Dissertations / Theses on the topic 'Scientific and methodological competence'

Women remain noticeably underrepresented in science despite remarkable gains in other fields, and in this dissertation, I posit that biased assessments of competence are a mechanism for fewer women pursuing - and succeeding in - science. Drawing from status characteristic theory, I expect that women will be assessed - and assess themselves - as less competent in science than men, which will in turn affect important career decisions and outcomes. In Chapter 2, I test whether similar women and men differ in their self-assessments of their scientific competence using an experimental design. As expected, women evaluated themselves as less competent than similar men when receiving the same feedback about their scientific aptitude. Because self-assessments of competence affect career-relevant decisions, women also reported significantly lower likelihoods of pursuing science-related education and careers, although the effect of gender is no longer significant once self-assessments are controlled for. The results suggest that biased self-assessments of competence are a mechanism for fewer women entering science to begin with. In Chapter 3, I conduct an experiment embedded within a survey to test whether a scientist's gender affects competence assessments made by peers, and whether competence assessments in turn affect important career outcomes, such as hiring support and remuneration. The results suggest that women in science face barriers in getting hired and in the rewards they garner for their careers, even when they are seen as equally competent as men. Because women face these disadvantages even when controlling for competence assessments, alternative mechanisms should be investigated. In Chapter 4, I shift theoretical and empirical focus to investigate how the gender of a scientist directing a scientific job affects evaluations of the job itself. Drawing from devaluation theory, I predict that a scientific job directed by a woman would be given less favorable evaluations. Indeed, the results indicate that when a job is directed by a woman rather than a man, it is seen as less prestigious, exciting, interesting, and valuable. The implications of the results and future avenues of research are discussed.

Preclinical research using animals often precedes and informs clinical trials; however, most attempts to translate findings from “bench-to-bedside” fail. There is growing concern that an important cause of failed translations is that much of preclinical research is not reproducible, with poor experimental methodology believed to be a major contributor. Four studies were conducted: (1) an assessment of reported study designs of preclinical experiments published in leading cardiovascular journals; (2) an examination of sex bias in preclinical cardiovascular research; (3) a comparison of experimental practices between male and female preclinical cardiovascular researchers; and (4) an analysis of the influence of journal initiatives on preclinical research quality. These studies suggest that (1) methodological shortcomings are prevalent and persistent in preclinical cardiovascular research; (2) women’s involvement in preclinical cardiovascular research is positively associated with considering sex as a biological variable; and (3) journals can exert considerable influence on the quality of published data.

Following the work of Popper and especially of Kuhn in the 1960s, the attention of philosophers of science has been very much concentrated on change in science. Popper's picture was of constant change ("revolution in permanence") at the level of scientific theories, but constant change in accordance with fixed methodological standards of evaluation. Drawing on Kuhn's work, however, many recent philosophers of science have held that the phenomenon of scientific change is much more radical and far-reaching than anything allowed by Popper: specifically, that there have been major changes in methodological standards during the history of science alongside changes in accepted fundamental theory. The chief problem facing this no-invariant-methodology thesis is that it seems to inevitably entail relativism. If the methods and principles of scientific theory appraisal are subject to radical change, then competing theories or research traditions may uphold competing (or conflicting) methodologies. When methodologies do conflict, how can choice between competing theories or research traditions be rationally adjudicated. How can the methods and principles for the correct appraisal of scientific theories themselves evolve rationally. Two major attempts have been made in the recent literature to construct positions which accommodate change in methodological standards while nonetheless avoiding relativism. These are the versions of methodological naturalism developed by Larry Laudan and Dudley Shapere, respectively. This dissertation examines these two positions in detail and argues that they fail: in so far as they really incorporate the no-invariant- methodology thesis they inevitably embrace relativism. I argue that the way to resolve this difficulty is to reject the no-invariant-methodology thesis. Moreover, methodological naturalists (like Laudan and Shapere) have not succeeded in giving any genuine and convincing illustration of radical methodological change.

The article shows scientific-theoretical and methodological aspects of the formation of translation competence of the students of philology as future specialists; special attention is paid to a wide range of domestic and foreign approaches; modern viewpoints to the methodological aspect and the usage of modern information technologies and the methods which facilitate students’ self-motivation to acquire translation being in the greatest demand on the labour market are investigated.

Nesta pesquisa procuramos investigar se o uso do pluralismo metodológico nas aulas de Física pode contribuir para o aprimoramento da argumentação científica dos alunos. As atividades foram realizadas com alunos da terceira série do ensino médio de uma escola do interior do estado de São Paulo. No desenvolvimento da pesquisa foram utilizadas, em sala de aula, metodologias de ensino variadas: atividades experimentais e de demonstração, atividades com o uso das tecnologias de informação e comunicação e projetos como estratégia de resolução de problema. A coleta de dados foi feita por meio de quatro grupos focais e pelas apresentações de projetos pelos alunos, com a finalidade de investigar as suas argumentações sobre os conceitos físicos estudados por meio das metodologias mencionadas anteriormente. Para a análise da estrutura das argumentações dos alunos demos ênfase aos elementos constitutivos do padrão de Toulmin. Os resultados desta pesquisa mostram indícios do aprimoramento da argumentação científica dos alunos. Isso nos fez concluir que o uso do pluralismo metodológico, juntamente com o processo de interação social, promove o desenvolvimento da argumentação científica e é uma alternativa que colabora para a formação de alunos mais reflexivos e participativos no processo de ensino e aprendizagem de Física.<br>In this research we investigate if the use of methodological pluralism in Physics classes can contribute to the improvement of the student\'s cientific argumentation. The activities were conducted with students of the third grade of secondary education at a school in the state of São Paulo. In the research\'s development was used, in the classroom, varied teaching methodologies: experimental and demonstration activities, activities using information and communication technology and projects such as problem solving strategy. The data collection was done through four focus groups and by the student\'s presentations of the project, in order to investigate their arguments about physical concepts studied by the methods mentioned above. For the initial structure analysis of the students\' argumentation we gave emphasis to the constituent elements of the standard Toulmin. Our results show evidence of student\'s improvement in scientific argumentation. Using these data we concluded that the use of methodological pluralism, with the process of social interaction, facilitates the development of scientific argument and it is an alternative that contributes to the formation of more reflective and participatory students in the teaching and learning of Physics.

У даній роботі зазначено, що що процес формування методичної компетентності майбутніх культурологів, як елемента їх педагогічної освіти в умовах класичного університету, буде ефективним, якщо: - на основі врахування динаміки соціальних функцій системи вищої професійної освіти, вивчення методологічних основ організації професійного становлення культурологів буде виявлена необхідність і можливість процесу їх педагогічної освіти під час професійної підготовки; - буде визначена структура методичної компетентності майбутнього культуролога, як елемента його педагогічної освіти, та буде розроблена й впроваджена модель її формування; - буде виділена група критеріїв для оцінки ефективності процесу формування методичної компетентності майбутнього культуролога, визначено рівні та відповідні показники, методики діагностики по кожному з критеріїв; - буде розроблено теоретико-методологічний супровід процесу формування методичної компетентності майбутнього культуролога в умовах фахової підготовки.<br>In this paper it is noted that the process of formation of methodological competence of future culturologists, as an element of their pedagogical education in the conditions of classical university, will be effective if: - based on the dynamics of social functions of the system of higher professional education, the study of methodological foundations of the organization of professional development of culturologists will identify the need and possibility of the process of their pedagogical education during training; - the structure of methodical competence of the future culturologist as an element of his pedagogical education will be defined, and the model of its formation will be developed and introduced; - a group of criteria will be selected to assess the effectiveness of the process of forming the methodological competence of the future culturologist, the levels and relevant indicators, diagnostic methods for each of the criteria will be determined; - Theoretical and methodological support of the process of formation of methodical competence of the future culturologist in the conditions of professional training will be developed.

The purpose of this study has been to explore students’ subjective experience of learning and development in Experts in Teamwork (EiT), with a focus on personal competence. The basis for the study has been the question of research; How do students experience Experts in Teamwork facilitating the development of personal competence? This research is a Q-methodological study, where 36 participants have conducted a Q-sort. This means that they did a sort of 36 statements on an array from most agree (+5) to most disagree (-5), in a qu asi-normal distribution form. The statements were obtained from a research design based on Fisher ’s balanced block design. The participants Q-sorts were the basis for the factor analysis. The factor analysis of the data set, conducted by PQ-method-2.11, gave a four-factor solution founded on statistical and theoretical criteria. The different factors represent the most prominent point of views that were present amongst the participants. The different factors were; Factor 1: Personal development, feedback and group experiences are valuable to me. Factor 2: I trust the system to facilitate my learning trough theory-based learning. Factor 3: I want feedback and group work, but I don’t trust the system . Factor 4: Theory-based learning is what I prefer. Group work is scary . In the thesis these findings are discussed in relation to the theoretical frames; personal competence, experiential learning, mindset and selfunderstanding.The aspects that are highlighted are what I have found to be most prominent and that could contribute to give a holistic picture of the data set.

