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Tam, Oi Ian. "Applying the cooperative learning model to enhance Primary Four students English learning effectiveness." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2443630.
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Heine, Matthew Alan. "A constrained optimization model for partitioning students into cooperative learning groups." Thesis, Colorado State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10138918.
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<p> The problem of the constrained partitioning of a set using quantitative relationships amongst the elements is considered. An approach based on constrained integer programming is proposed that permits a group objective function to be optimized subject to group quality constraints. A motivation for this problem is the partitioning of students, e.g., in middle school, into groups that target educational objectives. The method is compared to another grouping algorithm in the literature on a data set collected in the Poudre School District.</p>
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Nazeer, Abdulla. "Teaching economics at secondary school level in the Maldives : a cooperative learning model /." The University of Waikato, 2006. http://hdl.handle.net/10289/2540.
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The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.
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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.
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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.
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The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.
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Sekao, Rantopo David. "The influence of an hour-glass model of cooperative learning on the learning and achievement of grade 8 mathematics learners in crowded classrooms / Rantopo David Sekao." Thesis, North-West University, 2004. http://hdl.handle.net/10394/263.
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Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Hamlet, Brian. "Developing a model for establishing, implementing, and maintaining learnerships in South Africa." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/156.
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The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.
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van, Niekerk Johan. "An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2395.
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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.<br>Economic recession and job scarcity has led to a decline in the demand for design
services. Graduates in all fields are faced with the risk of unemployment beyond
graduation, with youth unemployment rates in South Africa and globally at alarming
levels. The evolving social and economic challenges of our times place increasing
pressure on the responsibility of higher education institutions to design learning
experiences that adequately prepare graduates for the world of work, whether in
employment or in entrepreneurial self-employment. However, there is a significant
gap between universities’ supply and industry’s demand for graduates with the
desired attributes, which research shows include not only subject-specific knowledge
and skills, but particularly ‘soft skills’ that make an employee effective at work. The
paradox of students graduating without professional experience can be overcome
through approaches such as work-integrated learning, which embed the lessons of
professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South
African university of technology in order to develop an industry-responsive model of
professional practice in Industrial Design education. The case examined is the “R5K
project”, a year-long group project in BTech Industrial Design in which students are
challenged – simulating the world of work - to design, develop, manufacture, market
and sell a product, and earn at least ZAR 5 000. This research set out to assess the
extent to which the project effectively prepared students for work.
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Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
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This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
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LOPES, Fernanda Muniz Brayner. "Formação de docentes universitários : um complexo de interações paradigmáticas." Universidade Federal Rural de Pernambuco, 2015. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5391.
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Previous issue date: 2015-06-08<br>The present research has the objective of evaluating the methodological proposition of applying the Multiple Perspectives Model (MoMuP) and Cooperative Learning principles in order to articulate experiential, content and pedagogical practice knowledge of university level educators through constructivist autonomy to re-elaborate complex-systemic comprehension of biological processes. Such methodology has been developed by professors with both bachelors and licentiate degrees from multiple areas of biology and medical sciences during virtual and personal meetings. A private group, GE-Glicemia, in the social network Facebook was used as virtual meeting environment. In those, cooperative dialogues were developed regarding Garfield’s biological processes in a complex-systemic perspective. Personal meetings involved individual building of parking lot schemes that worked as Deconstruction (or conceptual development) preparing the group for a further moment when the conceptual scheme was built collectively. The main premise was promoting an articulate concept reconstruction permeating science paradigms – Cartesian, Systemic and Complex. Result analysis revealed that it was possible to materialize a continuous in-service development of professors in order to improve Biology Teaching. From the individual and collective activities, participants reflected and elaborated their specific conceptual comprehension in the complex-systemic perspective. The theoretical-methodological choice of MoMuP allowed the Deconstruction, development and Reconstruction of concepts and paradigms. Group work favored the articulation, not only, of knowledge, but also, of pedagogical practices and experiences. Therefore, knowledge articulation in the complex-systemic Biology perspective in cooperative way is a possible path to minimize fragmentation in Biology Teaching.<br>O objetivo desta pesquisa foi avaliar uma proposta metodológica utilizando o Modelo das Múltiplas Perspectivas (MoMuP) e os princípios da Aprendizagem Cooperativa visando propiciar a articulação dos saberes experienciais, do conteúdo e da prática pedagógica de docentes universitários através da autonomia construtivista, para reelaborar a compreensão sistêmico-complexa dos processos biológicos. A metodologia foi desenvolvida por docentes universitários de várias áreas da Biologia com dupla formação (bacharelado e licenciatura) e da área médica, em momentos virtuais e presenciais. A rede social Facebook foi utilizada como ambiente virtual em um grupo de privacidade secreta intitulado GE-Glicemia. Neste foram desenvolvidos blocos de diálogos com viés cooperativo acerca dos processos biológicos de Garfield na perspectiva da Biologia sistêmico-complexa. Os momentos presenciais envolveram a construção de Esquemas Conceituais Individuais em parking lot que funcionaram como Desconstrução ou aprofundamento conceitual, preparando o grupo para o momento em que esse esquema conceitual seria reconstruído coletivamente. A premissa foi promover uma Reconstrução conceitual articulada, permeando entre os paradigmas da ciência - Cartesiano, Sistêmico e Complexo. A análise dos resultados revelou que foi possível materializar uma formação contínua, em serviço, de docentes universitários, visando o aprimoramento do Ensino de Biologia. Os participantes, a partir de atividades desenvolvidas individual e cooperativamente, refletiram e reelaboraram a compreensão conceitual específica na perspectiva sistêmico-complexa. A opção teórico-metodológica pelo MoMuP propiciou o processo de Desconstrução, aprofundamento e (Re) construção conceitual e paradigmática. O trabalho em grupo cooperativo favoreceu a articulação de saberes docentes na Biologia, assim como das práticas pedagógicas e experienciais. Portanto, articular saberes na perspectiva da Biologia sistêmico-complexa, de forma cooperativa é um possível caminho para minimizar a fragmentação presente no ensino da Biologia.
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Cloete, Dina J. "‘n Ondersoek na die fasilitering van verskillende leerstyle en meervoudige intelligensies tydens koöperatiewe leer en groepaktiwiteite in hoër onderwys (Afrikaans)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/26729.
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Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning.<br>Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.<br>Curriculum Studies<br>unrestricted
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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Jonsson, Jacob. "Cooperative versus Adversarial Learning: Generating Political Text." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-241440.
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This thesis aims to evaluate the current state of the art for unconditional text generation and compare established models with novel approaches in the task of generating texts, after being trained on texts written by political parties from the Swedish Riksdag. First, the progression of language modeling from n-gram models and statistical models to neural network models is presented. This is followed by theoretical arguments for the development of adversarial training methods,where a generator neural network tries to fool a discriminator network, trained to distinguish between real and generated sentences. One of the methods in the research frontier diverges from the adversarial idea and instead uses cooperative training, where a mediator network is trained instead of a discriminator. The mediator is then used to estimate a symmetric divergence measure between the true distribution and the generator’s distribution, which is to be minimized in training. A set of experiments evaluates the performance of cooperative training and adversarial training, and finds that they both have advantages and disadvantages. In the experiments, the adversarial training increases the quality of generated texts, while the cooperative training increases the diversity. The findings are in line with the theoretical expectation.<br>Denna uppsats utvärderar några nyligen föreslagna metoder för obetingad textgenerering, baserade på s.k. “Generative Adversarial Networks” (GANs). Den jämför etablerade modeller med nya metoder för att generera text, efter att ha tränats på texter från de svenska Riksdagspartierna. Utvecklingen av språkmodellering från n-gram-modeller och statistiska modeller till modeller av neurala nätverk presenteras. Detta följs upp av teoretiska argument för utvecklingen av GANs, för vilka ett generatornätverk försöker överlista ett diskriminatornätverk, som tränas skilja mellan riktiga och genererade meningar. En av de senaste metoderna avviker från detta angreppssätt och introducerar istället kooperativ träning, där ett mediatornätverk tränas istället för en diskriminator. Mediatorn används sedan till att uppskatta ett symmetriskt divergensmått mellan den sanna distributionen och generatorns distribution, vilket träningen syftar till att minimera. En serie experiment utvärderar hur GANs och kooperativ träning presterar i förhållande till varandra, och finner att de båda har för- och nackdelar. I experimenten ökar GANs kvaliteten på texterna som genereras, medan kooperativ träning ökar mångfalden. Resultaten motsvarar vad som kan förväntas teoretiskt.
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Miller, Chreston. "Structural Model Discovery in Temporal Event Data Streams." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19341.
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This dissertation presents a unique approach to human behavior analysis based on expert guidance and intervention through interactive construction and modification of behavior models. Our focus is to introduce the research area of behavior analysis, the challenges faced by this field, current approaches available, and present a new analysis approach: Interactive Relevance Search and Modeling (IRSM).
More intelligent ways of conducting data analysis have been explored in recent years. Ma- chine learning and data mining systems that utilize pattern classification and discovery in non-textual data promise to bring new generations of powerful "crawlers" for knowledge discovery, e.g., face detection and crowd surveillance. Many aspects of data can be captured by such systems, e.g., temporal information, extractable visual information - color, contrast, shape, etc. However, these captured aspects may not uncover all salient information in the data or provide adequate models/patterns of phenomena of interest. This is a challenging problem for social scientists who are trying to identify high-level, conceptual patterns of human behavior from observational data (e.g., media streams).
The presented research addresses how social scientists may derive patterns of human behavior captured in media streams. Currently, media streams are being segmented into sequences of events describing the actions captured in the streams, such as the interactions among humans. This segmentation creates a challenging data space to search characterized by non- numerical, temporal, descriptive data, e.g., Person A walks up to Person B at time T. This dissertation will present an approach that allows one to interactively search, identify, and discover temporal behavior patterns within such a data space.
