cooperativa, durante o processo de aprendizagem, constroem conhecimento. No tocante a produção de sentidos, concordamos com a perspectiva de que as experiências múltiplas ao longo da vida do autor e do leitor inferem na pluralidade de sentidos do texto. E, por fim, a conclusão da pesquisa aponta para as considerações de que o uso do celular para produção de vídeo é efetivo, como ferramenta pedagógica no processo de ensino-aprendizagem, indiciando-nos para possibilidades compatíveis com as concepções de práticas didático-pedagógicas no contexto contemporâneo da cibercultura.

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Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.

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Castaldo, Márcia Martins. "Redação no vestibular: a língua cindida." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15092009-140633/.

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Ao término da Educação Básica, espera-se que um indivíduo esteja habilitado a redigir adequadamente em qualquer situação, que saiba interagir com a palavra para a produção escrita nos diversos gêneros textuais em circulação. Embora tais expectativas se realizem em alguns casos, em geral, a realidade vivenciada é diversa: mesmo após completarem os ensinos Fundamental e Médio, muitos sujeitos elaboram textos repletos de desvios, marcas que expõem as muitas dificuldades com a produção escrita, as quais revelam uma língua cindida entre um saber-dizer e um dever-dizer. Questionamentos sobre o que leva a essa cisão motivaram esta pesquisa. Considerando-se a perspectiva sócio-histórica, os conceitos bakhtinianos de gênero, dialogismo e polifonia, bem como preceitos da Lingüísitca Textual, o trabalho consistiu na análise de elementos composicionais da redação dissertativa de vestibular, gênero que desafia estudantes interessados em ingressar no Ensino Superior. Mais especificamente, foram analisados: (a) a norma lingüística, (b) os índices de pessoalidade e (c) a macroarticulação em uma amostra de 374 redações (1% do total) produzidas por candidatos inscritos no Vestibular-2007 promovido pela FUVEST (Fundação Universitária para o Vestibular) São Paulo, Brasil. Foram analisadas, também, algumas relações entre o perfil sócio-histórico dos candidatos e os perfis de escrita verificados nos textos. Depreendeu-se, das observações realizadas, que a excessiva preocupação com o outro, com o molde e com a demonstração do saber-fazer interfere no movimento de exteriorização do discurso: em vez de tentar levar ao texto seu universo e sua idéia, o estudante se propõe à tarefa de levar, para o papel, mundo e idéias presumidos do interlocutor e da interlocução, vivencia um confronto - e não uma negociação - entre um saber-dizer que se esvaece diante de um dever-dizer e cinde a língua. As observações realizadas revelaram, ainda uma escolarização que, no âmbito de sua atuação, parece não promover satisfatoriamente condições para o desenvolvimento de estratégias para o diálogo entre os saberes, parece não promover satisfatoriamente a possibilidade de escrever com autonomia.
After concluding high school, students are expected to be able to write proficiently in any situation. They are supposed to interact with words in order to produce texts in the diverse genres currently circulating. Although some of these expectations are sometimes met, in general, the reality is different. Even after having fulfilled the academic requirements of high school, many students produce texts with several deviations, which signal difficulties with writing. This also reveals a schism between knowing-how-to-say-it and should-say. Questioning the reasons for this schism was the starting point for research. Based on sociohistorical patterns, bakhtinian concepts for genres of discourse, dialogism, and polyphony, as well as the Textual Linguistics precepts, this work consisted in analyzing the elements found in the Writing Essays from students participating in Standardized College Entrance Exams for the public universities in the state of São Paulo, Brazil. This is a genre of text which challenges students who want to enter into a college career. Specifically, the topics analyzed were: (a) proficiency in standard Portuguese , (b) personal input and (c) macroarticulation in a sample of 374 essays (1% of the total) from the entrance exam that was ministered through FUVEST (Foundation for College Entrance Exams), São Paulo, Brazil, from the year 2007. The analysis included also the relationship between the candidates socio-historic profile and the writing patterns found in their work. Through this analysis I could detect an exaggerated concern with the other one, with following a model, and with a concern in demonstrating the knowing-how-to-say-it. These concerns interfere with the movement of the discourse exteriorization: instead of putting in the text their own world view and their own ideas, students try to present a perspective that agrees with a presumed readers world view and ideas foreign to themselves: a confrontation and not an exchange between the knowhow- to-say-it and the should-say that schisms the language. My observations revealed also a schooling process that does not seem to promote satisfactory conditions to develop strategies that foster the dialogue among the diverse facets of knowledge, and does not promote the individuals self-reliance in their own writing.