2011 fick det svenska utbildningsväsendet en ny skollag, i vilken det står att utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet. Tidigare studier har påvisat att förskollärare känner en osäkerhet inför vad det vetenskapliga begreppet innebär. Den här studien syftar till att undersöka förskollärares yrkesidentitet och yrkesspecifika kompetenser i relation till att förskolan vilar på vetenskaplig grund. Studien utgår från ett sociokulturellt perspektiv vilket innebär en syn på människor som deltagare i en social interaktion där handlingar och tänkande är situerade i en social kontext.  Studiens empiriska data härrör från fokusgrupper med förskollärare samt intervjuer med en lektor och en professor. Analysarbetet har genomförts med inspiration av Grounded Theory. Resultatet består av sju olika kategorier. Kollektiv kompetens som praxisbunden och verbal, Kompetens i form av görande, Kompetens som förmåga att hantera en komplex verksamhet, Personlighet som kompetens, Reflektion som kompetens, Se och förstå barns intentioner samt Kompetens och identitet i relation till en vetenskaplig grund. Det framkommer en hög kompetens hos förskollärare när de samtalar om sin verksamhet, men de har svårt att uttrycka sin kunskap i relation till vetenskapliga teorier. När de sätter ord på sin kompetens gör de det i termer av ett görande i en kollektiv och praxisbunden kultur.

У тезах констатується факт про збільшення кількості наукових матеріалів у різних галузях за 2010-2013 роки. Це говорить про розбудову наукової думки в Україні.<br>The thesis States a fact about the increase in the number of scientific materials in various industries for 2010-2013. It tells about the development of scientific thought in Ukraine.

Вступ. При викладанні медичної медичної біології на першому курсі досягається важлива задача: введення студентів у медицину, яка органічно входить до системи біологічних наук; ознайомлення студентів з базисними поняттями медицини – «здоров’я» та «хвороба». В процесі навчання студенти пізнають взаємозв’язок загальнобіологічних закономірностей живого із біосоціальною сутністю людини, як об’єкту медицини. Вже з перших кроків в медичному вузі студентам повинен бути закладений теоретичний фундамент, орієнтований на умови майбутньої роботи лікаря. Саме орієнтація сучасної медицини на пріорітетність молекулярно-біологічних підходів до вивчення закономірностей норми та патології зумовлює важливість науково-методичного забезпечення підготовки студентів на кафедрі медичної біології.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-03-24T20:47:44Z No. of bitstreams: 1 ElianeMouraLinguisticaAplicada.pdf: 493838 bytes, checksum: 3fe76a63d9cf523e88d4fb73fffe32a4 (MD5)<br>Made available in DSpace on 2015-03-24T20:47:44Z (GMT). No. of bitstreams: 1 ElianeMouraLinguisticaAplicada.pdf: 493838 bytes, checksum: 3fe76a63d9cf523e88d4fb73fffe32a4 (MD5) Previous issue date: 2008<br>Nenhuma<br>Esta dissertação tem como objetivo demonstrar a complexidade de fatores envolvidos na produção e na leitura de textos de divulgação científica (doravante textos DC). O corpus da pesquisa é constituído por textos DC veiculados pela revista Ciência Hoje on - line. A metodologia utilizada está baseada na teoria semio lingüística de Patrick Charaudeau (200 8). A análise se centra não só no modelo de competência da linguagem idealizado pelo lingüista, mas também nas características do contrato de comunicação em que se situam os textos estudados. Assim, foi possível compreender que a leitura de textos DC depende de um conjunto de estratégias de reconhecimento de que o leitor desses textos precisa dispor para a produção do sentido. O estudo permitiu fundamentar a crítica de que a dimensão lingüística da alfabetização científica requer muito mais do que o domínio de um vocabulário básico da ciência. A relevância deste estudo está em contribuir, no que diz respeito à linguagem, tanto para a leitura de textos DC quanto para o cumprimento das orientações dos PCNs para o ensino da Língua Portuguesa.<br>This paper aims at demonstrating complexity of factors engaged on the production and reading of Scientific Publicizing texts (from now on SP texts). Corpus for this study is made up of SP texts published in online magazine Ciência Hoje . Method applied is grounded on Semiolinguistic theory, by Patrick Charaudeau (2008). Analysis focuses not only on language competence model conceived by this linguist, but also on characteristics of the communication contract within which studied texts occur. Thus, it has been possible to realize that reading SP texts depends on a set of recognition strategies the reader of these texts needs to apply for making sense. This study allowed to ground the criticism according to which linguistic dimension of scientific literacy demands much more than knowing basic scientific vocabulary. Relevance of this study lies on contributing, as far as language is concerned, both to reading SP texts and to complying with PCNs instructions for Portuguese Language teaching.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-17T11:08:32Z No. of bitstreams: 1 arquivototal.pdf: 1040833 bytes, checksum: 6fc30f410da66413c6e047a41e879871 (MD5)<br>Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-17T11:25:57Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 1040833 bytes, checksum: 6fc30f410da66413c6e047a41e879871 (MD5)<br>Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-17T11:32:22Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 1040833 bytes, checksum: 6fc30f410da66413c6e047a41e879871 (MD5)<br>Made available in DSpace on 2017-07-17T11:35:24Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1040833 bytes, checksum: 6fc30f410da66413c6e047a41e879871 (MD5) Previous issue date: 2014-02-18<br>The preoccupation with the scientific production has increased and it has stimulated the research of researches in several knowledge areas, including Administration. As this study is inserted in this context it aims to analyze the scientific production on Knowledge Management, which is reported on the Annals of National Association in Post Graduate Administration Meeting in the period from 1997 to 2002. It tries to characterize and analysis the scientific the tendencies of praxis related to general aspects of scientific production and related to methodological strategic dimensions as well as organizational strategic dimensions. The sample of the document in analysis was intentional and focused on Knowledge Management in the perspective of the organizations which were explicitly declared in the articles. These data were analysed quantitative and qualitative by using the technique of content analysis corresponding to the following variables / categories: a) concerning general aspects: evolution of the scientific production approaches to the theme, representative and importance of the theme in the document, authors concerning sex and geographical procedure, format and contents of the abstracts; b) concerning methodological strategic dimensions: delineation of the research, format of the texts, nature of the research, instruments of research; c) concerning organizational strategic dimensions: focus on people, on structure, on organizational culture, on relationship with external ambient and on technology and information systems. The approach of the adopted content analysis of data was a mixed type for the elaboration of the corpus of the categories. The results obtained appoint to favourable and unfavourable elements regarding the knowledge in the organizations, reveal omissions and suggestions for a future research as well as unveil the challenges in the Knowledge Management. The analysis and discussions carried out lead to conclude that this theme is an emerging stage of expansion and reflections about its praxis trying to find ways that shall be solved by specifics and deep scientific investigations.<br>A preocupação com a produção científica vem crescendo e estimulando a pesquisa de pesquisas em várias áreas do conhecimento, inclusive em Administração. O estudo insere-se neste contexto, com o objetivo de analisar a produção científica em Gestão do Conhecimento, veiculada nos Anais do Encontro da Associação Nacional de Pósgraduação em Administração, referente ao período de 1997-2002. Busca caracterizar e analisar as tendências das práxis concernentes aos aspectos gerais da produção científica, das dimensões estratégicas metodológicas e das dimensões estratégicas organizacionais. A amostra do documento em análise foi intencional, ao focalizar a Gestão do Conhecimento nas organizações, explicitamente declarados nos artigos. Estes foram analisados quantitativa e qualitativamente pela técnica de análise de conteúdo, correspondendo às seguintes variáveis/categorias: a) quanto aos aspectos gerais: evolução da produção científica, formas de abordar o tema, representatividade do tema no documento, autores quanto ao sexo e procedência geográfica, e quanto ao formato e conteúdo dos resumos; b) quanto às dimensões estratégicas metodológicas: delineamento da pesquisa; formato dos textos; natureza de pesquisa, instrumentos de pesquisa; organizações como campo de estudo; sujeitos adotados e níveis de pesquisa, c) quanto às dimensões estratégicas organizacionais: o enfoque nas pessoas, na estrutura, cultura organizacional, relacionamento com o ambiente externo, tecnologia e sistemas de informação. A abordagem da análise de conteúdo adotada na coleta dos dados foi do tipo misto para formação do corpus das categorias. Os resultados obtidos apontam elementos favoráveis e desfavoráveis ao uso do conhecimento nas organizações, revelam lacunas e sugestões para futuras pesquisas, assim como desvelam os desafios da Gestão do Conhecimento. As análises e discussões desenvolvidas permitem concluir que o tema encontra-se num estágio emergente de expansão e de reflexão de suas práticas, em busca de caminhos que poderão ser resolvidos com investigações científicas específicas e aprofundadas.