Therefore, this research addresses supporting exploration and discovery in behavior analysis through a formalized method of assisted exploration. The model evolution presented sup- ports the refining of the observer\'s behavior models into representations of their understanding. The benefit of the new approach is shown through experimentation on its identification accuracy and working with fellow researchers to verify the approach\'s legitimacy in analysis of their data.<br>Ph. D.
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Reed, Kathaleen. "Skill sets required for environmental engineering and where they are learned." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2407.
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The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time on the job and through practical application, was used to frame this study. This study extended prior research by including data on professional skills and seeking the input of working professionals: in this case, the technical staff at the California Department of Toxic Substances Control. Quantitative methodology and descriptive statistics were used for data collection and analysis. Results showed that experienced professionals agree that professional or soft skills are essential are essential in the workplace Many technical skills are learned over time, through practice and meaningful application on the job that builds on principles learned through formal training. Professional skills are developed through a combination of formal training and experiential learning from work, or through life experiences. The implications for higher education are twofold. Environmental engineering programs would benefit by integrating professional skills development with existing curricula, and by giving students opportunities to develop experiential knowledge in the workplace. Results indicated that environmental engineering professionals with higher levels of education and more experience believed that science and mathematics were most appropriately learned in school, while engineering, skills in technology and other technical areas were best developed through a combination of formal education with experiential learning. The more experienced people also believed that life experiences, rather than work or school, were the best way to develop professional skills. These findings confirm the Dreyfus & Dreyfus model, which indicates that individuals move from novice to expert based on experience. Environmental engineers would benefit through continuing education and in-service training. Collaborative initiatives between higher education and practitioners in environmental engineering may prove mutually effective and beneficial to students, workers, educational institutions and employers.
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Niemi, Jeffrey R. "An examination of cooperative learning models and achievement in middle and secondary level social studies." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/689.
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There is a lack of understanding of different cooperative learning methods and their effects on student achievement in middle and secondary level social studies education. The purpose of this quasi-experimental study was to compare two different cooperative learning models in terms of their effects on student achievement in middle level social studies classes. The research question addressed in this study involved understanding the nature of the relationships between different cooperative learning models, gender, ability level and achievement in social studies students. The two cooperative learning models compared were the structured dyad model, which was effective in studies on reading achievement, and the Jigsaw II model, which was well-suited for social studies students. This quantitative study compared the differences between unit pre-and posttest scores of 6th grade students using repeated-measures t test analysis. The study revealed that the learning using a structured dyad model resulted in significantly higher student achievement scores than learning using the Jigsaw II model. Implications of the study include promoting the use of cooperative learning in classrooms to converting schools into learning communities.
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Brownson, Jennifer. "Teaching and Learning in the Co-teaching Model| Analyzing the Cooperating Teacher/Teacher Candidate Co-planning Dialogue." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931638.
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<p> ABSTRACT TEACHING AND LEARNING IN THE CO-TEACHING MODEL: ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE CO-PLANNING DIALOGUES by Jennifer Brownson The University of Wisconsin-Milwaukee, 2018 Under the Supervision of Drs. Hope Longwell-Grice and Linda Post Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs during the student teaching experience, and the planning session can reveal how the TC and cooperating teacher (CT) choose to meet the academic, social and emotional needs of their students (John, 2006). The power in the planning session has traditionally rested in the hands of CTs (Anderson, 2007); they make the decisions about what to teach and how to teach it, which may not provide the TC with enough opportunities to learn how to plan. </p><p> The co-teaching for student teaching model has shown promise in terms of increased agency for TC’s when making decisions in the classroom, including opportunities to share reasons for choices of pedagogy and curriculum, and identify problems and solve them together. While in the co-teaching model for student teaching the CT and TC have been found to have more shared power, (Bacharach, Heck & Dahlberg, 2010; Gallo-Fox & Scantlebury, 2015), there is little research about how CTs and TCs plan for lessons in the co-teaching model, much less on how power is distributed between CTs and TCs during the co-planning session. The dilemma of the distribution of power for the CT and TC in the planning session, and how they participate in the planning session, was explored in this study. The purpose of this collective case study was to reveal and investigate the discourses CTs and TCs create in a co-planning session within the co-teaching model to explore the potential for engaging both participants to use their imaginations and create together, challenging the TC and CT to rethink and/or expand on ideas for planning; and talking about/creating/questioning/challenging each other when planning lessons that provide an equitable education for students.</p><p>
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Garcia, Luís Manuel Mendes. "Facebook/Google como ferramentas de suporte ao ensino colaborativo/cooperativo: proposta de um modelo." Doctoral thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1300.
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Tese de Doutoramento em Informática.<br>O impacto das transformações introduzidas na nossa sociedade por uma nova geração de tecnologia informática social é atual e profundo. Estas inovações permitem que as pessoas partilhem informação, colaborem em projetos e construam comunidades virtuais sem que, para tal, encontrem qualquer tipo de limite, seja temporal ou espacial. Neste sentido, estão criadas as condições para que várias pessoas possam interagir, trabalhar em conjunto com um objetivo comum e esperar um resultado pelo seu esforço enquanto grupo, podendo para tal fazer uso não de uma, mas de várias plataformas disponibilizadas na Nuvem. A escola em que crescemos, no entanto, ao invés de interação parece tender a valorizar a competição entre estudantes, fomentando, aparentemente o desenvolvimento do individualismo destes, contrariamente a uma colaboração, que nos parece, poderia ser saudável e produtiva para todos os intervenientes no processo de ensino/aprendizagem. A escola surge-nos assim como um espaço fechado, quase militarizado, que prepara para a guerra quando deveria educar para a paz. Mais do que um espaço que pode (pretender) ensinar, a escola deveria ser um ambiente de aprendizagem, onde todos os intervenientes pudessem de facto aprender em colaboração efetiva. O conectivismo emerge, assim, como uma teoria da aprendizagem para a era digital, na qual o conhecimento é construído segundo uma rede de ligações. O fenómeno do denominado Social Media, está a alterar de forma incisiva o modo como o ser humano cria interações entre si, com a informação e, por fim, com o próprio conhecimento. No contexto do conectivismo, “Eu guardo o meu conhecimento nos meus amigos” torna-se o axioma para o conhecimento coletivo e são estas ligações, entre os vários intervenientes, que constituem aquilo que entendemos por conectivismo. Um ambiente de aprendizagem pode, neste contexto, ser uma das componentes do processo ensino/aprendizagem, virtualmente, em qualquer domínio do saber, quando a razão epistemológica do seu desenvolvimento se encontra em consonância com as práticas pedagógicas do professor. Assim a nuvem conquistou o seu espaço no nosso quotidiano de um modo que não pode ser ignorado, uma vez que é, neste momento, transversal a toda a nossa sociedade. Criar um modelo que permita a estudantes e professores beneficiar das ligações que podem criar, bem como da nuvem, parece poder conduzir a um ecossistema de aprendizagem caracterizado por uma liberdade, que mais do que à especialidade, pode levar a um caminho de descoberta e aprendizagem. Porque no contexto da nuvem, parece-nos, não é necessário qualquer talento especial, basta, fazendo nossas as palavras de Einstein, “ser apaixonadamente curioso”. Assim, neste contexto é proposto um modelo de suporte à aprendizagem colaborativa/cooperativa que tem como base o Facebook e as ferramentas do ecossistema da Google.<br>The impact of the transformations introduced into our society by a new generation of social computing technology is current and thorough. These innovations allow people to share information, collaborate on projects and build virtual communities without finding any kind of limit, either temporal or spatial. In this sense, the conditions are created so that multiple people can interact, work together with a common goal and expect a result for their effort as a group and, for such, they may make use of not one but several platforms available in the Cloud. The school in which we grew up, however, instead of interaction seems likely to enhance competition among students, apparently encouraging the development of their individualism, unlike a collaboration, which, for us, might be healthy and productive for all stakeholders in the of teaching/learning process. The school strikes us as a closed space, almost militarized, preparing for war when it should educate for peace. More than a space that can (wants to) teach, the school should be a learning environment where all stakeholders could actually learn in effective collaboration. Connectivism appears thus as a learning theory for the digital age in which knowledge is constructed according to a network of connections. The phenomenon of the so called Social Media is incisively changing how humans interact with each other, with the information and, finally, with the knowledge itself. In the context of connectivism, “I store my knowledge in my friends” becomes the axiom to the collective knowledge and it is these connections between the various stakeholders which are what we mean by connectivism. In this context, a learning environment can be one of the components of the teaching/learning process in virtually any field of knowledge, when the epistemological grounds of its development is in line with the pedagogical practices of the teacher. Therefore, the cloud has conquered its space in our daily lives in a way that cannot be ignored, since it is, at this point, transversal to all our society. Creating a model that allows students and teachers to benefit from the connections they can create as well as from the cloud, seems to lead to a learning ecosystem characterized by freedom, which more than to the specialty can lead to a path of discovery and learning. Because in the context of the cloud, no special talent seems to be needed. Making Einstein’s words our words it is enough to “be passionately curious”. Thus, in this context we propose a model to support collaborative/cooperative learning which is based on Facebook and Google's ecosystem tools.<br>Orientação: Prof. Doutora Maria João Ferreira.
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Zeve, Carlos Mario Dal Col. "Modelo cooperativo construtivista para autoria de cursos a distância usando tecnologia de Workflow." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2003. http://hdl.handle.net/10183/14815.