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Batchelor, Katherine Elizabeth. "Investigating Transmediation in the Revision Process of Seventh Grade Writers." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1404761683.

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Lundgren, Berit. "Skolan i livet - livet i skolan : Några illitterata invandrarkvinnor lär sig tala, läsa och skriva på svenska som andraspråk." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-515.

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Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.

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Simões, Lucy Conceição. "Formação de professores alfabetizadores em contexto de HTPC." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14085.

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Secretaria da Educação do Estado de São Paulo
This work focuses the education of Literacy Teachers , in HTPC (meetings for teacher education) context, under the critical reflexive perspective. The objectives of this research are to investigate what themes are tackled by Literacy teachers on their discourses about their practices, and to analyze how the formative-researcher contributes to these teachers development. The context of the research is a state public school located in the East side of São Paulo. Fifteen teachers, the principal, the vice-principal, the pedagogical coordinator and the formative-researcher took part in this research. This is a criticalcollaborative research (Magalhães, 1994a, 1998, 2007), in which language is taken as place of negotiation and reflection to analyze teachers choices (Liberali, 2004). Considering the description, discussion and explanation of the concepts which are observed on teachers actions, their pertinence and relevance are evaluated in order to understand the educator s role in a determined socio-historic-cultural context (Vygotsky, 1934/1991, 1930-33/2007). The thematic contents (Bronckart, 2007) and the interaction of six HTPC meetings are analyzed (Kerbrat-Orecchioni, 1943/2003) to make sure what themes are predominant through these discussions and also to observe if the formative-researcher is able to promote the realm to these themes resignification (Vygotsky, 1934/2000). Data shows that the researcher seems to have established grounds for critical reflection, as a formative one. There are evidences that she has been changing her actions, while she analyzes and confront them to the theories that support the language of critical reflection
Este trabalho enfoca a formação de professores alfabetizadores, em contexto de HTPC, sob a perspectiva da reflexão crítica. Esta pesquisa tem por objetivos investigar quais são os temas abordados pelos professores alfabetizadores, em discursos sobre suas práticas, e analisar como a pesquisadora-formadora contribui para o desenvolvimento desses professores além do seu próprio. O contexto da pesquisa é uma escola pública da rede estadual de ensino, localizada na Zona Leste da cidade de São Paulo. Participam da pesquisa 15 professores, o diretor, a vice-diretora, o professor coordenador pedagógico e a pesquisadora-formadora. Trata-se de uma pesquisa crítica de colaboração (Magalhães, 1994a, 1998, 2007), em que a linguagem é utilizada como um espaço de negociação e reflexão para a análise das escolhas dos professores (Liberali, 2004). A partir da descrição, discussão e explicação dos conceitos que estão presentes na ação do professor, avalia-se a pertinência e a relevância dessas ações para se entender o papel do educador em determinado contexto sócio-histórico-cultural (Vygotsky, 1934/1991, 1930-33/2007). São analisados os conteúdos temáticos (Bronckart, 2007) e a qualidade das interações de seis encontros de HTPC (Kerbrat-Orecchioni, 1943/2003), para constatar quais são os temas predominantes nas discussões e observar se a pesquisadora-formadora consegue promover espaços para a re-significação desses temas (Vygotsky, 1934/2000). Os dados revelam que a pesquisadora parece ter iniciado as bases para a reflexão crítica, como formadora. Há fortes indícios que ela vem transformando suas ações, à medida que as analisa e as confronta com as teorias que sustentam a linguagem da reflexão crítica

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Smith, Spencer J. "To Build Maps of Writing and Critical Consciousness: Transfer in Writing Studies & Critical Pedagogies." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490294362562497.

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Koch, Cassandra M. "The impact of age on intermediate students' self-selection of literature." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300319511.

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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.

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(9838802), Sultana Tabassum. "Discursive shifts in the borderland : A case study of secondary pre-service teachers' literacy knowledge and beliefs." Thesis, 2012. https://figshare.com/articles/thesis/Discursive_shifts_in_the_borderland_A_case_study_of_secondary_pre-service_teachers_literacy_knowledge_and_beliefs/13457285.