Made available in DSpace on 2016-06-02T19:45:58Z (GMT). No. of bitstreams: 1 DissEAG.pdf: 1362574 bytes, checksum: 662b9324737ebebd11534ef6940e6e68 (MD5) Previous issue date: 2007-02-13<br>Universidade Federal de Sao Carlos<br>The debates on the production and dissemination of the knowledge in Special Education, produced essentially in the Graduate Programe in Education, Special Education and Psychology in Brazil, are increasing and, in general way, make possible the identification of trends and gaps. Considering this, the doctor dissertations and master thesis produced in the Program of Post-Graduation in Special Education of the Federal University of São Carlos (PPGEEs/UFSCar) had been analyzed in this study, with the objective of identifying the methodological delineations, the techniques and the instruments of collection, the forms of analysis and the more frequent mensuration resources and to verify the relation that these components of the students production establish with the objectives. The dissertations defended in the PPGEEs/UFSCar after the defense of the first doctorate thesis, in August of 2000, up to 2004, had been selected by means of proportional stratified sampling and all the thesis produced in this period. For the collection of data, initially, it was realized a reading of the selected dissertations and thesis, following a protocol elaborated to make it easier and standardize the collection of data. In the sequence, the dissertations and thesis had been grouped according to the academic level and the categories (target population, subject, objective, delineation, technique and instrument of collection, form of analysis and mensuration resource). After, it had been verified the possible relations among the information collected by means of the comparisons: objectives and subject versus methodological procedures (delineations, techniques/instruments, forms of analysis and mensuration resources); research lines, year of defense and scholarship versus objectives, subjects and methodological procedures, by the joint analysis of the categories. The results had revealed that the analyzed students production of the PPGEEs/UFSCar focused the mental deficiency in the taget population; the teaching-learning as subject; the description, the experiment and the almost-experiment as delineations; the interview, the observation and the test in the collection of data; the form of quantitative analysis concomitant to qualitative or only the quantification; and, amongst the dissertations and thesis with some quantification procedure, the tools of the descriptive statistics. Differences are observed when the methodological procedures are compared with the academic level, objective, subject and research line. It is distinguishing the importance of the student staff of the PPGEEs/UFSCar pledging in the selection of the methodological procedures tied with the initial definition of the problems, objectives and hypotheses of the researchs.<br>Os debates sobre a produção e disseminação do conhecimento em Educação Especial, produzidos essencialmente nos Programas de Pós-Graduação em Educação, Educação Especial e Psicologia no Brasil, são crescentes e, de modo geral, possibilitam a identificação de tendências e lacunas. Em vista disso, dissertações e teses produzidas no Programa de Pós- Graduação em Educação Especial da Universidade Federal de São Carlos (PPGEEs/UFSCar) foram analisadas neste estudo, com o objetivo de identificar os delineamentos metodológicos, as técnicas e os instrumentos de coleta, as formas de análise e os recursos de mensuração mais freqüentes e verificar a relação que esses componentes da produção discente estabelecem com os objetivos. Dissertações defendidas no PPGEEs/UFSCar após a defesa da primeira tese de doutorado, em agosto de 2000, até 2004, foram selecionadas por meio de amostragem estratificada proporcional e todas as teses produzidas nesse período. Para a coleta de dados, inicialmente, realizou-se a leitura das dissertações e teses selecionadas, seguindo-se um protocolo elaborado de maneira a facilitar e uniformizar a coleta de dados. A seguir, as dissertações e teses foram agrupadas segundo o nível acadêmico e as categorias (populaçãoalvo, tema, objetivo, delineamento, técnica e instrumento de coleta, forma de análise e recurso de mensuração). Após, foram verificadas possíveis relações entre as informações coletadas por meio das comparações: objetivos e temas versus procedimentos metodológicos (delineamentos, técnicas/instrumentos, formas de análise e recursos de mensuração); linhas de pesquisa, anos de defesa e bolsas de estudos versus objetivos, temas e procedimentos metodológicos, pela análise conjunta das categorias. Os resultados revelaram que a produção discente do PPGEEs/UFSCar analisada enfocou a deficiência mental na população-alvo; o ensino-aprendizagem como tema; a descrição, o experimento e o quase-experimento como delineamentos; a entrevista, a observação e o teste na coleta de dados; a forma de análise quantitativa concomitante à qualitativa ou somente a quantificação; e, dentre as dissertações e teses com algum procedimento de quantificação, as ferramentas da estatística descritiva. Observam-se diferenças quando os procedimentos metodológicos são comparados com nível acadêmico, objetivo, tema e linha de pesquisa. Finalizando, destaca-se a importância de o corpo discente do PPGEEs/UFSCar se empenhar na seleção dos procedimentos metodológicos vinculados à definição inicial dos problemas, objetivos e hipóteses das pesquisas.

Submitted by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:40:49Z No. of bitstreams: 1 Dissertação Sheyla Yonara D de Freitas.pdf: 767453 bytes, checksum: 249cdc1e95caaa96813cbfa232301a9a (MD5)<br>Approved for entry into archive by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:41:19Z (GMT) No. of bitstreams: 1 Dissertação Sheyla Yonara D de Freitas.pdf: 767453 bytes, checksum: 249cdc1e95caaa96813cbfa232301a9a (MD5)<br>Approved for entry into archive by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:42:15Z (GMT) No. of bitstreams: 1 Dissertação Sheyla Yonara D de Freitas.pdf: 767453 bytes, checksum: 249cdc1e95caaa96813cbfa232301a9a (MD5)<br>Made available in DSpace on 2013-08-08T14:42:25Z (GMT). No. of bitstreams: 1 Dissertação Sheyla Yonara D de Freitas.pdf: 767453 bytes, checksum: 249cdc1e95caaa96813cbfa232301a9a (MD5) Previous issue date: 2006<br>Este trabalho tem por finalidade analisar as características teóricas e metodológicas das monografias defendidas no curso de turismo da Universidade Federal do Maranhão – UFMA, que tratam de assuntos voltados para a temática em Gestão de Negócios turísticos no período de 2001/2005. Trabalham-se as principais definições e conceitos relacionados à pesquisa, mostrando ser a pesquisa um ato não isolado, processual e sistematizado. Apresenta a importância e as funções da pesquisa afirmando que a mesma vem conquistando um certo espaço na vida acadêmica por melhorar as práticas educativas bem como contribuindo para melhoria de vida dos cidadãos, quando unida à tecnologia, além de apresentar a importância dos métodos de investigação nos vários níveis e fases. Aborda sobre a pesquisa nas diversas concepções na universidade de forma contextualizada. Aborda sobre a função social da pesquisa estimulando a divulgação científica, vinculando esta responsabilidade como débito social do pesquisador para com a comunidade científica. A pesquisa configura-se como um método descritivo - exploratório analisado segundo três matrizes: paradigmática, tipológica e o mapa conceitual que serviram como critério orientador, onde as monografias foram metodicamente analisadas em sua estrutura no nível teórico, apresentando as principais temáticas trabalhadas, as críticas e as propostas, bem como os autores mais citados e os tipos de documento mais pesquisados. No nível técnico são analisados a característica das pesquisas, as técnicas, instrumentos e procedimentos utilizados na coleta e analise dos dados. No nível epistemológico foram observados os critérios de validação, as concepções de causalidade e de ciência, e os pressupostos lógico – gnosiológicos. Os dados obtidos, analisados a luz do referencial teórico apontam para necessidade de um maior rigor científico e espírito crítico por parte dos pesquisadores.<br>This work has for purpose to analyze the theoretical and methodological characteristics of the protected monographs in the course of tourism of the Federal University of Maranhão - UFMA, that deal with matters gone back to the theme in administration of tourist businesses in the period of 2001/2005. they are Worked the main definitions and concepts related to the research showing to be the research an action no isolated, procedural and systematized. It presents the importance and the functions of the research affirming that the same is conquering a certain space in the academic life for improving the educational practices as well as contributing to improvement of the citizens' life when united to the technology, besides presenting the importance of the investigation methods in the several levels and phases. It approaches on the research in the several conceptions in the university of form contextualizada. It approaches about the social function of the research stimulating the scientific popularization linking this responsibility as the researcher's social debit to the scientific community. The research is configured as a descriptive method - analyzed exploratory second three head offices: paradigmática, tipológica and the conceptual map that you/they served as guiding criterion where the monographs form metodicamente analyzed in his/her structure in the theoretical level, presented the main worked themes, the critics and proposal as well as the authors more mentioned and the document types more researched. technician and epistemológico. In the technical level they are analyzed the characteristic of the researches the técnicas,instrumentos and procedures used in the collection of data and analyze of the data. In the level epistemológico the validation criteria were observed the causality conceptions and of sciences and the logical presuppositions - gnosiológicos. The obtained data, analyzed the light of the theoretical referencial appear for necessity of great researcher of critic spirit and rigity cientific.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-10-17T21:05:57Z No. of bitstreams: 1 FrancianeSilva.pdf: 13165827 bytes, checksum: 4d942650ac2452e35cf7d0bb10dab72a (MD5)<br>Made available in DSpace on 2017-10-17T21:05:57Z (GMT). No. of bitstreams: 1 FrancianeSilva.pdf: 13165827 bytes, checksum: 4d942650ac2452e35cf7d0bb10dab72a (MD5) Previous issue date: 2017-08-31<br>Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão<br>In the current context of science education, where still prioritizes the accumulation of scientific knowledge and the reproduction of concepts and theories elaborated by scientists, the evidence is considered to be the most used tool for science teachers to collect data enabling them to assess the learning of the students after a teaching process. These for your time, if they are not developed within a perspective that allows the student to reflective thinking, will have only the purpose of collecting data on the student's ability of learning about a particular content type. The present work had as objective to draw an analytical overview of the evidence prepared by science teachers and students of the 9th year of elementary school public school, with the purpose of describing the profile of that evidence from the analysis of the statements of issues, as well as understand the interrelationships between what is planned by the teachers and the objectives of the checks required on your main instrument of evaluation in the light of the theoretical framework of Neus Sanmartí and Iván Marchán-Carvajal, based on the guidelines set out in the national curriculum for science education. The research is characterised as a documentary analysis and the methodology used was based on structuring of qualitative research, content analysis of statements of evidence. 15 participated in the research science teachers, who work in the ninth grade of elementary school education Publishes network. We analyzed the plans of ten professors and sixteen students applied evidence of ninth grade in the first quarter of 2016. The results showed that the test is an assessment instrument provided for at all levels of teachers, for your time, address issues on the topics: matter and energy: General and specific properties; The Atom; Chemical Reactions; Arranging chemical elements: periodic classification. Of these, the most representative categories were "matter and energy" and "atom", together, they represent about .75 of the issues analysed, that means almost 75% of all questions. Of the 66 issues analysed related to the content of matter and energy, 80.4% were grouped in the category. This means that most of the listed, reviewed here, is presented directly, not to bring any kind of contextualization, IE, are questions without context. Questions of this type do not allow the teacher to evaluate students ' scientific knowledge, because the stimulate the learning of scientific concepts and theories. Because they are directly related with the memorization of content issues do not present connection with the reality of the student. This can lead to a lack of interest on the part of the students, by discipline, since, after the completion of the evidence, the terms and concepts stored will be forgotten, because what happened was only a learning content devoid of meaning to the lives of students.<br>No atual contexto do ensino de Ciências, onde ainda se prioriza o acúmulo de conhecimentos científicos e a reprodução de conceitos e teorias elaborados por cientistas, a prova é considerada o instrumento mais utilizado pelos professores de Ciências para recolher dados que possibilite a eles avaliar a aprendizagem dos alunos depois de um processo de ensino. Estas por sua vez, se não forem elaboradas dentro de uma perspectiva que possibilite ao aluno o pensamento reflexivo, terão apenas a finalidade de recolher dados sobre a capacidade do aluno de memorização sobre determinado tipo de conteúdo. O presente trabalho teve por objetivo traçar um panorama analítico das provas elaboradas pelos professores de ciências e aplicadas aos alunos do 9º ano do Ensino Fundamental da Rede Pública de Ensino, com a finalidade de descrever o perfil dessas provas a partir da análise dos enunciados das questões, além de entender as inter-relações entre o que é planejado pelos professores e os objetivos das verificações exigidos em seu principal instrumento de avalição à luz do referencial teórico de Neus Sanmartí e Iván Marchán-Carvajal, baseado também nas orientações previstas nos Parâmetros Curriculares Nacionais para o Ensino de Ciências. A pesquisa caracteriza-se como análise documental e a metodologia empregada foi baseada na estruturação de pesquisa qualitativa, fazendo-se uso da análise de conteúdo dos enunciados das provas. Participaram da pesquisa 15 professores de ciências, que atuam no 9º ano do Ensino Fundamental da Rede Publica de Ensino. Foram analisados os planos de dez professores e dezesseis provas aplicadas aos alunos do 9º ano no 1º bimestre de 2016. Os resultados evidenciaram que a prova é um instrumento de avaliação previsto em todos os planos dos professores, esta por sua vez, abordam questões sobre os temas: Matéria e Energia: propriedades gerais e específicas; O Átomo; Reações Químicas; Organizando os elementos químicos: a classificação periódica. Destes, as categorias mais representativas foram “Matéria e Energia” e “Átomo”, juntas, elas representam cerca de ¾ das questões analisadas, isso significa quase 75% do total de perguntas. Das 66 questões analisadas, referentes ao conteúdo de Matéria e Energia, 80,4% foram agrupadas na categoria Reprodução. Isso significa que a maioria dos enunciados, aqui analisados, é apresentada de forma direta, no sentido de não trazerem nenhum tipo de contextualização inicial, ou seja, são perguntas sem contexto. Questões deste tipo não permitem que o professor avalie os conhecimentos científicos dos alunos, pois os estimulam à memorização de conceitos e teorias científicas. Por estarem diretamente relacionadas apenas com a memorização dos conteúdos, as questões não apresentam conexão com a realidade do aluno. Isto pode gerar uma falta de interesse, por parte dos alunos, pela disciplina de Ciências, uma vez que, após a realização das provas, os termos e conceitos memorizados serão esquecidos, pois o que aconteceu foi somente uma aprendizagem de conteúdos destituída de significados para a vida dos alunos.

