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Johnson, Steven G. 1973. "Photonic crystals : from theory to practice." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8644.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Physics, 2001.<br>Includes bibliographical references (p. 147-155).<br>In this thesis, we explore the design, computation, and analysis of photonic crystals, with a special emphasis on structures and devices that make a connection with practically realizable systems. First, we analyze the properties of photonic-crystal slabs: 2d periodic dielectric structures that have a band gap for propagation in a plane and that use index-guiding to confine light in the third dimension. Such structures are more amenable to fabrication than photonic crystals with full 3d band-gaps, but retain or approximate many of the latter's desirable properties. We show how traditional band-structure analysis can be adapted to slab systems in the context of several representative structures, and describe the unique features that arise in this framework compared to ordinary photonic crystals. We study the possibility of lossless linear waveguides in such systems, and highlight their differences with both conventional waveguides and waveguides in true photonic crystals. Finally, we consider the creation of high-Q cavities in slabs, for which the lack of a complete gap entails unavoidable radiation losses. Two mechanisms for minimizing such losses are described and demonstrated: mode delocalization and the novel far-field multipole cancellation. Next, we present a 3d periodic dielectric structure with a large, complete photonic bandgap. The structure is distinguished by a sequence of planar layers, identical except for a horizontal offset, and repeating every three layers to form an fcc lattice.<br>(cont.) The high symmetry of the layers means that complex devices could be formed by modifying only a single layer, and their similarity to common 2d photonic crystals allows the direct application of results and experience from those simpler systems. Third, we present and demonstrate general criteria for crossing perpendicular waveguides without crosstalk, based on a priori principles of symmetry and resonance. Finally, we describe a fully-vectorial, 3d algorithm to compute the definite-frequency eigenstates of Maxwell's equations in arbitrary periodic dielectric structures, including systems with anisotropy (birefringence) or magnetic materials, using preconditioned block-iterative eigensolvers in a planewave basis. Many different numerical techniques are compared and characterized. Our implementation is freely available on the Web.<br>by Steven G. Johnson.<br>Ph.D.
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Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.
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Hudson, Lizel Sandra Ann. "Teaching and learning threshold concepts in radiation physics for professional practice." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3111.
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Thesis (Doctor of Radiography)--Cape Peninsula University of Technology, 2020<br>Radiation therapy has undergone significant changes with regard to new medical imaging technologies, including computerised tomography (CT) and magnetic resonance imaging (MRI). Practitioners now have access to technologies that provide anatomical information in an infinite selection of views. Earlier advances in three-dimensional conformal radiation therapy (3D-CRT) allowed for the site of treatment to be accurately located. Intensity modulated radiotherapy (IMRT) enabled practitioners to accurately focus the ionising radiation beam, while modulating the intensity of the dose being administered. Currently, using image-guided radiotherapy (IGRT) methods, radiation therapists can track the effectiveness of treatment in real-time to provide better protection for the organs and tissue that are not targeted for treatment. The changes described above have fundamentally changed radiation therapy practice, and thus have implications for the training of radiation therapists.
This thesis argues that without a deep understanding of the science underpinning the advancements in radiation therapy techniques, practitioners will be unlikely to achieve the necessary level of accuracy and consistency in treatment. Radiation physics concepts, such as sources and types of ionising radiation, ionisation, the isocentre and the Inverse Square Law underpin competent and safe practice. Threshold concepts, such as those listed above, have been identified as concepts that pose difficulty to students due to its complexity and the increased levels of cognitive challenge required to master a threshold concept. In applied disciplines, such as radiation physics, threshold concepts are strongly associated with competent practice.
This study focused on the first year radiation physics curriculum and addressed the overarching research question: What is the relationship between threshold concepts in the radiation physics curriculum and radiation therapy practice?
The study was guided by a translation device that combined two conceptual frameworks namely the Threshold Concept Framework and Legitimation Code Theory’s (LCT) Semantics dimension. LCT is a knowledge base theory that explains the complexity of knowledge structures. The Semantics dimension provided an explanation of the difficulty of concepts and proposed five pedagogies for the cumulative learning of complex concepts.
A case study research design and methodology guided the research process. Data for the study comprised curriculum documents, and semi structured focus group and individual interviews with students, academic staff and clinical educators. The data were analysed using a translation device to show the semantic profile of curriculum documents, pedagogies and participants’ different understandings of the threshold concepts in radiation physics. The study found that threshold concepts in radiation physics underpin competent and safe practice. An external language of description was developed to identify the characteristics of threshold concepts. A virtual clinical environment was proposed as one of the pedagogies to aid mastering of threshold concepts through visualisation of the unseen by facilitating students’ understanding of threshold concepts for competent and safe radiation therapy practice. The study showed that students’ mastery of threshold concepts in radiation physics is critical for practice.
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Cherkasov, Stanislav. "Framework integration in practice." Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39782.
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Development of modern software is a challenging task that requires software developers to leverageexisting functionality by means of reusable code structures, libraries, frameworks and middleware. This allows shortening development time and lowering costs, while keeping resulting software competitive, reliable and maintainable.However, developing software based on reuse of existing libraries and frameworks has its own challenges and requires programmers to be aware of the issuesthey might face.This paper discusses common difficultiesfaced by software developers while developing complex software systems based on reusable libraries and frameworks.The issuesare described along with possible solutions and exemplified by a custom UI framework named AxeZ. AxeZ is designed for customized UI development for Android phones and is built on top of OpenGL and Bullet Physics engine.As a result, AxeZ can be consideredan instanceof successfully designed framework, which implements solutions forthe challenges discussed in this paper. It provides an example of reusable framework targeted for wide area of application in UI programming
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De, Zuani Cassina Francesco. "Identity development in physics classes: from community of practice towards nexus of multi-membership." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24392/.
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The thesis aims to contribute to the general problem of the impact of physics education on students’ identity development. Identity development has become more and more relevant in the last years and, according to OECD, it represents one of the main goals of education (OECD, 2018).
In STEM education, the issue resonates with the lack of relevance that most of the students still perceive in learning science at school (physics and mathematics in particular) (Stuckey, Hofstein, Mamlok-Naaman, Eilks, 2013).
Starting from this consideration, I carried out an analysis of the research literature to formulate the problem as a “research narrative” grounded on a selection of STEM literature theoretical constructs. The narrative is mainly centered around the idea of community of practice (Wenger, 1998), but is incorporates the constructs of Discourse & Affinity identity (J. Gee, 2000), Practice-linked identity (N. S. Nasir and Hand, 2008), epistemic agency (Stroupe, 2014), socio-scientific norms (Yackel and Cobb, 1996), boundary crossing mechanisms (Akkerman and Bakker, 2011; Wenger, 1998), and appropriation (Levrini, Fantini, Tasquier, Pecori & Levin, 2015)).
The narrative has been tested in two empirical studies with physics students attending the course in Physics Education in Bologna. Aims of the studies were: i) to test students’ proximity of the problem and the effectiveness of its reformulation in the narrative (RQ1); ii) to collect suggestions, opinions, experiences to turn the narrative into an operational set of suggestions for teaching (RQ2).
The results show a great feeling of proximity and effectiveness of the narrative to stimulate profound personal re-elaborations concerning the nexus between learning physics and personal identity. As for RQ2, initial insights have been collected and directions for further investigations have been pointed out.
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Mothersole, Peter John Michael. "Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers : KEPLER - "Knowledge Environment for Physics Learning and Evaluation of Relationships"." Thesis, University of Northampton, 2005. http://nectar.northampton.ac.uk/3003/.
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Suarez, Mauricio. "Models of the world, data-models and the practice of science : the semantics of quantum theory." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/2480/.
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The most important problems in the philosophy of quantum mechanics are the problem of measurement and the problem of the 'acausal' EPR correlations. It is commonly thought that these problems call for a new interpretation of the quantum theory. I argue that it is possible to construe both problems rather differently, as resulting from a mistaken understanding of scientific theory-application. It then becomes possible to tackle both problems independently of questions of interpretation, by attending carefully to what constitutes a successful application of a scientific theory, and of the quantum theory in particular. In the first part of the Thesis, I argue against a standard conception of scientific theory-application. This standard conception, which is often presupposed in the philosophical discussions of quantum mechanics, takes the applications of a scientific theory to constitute its domain of empirical adequacy. I argue that, on the contrary, a scientific theory can be applied to phenomena that it does not subsume. I present a case study in the history of superconductivity to illustrate and to motivate this claim. In the second part, I argue that the problem of measurement can be construed as the impossibility of applying the quantum theory to measurement interactions. I then argue that Arthur Fine's proposed solution to the measurement problem implicitly abandons the standard conception of application. Finally I look at quantum correlation phenomena. Bas Van Fraassen has claimed that the EPR correlations fit no causal model. The correctness of this claim depends on what probabilistic constraints a causal model is taken to have to satisfy. I argue, following Nancy Cartwright, that Van Fraassen's constraints on common-cause models are too strong; and I describe a direct-cause model that, I urge, constitutes a successful application of the quantum theory to the EPR correlations.
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Franco, Alejandro A. "A multiscale modeling framework for the transient analysis of PEM Fuel Cells - From the fundamentals to the engineering practice." Habilitation à diriger des recherches, Université Claude Bernard - Lyon I, 2010. http://tel.archives-ouvertes.fr/tel-00740967.