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"This thesis explores discursively constructed knowledge and beliefs about literacy of a small group of secondary pre-service teachers who had undertaken a university literacy course entitled EDED 20458 Literacy and Numeracy. Their knowledge and beliefs about literacy include: their attitudes to the concept of literacy across the curriculum, their perceptions about the role as literacy teachers while teaching their subject areas during the practicum; their responsibility for the subject to be taught and their literacy teaching practices. Through the interpretation of their knowledge and beliefs about literacy and their experiences of the literacy course (EDED 20458), the study investigates the impact of this literacy course and other lived experiences on their formation and transformation of literacy knowledge and beliefs"--Abstract.

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Martins, Maria de Lurdes Henriques. "Processos discursivos de (re)construção do conceito de literacia: o papel dos media." Master's thesis, 2010. http://hdl.handle.net/1822/13870.

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Dissertação de mestrado em Ciências da Educação (área de especialização em Supervisão Pedagógica em Ensino do Português)
Nos últimos anos tiveram lugar vários estudos nacionais e internacionais, de que é exemplo o Programme for International Student Assessment (PISA) que, por um lado, vieram evidenciar a necessidade progressiva de avaliar e melhorar o desempenho dos alunos dos diversos países participantes e, por outro lado, motivaram a produção de um grande número de textos nos media referentes a este tema, quase estritamente vinculados a um discurso de crise. Com o trabalho de investigação que aqui se apresenta, pretendemos analisar criticamente os discursos contemporâneos produzidos e publicados na esfera pública, de modo a dar um passo na compreensão da natureza das posições expressas sobre o conceito de literacia. Em função dos objectivos traçados, optámos por uma metodologia de natureza essencialmente qualitativa, combinada com elementos de natureza quantitativa e do Expresso, jornal de referência no panorama português, foram seleccionadas 260 edições cuja análise nos permitiu chegar às seguintes conclusões: a. Nem sempre a educação encontrou na imprensa um espaço privilegiado de divulgação, assistindo-se a uma concentração temporal intermitente, motivada com frequência pela publicação de estudos que tomam a literacia como objecto; b. Através de um leque bastante homogéneo de estratégias discursivas, transmite-se uma imagem “catastrofista”, quase “apocalíptica” da realidade, através de uma interpretação redutora dos resultados dos estudos sobre a literacia dos portugueses; c. A leitura que desta é proposta coloca a tónica nos resultados, descurando a natureza dos objectos avaliados, o contexto e mesmo as metodologias utilizadas; d. As causas convocadas como explicativas do estado de coisas são sobretudo políticas e educativas; e. Os efeitos dos resultados apresentados valorizam a esfera da economia. Verifica-se o questionamento constante da educação por referência à economia, nomeadamente face ao investimento nela depositado; f. A escola é vista simultaneamente como causa (quase exclusiva) do problema e locus de transformação do estado de coisas.
In the last years, several national and international studies have been taken place (for example the Programme for International Student Assessment carried out by the OCDE) which, on the one hand, have gradually highlighted the progressive need to evaluate and improve the performance of students from the different participating countries and, on the other hand, have motivated the production of a great number of texts in the Media referring this issue, almost exclusively related to a speech of crisis. With this research, we intend to critically analyse the contemporary discourses produced and published in the public sphere, in order to step forward in understanding the nature of the expressed views about the concept of literacy. Consequently, bearing in mind our purposes, we chose a methodology of an essentially qualitative nature, combined with elements of quantitative nature and 260 editions of Expresso, a Portuguese newspaper of reference, were chosen. Their analysis allowed us to reach the following conclusions: a. Education has not always found in the press a privileged space of diffusion; we have watched an intermittent temporal concentration, often motivated by the publication of studies that take literacy as an object; b. Through a rather uniform range of discursive strategies, a “catastrophic”, almost “apocalyptic” image of reality is transmitted, through a simplistic interpretation of the case-studies on the Portuguese’s literacy; c. The proposed reading gives special emphasis on the results, obscuring the nature of the evaluated objects, the context and even the used methodologies; d. The causes stated to explain this state of things are political and educational; e. The effects of the results presented value the economical sphere. There is a constant questioning of the education in association to the economy is verified, namely to its investment; f. School is seen, simultaneously, as cause (almost exclusively) of the problem and locus of transformation of this state of things.