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Este trabalho tem por fim especificar um modelo de descrição de tarefas, usando a tecnologia de workflow para representar a automação das atividades de autoria de cursos em ambientes distribuídos como a web, baseado em um modelo interacionista de cooperação. Busca, também, obter respostas relevantes às necessidades de especificação de workflow, tendo em vista a possibilidade de agregar ou modificar alguns elementos, para que possam expressar situações não previstas nos modelos atuais. O interesse deste trabalho em workflow devese ao fato de as tarefas nele desenvolvidas se relacionarem à autoria de documentos multimídia, tais como os utilizados em educação a distância, que compreendem não somente a construção, mas os processos cooperativos que sugerem as decisões, as escolhas, as preferências durante o processo de autoria. A abordagem proposta trata o problema da concepção do workflow de forma declarativa, através de um modelo que permita especificar tarefas, assim como sua ordenação temporal. A ordenação temporal pode ser obtida através do sequenciamento, seleção e interação de atividades, bem como através de propriedades que identificam o início e o fim de cada atividade. Por último, este trabalho visa estender as possibilidades da construção dos modelos de workflow, propondo uma técnica de planejamento que possibilite uma política de alocação dos autores associando a disponibilidade de tempo e as competências envolvidas na execução das atividades. Assim, o objetivo que se busca é um modelo de processo de autoria que possibilite expressar a interação e cooperação entre os autores, através de uma política de alocação que seja orientada pelas competências para execução de determinadas atividades.<br>This work aims to specify a model of description of tasks, using workflow technology to represent the automation of e-learning authoring activities in a distributed environment as the web, based on an interacionist model of cooperation. It also has the objective of obtaining important answers to workflow specification needs, taking into consideration the possibility to add or modify some elements, so that they can express situations not foreseen in current models. The interest of this work in workflow relies in the fact that the developed tasks in are related to the multimedia documents authoring, such as those used in distance education. These comprise not only construction, but the cooperative processes that suggest decisions, choices, and preferences during the authoring process. The proposed approach deals with the workflow conception problem of the in a declarative way, through a model that allows the specification of tasks, as well as the temporary ordination. The temporary ordination can be obtained by the sequence, selection and interaction of activities, as well as, by the properties which identify the beginning and the end of each activity. Finally, this work seeks to extend the possibilities of workflow models construction, proposing a planning technique that makes possible an author’s allocation politic which associates time availability and the competences involved in the activities. Therefore, the objective of this work is an authorship process model that enables to express the interaction and cooperation among authors, by a competence for performing certain activities guided allocation politic.
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Ghachem, Montasser. "Essays in Evolutionary Game Theory." Doctoral thesis, Stockholms universitet, Nationalekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132433.
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Evolutionary game theory tries to explain the emergence of stable behaviors observed in human and animal societies. Prominent examples of such behaviors are cooperative and conformist behaviors. In the first part of the thesis, we develop a model of indirect reciprocity with institutional screening to study how institutions may promote cooperative behavior. We show that cooperation can emerge if screening institutions are sufficiently reliable at identifying cooperators. The second part presents a large-population learning model in which individuals update their beliefs through time. In the model, only one individual updates his beliefs each period. We show that a population, playing a game with two strategies, eventually learns to play a Nash equilibrium. We focus on coordination games and prove that a unique behavior arises both when players use myopic and perturbed best replies. The third part studies the payoff calculation in an evolutionary setting. By introducing mutual consent as a requirement for game play, we provide a more realistic alternative way to compute payoffs.<br><p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.</p>
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Manzey, Christine L. "Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.
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Inga, Canaso Ruth Milagros. "La biblioteca como espacio de aprendizaje: adopción del modelo Learning Commons en bibliotecas universitarias y escolares." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2020. https://hdl.handle.net/20.500.12672/16505.
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Describe la situación actual de la literatura referente a la
adopción del modelo Learning Commons en bibliotecas universitarias y escolares. La
metodología estuvo basada en la revisión documental de la literatura más relevante de los
últimos 10 años sobre el tema propuesto. La investigación tuvo un enfoque cualitativo y constó
de la recuperación y análisis de 83 fuentes de información. El trabajo fue dividido en cuatro
capítulos y se estructuró en las dos dimensiones que presenta el modelo, que a su vez
representaron a las dos categorías principales con las que se trabajó. La primera categoría a
desarrollar fue la de “Learning Commons como espacio físico” que fue desagregada en las
subcategorías de “planificación”, “diseño”, “servicios”, “bibliotecólogo” y “evaluación”.
Mientras la segunda categoría fue la de los “Virtual Learning Commons” que se desagregó en las
subcategorías de “Bibliotecólogo”, “Web 2.0” y “Servicios”. Se concluye con este trabajo que el
modelo Learning Commons ha generado un alto interés entre los autores, en su mayoría de habla
inglesa, como una alternativa para poder intervenir en el aprendizaje de los usuarios y a su vez
mejorar la imagen de la biblioteca y sus profesionales.
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Sim, Patrick Puay-I. "A Sociocultural Investigation of Learning and Transition in SFEC." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14905.
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<p><sup>With the advent of globalisation driving the People.s Republic of China to embrace its future, </sup><sup>the local government has shown great enthusiasm promulgating one of the oldest industries. </sup><sup>Foreign higher educational providers that operate in China through the mode of joint venture </sup><sup>cooperatives between a Chinese and foreign institution of higher learning are becoming </sup><sup>increasingly .knowledgeable-hungry. public or private universities and colleges. Such </sup><sup>operations commonly known as Sino-foreign educational cooperatives </sup></p><p><sup>(SFEC)</sup><sup>, are hotly </sup><sup>spawned on the mainland, enrolling Chinese students through the division of responsibilities, </sup><sup>roles and resources. The Chinese party is mostly responsible for the hardware support, </sup><sup>supplying facilities and logistics as the part of the bargain, whereas the foreign party provides </sup><sup>the intellectual software of academic programs. </sup><sup>The locus of this qualitative study aims to present and investigate a distinct phenomenon of </sup><sup>learning in SFEC through the theories of sociocultural perspective encumbered in a transitional </sup><sup>context; Sino-foreign </sup><sup>(SF) </sup><sup>graduates to other workplace communities. Without common </sup><sup>interests of social interaction, co-participation, and transformation, SFEC are often discredited </sup><sup>due to various factors. The learning aims will feature participative and transformative themes </sup><sup>that feature qualitative and interpretive methods. Thus, this research involves interviewing four </sup><sup>relevant participants from the likes of two Chinese nationals and two non-Chinese, and how </sup><sup>they view learning in SFEC applied to a transitional context, the workplace. </sup><sup>My furtherance of analysis will generally stress learning, co-participation and transformative </sup><sup>learning in activities that circumvents discriminatory elements of artifacts, identity profiling, </sup><sup>relationships, commitment and workplace employment for the necessary transition. In the </sup><sup>initial research phase, it did seem that putting learning into community practice in China was </sup><sup>essential. In the closing stages, thoughts will flow to the legitimisation of participative and </sup><sup>transformative learning, which forms the backdrop of this original theme of research gathered </sup><sup>through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, </sup><sup>and the belief that knowledge is the result of social interaction and language usage, and thus is </sup><sup>a shared, rather than an individual, experience. Presumably, my chosen theories frame the </sup><sup>interactive and shared communal nature of the Chinese society and learning systems. </sup></p><br>na
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Zatloukalova, Lenka, and Thomas Saastad. "Projektmedlemmarnas uppfattning om den psykosociala arbetsmiljön i projektorienterat arbete : En kvantitativ fallstudie om mellanmänskliga processer på ett tjänstemannaföretag." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8966.
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Detta examensarbete har utförts hos Projekt AB i Stockholm. Företaget är ett kvalificerat projektledningsföretag som arbetar med alla typer av byggprojekt oberoende av komplexitet och storlek. Företaget grundades 1993 och är idag ett av de ledande projektledningsföretagen i Storstockholm. Bakgrunden till arbetet ärt att företaget har velat kartlägga den psykosociala arbetsmiljö som råder bland projektmedarbetare inom olika projekt i företaget. Målgruppen i denna studie är beställaren, dvs. företagets ledning. Vårt syfte med studien är att ge utökad kunskap och förståelse kring temat psykosocial arbetsmiljö genom att undersöka psykiska och sociala arbetsförhållanden bland olika projektmedarbetare inom olika projekt. Komplexiteten i den psykosociala arbetsmiljön är stor och för att få fram en helhetsbild av den psykiska och sociala arbetsmiljön tänker vi i denna studie fokusera på psykiska arbetskrav, egenkontroll, socialt stöd och konflikter, ledarskap, kommunikation och lärande samt motivation. Vi har valt att göra en studie där vi använder en kvantitativ metod med en enkätundersökning som har skickats till samtliga projektmedlemmar på Projekt AB. I enkäten har vi berört centrala frågor inom området psykosocial arbetsmiljö. Resultatet är en beskrivning av hur den psykosociala arbetsmiljön upplevs inom Projekt AB. Svaren från undersökningen ger ett samlat underlag för verksamhetens ledning att utveckla sin psykosociala arbetsmiljö inom projektverksamheten på ett gynnsamt sätt, både ur ett medarbetar- och företagsperspektiv. Svaren på enkätstudien visade en hög arbetstillfredsställelse bland projektmedarbetarna. Det framkom i studien att den psykosociala arbetsmiljön på Projekt AB upplevs i stort sett positivt trots att medarbetarna anser att de har mycket att göra. Följande förbättringsområden har identifierats: bättre återkoppling, förbättrat lärande i stort, ökad erfarenhetsöverföring, ökad delaktighet hos projektmedarbetare, minskad arbetstempo och ökad social kontakt. Utifrån resultatet i denna fallstudie kan företaget diskutera möjliga åtgärder och förändringar som skulle kunna bidra till bättre psykosocial arbetsmiljö. Ett formellt forum för erfarenhetsöverföring samt positiv och negativ återkoppling som ges oftare både inom projektgruppen och mellan projektmedarbetare och projektledare anser vi är de viktigaste åtgärderna som företaget bör fokusera på i sina arbetsmiljöarbeten.<br>This thesis has been performed in a small company in Stockholm called Projekt AB. The company is a qualified project management company that works with all types of construction projects regardless of the complexity and size. The company was founded in 1993 and is today one of the leading project management companies in the Stockholm area.The background of this thesis was the fact that the company wanted to describe the psychosocial work environment from project members´ point of view. The purpose of this study is to provide and increase knowledge and understanding on the theme of psychosocial work environment by examining the psychosocial work environment among members of different projects in Projekt AB. The target group of this thesis is the client i.e. company´s management. The complexity of the psychosocial work environment is great and to obtain an accurate picture of the psychosocial work environment we intend to focus on the mental work demands, social support, conflicts, leadership, communication, self-control, learning, and motivation. We have chosen to write this study with the use of a quantitative approach. We have sent a survey to all project members in Projekt AB. In the questionnaire, we have asked about the key issues linked to the field of the psychosocial work environment. The result of the survey and the analysis of the data are presented in this thesis. The essay describes how the project members experience the psychosocial work environment in Projekt AB. Main outcomes from this thesis will provide an integrated basis for the company´s chiefs to develop their psychosocial work environment in the project activity in a favorable way, from both employee´s and business´ point of view. The result of our case study showed a high level of job satisfaction among project members. The study showed that the project members are quite satisfied with their psychosocial work environment in Projekt AB even thou they at the same time consider that they have too much to do. There is a number of possible areas for improvement, which is better feedback, improved learning in general, increased transfer of experience and involvement of project members, reduced work rate and increased social contacts. Based on the outcome of this case study, the company may discuss possible actions and changes that could contribute to better psychosocial work environment. A formal forum for the transfer of experience and both positive and negative feedback given more frequently both within the project group and between project members and project leader are the most important actions that the company should focus on in their work with the work environment.