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In recent years, Polymer Electrolyte Membrane Fuel Cells (PEMFC) have attracted much attention due to their potential as a clean power source for many applications, including automotive, portable and stationary devices. This resulted in a tremendous technological progress, such as the development of new membranes and electro-catalysts or the improvement of electrode structures. However, in order to compete within the most attractive markets, the PEMFC technologies did not reach all the required characteristics yet, in particular in terms of cost and durability.Because of the strong coupling between different physicochemical phenomena, the interpretation of experimental observations is difficult, and analysis through modeling becomes crucial to elucidate the degradation and failure mechanisms, andto help improving both PEMFC electrochemical performance and durability.The development of a theoretical tool is essential for industrials and the scientific community to evaluate the PEMFC degradation and to predict itsperformance and durability in function of the materials properties and in a diversity of operating conditions. This manuscript summarizes my scientific research efforts in this exciting topic during the last 9 years in France, including my invention of the MEMEPhys multiscale simulation package,developed on the basis of my childhood passion for the New Technologies for Energyin Argentina. My perspectives of adapting this approach to other electrochemical systems such as water electrolyzers and batteries are also discussed.
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Cetin, Seckin Nihan. "A Survey About The Opinions Of Student Physics Teachers, Supervisors And Mentors On Practice Teaching Course." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606638/index.pdf.
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ABSTRACT
A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS
ON PRACTICE TEACHING COURSE
Ç<br>etin Seç<br>kin, Nihan
M.S., Department of Secondary Science and Mathematics Education
Supervisor: Assist. Prof. Dr. Ali Eryilmaz
August 2005, 136 pages
The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of National Education (MEB) and the handbook of Higher Education Council (YÖ<br>K) about practice teaching. The research was conducted on 142 student physics teachers registered in the Practice Teaching Course in 2004- 2005 spring semester and 14 supervisors giving this course in 7 Secondary Science and Maths Education Departments of Education Faculties and 10 mentors in 7 co-ordinating schools in Turkey.. The analysis of data was made by using SPSS 10. According to the findings from the study, the formally stated responsibilities and procedures related with practice teaching in the directive do not overlap with the actual ones completely, participants do not carry out all their responsibilities as stated in the directive, physical conditions of co-ordinating schools are not adequate for teacher education, and insufficient number of supervisors in the faculties and lacking of co-ordination among the units in practice teaching cause many problems.
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Mercer, Leah Gwenyth. "Complementarity and the uncertainty principle as aesthetic principles : the practice and performance of The Physics Project." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29938/1/Leah_Mercer_Thesis.pdf.
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Using the generative processes developed over two stages of creative development and the performance of The Physics Project at the Loft at the Creative Industries Precinct at the Queensland University of Technology (QUT) from 5th – 8th April 2006 as a case study, this exegesis considers how the principles of contemporary physics can be reframed as aesthetic principles in the creation of contemporary performance. The Physics Project is an original performance work that melds live performance, video and web-casting and overlaps an exploration of personal identity with the physics of space, time, light and complementarity. It considers the acts of translation between the language of physics and the language of contemporary performance that occur via process and form. This exegesis also examines the devices in contemporary performance making and contemporary performance that extend the reach of the performance, including the integration of the live and the mediated and the use of metanarratives.
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Mercer, Leah Gwenyth. "Complementarity and the uncertainty principle as aesthetic principles : the practice and performance of The Physics Project." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29938/.
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Using the generative processes developed over two stages of creative development and the performance of The Physics Project at the Loft at the Creative Industries Precinct at the Queensland University of Technology (QUT) from 5th – 8th April 2006 as a case study, this exegesis considers how the principles of contemporary physics can be reframed as aesthetic principles in the creation of contemporary performance. The Physics Project is an original performance work that melds live performance, video and web-casting and overlaps an exploration of personal identity with the physics of space, time, light and complementarity. It considers the acts of translation between the language of physics and the language of contemporary performance that occur via process and form. This exegesis also examines the devices in contemporary performance making and contemporary performance that extend the reach of the performance, including the integration of the live and the mediated and the use of metanarratives.
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Fullerton, Graham. "Hyperthermia as a Cancer Treatment- From Theory to Practice." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1824.
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Using iron super-paramagnetic and ferromagnetic nanoparticles composed of Fe3O4 molecules, scientists analyze the effectiveness and practicality of this new treatment theory, hyperthermia. The problems of magnetic particle density, isothermal barriers/cellular cooling thresholds, and nanoparticle specific targeting are addressed in this review.
Iron magnetic nanoparticles were chosen due to their relatively low biological reactivates and lack of subsequent cellular toxicity. However, there are significant heating problems associated with these magnetic nanoparticles due to their relative size and short thermal time constants or thermal half-lives. Effectively, these aforementioned issues create a phenomenon where cancerous cells, surrounded by unheated healthy tissue, exhibit properties similar to those of an isothermal barrier. As a result, target cells experience limited gross heating, which is localized to the area directly surrounding the active magnetic nanoparticle within the cytoplasm. The effects of isothermal barriers and HSP up regulation on particle-based hypothermia are profound and prevent therapeutic temperatures from being achieved in single cell heating limiting the applications for Fe3O4 magnetic nanoparticle hyperthermia applications.
It has been shown that reaching a certain magnetic nanoparticle density within the cell can result in a larger heating capacity, though this effect is also dependent on the particle dispersion pattern within cytoplasm. It has yet to be concluded whether ferromagnetic particles or super-paramagnetic particles are superior or more practical for hyperthermic treatments as they each have distinct benefits, and further study is needed.
Finally, the popular targeting mechanism associated with magnetic nanoparticle research, monoclonal antibodies, require that they have an organic coating (such as starch) as a means of both providing an organic binding point and as camouflage for avoiding host filtration pathways. Forgoing this organic coating could lead to increased particle density within the cell and the adoption of a more specific targeting mechanism such as virus like particles (VLPs) altered to target HSP’s could lead to an increase in yield. Furthermore the up regulation of HSPs in response to therapeutic temperature is problematic for the therapies practically.
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Sinozic, Tanja. "Learning in clinical practice : findings from CT, MRI and PACS." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49367/.
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This thesis explores learning in clinical practice in the cases of CT, MRI and PACS in UK hospitals. It asks the questions of how and why certain evolutionary features of technology condition learning and change in medical contexts. Using an evolutionary perspective of cognitive and social aspects of technological change, this thesis explores the relationships between technology and organisational learning processes of intuition, interpretation, integration and institutionalisation. Technological regimes are manifested in routines, skills and artefacts, and dynamically evolve with knowledge accumulation processes at the individual, group and organisational levels. Technological change increases the uncertainty and complexity of organisational learning, making organisational outcomes partially unpredictable. Systemic and emergent properties of medical devices such as CT and MRI make learning context-specific and experimental. Negotiation processes between different social groups shape the role and function of an artefact in an organisational context. Technological systems connect artefacts to other parts of society, mediating values, velocity and directionality of change. Practice communities affect how organisations deal with this complexity and learn. These views are used to explore the accumulation of knowledge in clinical practices in CT, MRI and PACS. This thesis develops contextualised theory using a case-study approach to gather novel empirical data from over 40 interviews with clinical, technical, managerial and administrative staff in five NHS hospitals. It uses clinical practice (such as processes, procedures, tasks, rules, interpretations and routines) as a unit of analysis and CT, MRI and PACS technology areas as cases. Results are generalised to evolutionary aspects of technological learning and change provided by the framework, using processes for qualitative analysis such as ordering and coding. When analysed using an evolutionary perspective of technology, the findings in this thesis suggest that learning in clinical practice is diverse, cumulative and incremental, and shaped by complex processes of mediation, by issues such as disease complexity, values, external rules and choice restrictions from different regimes, and by interdisciplinary problem-solving in operational routines.
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Ketola, Randall Gordon. "Science teachers' perspectives on their experiences in a graduate program in physics education and effects on their practice." Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/ketola/KetolaR0811.pdf.
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Physics education research is showing that programs for physics educators should look different than traditional physics programs designed for other majors, but how? In the literature review preceding this sequential, mixed methods study, three exemplary, research based physics programs for practicing teachers are examined with respect to physics education research, especially the five principles for effective physics teaching set forth by senior physicist and physics education researcher E. F. Redish. This study provides an in depth examination of a well-established physics graduate program for practicing teachers at a small, midwestern university that is also measured against these same five principles: Constructivist, Context, Conceptual Change, Individuality, and Social Learning. In this setting, information was gathered in the form of a teacher survey, as well as through case studies of selected participants. The results of this study affirm that graduate programs designed specifically for the development of physics teachers are, in fact, different. The data also indicates the value placed on, as well as the frequency with which the participants utilize these teaching approaches in their classrooms. Results showed that participants felt the program placed a higher emphasis on using multiple representations to convey information to students, as well as on teaching translational skills with respect to these representations. Smaller class sizes, more staff attention, and total immersion were cited as essential. Financial concerns with respect to some of the activities did occasionally arise. An area of concern was the lack of adherence to the Individuality principle, which states students have unique backgrounds and abilities that should be considered when designing a lesson. Assessing student prior knowledge when designing and implementing lesson plans also was not indicated as a frequent practice in the program, or in the teachers' own classrooms according to participant data. In summary, according to participants' reports, the graduate program investigated modeled four of the five the principles proposed by Redish to a great degree, the exception being the Individuality principle. Based on the data contained in the survey, interviews, and portfolio submissions, recommendations for designers of future graduate programs for physics teachers were also made.
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Ferrigno, Andrea Ann. "Processing information." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/2491.
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Rodriguez, Idaykis. "An Ethnographic Study: Becoming a Physics Expert in a Biophysics Research Group." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/938.