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Machado, Maria Carolina Oliveira. "Aprendizagem ativa nas ciências naturais : fundamentação e proposta de atividades." Master's thesis, 2013. http://hdl.handle.net/10437/6982.

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Orientação : João Richau Cagarrinho ; Co-orientação : Anabela Gonçalves Cruces
A constatação da deficiente literacia científica da maioria dos nossos alunos e da dificuldade que eles têm em contextualizar no mundo real o que aprendem nas aulas, levou à elaboração do presente trabalho, em que se destaca a importância de uma aprendizagem ativa, centrada no aluno, e da utilização do método indutivo em sala de aula. Desse modo, aconselha-se a utilização de situações reais e concretas, numa perspetiva CTSA (Ciência/Tecnologia/Sociedade/Ambiente), para se ensinarem conceitos e teorias científicas (Ciência Pura) e não o contrário, como acontece a maior parte das vezes. Esta defesa de uma aprendizagem ativa foi fundamentada nos conceitos de aprendizagem significativa de Ausubel, de construtivismo de Novak e de socioconstrutivismo de Vygotsky. Sugerem-se algumas estratégias de aprendizagem ativa que podem ser aplicadas em qualquer disciplina, algumas mais simples, outras mais complexas, de modo a que possam ser utilizadas tanto no Ensino Básico como no Ensino Secundário. Partindo de um estudo prévio dos currículos das disciplinas de Ciências Naturais do 3º Ciclo do Ensino Básico e de Biologia e/ou Geologia do Ensino Secundário, e, constatando a pertinência do tema globalizante escolhido, «O Homem como Agente de Mudança Ambiental», relativamente aos conteúdos programáticos neles incluídos, foram elaboradas algumas propostas de atividades, que podem ser exploradas de diversos modos, consoante o professor e o público-alvo a que elas se destinam. Essas atividades vão desde questionamento simples em sala de aula ou análise de artigos de jornais ou revistas até saídas de campo ou conceção e realização de atividade experimentais.
Being aware of the deficient scientific literacy of the majority of our students and their difficulty in contextualizing in the real world, what they learn in classes, led to the development of the present work, in which the importance of active learning, focused in students, and the inductive method in the classroom are emphasized. Thus it is recommended the use of real and concrete situations in a STSE (Science/ Technology/ Society/ Environment) perspective, to teach scientific concepts and theories (Pure Science) and not the contrary, as it happens most of the times. This defense of an active learning was based on the concepts of Ausubel’s meaningful learning, Novak’s constructivism and Vygotsky’s social constructivism. Several strategies of active learning, that can be applied to any school subject, are proposed in this work - some simpler, others more complex, so as to be used both in Basic or Secondary School. Starting from a previous study of Sciences Curricula, either of Basic or Secondary School (Natural Science, Biology, Geology), and evidencing the relevancy of the chosen global theme “The Man as an Agent of Environmental Change” concerning those programmatic science contents, some proposals for activities have been made, so that they can be explored in various ways, depending on the teachers and the type of students they are handling. These activities range from simple questioning strategies in class or analysis of newspaper and magazine articles, to more complex ones, like field trips or the conception and realization of an experimental activity.

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Regent, Barbara. "Reflective Qualities of the Artistic Creative Process and Chaos Theory: A Study of the Relationship and the Implications for Art Education and Teaching." Thesis, 2002. http://hdl.handle.net/1959.13/24848.