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Athias, Francine. "La géométrie dynamique comme moyen de changement curriculaire." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3057.
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La géométrie à l'école primaire consiste en une familiarisation avec des formes géométriques et leurs propriétés, à travers l'utilisation d'instruments de géométrie. Les objets géométriques reposent sur les représentations graphiques, les relations géométriques sont souvent implicites. L'introduction d'un logiciel de géométrie dynamique (TracenPoche) est vu comme un moyen de les expliciter, conduisant ainsi à voir le dessin comme une figure. Nous avons proposé à des professeurs une série de cinq situations, que nous avons conçues à partir des modes d'intégration de Assude (2007). Nous en proposons une analyse a priori en trois temps (Assude et Mercier, 2007), une analyse a priori du point de vue des savoirs mathématiques, une analyse a priori ascendante du point de vue des actions des élèves modélisée en terme de praxéologie (Chevallard, 1998) et une analyse a priori du point de vue de l'enseignant. Les situations mises en oeuvre dans les classes sont décrites et analysées à l'aide d'éléments de la théorie de l'action conjointe en didactique (TACD, Sensevy, 2011). Nous décrivons l'action conjointe du professeur et des élèves comme un jeu du professeur sur l'élève, permettant ainsi de rendre compte de la dynamique du travail didactique et de l'évolution du « voir un dessin comme une figure ». Les résultats de la thèse, dans le cadre de cette ingénierie exploratoire (Perrin-Glorian, 2009), montrent comment les objets géométriques peuvent être travaillés conjointement dans l'environnement papier-crayon et dans l'environnement tracenpoche, mettant en évidence des caractéristiques de l'action conjointe du professeur et des élèves dans l'explicitation des relations géométriques<br>Geometry in primary school is a familiarization with geometric shapes and their properties through the use of geometrical instruments. Geometric objects are based on diagrams and the geometric relationships are often implicit. The introduction of a dynamic geometry software (here TracenPoche) is thus a way to explain how to see « the diagram » as « a figure ». Five situations are given to three teachers. We have built them with « integration modes » from Assude (2007). We proposed an a priori analysis in three stages (Assude and Mercier, 2007), the first a priori analysis - the viewpoint of mathematical knowledge - , the second a priori analysis - students action modelized by the praxeology (Chevallard, 1998) - and the third a priori analysis - the teacher's point of view - . The Situations established in classrooms are described and analyzed using elements of the joint action theory (Sensevy, 2011). We describe the joint action of the teacher and students as a game of the teacher on the student, thereby enabling an analysis of the dynamic of the teaching work and of the evolution of the "seeing a diagram as a figure." The results of this thesis, as part of the exploratory engineering (Perrin-Glorian, 2009), show how geometrical objects can be worked jointly in a paper-and-pencil environment and in a Tracenpoche environment, highlighting the characteristics of the joint action of the teacher and students in the explanation of geometric relationships. The teachers demonstrate initiatives that prove particularly interesting with regard to mathematical issues, and which could be the basis for further research in cooperative engineering (Sensevy & al., 2013)
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Man-I, Chen, and 陳曼怡. "The Feasibility of Cooperative Learning Model in College Classroom." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/36915860685613010271.
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碩士<br>國立臺灣科技大學<br>技術及職業教育研究所<br>91<br>Abstract
Cooperative learning has been regarded as one of the effective instructions, and its effect has been approved by many related studies. However, most studies focused in secondary and elementary schools. The purposes of this study are to understand the feasibility and outcomes of cooperative learning model implementing in our college classroom.
This pilot study applied Jigsaw II method in 2 classes of teacher education curriculum, including 74 students in National Taiwan University of Science and Technology. The instructional experiment last 13 weeks and collected various data by documentary analysis, questionnaire technique and interview method.
This study found that most student confirm the effect of cooperative learning, that can improve their cooperative skill, academic achievement, peer relationship and learning attitudes. And they think the Jigsaw II can be implemented in college classroom. This study suggests that college teachers should carefully plan the instruction material, evaluation criterion and reward method when taking cooperative learning.
Key words: cooperative learning, Jigsaw II
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Lee, Hsinhua, and 李欣樺. "The Effect of Problem Solving Based Digital Game with Cooperative Learning Model on Elementary Students’ Cooperative Learning Ability and Learning Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79022953149366085400.
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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>99<br>The purposes of this study was to develop an problem solving based educational game with cooperative learning model and to evaluate its effectiveness on elementary students’ cooperative learning ability and learning achievement.
The study used a pre-, posttest quasi-experimental research design. The research methods in this study included quantitative research as well as qualitative research. Ninety-four students in the fifth grade participated in this study. The experimental group was taught through the problem solving based educational game with cooperative learning model. The control group received the problem solving based educational game without cooperative learning model. Two groups learned with the computer educational game for four weeks, in a total of eight classes. The instruments used in this study were "the cooperative learning ability scale” and “the test of learning achievement.”
Quantitative data collected were analyzed with factor analysis, covariance (ANCOVA) and Pearson correlation. Qualitative data were also collected by semi-structured interview to understand factors which influenced the students’ cooperative learning ability and learning achievement. The results of this study included:
1. Students in the experimental group, taught through the problem solving based educational game with cooperative learning model, show significant higher cooperative learning ability improvement than that in control group.
2. Students in the experimental group, taught through the problem solving based educational game with cooperative learning model, show significant higher learning achievement than that in control group..
3. There was no significant correlation between students’ cooperative learning ability and learning achievement.
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LIU, CHENG-KUN, and 劉政昆. "Applying Technology Acceptance Model to Evaluate a Moblog-Based Computer Supported Cooperative Learning Model." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/66553488421354519998.
Full textAbstract:
碩士<br>國立臺中技術學院<br>資訊科技與應用研究所<br>96<br>Advances in wireless network technologies, the development of digital products and the integration of broadcast and communication technologies have helped diversify and further digitalize approaches to e-learning. Therefore, learning technologies have advanced beyond “e-learning” to “m-learning” and “u-learning.” The growth of Web 2.0 in recent years has had a particularly strong influence over the development of many new Internet-based services. Web 2.0 facilitates the effective integration of learning experience and knowledge to share information effectively and impart to learning activities greater vitality and appeal. To support cooperative learning activities and enhance learning results, an Moblog was designed for this research, which allowed learners to engage at any time or location in cooperative learning with their peers via mobile devices. This study designed a cooperative learning Moblog for adults on the subject of medicinal herbs. At last, The effectiveness of Moblog-based cooperative learning model was assessed using a Unified Theory of Acceptance and Use of Technology(UTAUT).
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Chang, Wen Fan, and 張文凡. "The impact on participation behavior in communication model from Cooperative Learning perspective." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93680966117750079116.
Full textAbstract:
碩士<br>崑山科技大學<br>資訊管理研究所<br>102<br>Recently, the research on internet use in cooperative learning is highly focused since the rapid development of information technology. Cooperative learning and discussion through Network Learning Community is a growing research topic. However, researchers hardly ever construct blended collaborative learning theory of internet and face-to-face discussion. In this study, cooperative learning methods “Group Investigation，GI” was proposed. During the experiment, the same interested group was observed and surveyed twice during cooperative learning for a semester process. The research sample included 148 college students who took e-Marketing course, and total of 137 valid pair questionnaires were received. The results are as follows: (1)Face-to-Face Discussions and Network Learning Community for Interactive Discussions had positive impact on participation behavior. (2)Interactive Discussions had a positive impact on class performance.
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William and 李瑋仁. "The study of using multiple intelligenct cooperative learning model in mathematic problem solving." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/82300750991831494127.
Full textAbstract:
碩士<br>臺中師範學院<br>數學教育學系<br>93<br>The main purpose of this study is to explore the benefit of dividing into groups with different multiple intelligence to proceed using cooperative learning through internet on problem solving of mathematics. Three groups were divided based on student personal intelligence, and then using cooperative learning model to proceed problem solving of mathematics through internet on a curriculum website. The students of experiment group were divided into groups by their multiple intelligence performance, and the students of control group were divided into groups with their learning achievement.
The subjects of this study were seventy sixth-grades students; there were thirty-six in experiment group and thirty-four in control group. The Quasi-experimental design was used at the study. Several conclusions were presented as follows:
1.The experiment group and the control group students made no remarkable difference on “Test of Math Achievement” grades.