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Expertise in physics has been traditionally studied in cognitive science, where physics expertise is understood through the difference between novice and expert problem solving skills. The cognitive perspective of physics experts only create a partial model of physics expertise and does not take into account the development of physics experts in the natural context of research. This dissertation takes a social and cultural perspective of learning through apprenticeship to model the development of physics expertise of physics graduate students in a research group. I use a qualitative methodological approach of an ethnographic case study to observe and video record the common practices of graduate students in their biophysics weekly research group meetings. I recorded notes on observations and conduct interviews with all participants of the biophysics research group for a period of eight months. I apply the theoretical framework of Communities of Practice to distinguish the cultural norms of the group that cultivate physics expert practices. Results indicate that physics expertise is specific to a topic or subfield and it is established through effectively publishing research in the larger biophysics research community. The participant biophysics research group follows a learning trajectory for its students to contribute to research and learn to communicate their research in the larger biophysics community. In this learning trajectory students develop expert member competencies to learn to communicate their research and to learn the standards and trends of research in the larger research community. Findings from this dissertation expand the model of physics expertise beyond the cognitive realm and add the social and cultural nature of physics expertise development. This research also addresses ways to increase physics graduate student success towards their PhD. and decrease the 48% attrition rate of physics graduate students. Cultivating effective research experiences that give graduate students agency and autonomy beyond their research groups gives students the motivation to finish graduate school and establish their physics expertise.
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Bosman, Justice Selvyn. "Principles of physics implicit in emergency medical rescue education and operational practice: a case study of motor vehicle related rescue." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2967.
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Thesis (Master of Emergency Medical Care (MEMC))--Cape Peninsula University of Technology, 2019<br>Introduction: Road traffic injuries are the ninth leading cause of death globally. Projections indicate that without new and sustained commitment globally to preventing such injuries, the situation will only worsen. Motor vehicle rescue does not lend itself to the prevention of road traffic incidents but through ensuring that all incidents are managed using sound evidence could contribute in positive outcomes for victims. It is unknown what contribution rescue education makes to the body of medical rescue knowledge in South Africa. Aims: The aim of this research was to investigate the relevance and scope of the principles of physics within medical rescue specifically in the context of motor vehicle rescue. It appears that current traditional methods of presenting rescue training, which is mainly procedural and technical, may contribute to 'segmented' learning. Research Methodology: Using an interpretive research design, multiple qualitative methodologies were employed. This methodological triangulation was intended to improve construct validity and trustworthiness of findings. A modified Delphi process through which questionnaires was repeatedly distributed to rescue experts was employed. Process tracing was used to evaluate the developed typical motor vehicle rescue case scenario narrative for underpinnings of the principles of physics. The Bachelor Emergency Medical Care Physics and Extrication subject guides was evaluated for its educational alignment during the document analysis. Legitimation Code theory as a theoretical framework was utilised to appraise the knowledge gap. Results & Discussion: Motor vehicle rescue incident may not always present in a similar manner due to various factors and influences. Development of the typical motor vehicle case narrative from which its physics principles could be identified was imperative. Most motor vehicle rescue related training occur with the vehicle in the upright orientation on all four wheels. This manner of frequent training may restrict rescue practitioners from moving beyond their 'typical' training knowledge when the situation presents a typical. The thematic document analysis of the BEMC Physics and Extrication subject guides lacked the necessary coherence which is required for a professional degree. It was deemed void of certain threshold concepts and structure which would allow the student to move between the theoretical and contextual knowledge. Motor vehicle rescue subject guides and most textbooks on the topic leaned towards a procedural and very technically detailed pedagogy, to the extent that it could contribute to segmented learning. Conclusion: Developing curricula that is underpinned by a theoretically sound evidence base would promote credibility of a qualification. Curricula by design inform the teaching, learning and the competencies which would ultimately be assessed. Professional degrees are intended to develop practitioners who would graduate with the knowledge and competencies to adapt to situations. In addition, graduate attributes of lifelong learning, reflective practice and the ability to contribute to the development of new knowledge is secondary to the goal of qualification attainment.
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Cappelletto, Eliane. "O Vê de Gowin conectando teoria e experimentação em Física Geral : questões didáticas, metodológicas e epistemológicas relevantes ao processo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17446.
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Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas.<br>In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.
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Bylin, Johan. "Best practice of extracting magnetocaloric properties in magnetic simulations." Thesis, Uppsala universitet, Materialteori, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388356.
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In this thesis, a numerical study of simulating and computing the magnetocaloric properties of magnetic materials is presented. The main objective was to deduce the optimal procedure to obtain the isothermal change in entropy of magnetic systems, by evaluating two different formulas of entropy extraction, one relying on the magnetization of the material and the other on the magnet's heat capacity. The magnetic systems were simulated using two different Monte Carlo algorithms, the Metropolis and Wang-Landau procedures. The two entropy methods proved to be comparably similar to one another. Both approaches produced reliable and consistent results, though finite size effects could occur if the simulated system became too small. Erroneous fluctuations that invalidated the results did not seem stem from discrepancies between the entropy methods but mainly from the computation of the heat capacity itself. Accurate determination of the heat capacity via an internal energy derivative generated excellent results, while a heat capacity obtained from a variance formula of the internal energy rendered the extracted entropy unusable. The results acquired from the Metropolis algorithm were consistent, accurate and dependable, while all of those produced via the Wang-Landau method exhibited intrinsic fluctuations of varying severity. The Wang-Landau method also proved to be computationally ineffective compared to the Metropolis algorithm, rendering the method not suitable for magnetic simulations of this type.
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Phalkey, Jahnavi. "Big-science, state-formation and development: the organisation of nuclear research in India, 1938-1959." Diss., Georgia Institute of Technology, 2007. http://hdl.handle.net/1853/36535.
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This thesis is a history of the beginnings of nuclear research and education in India, between 1938 and 1959, through the trajectories of particle accelerator building activities at three institutions: the Department of Physics, Indian Institute of Science, Bangalore, the Palit Laboratory of Physics, University Science College, Calcutta, later (Saha) Institute of Nuclear Physics, and the Tata Institute of Fundamental Research, Bombay. The two main arguments in this thesis are: First, the beginnings of nuclear research in India were rooted in the "modernist imperative" of the research field. However, post-war organisation of nuclear research came to be inextricably imbricated in processes of state-formation in independent India in a manner such that failure to actively engage with the bureaucratic state implied death of a laboratory project or constraints upon legitimately possible research. Second, state-formation, like the pursuit of nuclear research in India for the period of my study, became about India's participation and claim upon the universal. State-formation was equally a modernist imperative. Powerful sections of the nationalist bourgeoisie in India understood "Science" and the "State" as universals in World History, and India, they were convinced, had to confirm its place in history as an equal among equals. These two arguments combined explain how nuclear research came to be established, transformed, and extended through the gradual assembly of material infrastructure to realistically enable the new country take a capable decision on the nuclear question.
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Silva, Ricardo Diniz Souza e. "The pedagogical use of Modellus software in collaborative practice of students to facilitate the development of meaningful learning kinematics." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12473.
Full textAbstract:
In recent decades the teaching and learning of physics in secondary schools have been widely discussed. In academia many proposed changes are described by experts. The use of computers as a teaching tool in education, favors the construction of physical knowledge, breaking stigmas where the teacher moves the position of the owner and developer of knowledge to mediator of learning. Observing the growing interest of young people by computers and the introduction of educational computing in schools, developed the thesis within the research line Digital Technologies in the Teaching of Science and Mathematics, in order to encourage educators and learners regarding the use of educational technologies Kinematics and learning. This research investigates facilitating the development of the learning process Cinematic using an educational approach that values learning articulating the operational and pedagogical use of the Software Modellus. So, we left for a pedagogical action, which was conceived and developed with the students of the 3rd year of high school, a state school in the city of Cascavel - Ce. To effect it was designed an educational approach , basing himself on some theoretical assumptions : David Ausubel (Theory of Meaningful Learning), Joseph Novak (Concept Maps), Armando Valente (The pedagogical use of computers, according to the constructivist approach) and Almeida (model learning development , constructed by the learner and aided by the interactive use of the computer ) . To proceed with the development of research, this researcher - educator adopted a qualitative research approach and characteristics of action research. To realize the pedagogical practice, we conducted 16 classes divided into two phases, totaling 32 class hours, the first being to diagnose prior knowledge using a traditional methodology with lectures, questionnaires, pre -and post - tests. The second phase aimed to develop a methodology for collaborative learning applied to the use of software to work Modellus the construction of charts, tables, and animations with students in the computer lab. We conclude that such a strategy favored constructivist learning and education process.<br>Nas Ãltimas dÃcadas o ensino e aprendizagem de FÃsica nas escolas secundÃrias tÃm sido amplamente discutidos. Nos meios acadÃmicos muitas propostas de mudanÃas sÃo apontadas por especialistas. A utilizaÃÃo do computador como ferramenta pedagÃgica na educaÃÃo, favorece a construÃÃo dos conhecimentos fÃsicos, quebrando estigmas onde o professor passa da posiÃÃo de dono do conhecimento para colaborador e mediador da aprendizagem. Ao observar o crescente interesse dos jovens por computadores e a introduÃÃo da informÃtica educativa nas escolas, desenvolvemos a dissertaÃÃo dentro da linha de pesquisa Tecnologias Digitais no Ensino de CiÃncias e MatemÃtica, com a finalidade de fomentar educadores e educandos, quanto ao uso das tecnologias de ensino e aprendizagem de CinemÃtica. A presente pesquisa investiga a facilitaÃÃo do desenvolvimento do processo de aprendizagem de CinemÃtica utilizando uma metodologia educacional que valoriza a aprendizagem articulando-se o uso operacional e pedagÃgico do Software Modellus. Assim, partimos para uma aÃÃo pedagÃgica, que foi concebida e desenvolvida junto aos alunos do 3Â ano do Ensino MÃdio, numa escola estadual da cidade de Cascavel-Ce. Para efetivÃ-la, foi concebida uma proposta educativa, fundamentando-se em alguns pressupostos teÃricos: David Ausubel (Teoria da Aprendizagem Significativa), Joseph Novak (Mapas Conceituais), Armando Valente (O uso pedagÃgico do computador, segundo a proposta construtivista) e Almeida (Modelo de desenvolvimento da aprendizagem, construÃdo pelo aluno e auxiliado pelo uso interativo do computador). Para proceder ao desenvolvimento da pesquisa, o presente pesquisador-educador adotou uma abordagem de pesquisa qualitativa e com caracterÃsticas de pesquisa-aÃÃo. Para efetivar a prÃtica pedagÃgica, realizamos 16 aulas, subdivididas em duas fases, totalizando 32 horas aulas, sendo a primeira para diagnosticar os conhecimentos prÃvios utilizando uma metodologia tradicional com aulas expositivas, aplicaÃÃo de questionÃrios, prÃ-teste e pÃs-testes. A segunda fase visava desenvolver uma metodologia de aprendizagem colaborativa aplicada ao uso do software Modellus para trabalhar a construÃÃo de grÃficos, tabelas e animaÃÃes junto aos alunos no laboratÃrio de informÃtica. ConcluÃmos que tal estratÃgia favoreceu a aprendizagem e o processo de educaÃÃo construtivista.