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ABSTRACT What is visual art making, the artistic creative process, and how does it work? These questions fuelled an investigation at first theoretical, then incorporating an empirical study centered on attaining understanding relating to the elements and dynamics involved in making visual art. The resultant study aims to offer an approach to gaining comprehensive understanding of the artistic creative process, an understanding that may inform art teaching practice, so that art teachers may better understand the related dynamics of their pedagogical processes. Historically the artistic creative process has been accepted as one consisting of different sequential stages of development. This view however, is evolving due to the growing understanding of interrelated dynamics of life processes offered by, for example, neurological studies of the brain. New thinking links earlier philosophical and psychological ideas presented by such thinkers as James (1894) and Dewey (1934), to the work of Baars (1999), Brown (2000), Ellis (1999), Zeki (2000), in offering a deeper understanding of the natural human creative process. The reflective aspect of the artistic creative process is thus related to the way that we process information every minute of our lives; essentially it is the way we progress through life, minute by minute, learning and evolving, affirming self through finding meaning. Study of current theory relating to the processes of the brain inevitably incorporates modern thinking that revolves around dynamic processes. Originating in thermodynamics, Chaos Theory has travelled far from physics to become incorporated into a broad spectrum of disciplines. It offers a common language that relates to the dynamics of human nature, and as such is totally applicable to areas of learning and human interaction. Here used metaphorically, Chaos Theory serves to elucidate interactive aspects of the discipline of art making, with much to offer an understanding of the artistic creative process as it describes exactly the same process of change and growth through experience. A metaphorical use of the language of Chaos Theory provides visual art making with a means of sharing ideas with other academic disciplines that also constantly deal with the dynamics of the human condition, found for example in the close connections between the methods of exploration of both artists and scientists. In studying the phenomenon of ‘scale’ the physicist Feigenbaum commented on the connections between perceptions of artists and those of scientists, pointing to the way in which their perceptions and analysis of things coincide (Gleick, 1987). The visual analysis evident in the work of Turner or Ruskin reflects the same process of detailed conceptual exploration of material collected by the senses as that of a student of any field of scientific exploration. Chaos Theory is important also in that it provides a language accessible by varying levels of expertise, whether at a simple metaphorical or a more sophisticated level. This work charts these dimensions because “The challenge is to reverse the disconnectedness of the present world and to develop a curriculum that is not based on separateness of knowledge from life and being, but upon their inherent unity and integration” (Lovat and Smith, 1995, p.248).
PhD Doctorate

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Regent, Barbara. "Reflective Qualities of the Artistic Creative Process and Chaos Theory: A Study of the Relationship and the Implications for Art Education and Teaching." Diss., 2002. http://hdl.handle.net/1959.13/24848.

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ABSTRACT What is visual art making, the artistic creative process, and how does it work? These questions fuelled an investigation at first theoretical, then incorporating an empirical study centered on attaining understanding relating to the elements and dynamics involved in making visual art. The resultant study aims to offer an approach to gaining comprehensive understanding of the artistic creative process, an understanding that may inform art teaching practice, so that art teachers may better understand the related dynamics of their pedagogical processes. Historically the artistic creative process has been accepted as one consisting of different sequential stages of development. This view however, is evolving due to the growing understanding of interrelated dynamics of life processes offered by, for example, neurological studies of the brain. New thinking links earlier philosophical and psychological ideas presented by such thinkers as James (1894) and Dewey (1934), to the work of Baars (1999), Brown (2000), Ellis (1999), Zeki (2000), in offering a deeper understanding of the natural human creative process. The reflective aspect of the artistic creative process is thus related to the way that we process information every minute of our lives; essentially it is the way we progress through life, minute by minute, learning and evolving, affirming self through finding meaning. Study of current theory relating to the processes of the brain inevitably incorporates modern thinking that revolves around dynamic processes. Originating in thermodynamics, Chaos Theory has travelled far from physics to become incorporated into a broad spectrum of disciplines. It offers a common language that relates to the dynamics of human nature, and as such is totally applicable to areas of learning and human interaction. Here used metaphorically, Chaos Theory serves to elucidate interactive aspects of the discipline of art making, with much to offer an understanding of the artistic creative process as it describes exactly the same process of change and growth through experience. A metaphorical use of the language of Chaos Theory provides visual art making with a means of sharing ideas with other academic disciplines that also constantly deal with the dynamics of the human condition, found for example in the close connections between the methods of exploration of both artists and scientists. In studying the phenomenon of ‘scale’ the physicist Feigenbaum commented on the connections between perceptions of artists and those of scientists, pointing to the way in which their perceptions and analysis of things coincide (Gleick, 1987). The visual analysis evident in the work of Turner or Ruskin reflects the same process of detailed conceptual exploration of material collected by the senses as that of a student of any field of scientific exploration. Chaos Theory is important also in that it provides a language accessible by varying levels of expertise, whether at a simple metaphorical or a more sophisticated level. This work charts these dimensions because “The challenge is to reverse the disconnectedness of the present world and to develop a curriculum that is not based on separateness of knowledge from life and being, but upon their inherent unity and integration” (Lovat and Smith, 1995, p.248).
PhD Doctorate

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Assunção, Tânia Filipa da Glória. "Relatório final de Estágio realizado na Escola Secundária Braamcamp Freire." Master's thesis, 2018. http://hdl.handle.net/10400.5/15601.