Orientadora: Profa. Dra. Márcia Helena Alvim<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018.<br>A presente pesquisa discute a inserção da História das Ciências (HC) no ensino de Física, como forma de promover um ambiente crítico e reflexivo, distante do ensino tradicional perpetuado na maioria das escolas, onde a ciência, de forma geral, é vista como a-histórica, composta por gênios e promotora do saber único e verdadeiro. Tendo em vista este panorama, apresentam-se algumas reflexões a respeito do distanciamento deste tipo de ensino, por meio de associações com a concepção bancária da educação, discutida por Paulo Freire. O objetivo principal dessa pesquisa é investigar a temática da Revolução Científica em aulas de Física do Ensino Médio, buscando elaborar, aplicar e analisar uma proposta didático-metodológica que inclua essa discussão na promoção da reflexão sobre a importância da HC no ensino. Esta pesquisa é caracterizada como pesquisa-ação e busca a interface da HC com o ensino de Física, a fim de contribuir para a formação de cidadãos críticos. A proposta didático-metodológica foi aplicada no 1º ano do Ensino Médio de uma escola da rede privada de ensino, localizada em São Bernardo do Campo, São Paulo, onde através da reflexão histórica acerca da Revolução Científica, com o uso de diferentes recursos pedagógicos, buscou-se promover situações de aprendizado nas quais se privilegiaram os momentos de discussão e produção escrita dos alunos sobre a temática. Por fim, os resultados obtidos da aplicação da proposta possibilitou identificar que a HC no ensino contribuiu para a promoção de ambientes de reflexão sobre o desenvolvimento da ciência e, por consequência, mostrou-se um recurso promissor para o aprendizado científico dos alunos. Outra significativa contribuição refere-se a alguns elementos didáticos que levam ao aprimoramento das aulas e evidenciam a postura dos alunos diante das experiências compartilhadas em sala de aula.<br>Traditional teaching promoted in most school¿s view science as an-historical, made up of geniuses and promoter of the unique and true knowledge. This research discusses how the insertion of History of Sciences (HC) in the teaching of Physics, promotes a critical and reflexive Education. This will be presented with some reflections on the importance of distancing traditional education, through the association with the banking concept of education discussed by Paulo Freire. The main objective of this research is to investigate the Scientific Revolution in High School Physics classes, seeking to elaborate, apply and analyze a didactic-methodology proposal that includes the promotion of reflections on the importance of HC in science teaching. The research is an action-research which interfaces the HC with the teaching of Physics, to contribute to the development of critical citizens. The didactic-methodological proposed was applied in the 1st year students of a private high school in São Bernardo do Campo, São Paulo. The historical reflection by the Scientific Revolution, with the use of different pedagogical resources, seek to developed learning situations by encouraging discussion and written production of students. The results highlighted that HC teaching contributed to the promotion of an environment for reflection and the development of science teaching. Consequently, proving to be a promising resource for student¿s scientific learning. Another important contribution refers to some didactic elements that lead to the improvement of classes, this situation was evidenced by the shared experiences in the classroom.

Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead! Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science. The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!

Três são os objetivos centrais deste trabalho: (a) especificar, por meio de uma reconstrução histórico-evolutiva do pensamento teórico, os elementos constitutivos (objeto, método, princípios primeiros, teoria da verdade e comunidade científica) e as exigências normativas (objetividade, coerência, clareza e transparência, justificação e consensualização) de um empreendimento que pretenda se qualificar como ciência, de modo propor uma concepção analógica de ciência que possa ser aplicável ao campo do direito; (b) identificar e detalhar os três diferentes paradigmas científicos que se desenvolveram no direito tributário brasileiro (Empírico-econômico, Normativo-comportamental e Formalista-linguístico), de modo a analisar, criticamente, os seus pressupostos teóricos, buscando, com isso, demonstrar a insuficiência dos modelos teóricos que foram até hoje utilizados no campo da ciência tributária brasileira, principalmente em razão do seu reducionismo explicativo; e (c) propor uma concepção mais abrangente e complexa de ciência jurídica – pautada na concepção de ciência prática (scientia practica) desenvolvida pela tradição filosófica aristotélico-tomista – a qual teria pretensões de, não apenas descrever o direito positivo, mas também de explicar, esclarecer e tornar mais inteligível as diferentes dimensões do fenômeno tributário, não apenas no que se refere ao momento da positivação das normas jurídicas, mas também no que se refere aos momentos anteriores e posteriores a esse processo, ou seja, que também se dedique a analisar os motivos, causas, efeitos, consequências e fins das normas de tributação. Portanto, a concepção de ciência prática aplicável ao direito tributário pressupõe o desenvolvimento de uma dimensão formal, material, eficiente/instrumental e final do seu respectivo objeto de estudo, o que culmina na elaboração de uma deontologia tributária, de uma ontologia tributária, de uma metodologia tributária e de uma teleologia tributária.<br>Three are the central goals of this thesis: (a) first to specify, by means of a historical and evolutionary reconstruction of the scientific thought, which are the constitutive elements (object, method, first principles, theory of truth and scientific community) and the normative requirements (objectivity, consistency, clarity and transparency, justification and consensualization) of a theoretical enterprise that intends to affirm itself as scientific, as to propose an analogical conception of science that could be applied to the field of Law; (b) to identify and detail the three different scientific paradigms that have been developed in Brazilian Tax Law (Empirical-economical, Normative-behavioral and Formalistic-linguistic), in order to, critically, analyze its theoretical assumptions, seeking to demonstrate the inadequacy of these theoretical models applied in Brazilian Tax Law, especially because of their explanatory reductionism; and (c) to propose a more comprehensive and complex notion of legal science, based on the conception of practical science (scientia practica) – based on the philosophical tradition of Aristotle and Aquinas – which would have claims, not only describe the positive law, but also to explain, clarify and make more intelligible the different dimensions of the taxation phenomenon, not only regarding the procedure that creates legal norms, but also that pays attention to the moments that come before and after this process, namely, that also focuses on analyzing the motives, causes, effects, consequences and ends of taxation. Therefore, a concept of practical science applicable to Tax Law demands the development of a formal, a material, an efficient/instrumental and a finalistic dimension of its object of study. This will require a Theory of Taxation that has a Deontological aspect, an Ontological aspect, a Methodological aspect and a Teleological aspect.