2.About the “abundance” and “creativity” of their grouping homework, the experiment group that divided into groups with multiple intelligence is obviously better than the control group.
3.About the grades on the process of cooperative learning, the experiment group students are obviously better than the control group students.
4.On the learning attitude, the learning satisfaction, the interaction on class and the desire to re-learning, the experiment group students are all obviously higher than the control group students.
5.About the grades on the process of cooperative learning, the experiment group students that divided into three kinds of different intelligences made no remarkable difference.
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Curotta, Laura. "An exploration of a student string quartet as a model of cooperative learning." Thesis, 2008. http://hdl.handle.net/2123/2179.
Full textAbstract:
This descriptive case study explores the functioning of a student string quartet during rehearsal. Through the theoretical lens of social constructivism, this study seeks to develop a meaningful interpretation of the phenomenon of student chamber music rehearsals. Using a qualitative methodology, this study employs the data collection techniques of non-participant observation, group and individual interview to construct a rich description of the interactions and processes which make up the participants’ rehearsal environment. The data indicate that rehearsals are a complex phenomenon and involve: the musical and social coordination of the group, an agreed sense of leadership, a regular rehearsal structure, and the group members’ individual and collaborative construction of meaning through verbal discussions. External factors, such as upcoming concerts and master classes, appeared to have a positive effect on the group’s perceived level of mental focus during rehearsals. The group’s democratic style of leadership was found to permeate most aspects of the rehearsal process, in particular their mutual construction of meaning. Comparisons are made with the similar functions, leadership and achievements of cooperative learning groups, leading to speculation about further educational implications of this study.<br>Sydney Conservatorium of Music
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Cheng, Yung-Peng, and 鄭詠本. "A Study of Cooperative Learning and Concept Mapping Teaching Model Using Interactive Whiteboard." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/08367202907781298736.
Full textAbstract:
碩士<br>大葉大學<br>管理學院碩士在職專班<br>99<br>Concept mapping encourages learners to actively carry out meaningful learning. Yet because Concept learning requires a more sophisticated and abstractive ideology, its learning and construction are difficult to be carried out under a conventional pedagogi-cal environment. Majority learners also regarded it as a quite difficult task, and their learning motivation cannot be elicited easily.
Purpose of this research is to investigate whether adopting an e-teaching environment using electronic white board in a collaborative Concept mapping pedagogical model can enhance interactive learning and significantly affect the students’ learning outcomes. The study had a quasi-experimental design and the experimental subjects were students from two grade-six classes in a public elementary school in Changhua County. Both the experimental and the control groups received a four-week (a total of 12 classes) science and living technology instruction with integrated collaborative Concept mapping; how-ever, the experimental group was under an e-teaching environment using electronic white board, whereas the control group was under a conventional teaching environment. An achievement test as well as a pre- and post-test of Concept mapping were conducted either prior to or after the experimental instruction. Furthermore, the experimental in-struction process was video taped to observe interactive learning effects among the stu-dents.
Some conclusions were drawn based on the analysis and findings of the study results, which are described as follows: First, an e-teaching environment showed facilitative ef-fects on eliciting learning motivation, which could cause variations on interactive learning. Secondly, a high level interactive learning encouraged a more active exploring and thinking pattern, which could affect the students’ learning outcomes. Third, an e-teaching environment showed a facilitative effect on collaborative Concept mapping learning, which could significantly affect the learning outcomes.
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黃朝嘉. "The effects of peer tutoring training model on master learning and cooperative learning for golf putting achievement." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/45915351750086077564.
Full textAbstract:
碩士<br>國立嘉義大學<br>體育與健康休閒研究所<br>97<br>The Effects of Peer Tutoring Training Model on Master Learning and Cooperative Learning for Golf Putting Achievement
ABSTRACT
Purpose: To examine the effects peer tutoring training model on master learning and cooperative learning for golf putting achievement. The participants of the study were 96 students from golf classes of university physical educational program. According to the pre-test, the participants of the study were the low skill and prior knowledge of golf. Methods: An experimental method with a random selection, two treatments were the master learning with cooperative learning, the master learning. The data was analyzed by t test for pretest and posttest significant difference. Meanwhile the two-way ANCOVA and a following up test by Scheffe’ method. Results: 1. The results of posttest achievement of the master learning with cooperative learning obviously is higher than that of the master learning. 2. The interaction of learning treatment and ability have a significant differences. the master learning with cooperative learning in low with high ability group obviously is higher than that of the low with low and high with high group. However, the low with low pair condition was not significantly different from the high with high pair condition. Conclusions: The master learning with cooperative learning is one of benefits for student in low and high pair achievement. The implications for the master learning with cooperative learning use of instructional strategies for golf skill and future research were discussed.
Key words: cooperative learning、master learning、pedagogy、golf
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Mao-Shen, Chiu, and 邱茂盛. "Cooperative Learning Model Incorporated into the “Teaching Games for Understanding” Approach: Junior High School Students’ Tchoukball Learning Outcomes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/53474012316537014739.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>98<br>The purpose of this study was to examine the Junior High school students’ Tchoukball learning outcomes in terms of skill performance, game performance, and physical education (PE) learning attitude after incorporating the Cooperative Learning Model into the “Teaching Games for Understanding”. The various learning outcomes demonstrated by both genders and students of different skill levels were also investigated. The participants were 33 ninth graders consisting of 18 boys and 15 girls. Twelve classes of the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach were conducted. The pre-test and post-test were administered using the Tchoukball skill test, Game Performance Assessment Instrument (GPAI), and PE learning attitude rating scales. The quantitative data were analyzed by pair-samples t test, independent t test, and covariance analysis. The results indicated that: (1)the junior high school students’ skill performance (26.8＞14.5), game performance (77.44＞38.17), and PE learning attitude(157.24＞109.91) had shown significant improvement; (2)both genders had shown improvement in terms of skill performance and PE learning attitude, but not significantly different. Significant difference was found for game performance (boys 83.56＞42.44) and (girls 71.33＞33.89); (3)the students of different skill levels showed improvement in PE learning attitude, skill performance and game performance, but significant differences were only found for skill performance (high skilled 27.22＞21.22; low skilled 27.33＞7.67), and game performance (high skilled 83.33＞34.78; low skilled 74.33＞43.78). In conclusion, it was evidenced that the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach could effectively enhance the Tchoukball learning regardless of gender or skill level, and thus is an effective PE teaching method.
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Wang, Kuei-Yuan, and 王奎元. "Pre-service Physical Education Teachers Learn to Teach with the Cooperative Learning Instruction Model." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/73478329493446924184.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系<br>103<br>The purpose of the study was to investigate how pre-service PE teachers perceive and implement the Cooperative Learning Instruction Model (CLIM) in physical education during their 5 weeks teaching practicum in a secondary school. Four pre-service PE teachers were participants of the study. Each pre-service PE teachers had 2 lessons per week (total 9 lessons). Focus-group interviews, Semi-structured interviews, class observation, and reflection journals were used to collect data. The interview data were transcribed in order to further comparison, integration and analysis. The interview data were transcribed for further comparison, integration and analysis. Results were showed that (1) before the implementation of CLIM: pre-service PE Teachers hold suspect attitudes toward this instructional model; (2) During the implementation of CLIM: pre-service PE teachers could follow the instructional steps, however, But for students learning motor skills more dissatisfied, Although the perception of the development of social skills and thinking skills, but there was also a need for developing their observation, interpretation and teaching decision competencies; (3) after the implementation of CLIM: pre-service PE teachers recognized CLIM as a effective way for learning, though the grouping skills and quick decision ability while teaching would be need for developing .
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Hsu, Yung kun, and 許湧坤. "The implementation of a web-based cooperative learning model in a programming language course." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/84269818911828951665.
Full textAbstract:
碩士<br>銘傳大學<br>資訊管理學系碩士在職專班<br>91<br>For the students of the vocational high schools, “Program Language” is one of the difficult courses. Students usually have difficulty understanding it, and therefore, their interests of this course decline. When teachers face such a tough circumstance, some of them handle it by teaching the students in groups. Many researches have discovered that cooperative learning helps students build their own knowledge through group discussion.
The purpose of this study is to exam the effectiveness of cooperative learning, and to discover if it can increase learning efficiency and motivation. The subjects of this research are two classes of students of department of Data Process from a private vocational high school. One class serves as the experimental group using a web-based learning environment for learning and group discussion. The other one is the control group using the traditional teaching format. The dependent variables are motivation, attitude for cooperation and the learning achievements (paper and pencil test and on-line test). The independent variables are teaching styles (cooperative learning and traditional learning) and learning abilities (high ability and low ability). The motivational measurement administrated before and after the experiment. The achievement occurred several times over the whole period.
The results showed that even though the motivation level decreased, the experimental class is still higher than the control class. Also, through the activity of cooperative learning, it increases student’s motivation on learning, especially for those who have lower learning capability. There was no difference on paper-and-pencil test between the classes, but revealed a big difference on the on-line test. For the attitude for cooperation, students with lower learning capability showed a positive manner than the ones with high learning capability.
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CHENG, CHIOU-FENG, and 程秋鳳. "Elementary School Students and English Teachers’ Perception of the Application of Cooperative Learning Model in Elevating English Learning Effectiveness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x3ynvk.
Full textAbstract:
碩士<br>康寧大學<br>應用外語研究所<br>106<br>The theory and application of "cooperative learning" has been developed in other countries for more than thirty years. Literature review indicates that the cooperative learning model was adopted in various disciplines. Previous studies suggested that it could enhance learning achievements as well as students’ learning motivation; moreover, it could cultivate social cooperation skills and improve students' self-esteem and self-confidence. Given the potential contributions of the cooperative learning model, the author hoped to examine senior students and English teachers’ perceptions of the application of group-based cooperative learning model in English learning at elementary schools.