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O presente relatório consiste numa reflexão crítica do processo de ensino-aprendizagem (PEA) desenvolvido no Estágio Pedagógico em Educação Física (EF). Foi realizado na Escola Secundária Braamcamp Freire – Pontinha –, no ano letivo 2015/2016, dentro do núcleo de estágio (NE) e sob a supervisão dos orientadores de faculdade e escola. Este processo de formação marcou a primeira experiência na carreira docente, contribuindo para o meu desenvolvimento pessoal e profissional enquanto professora. Primeiramente, são apresentadas as minhas crenças e convicções referentes à disciplina de EF, pela influência que estas têm na gestão das práticas pedagógicas dos professores. Seguidamente, é feita uma caraterização do contexto escolar onde este foi desenvolvido, nos seus recursos espaciais, materiais, temporais e humanos, confrontando com as premissas necessárias ao pleno desenvolvimento da ação educativa e do currículo da disciplina de EF. Posteriormente, é realçada a importância da avaliação para o PEA e de seguida, é feita uma análise reflexiva da lecionação das aulas de EF e sessões de treino do Desporto Escolar (DE). Por último, são destacadas as atividades desenvolvidas com o propósito de promover o exercício físico entre os alunos. Concluo que o processo de estágio pedagógico foi o momento mais significativo de toda a formação académica.
This report aims to reflect critically about the teaching-learning process, occurred in the practicum of Physical Education. It developed in Escola Secundária Braamcamp Freire, in the academic year 2015/2016, within the guidance of supervisors and in relation with the training group. This teaching process represented my first experience in the school context, contributing to the increment of my personal and professional skills as a teacher. Firstly, my beliefs concerning physical education are presented, as they reveal important to the management of teacher’s practices. Then, a description of the context in which the school is held, regarding the infrastructures, materials, time and human resources. Confronting with the essential guidelines to the full development of the educational practices and the Physical Education curriculum. After, it is highlighted the importance of the evaluation to the teaching-learning process and afterwards is made a reflective analysis of the Physical Education and school sport events lecturing. Finally, the activities developed with the purpose of promoting the physical exercise amongst students are pointed. To conclude, this practicum experience was the most meaningful moment of all my academic learning.

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Costa, Carla Manuela Duarte da Silva. "Iniciando a construção do processo de aprender a aprender : aprender a compreender textos não literários." Master's thesis, 2012. http://hdl.handle.net/1822/21080.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Este relatório apresenta todo o trabalho realizado ao longo de um processo de intervenção ao nível da compreensão de textos não literários no contexto de 1.º Ciclo do Ensino Básico. Tendo em conta esta temática, neste projeto de investigação o objetivo central foi o de iniciar os alunos na aprendizagem dos processos de leitura de textos não literários e promover a compreensão/reflexão sobre os processos de aprendizagem. Ao longo deste percurso, os alunos aprenderam a construir significados dos textos não literários, conhecendo processos que os ajudam a compreender melhor esses textos, a regular a sua atividade de leitura e o próprio processo de aprendizagem, mobilizando e manifestando a competência de aprender a aprender. Este texto é um relato reflexivo no qual estão apresentadas e explicitadas as estratégias pedagógicas utilizadas para atingir estes objetivos. A avaliação desta experiência permitiu concluir que os princípios pedagógicos que estiveram na base deste projeto, nomeadamente, a prática situada, o ensino explícito e a prática transformada, são bastante favoráveis para o desenvolvimento de competências de leitura, pois tornam o processo de ensino e aprendizagem bastante claro para os alunos. Paulatinamente, estes tornam-se sujeitos conscientes relativamente aos seus processos cognitivos, ao que estão a aprender e ao processo de construção dessas aprendizagens. O relato deste projeto finaliza com uma reflexão sobre o impacto do trabalho por mim realizado no desenvolvimento das minhas competências profissionais, ou seja, na construção da minha profissionalidade, de que saliento o desenvolvimento da própria capacidade reflexiva.
This report presents the action-research process developed with a second grade class of the First Cycle of Basic Education regarding the comprehension of non-literary texts. The main objective of the project was to initialize the students into the reading process of non-literary texts, as well as to promote the comprehension and reflection about the learning processes themselves. During this process, the students learned how to create significance from the non-literary texts by knowing reading processes that allow them to understand those texts better, and to monitor their reading activity and the learning process itself by applying and expressing the competence of learning how to learn. This reflexive report presents the pedagogical strategies used to pursue the above-mentioned objectives. With the evaluation of this experience was possible to conclude that the principles of situated practice, explicit teaching and transformed practice that sustained the pedagogical actions are quite favorable to the development of reading competences inasmuch as they contribute to a higher clarity of the teaching-learning process to students. Gradually, they learned the reading processes and became conscious subjects regarding their cognitive processes, learning about the construction process of that learning. This report ends up with a reflection about the impact of this action research process in the development of my professional competences, namely the development of my reflexive capacity.