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Fernandez, Teresa Sushama. "From the drawing board into schools : an analysis of the development and implementation of a new physics curriculum in New Zealand secondary schools /." The University of Waikato, 2007. http://hdl.handle.net/10289/2551.
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This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as being a useful theoretical approach in analysing and explaining these processes of curriculum change and teacher change because it takes a holistic approach that deals with 'people, places and things' and the discourses involved therein. In particular, Wenger's sociocultural theory was used to study the introduction of a new senior physics curriculum. His terms 'reification' and 'participation' were seen to apply to this research: the curriculum document was taken to be a reified communication artifact, and 'participation' is involved in every stage of its development and implementation. In the context of this theorising, data was procured from in-depth interviews with the three curriculum writers and ten physics teachers in and around a provincial city in New Zealand. The teachers were interviewed three times over a period of three years: before, during and after the first year of implementation; namely 1996 to 1998. The interviews showed that most of these ten physics teachers did not undergo any significant change in their teaching because of the introduction of 'Physics in the New Zealand Curriculum'. The reasons or barriers identified, such as lack of guidelines and clarity, and contentment with their own existing practice, were aligned with factors that have been identified by other researchers as important influences on teachers undergoing change, such as clarity of change and need for change. Three key elements were identified from these issues emerging from the data as necessary conditions or resources for teacher change: knowledge, support and time. In the present study, there was very limited knowledge held by the teachers about 'what', 'how' and 'why' changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had little time to focus on and reflect on the change. A model of curriculum change, incorporating Wenger's notions of 'reification' and 'participation', but extended to include 'dereification' emerged from the data. 'Dereification' highlighted an important stage whereby the curriculum document as an artifact, needed to be incorporated into the plane of lived experiences of teachers. The introduction of the term 'dereification' supported the development of this model of curriculum change incorporating teacher change whereby the model outlined processes of reification and dereification involved in a mandated curriculum change. The model of curriculum change developed here also contained a screen that symbolises the lack of intersubjective linkage between teachers and the designers of the new curriculum. There was no follow-up teachers' guide, not enough explanation of the curriculum document, no direct communication between the writers and the teachers, and insufficient professional development for the teachers using it. The research findings led to three propositions: the curriculum document as a key artifact was not sufficient to effect a curriculum change; the lack of transparency of the curriculum document development was a constraint on teachers' commitment to the curriculum change; and the lack of support for teachers in their dereification of the curriculum document impacted negatively on curriculum change. The key elements of knowledge, support and time identified as crucial for teachers to effect any real change in their practice are critical at different points in the model of curriculum change. It is suggested that using such an interplay between the factors underlying teacher change and the sociocultural analysis of curriculum change, might enable more pro-active intervention at the various stages of the process of a curriculum change to effect a real change.
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Cantor, Allison Rachel. "Costumbres, Creencias, y “Lo normal”: A Biocultural Study on Changing Prenatal Dietary Practices in a Rural Tourism Community in Costa Rica." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6199.
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This study explores the relationship between tourism, the nutrition transition, and prenatal dietary practices in the Monteverde Zone, Costa Rica. This rural tourism community, located in the central highlands of Costa Rica, has seen rapid growth and development since the tourism boom in the early 1990s, leading to changes in the local food system and increased food insecurity. This investigation added to this work by identifying the ways that prenatal dietary practices have shifted over time in the context of increased tourism and the concomitant nutrition transition, and by describing the relationship between food insecurity and nutritional status among pregnant women. In applying a critical biocultural approach, this study drew on both quantitative and qualitative methods. Pregnant women were recruited to participant in twenty-four hour diet recalls (n=21), the Household Food Insecurity and Access Scales (n=20), and semi-structured interviews (n=22). Women who had older children were also recruited for semi-structured interviews (n=20) to explore prenatal dietary practices and decision-making over time. Focus groups (N=2, n=15) and surveys with a free listing component (n=52) were administered to better understand the cultural construction of nutrition in this region, and how tourism and the nutrition transition have interacted with the local dietary norms. Overall this study found that there was a relationship between tourism, the nutrition transition, and diet, although findings suggest that pregnant women may be buffered from these effects by cultural factors. Food insecurity was present in the sample (n=7) and was associated with numerous variables, including saturated fat and zinc intake.
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Moura, Aguinaldo Capeletti. "Eu, Professor de Física : reflexão e ação na prática pedagógica /." Bauru, 2019. http://hdl.handle.net/11449/191475.
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Orientador: Alice Assis<br>Resumo: A presente pesquisa partiu das inquietações de um professor de Física da Educação Básica relativa às atividades propostas no material desenvolvido pela Secretaria da Educação, do Estado de São Paulo, no que se refere ao seu potencial para viabilizar aos alunos o desenvolvimento das competências nele presentes. Ao analisar uma das situações de aprendizagem desse material, esse professor, que também é o pesquisador deste trabalho, percebeu que a postura do professor é determinante para tal desenvolvimento, o que gerou um sentimento de insatisfação em relação à sua própria prática docente. Frente a essas inquietações, a tese defendida neste trabalho partiu da premissa de que seria possível tornar as aulas desse professor mais profícuas, por meio de um ciclo de análise e reflexão sobre a própria prática docente, a fim de viabilizar o desenvolvimento das competências evidenciadas nesse material pelos alunos. Nessa perspectiva, esta pesquisa foi desenvolvida de acordo com uma abordagem qualitativa, com características que se aproximam de uma pesquisa ação, apoiada em um método dedutivo-hipotético, uma vez que segue o percurso de uma análise reflexiva do pesquisador enquanto sujeito de sua própria pesquisa. Nesse contexto, esse professor/pesquisador desenvolveu esta pesquisa com o objetivo de assumir uma postura que viabilizasse o desenvolvimento dessas competências pelos alunos, com uma sala da segunda série do Ensino Médio, da escola onde trabalhava. Para tanto, primeiramente, ana... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research started from the concerns of a Basic Education Physics teacher regarding the activities proposed in the material developed by the Secretariat of Education, of the State of São Paulo, with regard to its potential to enable students to develop the skills present in it. When analyzing one of the learning situations of this material, this teacher, who is also the researcher for this work, realized that the teacher's posture is decisive for such development, which generated a feeling of dissatisfaction in relation to his own teaching practice. In the face of these concerns, the thesis defended in this work started from the premise that it would be possible to make the teacher's classes more fruitful, through a cycle of analysis and reflection on the teaching practice itself, in order to enable the development of the skills evidenced in this material by the students. In this perspective, this research was developed according to a qualitative approach, with characteristics that approximate an action research, supported by a deductive-hypothetical method, since it follows the path of a reflective analysis of the researcher as the subject of his own research . In this context, this teacher/researcher developed this research with the objective of assuming a posture that would enable the development of these skills by students, with a room in the second grade of high school, from the school where he worked. To do so, first, it analyzed and reflected on its own pedagogical ... (Complete abstract click electronic access below)<br>Doutor
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Stroud, Michael Alan. "PHYSICAL THERAPISTS' CLINICAL PRACTICES REGARDING INTRINSIC AND EXTRINSIC FALL RISK FACTORS AND THEIR ATTITUDES TOWARD THE USE OF EVIDENCE-BASED PRACTICE." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/853.