Data was collected through questionnaires. Teachers and students were sampled respectively. Among 120 sampled elementary English teachers, 80 of which successfully completed the questionnaires. The response rate was 66.67%. As for the students, 157 students were sampled, and 138 of them successfully completed the questionnaires. The response rate was 88%. The research results are as follows.
Senior elementary school students’ attitudes toward the cooperative learning model were positive with 82% of students expressing their preferences for the cooperative learning model. There was no significant differences in attitudes between different genders, grades, or different amounts of time invested in English learning. An analysis based on the open-eneded questions showed that students described the cooperative learning model as making English learning fun. Furthermore, when facing difficulties in learning, they were more able to take the initiative to seek help.
The attitudes of the elementary school English teachers to the cooperative learning model were positive with nearly 70% of respondents preferring the cooperative learning approach. However, there was no significant attitude differences in terms of gender, grade, age, service years, and school sizes. An analysis based on the open-eneded questions showed that many teachers were positive about students' improvements with the help of cooperative learning. They found that students' learning attitudes had become more positive than before and students’ learning results had also been improved.
In conclusion, senior students and English teachers’ perception of the cooperative learning model was positive. Based on the research results, it is suggested that cooperative learning model can be more widely integrated into curriculum design in the future. The results of this research can be used as references for curriculum designs, creative teaching, and elevating teachers’ professional abilities in the future.
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顏志賢. "The investigation of elementary school students’ critical thinking process through web-based cooperative learning model." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/60068726743364597239.
Full textAbstract:
碩士<br>國立台北師範學院<br>數理教育研究所<br>92<br>The purposes of this study were to develop a web-based cooperative instructional model and to explore the impact of the web-based cooperative learning strategy on critical thinking ability and disposition of elementary school students, and also to investigate the process of critical thinking under the web-based cooperative learning model.
An nonequivalent pretest-posttest design control group was used in this study. The subjects were 130 elementary school students. 67 students were randomly selected and assigned to be the experimental group, and the other 63 were put into the control group. The experimental group was arranged to accept the web-based cooperative learning while the control group was arranged to accept the traditional cooperative learning strategy. Having the same schedule, both of the groups had two classes per week, forty minutes per class for six weeks. During the process of teaching and learning, researcher analyzed the discussions of the activities. Moreover, twelve subject students were randomly selected to undertake one-to-one interviews. The findings and results of this study could be summarized as follows:
1.There was a significant difference in children’s critical thinking ability evaluated before and after the implementation of the traditional cooperative learning(t=2.773，P=.004) ,and there was a significant difference in children’s critical thinking ability evaluated before and after the web-based cooperative learning(t=7.211，P=.000) as well.
2.The experimental group’s total(F=7.072，p=.009), “induction”(F=9.594，p=.002) and “deduction”(F=4.564，p=.035) scores of Critical Thinking Test were significantly higher than the control group.
3.There were significant differences in critical thinking ability among the groups of high, middle and low academic achievement students who either accepted the traditional cooperative learning(F=19.413,P<.000), or the web-based cooperative learning(F=3.974；P=.024). However, after being compared, there was no significant difference on critical thinking ability between the groups of high and low academic achievement students(p=.367) .
4. The critical thinking ability of high academic achievement students of the experimental group weren’t significantly higher than those who were in the control group(F=.415，P=.523). Secondly, the critical thinking ability of middle academic achievement students of experimental group were significantly higher than those of the control group(F=6.238，P=.017). However, the critical thinking ability of low academic achievement students of experimental group weren’t significantly higher than those of the control group(F=3.841，P=.057).
5. There was a significant difference in children’s thinking disposition evaluated before and after the implementation of both the traditional cooperative learning(t=2.578，P=.012),and web-based cooperative learning(t=5.748，P=.000).
6. The experimental group’s total(F=4.215，P=.042) and “Open-mindedness”(t=2.042，P=.043) scores of Critical Thinking disposition were significantly higher than the control group, but not on the items of Truth-seeking(F=3.059，P=.083), Analyticity(F=.144，P=.705), Systematicity(F=.055，P=.814) and Inquisitiveness(F=3.084，P=.081).
7.During the activities, children could use critical thinking skills of “clarification”, “information-processing strategy” “inference”, “critical thinking map” ,and “judgment and strategy”.
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Chen, Ming-Wei, and 陳銘偉. "The impact of the problem-based learning teaching model on the process and performance of the cooperative learning and critic." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/7x8eef.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>92<br>The object of this study is to <a href="http://www.ntsearch.com/search.php?q=design&v=56">design</a> a problem-based <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> teaching model which is adaptable to first-year vocational students, including <a href="http://www.ntsearch.com/search.php?q=design&v=56">design</a> the teaching material which is made of <a href="http://www.ntsearch.com/search.php?q=computer&v=56">computer</a> <a href="http://www.ntsearch.com/search.php?q=science&v=56">science</a> course. According to this teaching model, this study also uses the <a href="http://www.ntsearch.com/search.php?q=internet&v=56">internet</a> to establish the problem-based <a href="http://www.ntsearch.com/search.php?q=internet&v=56">internet</a> <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> system (PBILS) to discuss the process and performance of team cooperative learing and individual critical thinking. And then, based on the results, this study will provide the suggestion and improvement in order to be the reference to other educators and researchers.
In order to meet that subject, this study applies the case-study method, questionnaire, and semi-structured interview to collect the experimental data. The sample of this study is a first-year <a href="http://www.ntsearch.com/search.php?q=computer&v=56">computer</a> <a href="http://www.ntsearch.com/search.php?q=science&v=56">science</a> class of a private vocational <a href="http://www.ntsearch.com/search.php?q=school&v=56">school</a> in southern area of Taoyuan, Taiwan. According to the scores of the basic Competence <a href="http://www.ntsearch.com/search.php?q=Test&v=56">Test</a> for Junior High <a href="http://www.ntsearch.com/search.php?q=School&v=56">School</a> Students in 2003, the sample is divided into eight heterogenous team by using S-type grouping. In the process of this study, it uses problem-based <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> teaching model, teaching process, and the PBILS to collect the experimental data in three months. Finally, the study adapts the “cooperation rubric” and the “critical thinking rubric” to analyze the teams’ discussion records and the individual notes to discuss the process and the performance of the objects of this study.
After three months teaching <a href="http://www.ntsearch.com/search.php?q=time&v=56">time</a>, this study chooses the three teams of the sample as the presentation of the experimental results. The chosen teams are shown as Tm-a, Tm-b and Tm-c Team, and the members of the Tm-a Team are shown as Tm-a-1, Tm-a-2, etc al. The main conclusions of this study are as followings：
1.Tm-a team belongs to the peer-tutor <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> type. peer-tutor can actively provide rich knowledge like <a href="http://www.ntsearch.com/search.php?q=computer&v=56">computer</a> sense and experience. The results show the cooperative behavior type of the students have tendency to the members of the team can share the experience or information. And, the amount of the students attend the team discussion limits in some ones.
2.Tm-b team belongs to the depended <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> type, and the reasons why it forms are the amount of the students attend the team discussion isn’t over half, someone gets the responsibility for all the task of the final report, and the irresponsible members. The results show the cooperative behavior type of the students have tendency to the team members can share the experience or information, it’s the same as Tm-a Team.
3.Tm-c team belongs to the cooperation-oriented <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> type, and the reasons why it forms are the amount of the students increases gradually, the mechanism of the cooperation is clear and confirm, and the Tm-c members can afford the additional task in volunteer. The results show the cooperative behavior type of the students have tendency to the team members can share the experience or information, it’s the same as Tm-a and Tm-b Team.
4.The scores of the Tm-a team cooperative <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> are decreasing gradually, and the amount of the student attend the team discussion also decreases gradually. Therefore, if the amount of the students attend the team discussion is few, it will make the amount of the cooperative <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> behavior decrease, and then it will do impacts to the effect of the team <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a>.
5.The scores of the Tm-b team cooperative <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> are all 70, and the amount of the students attend the team discussion is three every <a href="http://www.ntsearch.com/search.php?q=time&v=56">time</a>.
6.The scores of the Tm-c team cooperative <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> are increasing gradually, and the amount of the student attend the team discussion also increases gradually. It shows that the cooperation-oriented <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> type is helpful to raise up the effect of the team cooperative <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a>.
7.The evidence shows that it has a positive change in the process of the students’ critical thinking. For example, the evidences are provided by students increase gradually during critical thinking period.
8.The critical thinking scores of the students are increasing gradually, it shows that problem-based <a href="http://www.ntsearch.com/search.php?q=learning&v=56">learning</a> teaching model is useful to the effect of the critical thinking for students.
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YU, CHIEN-WEI, and 游健瑋. "The Impact of Cooperative Learning Model Based on Social Network Analysis Technology on Mathematics Learning Effectiveness of Elementary School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3a33hr.
Full textAbstract:
碩士<br>國立臺北教育大學<br>數學暨資訊教育學系碩士班<br>107<br>Although many related studies have proved that group cooperative learning can effectively improve students'effectiveness, it is still unable to effectively solve the problems faced by group cooperation. Lack of knowledge, mental errors and improper arrangements often affect the teaching quality of group cooperative learning. One of the key factors for the success of group cooperative learning is the group strategy, that is, how to effectively group students in the shortest time to achieve the goal of group cooperative learning. In order to understand the optimum grouping of group cooperative learning, this study combines social network analysis technology and measures the degree of connection between students and students through the location of social network to establish grouping, and carries out the surface integral combination of parallelogram, triangle and trapezoid in elementary school mathematics in fifth grade. This study explores the effects of this learning mode on students'learning achievement, learning attitude, learning mode satisfaction, cognitive load and learning self-efficacy, and explores students' ideas and gains on group cooperative learning with qualitative interview records. This study adopts the quasi-experimental research method. The subjects are 120 students from three classes of elementary school grade five. The classes are divided into two groups: the experimental group 1 of "leisure and entertainment orientation grouping" using social network analysis technology and the experimental group 2 of "learning orientation grouping" using social network analysis technology. The control group is a S-type heterogeneous grouping of test scores and carries out group cooperative learning. The experimental results show that the learning effect of the experimental group 1 and the experimental group 2 is significantly better than that of the control group. Especially, the cooperative learning after the leisure and entertainment orientation grouping through social network relationship in the learning process will not increase the cognitive load of students, but also reduce the burden of mental load and mental effort of students. Therefore, it is a potential and effective way to help students learn by using social network analysis and grouping before cooperative learning.