La tesi L’ús de les controvèrsies sociocientífiques per promoure la competència científica a l’educació secundària: el cas de la medicalització i el TDA-H té la finalitat principal de descriure, analitzar i interpretar el desenvolupament de la competència científica dels alumnes de secundària (14 a 17 anys) a partir de la implementació d’una unitat didàctica contextualitzada en una controvèrsia sociocientífica (CSC). Amb aquest propòsit, s’han definit tres objectius. El primer està relacionat amb l’estudi del desenvolupament de continguts científics, el segon amb el dels de l’activitat científica i el tercer, amb l’anàlisi de les raons amb les que els alumnes fonamenten la seva presa de decisions davant situacions que podrien ser quotidianes. Per assolir aquests objectius vinculats als tres aspectes que segons la OCDE defineixen la competència científica, s’ha dut a terme una recerca qualitativa-interpretativa en la que s’ha dissenyat una unitat didàctica contextualitzada en dues CSC actuals (medicalització de la societat i TDA-H). Després de validar el seu disseny amb experts i realitzar una prova pilot al juny del 2011, sis docents l’han implementat en cinc centres educatius de Catalunya durant el període comprès entre els mesos de febrer i juny de 2012. Un total de 399 alumnes (116 de 3r d’ESO i 283 de 1r de batxillerat) hi han participat. A partir d’activitats d’aquesta unitat, s’ha realitzat l’anàlisi qualitativa i quantitativa del contingut de les respostes escrites pels estudiants en diferents moments de la implementació i s’ha pogut constatar que, respecte el primer objectiu de recerca, els alumnes a través de l’estudi de l’acció d’una analgèsic comú han estat capaços de construir una visió més holística del cos humà i aplicar aquests coneixements per explicar la generació dels efectes secundaris. La rúbrica sobre la interrelació establerta entre els sistemes digestiu, nerviós i circulatori quan un medicament actua ha estat una eina eficaç per detectar els coneixements dels estudiants. Pel que fa al segon objectiu, hem detectat que els estudiants han desenvolupat coneixements sobre l’activitat científica. A través del disseny d’experiments per contribuir a resoldre una problemàtica real i controvertida i de l’anàlisi de la informació i la fiabilitat d’estudis científics que han estudiat aquesta temàtica i han arribat a resultats divergents, han pogut començar a trencar el “mite del mètode científic” i entendre millor el desacord científic intrínsec a les CSC i a la generació del coneixement dins la ciència. Finalment, respecte el tercer, hem trobat que les emocions (dimensió afectiva), els valors (dimensió psicològica), els coneixements científics (dimensió cognitiva científica) i els quotidians (dimensió cognitiva quotidiana) són les raons amb les que els alumnes basen les seves decisions respecte l’automedicació. El paper que juga cadascuna d’elles, però, depèn del grau de familiaritat de la situació que es planteja als estudiants i de si el problema a medicar és físic o psicològic. Paral·lelament s’han definit tres perfils de posicionament (vivencial, crèdul i crític) i s’ha constatat que l’alumnat després de la intervenció esdevé més crític i capaç de justificar de manera fonamentada les seves decisions respecte l’automedicació. Basant-nos en aquests resultats, podem afirmar que la implementació de la unitat didàctica contextualitzada en CSC ha ajudat als alumnes participants d’aquesta recerca a esdevenir més competents científicament. Com a principals aportacions destaquem la creació d’una rúbrica amb criteris per seleccionar CSC apropiades per ser incorporades a les classes de ciències, el disseny d’una unitat didàctica contextualitzada en CSC significatives pels estudiants, l’elaboració de rúbriques aplicables a la recerca (com a instruments d’anàlisi) i a l’aula (per diagnosticar i avaluar els coneixements dels alumnes), i, per últim, la definició d’una sèrie d’implicacions adients per promocionar la competència científica en els estudiants.<br>The main objective of the thesis The use of socioscientific issues as a way to promote the scientific competence in secondary education: the case of medicalization and ADHD is to describe, analyze and interpret the development of the scientific competence in high school students (aged 14 to 17) following the deployment of a SSI context-based teaching unit. With this goal in mind, we defined three objectives. The first one deals with the study of the development of knowledge of the content of science, the second, with the development of knowledge about the scientific enquiry, and the third, with the analysis of the reasons with which students base their decisions in situations that may be quotidian. To achieve these objectives, linked to the three aspects that according to the OECD define scientific competence, a qualitative-interpretative research was carried out. In order to collect research data, a teaching unit based on two current SSI (medicalization of society and ADHD) was designed. After validating its design with experts and conducting a pilot test in June 2011, six teachers implemented it in five high schools of Catalonia between the months of February and June 2012. A total of 399 high school students (116 aged 14-15 and 283 aged 16 to 17) participated. In this research, the students’ written answers to some of the activities of this unit were studied in a qualitative and quantitative analysis of contents with an interpretative and prospective nature. The results obtained show that, regarding the first research objective, the students, through the study of the action of a common painkiller have been able to build a more holistic understanding of the functioning of the human body and to apply this knowledge to explain the generation of side effects. We also created a useful rubric to evaluate the development of the students’ knowledge about the relationship between the digestive, circulatory and nervous systems when a drug enters the body. Regarding the second objective, we have detected that through the design of experiments aimed to solve a real and controversial problem, and through the analysis of the information and the reliability of scientific studies that dealt with a same issue but came to divergent results, students started to break the "myth of the scientific method" and improved their recognition and understanding of the scientific disagreement inherent within SSI and of the development of scientific knowledge. Finally, regarding the third objective, we found that emotions (emotional dimension), values (psychological dimension), scientific knowledge (scientific cognitive dimension) and common knowledge (quotidian cognitive dimension) are the arguments with which students base their decisions about self-medication. The role that each of these dimensions play, however, depends on the degree of familiarity towards the situation and on whether the problem to medicate is physical or psychological. In parallel, we identified three profiles of positioning (experiential, credulous and critic) and confirmed that, after the intervention, the students become more critical and able to soundly justify their decisions about self-medication. Based on these results, we can affirm that the implementation of the SSI context-based teaching unit helped the participants of this research to become more scientifically competent. Therefore, the main contributions of this thesis are: the creation of a rubric with criteria to select an appropriate SSI to incorporate into science classes, the design of a teaching unit contextualized in a SSI that is meaningful for students, the development of rubrics that are applicable to research (as instruments of analysis) and in the classroom (to diagnose and assess the knowledge of the students), and, finally, the definition of a series of implications for promoting the scientific competence in students.

Hoy en día, la finalidad universal del aprendizaje de lenguas extranjeras es el desarrollo de la competencia comunicativa en los discentes. No obstante, cabe admitir que la adquisición de esa competencia comunicativa no siempre se da al final del proceso de aprendizaje. En este sentido, sea cual sea el contexto de aprendizaje, no es sorprendente encontrar un gran número de estudiantes que, después de pasarse toda la Educación Secundaria aprendiendo una lengua extranjera, se muestre incapaz de mantener una mínima conversación en la misma al finalizar esta etapa de aprendizaje. Qué es lo que falla es una de las preguntas que forma parte del hilo conductor de nuestra investigación. Los resultados a los que llegamos, y que son explicados detalladamente en esta Tesis Doctoral, nos permiten plantear unas propuestas de intervención didácticas contundentes de cara a mejorar la calidad de la enseñanza/aprendizaje del español en la Educación Secundaria y la formación del profesorado de ELE en Camerún. La presente Tesis Doctoral se enmarca dentro del estudio de las creencias del alumnado/profesorado, una línea de investigación relativamente novedosa en el ámbito de ELE pero que tomó su impulso en el campo de la didáctica de idiomas, en concreto en la tradición investigadora y educativa anglosajona, a mediados de los años 80 con la publicación de los estudios pioneros de Horwitz (1985) y Wenden (1986). Se trata de un campo de estudio que estipula que las creencias son el soporte de gran parte de las decisiones, acciones y actuaciones conscientes o inconscientes de los discentes/docentes en el aula. De ahí su crucial importancia para ahondar y reflexionar sobre el proceso de enseñanza/aprendizaje de las lenguas.<br>Nowadays, the universal objective of learning foreign languages is the development of the communicative competence of the learners. Nevertheless, it is important to notice that the acquisition of that competence is not always guaranteed at the end of the learning process. In this regard, whatever the learning context, it is not surprising to find students who are not able to hold even a simple conversation in a given foreign language even though they have studied that language all through their secondary education. What goes wrong is one of the main questions that will guide this research. The results we have achieved and which are presented in further details in this Doctorate Thesis permit us to make proposals for pedagogically decisive interventions which aim at ameliorating the standard and quality of Spanish teaching/learning in Secondary Education and the training of teachers in Cameroon. This work is enrolled in the study line of learners’/teachers’ beliefs. This is a relatively recent research line in the SFL domain even though it took off in the area of languages’ didactic, precisely in the Anglo-Saxon tradition of research and education in the middle of the 80 thanks to the publication of the pioneer studies of Horwitz (1985) and Wenden (1986). This domain of study stipulates that most of learners’/teachers’ conscious or unconscious decisions, actions and conducts within the classrooms are based on their beliefs. This is why it is crucial to study in depth their importance on languages teaching/learning process.<br>Avui dia, la finalitat universal de l'aprenentatge de llengües estrangeres és el desenvolupament de la competència comunicativa en els discents. No obstant això, cal admetre que l'adquisició d'aquesta competència comunicativa no sempre es dóna al final del procés d'aprenentatge. En aquest sentit, sigui el que sigui el context d'aprenentatge, no és sorprenent trobar un gran nombre d'estudiants que, després de passar-se tota l'Educació Secundària aprenent una llengua estrangera, es mostri incapaç de mantenir una mínima conversa en la mateixa en finalitzar aquesta etapa d'aprenentatge. Què és el que falla és una de les preguntes que forma part del fil conductor de la nostra recerca. Els resultats als quals arribem, i que són explicats detalladament en aquesta Tesi Doctoral, ens permeten plantejar unes propostes d'intervenció didàctiques contundents de cara a millorar la qualitat de l'ensenyament/aprenentatge de l'espanyol a l'Educació Secundària i la formació del professorat d'ELE a Camerun. La present Tesi Doctoral s'emmarca dins de l'estudi de les creences de l'alumnat/professorat, una línia de recerca relativament nova en l'àmbit d'ELE però que va prendre el seu impuls en el camp de la didàctica d'idiomes, en concret en la tradició investigadora i educativa anglosaxona, a mitjan anys 80 amb la publicació dels estudis pioners de Horwitz (1985) i Wenden (1986). Es tracta d'un camp d'estudi que estipula que les creences són el suport de gran part de les decisions, accions i actuacions conscients o inconscients dels discents/docents a l'aula. D'aquí la seva crucial importància per aprofundir i reflexionar sobre el procés d'ensenyament/aprenentatge de les llengües.