Full textAbstract:
AN ABSTRACT OF THE DISSERTATION OF MICHAEL A. STROUD, for Doctor of Philosophy degree in HEALTH EDUCATION, presented on MARCH 20, 2014, at Southern Illinois University Carbondale. TITLE: PHYSICAL THERAPISTS' CLINICAL PRACTICES REAGARDING INTRINSIC AND EXTRINSIC FALL RISK FACTORS AND THEIR ATTITUDES TOWARD THE USE OF EVIDENCE-BASED PRACTICE MAJOR PROFESSOR: Dr. Stephen Brown The phenomenon of falls among community-dwelling adults--coupled with an aging baby boomer generation and an increasing life expectancy--presents a significant concern for an increased number of unintentional deaths and injuries and their associated costs. The risk factors associated with falling are often categorized as intrinsic and extrinsic. Physical therapists have a unique opportunity to positively impact issues involving physical dysfunction and to educate their community-dwelling adult patients about the environmental risk factors and interventions that lessen their risk of falling. Abundant evidence-based research exists regarding interventions for the treatment and prevention of falls; however, this research indicates that physical therapists fail to consistently utilize evidence-based practice (EBP) in their daily clinical practices. The diffusion of innovations theory examines how innovations are adopted (Rogers, 2012). However, the innovation of EBP is not always adopted by physical therapists. Lack of time to conduct literature searches was the most common barrier noted by physical therapists for not adopting EBP (Jette et al., 2003; Fruth et al., 2010; Salbach, Jagial, Korner-Bitensky, Rappolt, & Davis, 2007). This study, which utilized a cross-sectional descriptive research design, provided insight into physical therapists' clinical practices regarding intrinsic and extrinsic fall risks in the treatment of community-dwelling adults aged 65 years and older. It examined physical therapists' attitudes and beliefs toward the use of EBP and identified the barriers to their adoption of it. The demographic data provided a descriptive overview of the study respondents. There were 3,523 potential physical therapist respondents, and the study's return rate was 9% (316 respondents. The majority of the respondents held doctoral degrees (49.4%), more than half (55.4%) worked in an outpatient physical therapy clinical setting, and approximately half indicated that they were American Physical Therapy Association (APTA)-certified instructors. The results of the study indicated that physical therapists who had more experience displayed a higher level of attention to clinical practices than those with less experience. The physical therapists who were APTA-certified clinical instructors demonstrated a higher level of attention to the intrinsic and extrinsic risks of falling than those who were not APTA-certified instructors. The physical therapists whose highest level of education was a doctorate placed greater importance on the utilization of EBP than respondents with a baccalaureate or master's degree. Although most physical therapists believe that the utilization of EBP holds significant value, they do not always access or apply it. Insufficient time for using EBP was the major barrier noted by most physical therapists. The results of this study concurred with those of previous studies regarding common barriers to physical therapists' adoption of EBP. Rehabilitation organizations may want to examine methods to promote the use of the most current physical therapy practices based on the evidence revealed in the literature and to explore options for improving staff access to and utilization of EBP research.
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Corrallo, Márcio Vinicius. "Atividades práticas experimentais para o ensino de Física: uma investigação utilizando a Teoria do Núcleo Central." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10072018-153043/.
Full textAbstract:
Esta tese apresenta um estudo sobre as Representações Sociais de professores e estudantes do objeto social denominado Atividades Práticas Experimentais para o Ensino de Física. Reconhecendo que o tema já foi amplamente debatido pela literatura, adotamos uma tônica distinta, apoiando nossas pesquisas e análises no referencial teórico-metodológico da Teoria do Núcleo Central de Jean-Claude Abric, a qual se sustenta na Teoria das Representações Sociais de Moscovici. Além das técnicas consagradas, como análise prototípica e de similitude, que manifestam, respectivamente, a saliência e a conexidade dos possíveis constituintes da representação, inserimos indicadores, oriundos das Redes Complexas, com a intenção de corroborar no discernimento da centralidade das representações. Presumindo que a formação acadêmica pode influenciar na consolidação das representações, e que, por conseguinte, estas são elementos norteadores entre a dedicação e as estratégias escolhidas pelo professor em sua ação profissional, buscamos o mapeamento das Representações Sociais de diversos grupos. Para tal, coletamos dados com 444 respondentes, contemplando professores universitários de diversas universidades do país, professores da educação básica de diversas redes de ensino e estudantes universitários de duas instituições públicas. O questionário empregado compreendia questões relativas à caracterização dos respondentes, uma questão envolvendo a técnica de associação livre de palavras e questões dissertativas correlacionadas ao tema da pesquisa, sendo que a última foi aplicada exclusivamente aos docentes. Antes de tudo, cabe destacar que as análises dos dados mostraram plausibilidade na incorporação dos indicadores como técnica confirmatória para o estudo da centralidade das Representações Sociais. Os resultados apontaram um forte aceno positivo para a dimensão cognitivo-motivacional. Destacamos também a prevalência das atividades de cunho demonstrativo e/ou verificador, como estratégia de uso das atividades práticas, para subgrupos de professores dos diversos níveis; contudo, diagnosticamos um distanciamento entre os subgrupos de professores com e sem pós-graduação na área de ensino/educação, caracterizando, portanto, grupos sociais distintos. De forma análoga, notamos essa cisão entre estudantes de licenciatura e os demais cursos analisados. Essas rupturas derivam da incorporação, no Núcleo Central, de elementos que sinalizam a intencionalidade de adoção de estratégias investigativas e com maior interação. Evidencia-se, portanto, que as adequações nas representações, dos diversos grupos sociais, são frutos das exposições em culturas singulares, mesmo que diante de uma origem comum. Embora tenhamos a convicção de que a licenciatura seja responsável pela incorporação dos novos papéis e potencialidades das atividades práticas, ainda assim, os resultados da pesquisa apontam indícios da fragilidade na consolidação desses significados para os estudantes.<br>This thesis shows a study on Social Representations of teachers and students of the social object denominated Experimental Practical Activities for the Physics Teaching. Considering that this subject has been widely debated in literature, we have adopted a different perspective which supports our research and analysis grounded on Jean-Claude Abric\'s theoretical-methodological framework: Central Nucleus Theory, which is based on Moscovici\'s Theory of Social Representations. Besides using well-known techniques such as the prototypical analysis and similitude analysis, which show, respectively, the salience and connectivity of possible constituents of the representation, we included indicators from Complex Networks in order to confirm the core of representations. Assuming that academic education may influence the consolidation of representations and, consequently, they may be guiding elements that mediate the dedication and choice of strategies by the teacher in your action, we seek to map the Social Representations of different groups. In order to do so, we collected data with 444 respondents, including university professors of several universities in the country, basic education teachers of different educational systems and university students of two public institutions. The questionnaire used included questions related to the respondents\' profiles, a question approaching the technique of free association of words and open questions correlated to the theme of the research. The last question was asked only of the teachers. First of all, it\'s important to point out that the data analysis indicated that the incorporation of the indicators as a confirmation technique for the study of the core of Social Representations is plausible. Results show a strong positive response linked to the cognitive-motivational dimension. We also highlight the prevalence of demonstrative and/or confirmation activities as a strategy chosen by the teachers of different educational levels when using practical activities. However, we noticed a difference in the use of these strategies between the subgroups of teachers with and without post-graduation in the area of teaching/education which characterized them as belonging to different social groups. Analogously, we noted a difference in choices made by the undergraduate students in teacher training courses and the other courses analyzed. These differences derive from the incorporation, in the Central Nucleus, of elements that signal the intentionality of adopting investigative strategies and with greater interaction. Indicating, therefore, that the adaptations in the representations, of the various social groups, are fruits of the expositions in singular cultures, even if in front of a common origin. Although we believe that being pre-service teacher education is responsible for incorporating the new roles to the use of practical activities, the results of the research point to signs of fragility in the consolidation of these meanings for the students.
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Oliveira, Ângelo Mozart Medeiros de. "Análise da relação dos estudantes com as atividades experimentais de eletromagnetismo utilizando o Vê de Gowin em contraposição ao relatório tradicional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/35167.
Full textAbstract:
Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios.<br>This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.
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Mazure, David B. "Schema." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1812.
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This thesis supports the Master of Fine Arts exhibition at the Slocumb Galleries in Ball Hall at East Tennessee State University, from February 23rd through February 27th 2009. The exhibition is comprised of eight graphite drawings, one ink drawing, eight vinyl prints, two hundred sixty lenticular prints, over fifty digital inkjet prints, and one video installation. The exhibition presents the artist's exploration into using drawings and prints as installation as they relate to quantum physics and universal scale. Subjects discussed, on a project-by-project basis, include thought, ideas, methods, influences, and process by which the work in the exhibition was achieved.
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Wang, Huamin. "Practical water animation using physics." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31745.
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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.<br>Committee Chair: Greg Turk; Committee Member: C. Karen Liu; Committee Member: Irfan Essa; Committee Member: Jarek Rossignac; Committee Member: Peter J. Mucha. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Quintiliano, João Rodrigo Escalari. "Física na prática : produção de vídeos explorando a Física Básica através de aparelhos do cotidiano." reponame:Repositório Institucional da UFABC, 2017.
Find full textAbstract:
Orientador: Prof. Dr. José Kenichi Mizukoshi<br>Dissertação (mestrado) - Universidade Federal do ABC, Mestrado Nacional Profissional em Ensino de Física - MNPEF, 2017.<br>Quando discutimos a problemática do ensino da Física no Brasil, um dos fatores que
contribuem com o fracassso na aprendizagem é o desinteresse dos alunos por esta disciplina.
É bem possível que isso ocorra por falta de estímulos aos alunos, visto que muitas
vezes a Física é vista como uma disciplina onde se tem fórmulas decoradas que devem
ser usadas para resolver problemas articiais, de forma a prepará-los para o vestibulares.
Na tentativa de contribuir para a melhoria desse cenário, criamos vídeos que exploram
a Física presente em aparelhos do cotidiano. É uma proposta que, embora tímida, se
trabalhada corretamente pode trazer benefícios signicativos às aulas de Física. Pautada
na teorica de aprendizagem de Ausubel e necessidade de se trazer novas ferramentas tecnol
ógicas para o ensino, procurou-se desenvolver um objeto potencialmente signicativo
para os alunos, que pudesse aproximar a Física dos alunos. Através desses vídeos, conceitos
físicos podem ser discutidos de forma clara, objetiva e prática, complementando
o conteúdo trabalhado em sala de aula, deixando-o menos abstrato. Utilizando-se uma
linguagem jovial e descontraída, os vídeos estão disponibilizados num canal do Youtube,
o que faz com que o acesso a eles seja bastante fácil, mesmo em escolas com limitados
recursos tecnológicos e de informática.<br>When we discuss problems in teaching physics in Brazil, one of the factors that contribute
to the failure in learning is the students' lack of interest in this discipline. It
is quite possible that this occurs due to the decit of stimulus to the students, since
many times the Physics is seen as a discipline where the memorized formulas must be
used to solve articial problems, with the purpose to prepare the students for the college
entrance examination. In an attempt to contribute to the change in this scenario, we
create videos that explore the Physics present in the everyday appliances. It is a proposal
that, although seems modest, could bring signicant benets to the Physics classes,
provided that they are correctly used. Based on the learning theory of Ausubel and the
necessity to bring new technological tools for teaching, we attempted to develop a potentially meaningful teaching object to the students, that is able to bring Physics closer
to them. Through these videos, Physics concepts can be discussed in a clear, objective
and practice ways, complementing the contents worked in the classroom, by making those
concepts less abstract. Using a youthful and casual language, the videos are available on
a Youtube channel, which makes the access to them quite easy, even in schools with a
limited resources in technology and computers.