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Ynag, Meng-Tai, and 楊孟泰. "A Research on Application of Online Cooperative Learning System of Big Six Model on Problem Solving Abilities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/49525882083566675417.
Full textAbstract:
碩士<br>國立嘉義大學<br>教育科技研究所<br>92<br>Through the usage of own-designed Online Cooperative Learning System of Big Six Model and the designing of teaching activities, this research is dedicated to the inquiry of problem solving abilities of elementary school students. After six weeks of twenty-two classes of experimental teaching the result revealed: after the experiment of Online Cooperative Learning System of Big Six Model the students showed significant difference in test scores of problem solving abilities. It indicated that through the experimental teaching of Online Cooperative Learning System of Big Six Model, students had significantly improved their problem solving abilities.
On the students’ application abilities of Big Six Skills, it showed the abilities students had in the 6 steps of Big Six Skills. It revealed they have better skills on “Information Seeking Strategies” and “Location and Access”, but require further improvement on “Task Definition”, “Use of Information”, “Synthesis of Information” and “Evaluation”.
On the students’ web-based learning attitudes, it revealed there were high level of liking and approval and low level of web-based learning anxiety which both had shown with significant difference. Different gender did not make any difference in the web-based learning attitudes and problem solving abilities. Students had confidence in web-based learning but did not reveal any significant difference.
In the discussion of the learning situation of students in online cooperative learning system revealed students in the first stage of experiment, the students in the “lower ability group” had fewer participation in the group discussion and students in the “higher ability group” had more participation in the group discussion. Moreover, there was a significant difference in participation in discussion between the “lower-middle ability group” and the “lower-higher ability group”. After the second stage of the experiment, it showed a significant improvement of all groups in group discussion and interaction, and participation by the “lower ability group” also showed concrete result.
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Hsu, Chung-Chen, and 徐崇城. "The impact of problem-based learning teaching model on the performance of the problem-solving and cooperative learning of grade eight students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/ga92b8.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>93<br>The aim of this study was to design and implement a problem-based learning teaching model and the corresponding teaching materials of science course that were adaptable to 8th grade students. The effects of this teaching model on students’ performances of problem-solving and cooperative learning abilities were investigated. The results of this study would provide information and suggestions for educators and researchers in the future.
The case study method was applied in this study. The sample was a science class that consisted of 39 8th grade students of one junior high school in Taoyuan County, Taiwan. The S-type grouping method was used to divide these students into six heterogeneous study groups based on the average scores of their six examinations taken in 7th grade. This experimental teaching lasted for four months. Observation, questionnaire, semi-structured interview, and students’ portfolios were used to collect data during the teaching period. The “problem-solving rubric” and the “cooperation rubric” were used to analyze the group discussion dialogs and the individual profiles in order to investigate the students’ learning process and their performance of problem-solving and cooperative learning during the time when problem-based learning teaching model was implemented.
The results of this study are as followed. First, in the aspect of problem-solving, Gp-a team was identified as the single-student dominant learning type. It is because the team members were unable to learn actively and to perform distributed learning so that someone in the team needed to take the responsibility of doing problem-solving tasks. Gp-e team was identified as the peer-tutor learning type. The characteristics of this type were that the team members could do their jobs well and they would take turns leading the team to accomplish the problem-solving tasks.
Second, in the aspect of cooperative learning, Gp-a team was identified as the depended learning type. It is because only certain members (less than half) of the team would participate in the discussion and someone would take the responsibility finishing all the learning tasks alone. Gp-e team was identified as the negotiated learning type. The number of students who joined the discussion increased gradually in this team. The agreements were easy to make among team members through their discussion and interaction. The members of Gp-e team also had more positive interpersonal relationships so that they showed stronger centripetal force toward the group.
Third, as for the opinions about cooperative learning, students were satisfied with the team performance because they had common goals, as well as the ability to address a problem area. They agreed that all members in the team would have the chance to speak and give feedbacks to each other and didn’t think that cooperative learning would cause conflict among them.
Fourth, the results that students evaluated their performance in problem-solving tasks showed increasing satisfaction in four items including “I contributed ideas/facts”, “I helped think through the problem”, “I contributed new information”, and “I helped my group in doing its work”. The degrees of satisfaction in “I came up with some learning issues” and “I used a variety of resources when doing my research” decreased first and then increased.
Fifth, as for the opinions about the overall problem-based learning course, students thought that the learning subjects should be relevant to the real life in order to cultivate the ability of problem solving. They also agreed that they need more discussion in the process of learning. Moreover, students reported that they liked to learn cooperatively in the group but in fact, they didn’t participate in learning activities actively. On one hand, passive learning attitude make it a pressure for students to learn actively. On the other hand, problem-based learning gives students domination to learn what they want, which helps them learn more than that they learn from Teacher’s lecturing.
Sixth, the results of the interview indicated that the problem-based learning teaching model had positive influences on 46% students. The results also showed that students liked group discussion because it provided opportunities for them to interact so that they can learn from each other and think and utilize the knowledge in real life. Thirty-eight percent of the students would like to choose problem-based learning as future teaching model instead of traditional one because they could gain more knowledge through problem-based learning process and interact more with others.
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Chang, Li-Chung, and 張力中. "A Study of the Learning Effect of POEC and Cooperative Learning Model for 8th Grades on the Unit of「Atoms &; Molecules」." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3degy9.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>化學系<br>103<br>The purpose of this study was to explore: 1. the influence of the teaching strategy of POEC (prediction-observation-explanation-conclusion) and the cooperative learning approach for the unit “Atom and Molecule” on eighth graders’ learning effects; 2. the participation of the teacher professional learning community in collaborative lesson planning for this teaching-learning model; and 3. the attitude of students in the experimental group toward this model. The quasi-experimental method was adopted, with subjects comprising two classes of eighth graders in the junior high school where the researcher teaches. One class was used as the experimental group, undergoing the cooperative learning approach and the POEC teaching strategy developed by the teacher professional learning community of the school, while the other class was designated as the control group with the traditional teaching method. The teaching unit was Unit Six “Atom and Molecule” of the physics-chemistry course for the first semester of the eighth grade in junior high school. There were 6 sessions in total for teaching this unit.
The research tools included: “Atom and Molecule Learning Test”, “Questionnaire of Teachers’ Participation in the Collaborative Lesson Planning for the POEC Teaching Strategy and Cooperative Learning”, “Questionnaire of Students’ Attitude toward the POEC Teaching Strategy and Cooperative Learning”, as well as a semi-structured interview. Both the pre-test and post-test were conducted, with the results quantitatively analyzed to understand the learning effects of both groups that received different teaching methods. A retention-test and semi-structured interviews were later performed to understand how well the students in the experimental group learned material from the “Atom and Molecule” unit. In the end, the results of the questionnaires of students’ attitude toward the POEC teaching strategy and cooperative learning were collected and analyzed.
The research findings were as follows: 1. In general, the difference in the “Atom and Molecule” unit post-test scores and the progress in scores between the experiment group and the control group reached a significant level, indicating that the POEC teaching strategy and the cooperative learning approach can better elevate students’ learning effect and their understanding of complex science concepts than the traditional teaching method. 2. The different progress in scores among high-achievers, intermediate-achievers and low-achievers in each group did not reach a significant level. 3. As for the equivalents of both groups, the high-achievers of both groups did not show significant differences in the progress of their scores while the intermediate-achievers and the low-achievers between the two groups exhibited a significant difference in the progress of their scores, suggesting that the POEC teaching strategy and the cooperative learning approach help to improve the learning effects of the intermediate-achievers and low-achievers. 4. It is suggested that teachers adopt and promote the POEC teaching strategy and the cooperative approach in the teaching of other units. 5. Most students liked the POEC teaching and the cooperative learning approach, and they could enhance the learning effects of the whole class.
Based on above findings, suggestions are proposed at the conclusion of this study to serve as a reference for the improvement of current junior high school science teaching, as well as for relevant research in the future.
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陳弘昌. "The effects of integrating cooperative learning model with the dynamic geometry software on junior high school students’ learning of quadratic function graphics." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/73688019221125699751.
Full textAbstract:
碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>101<br>This study focuses on integrating cooperative leaning mode with the dynamic geometry software on junior high school students’ learning of quadratic function graphics. The result is compared with individual leaning mode. This study tries to find out if different math proficiency and different genders will influence the learning result.
In this study, we apply quasi-experimental design of ranging groups to do pretest and posttest, and we also take ninth graders in two classes of Hsinchu City Junior High School as objects. We then have randomly assigned a class to be an experimental group and the other class to be a control group to conduct teaching. The students in each group apply GSP geometry software by themselves. The experimental group is taught with cooperative learning method, and the control group is taught with individual learning method. Before teaching, the students do the pre-test of quadratic function concept, and the teacher has to make sure the students in both groups have the same understanding of quadratic function. After teaching, the students have to take quadratic function proficiency test (the post-test) as a tool to check the learning outcomes.
This study finds out:
1. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning mode in heterogeneous groups is better than individual learning mode.
2. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning can help the students improve concept understanding ability.
3. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning can help the students improve the ability of solving problems.