Мінакова, О. О. Економічне планування та прогнозування розвитку харчової промисловості України : дис. ... канд. екон. наук : 08.00.03 / О. О. Мінакова. - Одесса, 2019. - 231 с.<br>Дисертація присвячена систематизації теоретичних засад та обґрунтуванню практичних рекомендацій щодо розвитку сучасних напрямів економічного планування і прогнозування розвитку харчової промисловості України. Обґрунтовано трактування сутності економічної категорії «планування» як складової процесу прийняття управлінських рішень, спрямованих на забезпечення координованості та узгодженості дій зацікавлених суб’єктів з огляду на параметри економічних процесів на рівні держави, регіону, галузі або підприємства, що дозволить забезпечити необхідні пропорції в розвитку харчової промисловості відповідно до встановлених цілей. Визначено спільне та відмінності планування та прогнозування в економіці за ознаками масштабу, об’єктів, призначенням, цілями, конкретною установкою. Розвинуто науково-методичний підхід до планування розвитку галузі, який базується на комплексному аналізі досвіду використання методів соціально-економічного прогнозування та планування в провідних країнах світу й надають змогу обґрунтувати перспективні напрями розвитку галузі. На підставі узагальнення практики організації та функціонування харчової промисловості, обґрунтовано необхідність створення інтегрованих структур, які носять багатопрофільний характер їх розвитку від простих до складних формувань, в яких беруть участь декілька підприємств. Розроблено методику нормативного прогнозування розвитку харчової галузі на основі індикативного планування та формальних методів соціально-економічної статистики та модель добової енергетичної цінності на основі множинної регресії.<br>Диссертация посвящена систематизации теоретических основ и обосновании практических рекомендаций по развитию направлений экономического планирования и прогнозирования развития пищевой промышленности Украины. Обоснована трактовка сущности экономической категории «планирование» как составляющей процесса принятия управленческих решений, направленных на обеспечение скоординированности и согласованности действий заинтересованных сторон, учитывая параметры экономических процессов на уровне государства, региона, отрасли или предприятия, что позволит обеспечить необходимые пропорции в развитии пищевой промышленности в соответствии с установленными целями. Определены общие черты и различия при планировании и прогнозировании в экономике по признакам масштаба, объектов, назначения, целям, конкретной установке. Предложен научно-методический подход к планированию развития отрасли, основанный на комплексном анализе опыта использования методов социально-экономического прогнозирования и планирования в ведущих странах мира и даёт возможность обосновать перспективные направления развития отрасли. На основании обобщения практики организации и функционирования пищевой промышленности, обоснована необходимость создания интегрированных структур, которые носят многопрофильный характер от простых к сложным формированиям, в которых принимают участие несколько предприятий. Разработана методика нормативного прогнозирования развития пищевой отрасли на основе индикативного планирования и формальных методов социально-экономической статистики и модель суточной энергетической ценности на основе множественной регрессии. При реформировании структуры и экономического механизма управления пищевой промышленностью, в работе получило дальнейшего развития исследование проблемы обеспечения населения основными видами продуктов питания на основе разработки множественной регрессионной зависимости суточной энергетической ценности на 1 человека от потребления основных продуктов питания в разрезе регионов Украины. Полученная модель позволила исследовать региональную структуру потребления продуктов животного и растительного происхождения и определить регионы со значительным отклонением от рекомендованных значений. Обоснованы приоритетные направления государственного управления на основе прогнозных моделей, которые исходили из необходимости совершенствования методики определения емкости внутреннего рынка пищевых продуктов и планирования доходов отрасли. В основе указанных расчетов положены перспективное прогнозирование экономического роста государства и доходов населения на основе трехлетнего бюджетного планирования, численности населения по демографическим методам.<br>The dissertation is devoted to the systematization of theoretical principles and the substantiation of practical recommendations for the development of modern areas of economic planning and forecasting of the food industry development in Ukraine. The essence of the economic category of "planning" is substantiated. The common and differences of planning and forecasting in economy are determined on the basis of scale, objects, purpose, goals, specific installation. The scientific and methodical approach to planning of the industry development is developed, which is based on a comprehensive analysis of the experience of using socio-economic forecasting and planning methods in the leading countries of the world and provides an opportunity to substantiate the perspective directions of the industry's development. Based on the generalization of the food industry organization practice, the necessity of creating integrated structures that have a multiprofile nature of their development from simple to complex formations, which involves several enterprises, is substantiated. The method of normative forecasting of food industry development on the basis of indicative planning and formal methods of socio-economic statistics and model of daily energy value on the basis of multiple regression is developed. The scientific and methodical approach to the planning of the industry development is improved, which is based on a comprehensive analysis of the experience of using socio-economic forecasting and planning methods in the leading countries of the world.

Бесчастний, В. М. Теорія та практика кримінологічного забезпечення протидії злочинності в Україні : дис. ... д-ра юрид. наук (д-ра наук) : 12.00.08 / Віктор Миколайович Бесчастний; МВС України, Харк. нац. ун-т внутр. справ, Донец. юрид. ін-т. - Кривий Ріг, 2018. - 400 с.<br>Дисертація є першим в Україні комплексним та системним дослідженням теоретичних засад кримінологічного забезпечення протидії злочинності як системи знань про сутність, форми, види і засоби такого забезпечення, а також основні напрями його удосконалення у кримінально-превентивній практиці та протидії злочинності в цілому. На підставі аналізу статистичних показників за 2010–2016 рр. досліджено сучасний стан і тенденції злочинності в Україні, а також окреслено числові параметри сценаріїв розвитку кримінологічної обстановки до 2021 року. Оцінено стан нормативно-правового, організаційного, інформаційного та науково-методичного забезпечення протидії злочинності.<br>The thesis is the first in Ukraine complex and systematic research of theoretical bases of criminological support for crimes combating as the system of knowledge on essence, forms, types and methods of such support as well as main courses of enhancement of criminal preventive practice and crimes combating in general. Based on the analyses of statistical indexes in 2010-2016 the thesis researches contemporary state and tendencies of crime in Ukraine and outlines numerical options of scenarios of criminological situation until the year of 2021. The thesis estimates the state of normative-legal, organizational, informational and scientific-methodological support for crimes combating.<br>Диссертация является первым в Украине комплексным и системным исследованием теоретических основ криминологического обеспечения противодействия преступности как системы знаний о сущности, формах, видах и средствах такого обеспечения, а также основных направлениях его совершенствования в уголовно-превентивной практике и противодействии преступности в целом. На основании анализа статистических показателей за 2010-2016 гг. исследованы современное состояние и тенденции преступности в Украине, а также обозначены числовые параметры сценариев развития криминологической обстановки до 2021 года. Предложена разветвленная система мер по совершенствованию криминологического обеспечения противодействия преступности в целом и по отдельным его направлениям – нормативно-правового, организационного, информационного и научно-методического обеспечения.