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McLay, Grant A. "Movement Capture: A choreographic re-interpretation of the physical dynamics and sequential movements of a rugby union match." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109619/1/Grant_McLay_Thesis.pdf.
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This thesis explored ways of coding and reinterpreting physical movement data from sport to create movement responses within a choreographic practice context in the field of contemporary dance. The study consisted of the notation and analysis of the physical dynamics and sequential body patterns of the high impact sport of rugby union to inform and influence the creation of movement scores that resulted in the creation of a new contemporary dance work and contributed to furthering the knowledge, understanding and practice of choreographic approaches to dance.
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Babalola, Femi. "Advancing practical physics in africa's schools." Thesis, Open University, 2017. http://oro.open.ac.uk/50740/.
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In countries with a long tradition of laboratory based teaching, practical work is seen by many teachers as an essential aspect of their practice. It is widely accepted that practical work not only enables skills acquisition but also leads to greater conceptual understanding. However, whilst there has been much research into the factors that affect teaching and learning of practical science across the economically developed countries, there has been little research into the existing conditions and the factors which affect teaching and learning of practical physics in African schools. This study provide the description of the present position and an analysis of possible beneficial interventions to the teaching and learning of practical physics in African secondary schools. The issues are relevant to all educational sectors. Qualitative and quantitative data were collected from four countries in Africa. Surveys were carried out with 550 final year secondary school students and 44 secondary school physics teachers. Qualitative data were gathered from focus group discussions with the students and semi-structured interviews with; physics teachers, heads of science departments, school principals and ministry officials. Other key stakeholders including physics curriculum planners, physics educationalists from the tertiary institutions and voluntary Institute of Physics coordinators were also interviewed. The survey data were analysed numerically to produce descriptive statistics while qualitative data were transcribed and coded to provide easy retrieval of the themes that emerged. The findings from the study reveal that there is a wide gap between practice in developed countries and the countries studied. This gap is attributable to many factors, some of which are predictable, e.g. various resource constraints. Other factors include ambivalent or negative teacher and pupil attitudes with prioritisation of ‘theory’ and a limited interest in or awareness of the importance of inquiry. These factors underlie the lack of practical physics assessment in some countries in Africa which is a further disincentive to practical physics engagement. Based on the findings of this study, nine recommendations were made. Countries wishing to improve practice should undertake a broadly based audit of existing practice taking into account the full range of barriers and drivers. The physics curriculum should be reviewed to explore reduction of content to allow teachers spend time on practical activities. Initial training and continuous professional development of physics teachers should prioritise teaching of practical physics. Assessment of practical skills should be required for qualification and used formatively. Government funding should be allocated to build, equip and maintain adequate school laboratories. Physics teachers should be encourage to adopt the use of learning technologies and open source software in the teaching and learning of practical physics. Physics teachers across Africa should be encouraged to use social media to develop a closer association that will spread effective practice. Teacher motivation should be enhanced by recognition of success in the delivery of practical physics. Students should be encouraged and motivated to learn practical physics by placing employability and relevant inquiry in the foreground. This single study could only provide limited data on teaching across the continent. Further investigation is required before the conclusions could be generalised with complete confidence.
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Guedes, Luciano Dias Dos Santos. "Experimentos com materiais alternativos: sugestão para dinamizar a aprendizagem de eletromagnetismo." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6940.
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Previous issue date: 2017-02-16<br>The job’s proposal of this dissertation consist in use experiments of electromagnetism made with alternative materials, along of exposed classes, with the intention of promote the integration theoretical-practice seeking the advance of apprenticeship of the contents, by part of the students. Therefore, it was built a manual with four experimental activities, for contain texts about the theoretical basis of each experimental activity and orientations about the building’s proceedings and accomplishment of experiments, as some questions to be answered by people who make use of, at the long of execution of the activities, in the perspective of integration’s promotion theoretical-practice. This job was realized with two classes of third year of the second grade in a School, in town Trindade-Go, it had been one class with twenty-two students and other with twenty-four. The present study was implemented during the first semester of 2016. The methodology of the datas incorporated communicate’s observations, traditional written tests, at the long of the semester, and a questionnaire of opinions by multiple choices. The educational’s product, in the form of experiments’ manual, it was produced as originate from this job, it can find ready for use by the teachers who are interested, with intention to help in the pedagogy’s practices. Among the gain results, the most impacted was all the students who participated in the activities, agreed with the experiments helped them to be better in the comprehension of the scientific’s ideas who were worked.<br>A proposta de trabalho dessa dissertação consistiu em utilizar experimentos de eletromagnetismo feitos com materiais alternativos, ao longo de aulas expositivas, com o intuito de promover a integração teórico-prática visando à melhoria da aprendizagem dos conteúdos, por parte dos alunos. Para tanto, foi construído um manual com quatro atividades experimentais, contendo textos sobre os fundamentos teóricos de cada atividade experimental e orientações sobre os procedimentos de construção e realização dos experimentos, bem como algumas questões a serem respondidas pelos utilizadores, ao longo da execução das atividades, dentro da perspectiva de promoção da integração teórico-prática. O trabalho foi realizado com duas turmas da terceira série do ensino médio de um Colégio, na cidade de Trindade, GO, sendo uma composta por 22 alunos e a outra por 24. O estudo foi implementado durante o primeiro semestre de 2016. A metodologia de tomada de dados incorporou observação participativa, avaliações escritas tradicional, ao longo do semestre, e um questionário de opinião de escolhas múltiplas. O produto educacional, na forma de manual de experimentos, foi produzido como decorrência deste trabalho, encontra-se disponível aos professores interessados, com intuito de auxiliá-los em suas práticas pedagógicas. Entre os resultados obtidos, o mais impactante foi o de que todos os alunos, que participaram das atividades, afirmaram que os experimentos os ajudaram a melhorar a compreensão dos conceitos científicos trabalhados.
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Pansera, Fernanda Cristina. "Os fazeres de um professor na preparação de licenciandos em Física para o trabalho com as questões sociocientíficas /." Bauru, 2018. http://hdl.handle.net/11449/192183.
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Orientador: Lizete Maria Orquiza de Carvalho<br>Resumo: O Ensino de Ciências tem passado por renovações ao longo de sua existência, uma delas, é a perspectiva Ciência, Tecnologia e Sociedade (CTS). Ela surgiu mundialmente na década de 1970, fortemente influenciada por movimentos sociais que questionavam, desde dos anos de 1950, a participação da comunidade no desenvolvimento científico e tecnológico. Essa perspectiva tem influenciado diversas mudanças curriculares desde a década de 1980. Estudos apontam que uma possibilidade para o desenvolvimento dos pressupostos CTS/CTSA no Ensino de Ciências é a abordagem de questões sociocientíficas (QSC). Adotamos nesta pesquisa, a compreensão de Ratcliffe e Grace (2003) sobre o trabalho com as QSC. De acordo com esses autores, a abordagem das QSC revela as implicações científicas, tecnológicas, sociais, ambientais e de sustentabilidade, de natureza da ciência, de divulgação da ciência e de aspectos éticos e morais, além de contextos da vida dos sujeitos. Nesta pesquisa, investigamos, através de um estudo de caso, os fazeres de um professor na preparação de futuros professores para o trabalho com as QSC. A coleta de dados ocorreu durante a disciplina de Instrumentação para Ensino de Física , componente curricular do curso de Licenciatura em Física de uma universidade pública do Estado de São Paulo, foram feitos registros em áudio de todas aulas da disciplina e das conversas estabelecidas entre o professor e a pesquisadora- que atuava como estagiária na turma. Por meio da metodologia de anális... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The Science Education has undergone renovations during its life history, especially from the Science, Technology and Society (SSI) perspective. The worldwide emergence of Science in the 1970s, strongly influenced by the social movements, which have questioned, since the 1950s, the modern society participation in the scientific and technological development. This perspective has affected various curricular changes since the 1980s. Studies indicate that a possibility for the development of STS/STSE assumptions in the Science Education in the socio-scientific issues (SSI) approach. In this research the comprehension of Ratcliffe and Grace (2003) about the work with the SSI is adopted. According to the authors, the SSI approach reveals scientific, technological, social, environment and sustainability, science nature, science disclosure and ethical and moral aspects implications, besides contexts of subjects’ lives. In this research, is investigated, through a case study, to make a teacher in the preparation of future teachers for work with SSI. Data collection took place during an Instrumentation for Physics Teaching course, a curricular component of the Physics Degree Course at a public university in the State of São Paulo; and the researcher who worked as an intern in the class. Through the content analysis methodology, the categories were built, which allow us to discuss evidenced by the teacher to promote the training of teachers for the debate over socio-scientific issues.<br>Mestre
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Kunstler, Breanne. "Physical activity promotion in physiotherapy practice." Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165585.