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Bosman, Linda. "The value, place and method of teaching natural science in the foundation phase." Thesis, 2006. http://hdl.handle.net/10500/2345.

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ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid.
Educational Studies
M.Ed.

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Panday, Salesh. "The relationship between environmental education and science education in the South African context." Diss., 2002. http://hdl.handle.net/10500/15734.

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The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition.
Science and Technology Education
M. Ed. (Natural Science Education)

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Lategan, Irene Anne Stewart. "Guidelines for the teaching of reading in the intermediate phase within the context of inclusion." Thesis, 1999. http://hdl.handle.net/10500/17172.

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As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion.
Educational Studies
D. Ed. (Orthopedagogics)

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Lagesse, Daline. "The relationship between creativity acumen and visual art creation in Grade 11 learners in Johannesburg, Gauteng." Diss., 2013. http://hdl.handle.net/10500/11830.

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This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other.
Psychology of Education
M. Ed. (Guidance and Counselling)

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Pudi, Thabo Israel. "Teacher attitudes towards the implementation of the learning area technology." Thesis, 2002. http://hdl.handle.net/10500/835.

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Bacharel, Margarida Guedes de Andrade. "Identidade e representação em textos literários: recursos para a aula de língua estrangeira inglês e de espanhol do 3º ciclo e ensino secundário." Master's thesis, 2016. http://hdl.handle.net/10362/20392.

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Este relatório de estágio supervisionado tem como objetivo equacionar a função do recurso ao texto literário na aula de LE, no ensino secundário, enquanto fonte complementar e legítima de expansão da experiência da leitura e do conhecimento da língua e cultura da LE. Pretende igualmente recorrer ao TL para estimular o autoconhecimento através da exploração do conceito de representação de identidades e do prazer de ler. Partindo da investigação existente sobre a relevância da literatura na sala de aula, com alunos em níveis de língua elementar e intermédio, este estudo de caso teve o propósito de despertar o interesse dos alunos para a leitura do texto literário, explorando a questão da representação da identidade e a tolerância em relação ao Outro. A dimensão cultural presente nos textos literários estabeleceu a relação da literatura com a arte e outras manifestações de identidade e permitiu a ponte com a experiência pessoal de cada aluno. Pretendemos verificar se este recurso possibilitou aos alunos o desenvolvimento da competência da compreensão e produção oral e escrita. Testou-se até que ponto o texto literário sobre representação de identidades é um recurso para a reflexão e a produção de escrita criativa em LE.
This report has the purpose of reflecting on the use of the literary text in FL secondary classes, both elementary and intermediate level as a complementary and effective source to expand the reading experience, to promote self awareness and reading pleasure while exploring the concept of identity. Based on existing research studies on the relevance of literary texts in the FL classroom this case study aimed at making the students interested in reading while becoming aware of the identity and the concept of tolerance towards Otherness. It also focused on opening new perspectives over cultural dimensions of the FL. Literary texts are contrasted with artistic and common manifestations of identity and thereby this case study tries to build a bridge with the students’ experience, in order to develop reading comprehension and written production. Moreover, it aims at understanding if the exploration of the topic identity representation in literary texts and other artistic sources is effective for the purpose of creative text production in the FL.

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(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.

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Abstract:

Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.

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Dissertations / Theses on the topic 'Literacy teaching processes'

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