Submitted by JULIANA LAZZAROTTO FREITAS null (julilazzarotto@gmail.com) on 2017-04-11T21:40:53Z No. of bitstreams: 1 tese final_31 mar_para publicacao_juliana lazzarotto.pdf: 2077700 bytes, checksum: 6a5cb594e19eeb43843c35f9ab030fff (MD5)<br>Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: Incluir o número do processo de financiamento nos agradecimentos da dissertação/tese. Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-04-12T12:28:09Z (GMT)<br>Submitted by JULIANA LAZZAROTTO FREITAS null (julilazzarotto@gmail.com) on 2017-04-17T12:15:48Z No. of bitstreams: 1 tese final_31 mar_para publicacao_juliana lazzarotto.pdf: 2077700 bytes, checksum: 6a5cb594e19eeb43843c35f9ab030fff (MD5)<br>Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-04-17T13:05:26Z (GMT) No. of bitstreams: 1 freitas_jl_dr_mar_par.pdf: 542611 bytes, checksum: 577f8b84fd568a7e0a73e0a2564b5e17 (MD5)<br>Made available in DSpace on 2017-04-17T13:05:26Z (GMT). No. of bitstreams: 1 freitas_jl_dr_mar_par.pdf: 542611 bytes, checksum: 577f8b84fd568a7e0a73e0a2564b5e17 (MD5) Previous issue date: 2017-03-27<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Esta tese considera os Estudos Métricos da Informação como um interdomínio estabelecido entre a Ciência da Informação (CI) e outros campos do conhecimento, em que o conhecimento gerado depende da amálgama dos conhecimentos oriundos de ambos os campos. Pondera-o, também, como um campo em vias de institucionalização no Brasil. Identifica a produção periódica científica desse interdomínio manifesto entre a CI e a Medicina, consubstanciado nos Estudos Métricos da Informação, a fim de compreender suas configurações relacionais. Apresenta a questão de pesquisa: como se estabelecem as relações entre os domínios da CI e da Medicina, materializadas pelos Estudos Métricos da Informação no Brasil? Como objetivo geral, reconhece teórica e empiricamente como se configuram as relações representadas pelo interdomínio de Estudos Métricos da Informação entre CI e Medicina no Brasil. Defende como pressuposto a necessidade de visualizar, na prática empírica, o potencial metacientífico da CI, de modo especial, sua vertente investigativa no domínio de Estudos Métricos da Informação. Opta pela Medicina para consolidação e aplicação da concepção de interdomínio, não somente pela relevância social desse campo e do expressivo volume de sua produção científica, mas, de modo especial, por suas contribuições ao desenvolvimento das primeiras pesquisas que consolidaram o uso de fontes de informação científica no Brasil. Utiliza como corpus de análise, um conjunto de 132 artigos extraídos da Scopus, produzidos pelos autores brasileiros mais representativos do interdomínio nos referidos campos. Realiza a seleção desses autores com base em estudos precedentes: Grácio e Oliveira (2012); Mattos e Job (2008) e Freitas (2014). Como modalidade metodológica, adota três opções, a saber: a análise de conteúdo dos artigos do corpus, a técnica de questionário aplicado aos autores mais produtivos dos artigos, agentes representantes desse interdomínio, a fim de apreender suas percepções sobre as atividades de pesquisa que vêm realizando no âmbito dos Estudos Métricos da Informação, e também, a análise bibliométrica que permite observar os autores e periódicos mais evidenciados do corpus, as relações entre citantes e citados e as aproximações dos autores com enfoques e temáticas. Fundamenta a análise de conteúdo em critérios formulados a partir do modelo quadripolar da prática metodológica de Bruyne, Herman e Schoutheete (1977), que congrega os polos epistemológico, teórico, morfológico e técnico e, nas dimensões complementares da pesquisa: a ética e a política, propostas por Bufrem (2013). Confronta a produção periódica científica dos autores com suas respostas ao questionário para analisar a coesão entre discurso e resultado efetivo de suas pesquisas. Considera os interdomínios uma oportunidade de contribuição ou colaboração entre campos e apresenta possibilidades de análise da produção e organização do conhecimento científico, promovidas pela CI, como contribuição à realização de metapesquisas em diferentes domínios.<br>This thesis considers Metric Studies of Information as an inter-domain that can be established between Information Science (IS) and other different knowledge fields, where the knowledge generated depends on the amalgamation of knowledge from both fields.It also considers the metric studies of information as a field that becomes its institutionalization in Brazil. It identifies the scientific literature of this inter-domain in order to understand the relational configurations between Information Science and Medicine by Metric Studies of Information. It presents the research question: How can be established the relation between IS and Medicine through Metric Studies of Information in Brazil? The study aims to recognize theoretically and empirically how the relationships represented by the inter-domain of Metric Studies of Information between IS and Medicine, in Brazil, are established and configured. It argues about the need to visualize, as empirical practice, the IS meta-scientific potential, in particular, its investigative aspect in the field of Metric Studies of Information. It opts for Medicine to apply and consolidate the inter-domain concept, not only for the social relevance of this field and the significant volume of its scientific production, but, in particular, for its contributions to the development of the early research that consolidated the use of scientific information sources in Brazil. It uses as the analysis corpus a collection of 132 articles, extracted from Scopus database, produced by the most representative brazilian authors of the inter-domain materialized by the mentioned fields. The selection of these authors was based on previous studies: Grácio and Oliveira (2012), Mattos and Job (2008) and Freitas (2014). As a methodological choice, the study adopts three options, namely: the content analysis of the articles, the questionnaire technique applied to the most productive authors, that is, the representatives agents of this inter-domain, to understand their perceptions of the research activities they have been performing under the Metric Studies of Information, and also the bibliometric analysis, that allows us to observe the more evident authors and journals of the corpus and relationship between citing and cited authors and journals and the approximations between authors, approaches and thematics. The content analysis is based on criteria formulated from the quadruple methodological practice model, postulated by Bruyne Herman and Schoutheete (1977), which brings together the epistemological, theoretical, morphological and technical poles, and the complementary dimensions of research: the ethical and the political, proposed by Bufrem (2013). It confronts scientific periodical authors’ production with their responses to the questionnaire to analyze whether their speeches correspond to what they actually produce. It finally considers that an inter-domain is a cooperation opportunity between fields and it presents knowledge production and organization analytical possibilities promoted by IS as a way to contribute to the meta research realizations in different domains.<br>Esta tesis considera los Estudios Métricos de Información como un interdominio que puede ser establecido entre la Ciencia de la Información (CI) y otros campos del saber, donde el conocimiento generado depende de la fusión de los conocimientos de ambos los campos. Además, considera los Estudios Métricos de Información como un nuevo campo en vías de institucionalización en Brasil. En el siguiente trabajo se identifica la producción periódica científica de este interdominio manifiesto entre la Ciencia de la Información y la Medicina y materializado en los Estudios Métricos de Información. La pregunta de investigación que orienta el trabajo es: ¿Cómo se establecen las relaciones entre los dominios de CI y Medicina a través de los Estudios Métricos de Información en Brasil? El objetivo general de la investigación es reconocer teórica y empíricamente cómo se configuran las relaciones representadas por el interdominio de Estudios Métricos de Información entre CI y Medicina en Brasil. Defiende como presupuesto la necesidad de visibilizar, en la práctica empírica, el potencial metacientífico de la Ciencia de la Información, de manera especial, sus esfuerzos para llevar a cabo la investigación en el dominio de estudios métricos de información. Opta por la Medicina para la consolidación y aplicación de la concepción de interdominio, no sólo por la relevancia social de este campo y del expresivo volumen de su producción periódica científica, sino que especialmente por sus contribuciones a la evolución de las primeras investigaciones que consolidaron el uso de fuentes de información científica en Brasil. Utiliza un corpus de 132 artículos de periódicos, retirados de la base de datos Scopus, producidos y publicados por los autores brasileños más representativos del interdominio en los referidos campos del conocimiento. La selección de los autores fue realizada con base en investigaciones precedentes: Grácio y Oliveira (2012), Mattos y Job (2008) y Freitas (2014). Esta investigación adopta las tres opciones metodológicas, a saber: el análisis de contenido de los artículos del corpus, el cuestionario como instrumento aplicado en los agentes representantes del referido interdominio, a fin de aprender sus percepciones sobre las actividades de investigación que se vienen realizando en el ámbito de los Estudios Métricos de Información, y también, el análisis bibliométrico, permitiendo observar los autores y revistas más evidenciados, las relaciones entre citantes y citados y las aproximaciones entre autores, enfoques y temáticas. El análisis de contenido se basa en criterios formulados desde el modelo cuadripolar de la práctica metodológica de Bruyne, Herman y Schoutheete (1977), que postula los polos epistemológico, teórico, morfológico y técnico, y, además, desde las dimensiones complementares de la investigación propuestas por Bufrem (2013): la ética y la política. Se enfrenta a la producción periódica científica de autores con sus respuestas al cuestionario, para analizar la cohesión entre el discurso y los resultados efectivos de sus investigaciones. Considera los interdominios como una oportunidad de contribución o colaboración entre campos y presenta posibilidades de análisis de la producción y organización del conocimiento científico provenientes de la Ciencia de la Información, cómo contribución a la realización de meta-investigaciones en diferentes dominios del conocimiento.<br>FAPESP: 2013/16171-9<br>FAPESP: 2015/20732-1