4. When the students learn quadratic function with GSP geometry software by themselves, applying cooperative learning mode and individual learning mode in teaching are both good for the boys and girls to learn quadratic function concept.
5. When the students learn quadratic function with GSP geometry software by themselves, applying cooperative learning mode and individual learning mode in teaching are both good for the boys and girls to answer quadratic function questions.
At last, according to the research results, this study offers suggestions for teaching math, designing of teaching materials, and doing further researches.
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Chang, Shu-Chuan, and 張淑娟. "A Study of the Cooperative Learning and Curriculum-Based Measurement Model on Third－Grade Students’ Mathematics Concepts and Achievement." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83794171672066303949.
Full textAbstract:
碩士<br>臺北市立師範學院<br>課程與教學研究所<br>93<br>Abstract
The purpose of the study was to examine the effects of cooperative leaning and Electronic Curriculum-Based Measurement (ECBM) on third-grade students’ mathematical achievement, concept development, and learning attitude. A quasi-experimental design was used in this study. One hundred and thirty-six students in four classes were assigned to cooperative learning group (CL), CBM group, CBM plus dynamic cooperative learning group (CBM+DCL) and control group. Tests for CBM, Basic Mathematical Concept Tests, and a survey for learning attitude were used as pre- and post-tests. The teachers in CBM-related experimental groups implemented CBM tests twice a week for ten weeks. The teachers in CL and CBM+DCL groups implemented cooperative learning for ten weeks. Moreover, the results of students’ math concept learning by ECBM system were used as group and instructional decision-making in the CBM+DCL group.
The results of the study were:
1. The main effects and interaction effects of CBM and cooperative learning had significantly impacted students’ performance of experiment groups on CBM tests (p<.01)
(1) A main effect of CBM on students’ CBM test was revealed by that the CBM+DCL group performed significantly higher than the CL group, and that the CBM group outperformed than the control group.
(2) A main effect of cooperative learning on CBM test was revealed by that the CBM+DCL group outperformed than the CBM group.
2. The weekly progression slopes of students’ CBM scores in CBM+DCL group outperformed than those in CBM group. No differences were found between the CL and control groups.
3. There was no main effects nor interaction effect of CBM and cooperative learning found on students’ math achievement.
4. In terms of the percentage of correct answers among all the questions, the main effects and interaction effects of CBM and cooperative learning had significantly impacted students’ performance of experiment groups on the basic mathematics concept test.
(1) A main effect of CBM on students’ performance of Basic Mathematical Concept Tests was found. The CBM+DCL group outperformed than the CL group. There was no difference between the CBM group and the control group.
(2) A main effect of cooperative leaning on students’ basic math concept was revealed by that the CBM+DCL group outperformed than the CBM group. No differences were found between the CL and control groups.
5. An additional main effect of CBM on basic math concept, in terms of the percentage of correct answers among the finished questions, was found. The students in CBM-related groups outperformed than non-CBM groups.
6. In terms of math learning attitude, the CBM+DCL group outperformed than the CL group.
7. The CBM incorporated with dynamic cooperative learning could enhance students’ mastery of math concepts in many domains, including number fraction, concepts of length, areas, integers, addition, subtraction, and graphs.
Suggestions for educators, teachers, and further studies were provided in this study.
Keywords: Curriculum-based measurement, cooperative learning, mathematics concept learning,
computerized measurement system
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賴俊明. "The Exploration of the Mental Model of the Second－grader Senior High Students'' Cooperative learning in 〝Gas Particle Property〞." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/22157092296189482941.
Full textAbstract:
碩士<br>國立高雄師範大學<br>化學系<br>92<br>In this study,65 second－grader senior high students are the subjects,the mental model test on〝gas particle property〞is the instrument,〝gas particle model〞is the teaching aid and cooperative learning is the strategy.This study aims to explore the situations of changes in〝mental model〞before and after the students'' cooperative learning in〝gas particle property.〞
According to the results and founding of this study,the conclusions are as follows：
1.Cooperative learning can promote the whole students'' quality about mental model of the〝gas particle property.〞
2.There are two points of influences about cooperative learning has on the students'' learning the〝gas particle property〞,who have different participation and different ability in critical thinking.
（1）The students with low participation and low ability in critical thinking have been influenced by the learning attitudes of the students with high participation and high ability in critical thinking and thus made progress.
（2）Cooperative learning can make the students with high participation and high ability in critical thinking build important leadership in the group, and cooperative learning has absolutely positive meaning in the performance of the students.
3.〝Gas particle model〞can help the whole students construct the〝mental model〞of 〝gas particle property.〞
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Wan-Chen, Yu, and 余婉禎. "The study on learning effect of cooperative group model of differentachievements in virtual butterfly museum by Problem-based learning tothe 5th grade elementary school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/70127478506727693668.
Full textAbstract:
碩士<br>國立新竹教育大學<br>數學教育學系碩士班<br>94<br>The purpose of this research is to see the learning effect of cooperative group model of in virtual butterfly museum by Problem-based learning to the 5th
grade elementary school students and the possible reason of the difference between groups. The research design is Quasi-experiment of Non-equivalent present-postest control group. The test group is the two student cooperative learning of different achievement and gentle ,and the control group is just one student to operate the computer. The data comprise the pretest and the posttest scores, the observation record and the documental record of the test group within the four times of the Problem-based learning system course.
1. In the Problem-based learning system of virtual butterfly museum, the test and control group have profound achievement and there are trident differences on the learning achievement between two groups.
2. In the Problem-based learning system of virtual butterfly museum, there are trident differences in the different group model in the test group. And the posttest score of the boy and girl groups of high achievement are profoundly higher than the boy and girl groups of low achievement.
3. In the Problem-based learning system of virtual butterfly museum, there are no trident differences between the high and low achievement students.
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Cilliers, Rita. "Development of a management model for work integrated learning for the interior design qualification." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001316.
Full textAbstract:
D. Tech. Interior Design<br>Work integrated learning at the Tshwane University of Technology (TUT) is an integrated approach to teaching and learning for the attainment of qualifications. It specifically encourages and enhances learning partnerships between all role players, which include students, university staff and employers. The university perceives itself to be in partnership with commerce and industry in the development and delivery of high-level human resources who will uniquely contribute to the South African economy. It is important to acknowledge that the Interior Design management model for work integrated learning will in future form a division of the management practice at the TUT. The regular communication, exchange of information and asking for support in connection with a design problem or knowledge about a finishing material, between the Interior Design departments and the industry is of vital importance to support and distribute new design drawing techniques, new innovative design ideas and sharing knowledge with students and staff alike. The specific demands in the industry determined the management model for work integrated learning for the Interior Design qualification. Work integrated learning lies between the curriculum of Interior Design and the workplace. It is, therefore, important to develop a thoughtful management model to develop the area in-between the curriculum and the knowledge the students absorb during studying the Interior Design qualification and the real-life, work-based placement in the industry.
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Liao, Mei-Yun, and 廖美雲. "The Model of Cooperative Learning on Talking Skill of the Student with Intelligent Disability in Inclusive Class of Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/69601717848903245557.
Full textAbstract:
碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>96<br>The purpose of this study was to use cooperative learning on talking skill of the student with intelligent disability in inclusive class. Talking skill includes semantic and syntax. Data were analyzed by pretest and posttest analysis, and were proved by observation, interview and diary. The major findings were summarized as follows:
1. Student with intelligent disability could be promoted their vocabulary
expression under cooperative learning.
2. Student with intelligent disability could be promoted their number of
total words under cooperative learning.
3. Student with intelligent disability could be promoted their sentence
patterns under cooperative learning.
4. Student with intelligent disability could be promoted their total number
of utterances under cooperative learning.
5. Student with intelligent disability could not be promoted their mean length of utterances under cooperative learning.
According to these findings, some suggestions were provided for the teachers: teachers can use cooperative learning to teach the students with disabilities in inclusive class; teachers can promote their teaching skill of cooperative learning by research and study; teachers can use cooperative learning to other subjects in inclusive class; teachers can postpone the discussion time just in case the intelligent student needs it; teachers need to consider the team members of the intelligent student and teachers need to provide assistant if the team needs it.
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De, Villiers Louise 1953. "Model vir kurrikulumontwikkeling in verpleegkunde." Thesis, 1998. http://hdl.handle.net/10500/17978.
Full textAbstract:
Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir
Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel.
Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed
deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van
kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot
lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale
gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende
gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat
die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg.
Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die
onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in
verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die
komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik
was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese
riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde.
Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan,
is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan
verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante
kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel.
Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die
verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te
formuleer<br>The researcher undertook theoretical research to develop a curriculum development model for the
Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife.
There are two main tendencies that influence nursing education. On a global level nursing education
is influenced by realities that are inherent in an information technology-driven world. This requires
the development of critical thinking skills, adaptability to constant social change and a commitment to
life-long learning. Nationally, nursing education is influenced by a national health system requiring
trained nurses who are able to render comprehensive health care. A situation analysis resulted in the
identification of two main concepts that influence the nursing curriculum namely, critical thinking
and comprehensive health care.
Previous research indicates that nurse educators are outdated in terms of developments in education.
This can have negative consequences for innovative curriculum development in nursing in order to
position the nursing profession strategically to meet the demands of the next century. This limitation
prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum
development strategy to serve as a practical guideline on how to implement curriculum development
in nursing.
Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the
researcher conceptualized the Curriculum Development Model for Nursing. The model will enable
nurse educators to effect fundamental curriculum change and the development of a relevant
curriculum by completing specified curriculum development tasks systematically. The implications of
the concepts critical thinking and comprehensive health care for the nursing curriculum, were
elucidated by formulating criteria for a new nursing curriculum.
Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure;
curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care;
comprehensive nursing curriculum; community based curriculum; problem based learning; media
assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning.<br>Health Studies<br>D.Litt. et Phil. (Advanced Nursing Science)