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Australian physiotherapists promote non-treatment physical activity, which is physical activity used to improve or maintain general health, to patients with musculoskeletal conditions. However, it is unclear how physiotherapists promote non-treatment physical activity and the behaviour change techniques they use to do this. This thesis used four studies to: (i) review the efficacy of physiotherapist-led physical activity interventions; (ii) investigate the factors that influence physiotherapists’ choice to promote non-treatment physical activity; and (iii) identify the behaviour change techniques that private practice and outpatient physiotherapists use to promote non-treatment physical activity. Two systematic reviews identified that physiotherapist-led physical activity interventions are efficacious. However, effects were small and not maintained. Additionally, physiotherapists only used a small number of behaviour change techniques when promoting physical activity. National survey and interview studies were used to identify the factors that influence physiotherapists’ choice to promote non-treatment physical activity. The survey found that having poor knowledge of how to promote non-treatment physical activity, prioritising other patient problems before non-treatment physical activity and using promotion methods that were not compatible with daily practice significantly and independently reduced the odds of physiotherapists promoting non-treatment physical activity. Interpretative phenomenological analysis was used to design interviews that showed that having a perceived inability to motivate an unmotivated patient and believing that patients expect hands-on therapy instead of non-treatment physical activity promotion complicated treatment choices. The behaviour change techniques Australian physiotherapists used to promote non-treatment physical activity were compared to those used to encourage adherence to rehabilitation exercises in the survey too. The survey found that physiotherapists used similar behaviour change techniques to promote non-treatment physical activity and encourage adherence to rehabilitation exercises. This thesis provides clinicians and researchers with an understanding of the factors that influence Australian physiotherapists’ decision to promote non-treatment physical activity and the behaviour change techniques they use.<br>Doctor of Philosophy
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Boynewicz, Kara, and Carol Trivette. "Building Capacity and Tailoring Practice with Families as Foundation for Providing Best Practices in Early Intervention Services Under IDEA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8346.
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Serving infants and toddlers and their families is the core of Part C under IDEA. Early motor delays have an increased risk for developmental delays in visual motor perception, social-emotional, and cognitive domains. Physical therapists in early intervention can assist families understanding of their child’s strengths and abilities so that families help their children develop and learn. The Division for Early Childhood (DEC) have recommended practice areas and special monograph series that guide practitioners in working with families. These document support promotion of the active participation of families in decision-making related to their child and development of a service plan for achieving the goals they hold for their child. In this interactive session, participants will learn about tools to help engage families to focus on intervention strategies in their natural enviornment. The session will challenge providers to think about their interactions with the child's family and how those interactions strengthen a family’s ability to support learning. Family-centered practices, family capacity-building practices and family and professional collaboration will be discussed with case examples. Participants will walk away with resources and tools to build capacity and tailor practice with families in their natural environment for best practice under IDEA.
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Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
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Marriott, William A. "Using mental practice to augment physical practice in a complex decision making environment." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/24239.
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Rodrigues, Andre Machado. "Movimento e contradição: a disciplina de práticas em ensino de física e a formação inicial de professores de física sob a perspectiva histórico-cultural." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-25072014-171649/.
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Seguindo uma tendência internacional, os programas de formação inicial de professores no Brasil começaram, nas últimas décadas, a incluir cada vez mais e mais cedo aspectos da vida profissional no currículo dos cursos superiores. Em especial, a ampliação das horas de estágio renova as questões sobre a integração entre a universidade e a escola, o papel da escola de educação básica na formação do professor de Física e a integração entre os conteúdos disciplinares a serem ensinados, os conteúdos pedagógicos e a vivência no futuro ambiente de trabalho. Essas questões passam sistematicamente pela disciplina de Práticas em Ensino de Física, que foi criada em 2008 para atender a estas novas demandas e organizar parte do estágio supervisionado. Neste trabalho foi analisada a disciplina de Práticas em Ensino de Física ministrada em 2010 para aproximadamente 60 licenciandos divididos em duas turmas de dois períodos, diurno e noturno. Centrado majoritariamente na abordagem experimental do ensino de Física, os alunos devem preparar aulas de regência para serem conduzidas na escola a cada duas semanas ao longo do ano letivo. Três atividades básicas, na qual os licenciandos participam, constituem a disciplina: (i) O estágio realizado na sala de aula com o auxilio do professor de Física da escola; (ii) as oficinas de planejamento do estágio no qual os licenciandos eram auxiliados por monitores; (iii) as aulas na qual os licenciandos faziam relatos sobre os eventos ocorridos durante o estágio. Por meio da pesquisa qualitativa foram coletadas diversas fontes de dados como vídeo gravações, entrevistas, questionários e análise de material escrito e documental. Utilizando uma forma mista entre o indutivo e o dedutivo na análise dos dados foi possível construir um quadro amplo da organização da disciplina, traçando a dinâmica que a disciplina ganha semanalmente e ao longo do ano. Com base na teoria histórico-cultural da atividade, iniciada por Vigotski e posteriormente desenvolvida por Leontiev, Engeström e muitos outros pesquisadores, foi possível construir um ferramental analítico robusto para compreender a dinâmica da disciplina e suas contradições internas. A análise foi construída a partir de três focos: O primeiro refere-se à formação do objeto da disciplina, mostrando que é um objeto histórico e complexo. Justamente a diversidade de participantes e de níveis hierárquicos faz com que o objeto seja multifacetado e contraditório. O segundo foco da análise está na vida material da disciplina, em especial como os roteiros eram re/produzidos ao longo do tempo, fornecendo ao pesquisador elementos importantes sobre o processo de ensino-aprendizagem e participação dos licenciandos na disciplina. O terceiro foco da análise está sobre o conceito de agência, como a ação crítica transformadora da própria atividade. Na realização do estágio os licenciandos têm que tomar decisões, organizar-se e agir com base em informações novas de eventos não previstos. Essa agência fornece informações importantes sobre quão integrado o estágio está à vida diária da escola. Por fim, esse quadro analítico criado para a disciplina nos permite ao fim apontar em direções possíveis de ampliação do objeto e, por consequência, de transformação da atividade de estágio produzindo uma relação efetivamente integrada, orgânica, entre a universidade e a escola.<br>Following an international trend, in the last decades the initial teacher education program in Brazil started to include more and earlier aspects of professional practice in the curriculum of higher education. In particular the expansion of Practicum hours included in an even sharper questions about the integration between university and school, the role of the basic education system in teacher education and the integration between subject content to be taught (e. g. Physics), the educational content and the experience in the future workplace. These issues are the subject of the course of Practice of Physics Teaching, which was established in 2008 to meet these new demands and organize part of supervised internship. In this research is analyzed the course of Practice of Physics Teaching carried out in 2010 with about 60 undergraduates divided into two classes. Focused mainly on experimental approach for teaching Physics, students should prepare for conducting lessons are developed at school every two weeks throughout the academic year. Three basic activities in which undergraduates participate: (i) The training held in the classroom with the help of the Physics teacher at school, (ii) the planning workshops for the Practicum in which undergraduates were assisted by monitors/teachers educators, (iii) the classes in which undergraduates make reports on events during the Practicum. Through qualitative research were collected several sources of data such as video recordings, interviews, questionnaires and analysis of written and documentary material. Using a mixed method analysis of the data - between inductive and deductive reasoning - was possible to build a comprehensive picture of the course organization and the course dynamics weekly and throughout the year. Based on the cultural-historical theory of activity initiated by Vigotski and later developed by Leontiev, Engeström and many other scholars was possible to build a robust analytical tools to understand the course\'s dynamics and its contradictions. The analysis was constructed from three focus: The first one refers to the formation of the object of the discipline, showing that it is a historical object and complex. Precisely the diversity of participants and hierarchical levels causes the object to be multifaceted and contradictory. The second focus of the analysis is the material life of discipline, especially as the lab guidelines were re/produced over time, providing the researcher to important elements of the teaching-learning and participation of undergraduate students in the discipline. The third focal point of the analysis is on the concept of agency, as the critical action transforming the activity itself. On completion of stage undergraduates have to make decisions, organize the participants and act on new information that was not even planned. The agency provides important information about how integrated the Practicum are to the daily life of the school. Finally, the analytical framework for the course/Practicum allows us to end point in directions possible object expansion and therefore the transformation activity stage producing an organic integration between the university and the school.
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Tomm, Darla Fortunato. "MATÉRIA E RADIAÇÃO: ARTICULAÇÃO ENTRE FÍSICA E SAÚDE NA PERSPECTIVA DE UMA PRÁTICA DOCENTE REFLEXIVA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/6675.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>According to the PCN Health is a transversal theme, that is, should permeate all curriculum subjects, in this case the teachers of the discipline of physics must also do everything possible to include the Health Education in their classes. This research presents and discusses the construction, implementation and evaluation of teaching modules that correlate to the Health with Physics. This link was made from the Structurer Theme of PCN+ "Matter and Radiation", within which was chosen specifically the subject "Ultraviolet Radiation" and, within this topic was conducted the integration with the theme Health. The beginning of the study was given through studies and reading of articles on the themes "Science Education" and "Health Education". There was the search for articles on the integration of the discipline of physics with the Health in periodicals and journals of Teaching Physics and Science Education , showing the reduced number of publications using his interterface. The second stage of research was the development and implementation, in the classroom, of teaching modules where the main subject was "The Ultraviolet Radiation and Health Consequences" integrating content with Modern Physics and biological effects in the human body. The teaching modules have been developed and implemented in a class of second year of high school a private school in Rosario do Sul RS. During and after the implementation, teaching modules were evaluated by a reflective teaching practice, where the weak points were analyzed with a view to redesigning and restructuring activities.The prospects for continued work are the improvement of educational materials produced, expanding the list of issues with the Health and Physics.<br>Segundo os PCN a Saúde é um tema transversal, isto é, deve permear todas as disciplinas do currículo, nesse caso os profesores da disciplina de Física também devem fazer o possível para inserir a Educação em Saúde em suas aulas. Esta pesquisa apresenta e discute a construção, implementação e avaliação de módulos didáticos que relacionam a Física com a Saúde. Esta relação foi feita a partir do Tema Estruturador dos PCN + Matéria e Radiação , dentro do qual foi escolhido especificamente o assunto Radiações Ultravioleta e, no espaço deste assunto, foi realizada a integração com o tema Saúde. O início da pesquisa deu-se por meio de estudos e leituras de artigos acerca dos temas Educação em Ciências e Educação em Saúde . Houve a busca de artigos, sobre a integração da disciplina de Física com a Saúde, em periódicos e revistas da área de Ensino de Física e Educação em Ciências, comprovando o número reduzido de publicações com essa interface. A segunda etapa da pesquisa foi a elaboração e implementação em sala de aula de módulos didáticos onde o assunto principal era As Radiações Ultravioleta e as Consequências para a Saúde integrando conteúdos de Física Moderna com efeitos biológicos no corpo humano. Os módulos didáticos, foram desenvolvidos em 16h/aula e implementados em uma turma do segundo ano do Ensino Médio de uma escola particular de Rosário do Sul RS. Durante e após sua implementação, os módulos didáticos foram avaliados por uma prática docente reflexiva, onde os pontos fracos foram analisados com vistas a reelaboração e reestruturação das atividades. As perspectivas de continuidade do trabalho estão no aprimoramento dos materiais didáticos produzidos, expandindo-se a relação de temas de Física com a Saúde.
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Yoder, Theodore J. "Practical fault-tolerant quantum computation." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/115680.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Physics, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 190-201).<br>For the past two and a half decades, a subset of the physics community has been focused on building a new type of computer, one that exploits the superposition, interference, and entanglement of quantum states to compute faster than a classical computer on select tasks. Manipulating quantum systems requires great care, however, as they are quite sensitive to many sources of noise. Surpassing the limits of hardware fabrication and control, quantum error-correcting codes can reduce error-rates to arbitrarily low levels, albeit with some overhead. This thesis takes another look at several aspects of stabilizer code quantum error-correction to discover solutions to the practical problems of choosing a code, using it to correct errors, and performing fault-tolerant operations. Our first result looks at limitations on the simplest implementation of fault-tolerant operations, transversality. By defining a new property of stabilizer codes, the disjointness, we find transversal operations on stabilizer codes are limited to the Clifford hierarchy and thus are not universal for computation. Next, we address these limitations by designing non-transversal fault-tolerant operations that can be used to universally compute on some codes. The key idea in our constructions is that error-correction is performed at various points partway through the non-transversal operation (even at points when the code is not-necessarily still a stabilizer code) to catch errors before they spread. Since the operation is thus divided into pieces, we dub this pieceable fault-tolerance. In applying pieceable fault tolerance to the Bacon-Shor family of codes, we find an interesting tradeoff between space and time, where a fault-tolerant controlled-controlled-Z operation takes less time as the code becomes more asymmetric, eventually becoming transversal. Further, with a novel error-correction procedure designed to preserve the coherence of errors, we design a reasonably practical implementation of the controlled-controlled-Z operation on the smallest Bacon-Shor code. Our last contribution is a new family of topological quantum codes, the triangle codes, which operate within the limits of a 2-dimensional plane. These codes can perform all encoded Clifford operations within the plane. Moreover, we describe how to do the same for the popular family of surface codes, by relation to the triangle codes.<br>by Theodore J. Yoder.<br>Ph. D.
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Saganha, João Pedro de Sousa Pinto. "Empathy and burnout in private practice Physical Therapists." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/60814.
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Saganha, João Pedro de Sousa Pinto. "Empathy and burnout in private practice Physical Therapists." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/60814.
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Gungor, Almer. "Teaching Practices Enhancing Students'." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612581/index.pdf.
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This study was aimed to provide insight about affective teaching practices that influence students'<br>affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller'<br>s ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered to students to find out the relationship between students'<br>affective characteristics and their perceptions about the teaching practices used by teachers. Four physics teachers, who were performing teaching practices frequently, were purposefully selected according to results of quantitative phase. In qualitative phase, observations were conducted in these teachers'<br>classrooms to find out teaching practices used to enhance affective characteristics and their effects. Besides, interviews were conducted to support observations. The quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed by cross case analysis. Results revealed that affective teaching practices are related to students'<br>affective characteristics. Assisting comprehension and providing role models to students are effective for enhancing affective characteristics. Similarly, providing students concrete materials<br>arousing their inquiry<br>organizing what is taught from simple to difficult<br>attributing success to effort<br>relating topic to students'<br>experience<br>stating clearly what is expected of students<br>providing feedback<br>using positive outcomes<br>giving enough time to students<br>using clear, understandable, fluent language in lessons<br>caring about teaching<br>being self-confident<br>caring about students<br>and providing an atmosphere suitable for learning are also effective.
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Motlhabane, Abraham Tlhalefang. "Educators' approaches to physics practical work / Abraham Tlhalefang Motlhabane." Thesis, North-West University, 2005. http://hdl.handle.net/10394/903.
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Research in physics education has indicated that physics practical work is based heavily on
recipe-following, with little attention being paid to the teaching and learning of skills (Johnstone
& Letton. 1 9W:ll, Johnstone & Letton, 1991:83, Meester & Maskill, 1995:576). The approach
commonly used by educators was a cut-and-dried laboratory procedure, which minimises learner
involvement (Olney, 1997: 1345).
Recently. new approaches to science laboratory work have been implemented (Hake. 1992). In
South Africa a new approach called Outcomes Based Education (OBE) was introduced in 1995.
Notwithstanding these changes, learners still do not learn how to do practical work effectively.
(Meester & Maskill, 1995:576). Educators still prefer the authoritarian style of teaching, the
emphasis being on the acquisition of factual knowledge and preparation for examinations.
The aim of this study is to investigate how secondary school science educators approach
practical work in physics at the FET-level in the North West Province, South Africa. The
empirical study was conducted with 46 educators attending an ACE (Advanced Certificate in
Education) upgrading programme at the North-West University, Potchefstroom Campus, South
Africa. The educators were divided into six groups. One educator in each group presented a
micro-lesson on Ohm's law, while the rest of the group members role-played the learners. The
micro-lessons were video-taped, transcribed, analysed and discussed.
Questionnaires (Appendices B, P and Q) were used in this study. The first questionnaire
(Appendix B) was given to educators as an assignment to individually prepare a lesson on Ohm's
law in order to probe their views on an OBE lesson in physics, its characteristics, practical work
and its outcomes. The second questionnaire (Appendix P) was developed and completed by the
researcher to record, evaluate and analyse observations in the video-taped micro-lessons. The
last questionnaire (Appendix Q) was used to gauge perceptions of educators on video-taped
micro-teaching as a tool in modelling educators' approaches to physics practical work.
The results indicate that the educators that participated in this study experienced problems in
approaching physics practical work. They lacked skills in facilitating practical work in physics.
Instead of outcomes-based approaches, the educators' approaches revolved around the transfer of
factual information through "chalk and talk" and confirmation of taught concepts through
routines-guided experiments.
The researcher intervened by engaging educators in viewing the video-tapes, an in-depth
discussion or the video-tapes and the preparation and presentation or a "model" lesson. All
(100%) (Table 6.17) the educators that participated in this study indicated that the use of videotaped
micro-teaching lessons could help in the training of educators.
A CD-ROM containing video-clips or all the micro-lessons was developed. The intention of the
researcher is that the video-clips should be used at workshops, seminars, conferences and
training institutions. Their merits and the demerits should then be discussed.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1430.
Full textAbstract:
A perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy." University of Sydney, 2006. http://hdl.handle.net/2123/1430.
Full textAbstract:
Doctor of Philosophy<br>A perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
48
Ndokwana, Vusumzi Wilfred. "A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6434.
Full textAbstract:
Magister Educationis - Med<br>This is a reflective study of the factors that influenced the performance of
learners in Physical Sciences National Senior Certificate examinations in
four secondary schools in a district in Eastern Cape. The study considered
factors that influenced the matric results for a period of five years in a district
in the Eastern Cape (from 2010 to 2015) National Senior Certificate results.
The study was conducted to identify the indicators that could positively
influence physical sciences results after many years of underperformance in
the subject. This study was underpinned by the theory of reflective practice.
As part of an intervention strategy, learners completed an intensive
programme of teaching during school hours, extra classes, practical work
and assessment. The four school principals were purposively selected for
interviews. Four Physical Sciences educators from the four senior secondary
schools and 12 post-grade 12 learners from each senior secondary school
were all interviewed. Post-grade 12 learners were randomly selected for
interviews. The researcher used a reflective journal as a method of
examining the reflections by the respondents. Teachers reflected on their
teachings to improve their practices that make science learning more
meaningful to both learners and teachers
The findings indicate that extra classes provided sufficient time to complete
the syllabus, to conduct experiments and to administer practical tests.
Regular assessment in theory and practical work showed the improvement
in attainment of good physical sciences results in all the four participating
schools. Instructional supervision from the managers also assisted in
developing teacher skills. It was recommended that the DoE should use
experts in teacher training and professional development activities. School
management systems should play an active role in teacher support and the
supervision of instructional work.
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Doyle, Steven Doyle. "Relationships Between Cropping Practices, Soil Quality, and Maize (Zea mays L) Yield in Morogoro Region, Tanzania." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528987286318244.
Full text
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Dyer, James U. "Evaluation of physical chemistry in practice (PCIP) DVD modules." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318447.
Full text