Despite recent efforts to promote scientific argumentation, and to achieve reconceptualized views of the nature of science, including sociocultural accounts, little is known about In-service Secondary Science Teachers’ understanding of the nature of science and cognate aspects. This includes sociocultural aspects and competence in engaging in scientific argumentation about socio-scientific issues. Moreover, there is limited information on how in-service secondary science teachers’ views of the nature of science and their competence in generating scientific argumentation about socio-scientific issues are related, if at all. This also includes their professional skills in applying modern views of scientific argumentation in teaching science. This study of 13 in-service secondary science teachers used a mixed-methods approach. Descriptive statistics and correlation analysis were utilized to analyze data collected using the Scientific Epistemological Views instrument for evaluating teachers’ views of nature of science from a sociocultural perspective. Responses from the socio-scientific issue item – Global Warming – for evaluating teachers’ competence in understanding scientific argumentation were analyzed using a three-point scale rubric. Correlation analysis between five domains of the Scientific Epistemological Views survey and three components of argumentation and interview data were used to determine the relationship between teachers’ understanding of nature of science and competence in generating scientific argumentation. To future explore the evidence showing that these teachers could learn some of the basic modern ideas about scientific argumentation, I designed an online learning module with pre-post questionnaires assessing learning gains. Findings of this study highlighted that this group of teachers had an appreciable prior understanding of certain aspects of nature of science and scientific argumentation. The multi-correlation network diagrams generated from analyzing the in-service secondary science teachers’ responses to the Scientific Epistemological Views survey items highlighted the cohesiveness of their group-based percepts regarding the nature of science. It also showed that there were two content themes in the organization of the network diagrams; i.e., 1) the epistemological bases and 2) methodological aspects of the practices of science. Nevertheless, few science teachers were able to generate a cohesive explanation for the set of informed components of scientific argumentation. It was also found that an informed view of the nature of science did not necessarily indicate informed understanding of scientific argumentation. A further correlation analysis (one-tailed, p < 0.05) between results of the Scientific Epistemological Views survey and components of scientific argumentation showed that the invented and creative and changing and tentative features of science significantly related to Argument and Counterargument, respectively. Close examination of written responses to the Scientific Epistemological Views survey and socio-scientific issues items, as well as interview data from selected in-service secondary science teachers, further supported the above finding. The changing and tentative (CT) feature of science is found to be significantly and positively related to the total score participants received in the Global Warming questionnaire (one-tailed, p < 0.05). Regarding the online learning module about scientific argumentation, pre- and post- surveys of learning outcomes showed good gains from a theoretical perspective after the science teachers completed the online learning module, despite relatively high scores on pre-test items. The learning objectives created by the participants showed that they value students’ use of valid evidence in the process of supporting their claims, though the focus of such process varied. Further, in their reflective evaluation of the learning module, teachers prefer the addition of workshops that could provide them with practical techniques and related resources for facilitating scientific argumentation within their classrooms.

This thesis presents data on four separate areas related to male circumcision (MC) and preventing human immunodeficiency virus (HIV) in Papua New Guinea (PNG). First, this thesis examines the literature related to MC, with a specific focus on its protective mechanisms. This systematic review of MC's different proposed protective mechanisms indicated that several mechanisms are involved in explaining the total of 60% protection against HIV demonstrated by MC, as indicated by three large randomised clinical trials. Second, this thesis measures the proportion of surface area of the foreskin on an erect status penis, and compares this with the total exposed surface area of the penis encountering sexual fluids during sexual intercourse. The results demonstrate that the exposed surface area of the foreskin represents only 48.4% (± 9.5) of the total exposed areas of the erect penis encountering sexual secretions. These results indicate the importance of factors other than loss of surface area of the foreskin in terms of the protection offered by MC. This provides room for theories on the potential protection provided by the 'straight cut' foreskin cuttings prevalent in PNG. Third, this thesis assesses the reliability of self-reporting MC status among men in PNG. This is measured by comparing men's self-reported MC status and investigators' classification of MC status of the participants' genital photographs. Using a three-category classification, there was 90.6% (201/222) agreement between the self-reported MC status and investigator classification (κ value: 0.805). Given the great variety of foreskin cutting practices and appearances, feasible explanations could be suggested for the two-thirds (13/21) of the discordant results. Thus, this study demonstrates a high level of agreement between self-reporting and investigator assessment of MC status in PNG, which suggests that self-reporting of MC status is highly reliable among men in PNG. Finally, Phase 1 of the study—titled '"Straight Cuts" and HIV Prevention: The Immunohistological Correlates of Dorsal Slit Foreskin Cuttings'—was completed at Pacific Adventist University of Papua New Guinea. Phase 1 focused on the feasibility of conducting a complex immunohistological study in resource-limited PNG. During this study, the conceptual, methodological and scientific challenges (and opportunities) of conducting such a study were successfully assessed. In addition to generating valuable data on changes in three histological features (the keratin layer, rete pegs and supra-papillary ridges) of dorsal slit (or 'straight cut') foreskins, this study proved that conducting such a study in PNG is feasible and effective. The scientific findings of Phase 1 of the study, while not conclusive, indicated a positive relationship between 'straight cuts' and HIV prevention. The results for keratin thickness demonstrated that the outer foreskin is thicker than the inner foreskin, which aligns with the findings of other prominent studies. For the two other histological features—the rete peg length and supra-papillary length, which were tested for the first time ever for human foreskins during this study—the results revealed that supra-papillary ridges could be an important predictor in determining the level of protection provided by dorsal slit foreskins against HIV infection. However, rete peg length needs to be measured with an improved methodology during future studies because the measurements taken during this study did not reflect the accurate effect of the rete pegs in terms of a physical barrier against HIV invasion. In conclusion, this thesis fills gaps in knowledge in three areas related to PNG's efforts to prevent heterosexual HIV transmission using MC. Epidemiological evidence is emerging to indicate a positive correlation between 'straight cuts' and HIV prevention. The findings of this study, alongside the results of Phase 2 of the study, will provide scientific evidence to determine the importance of dorsal slit foreskin cuttings in preventing heterosexual transmission of HIV to men.

Objetivo: Esta tese inclui três estudos relacionados com o ensino da natação, procurando cumprir com os seguintes objetivos: (i) descrever a organização e metodologia de ensino da natação desenvolvida em Portugal, em contexto educativo (primeiro ciclo do ensino básico); (ii) analisar as diferenças na competência aquática adquirida entre dois programas de ensino da natação, em contextos de profundidade distintos (água rasa e profunda); (iii) analisar as mudanças longitudinais no desenvolvimento motor global de crianças, após cinco, dez e 30 meses de prática de natação e de futebol. Métodos: Para o primeiro estudo, a amostra incluiu 89 coordenadores pedagógicos de escolas de natação e 100 professores de natação. Em ambos os grupos amostrais foram aplicados questionários para apurar a organização e metodologia de ensino da natação. Para o segundo estudo, a amostra foi constituída por 21 crianças (4,70 ± 0,51 anos), de ambos os géneros e sem qualquer experiência em programas de ensino da natação. A amostra foi dividida em dois grupos experimentais, que foram sujeitos a um programa similar de ensino da natação, durante seis meses, mas variável na profundidade do espaço aquático (piscina de água rasa; piscina de água profunda). Para o terceiro estudo, a amostra foi composta por 33 crianças (4,8 ± 0,5 anos). A amostra foi dividida em três grupos: grupo de controlo; grupo praticante de futebol; grupo praticante de natação. Foi utilizado o Test Gross Motor Development - 2nd Edition para avaliar o desenvolvimento motor global em três momentos distintos: após cinco, dez e trinta meses de prática desportiva. Resultados: Os resultados do primeiro estudo sugerem que a natação no primeiro ciclo do ensino básico regese, sobretudo, pelas orientações do Ministério da Educação. Os principais objetivos das aulas estão relacionados com a adaptação ao meio aquático, privilegiando-se as habilidades aquáticas básicas (81,4%), num ensino pouco suportado em material pedagógico. No segundo estudo, os resultados sugerem que o ensino em piscina rasa permite adquirir um nível superior de competência aquática, em particular em cinco habilidades aquáticas básicas. No terceiro estudo, os dados apontam, em ambos os grupos (futebol e natação), para uma melhoria significativa do quociente motor bruto e dos scores padrão, na locomoção e controlo de objetos entre T5 e T10. Os praticantes de futebol atingem um quociente máximo de desenvolvimento motor após 10 meses de prática. Os praticantes de natação apresentaram um desenvolvimento motor (entre T10 e T30) gradual, particularmente em habilidades de controlo de objetos. Conclusões: Os dados descritos no primeiro estudo permitiram-nos identificar algumas insuficiências no enquadramento da natação no primeiro ciclo do ensino básico, provavelmente por condicionantes da eficiência do processo de ensino-aprendizagem, ao nível da aquisição de habilidades aquáticas mais complexas. Para além disso, os resultados sugerem que as sessões de natação em baixa profundidade parecem facilitar o desenvolvimento da competência aquática em crianças, após seis meses de prática. Foi também concluído que a prática desportiva (natação e futebol) durante a infância pode contribuir para um maior desenvolvimento motor.<br>Objective: This thesis includes three studies related to the teaching of swimming, with the following objectives: (i) to describe the organization and methodology of swimming teaching in Portugal, in the context of school education (elementary school); (ii) to analyze and compare the efficiency between the two program types of swimming teaching (practice in shallow water and practice in deep water); (iii) to analyze the longitudinal changes in the gross motor development of children, after five, ten and 30 months practicing swimming and soccer in parallel. Methods: For the first study, the sample included 89 pedagogical coordinators of swimming schools and 100 swimming teachers. We have done a survey with both groups to assess the level of organization and methodology of swimming teaching. For the second study, the sample was composed by 21 children (4.70 ± 0.51years), of both genders and with no experience with swimming learning programs. The sample was organized in two experimental groups, which have followed a similar swimming learning program during six months, but using different water depths (one using shallow water, the other using deep water). For the third study, the sample was composed by 33 children (4.8 ± 0.5 years). The sample was organized in three groups: control group, soccer group, swimming group. We have used the Test Gross Motor Development – 2nd Edition to evaluate the gross motor development in three different moments: after five, ten and 30 months of practice of both sports. Results: the results of the first study indicate that the swimming practice in the elementary school is conducted following the orientations from the Portuguese Ministry of Education. At this level, the swimming practice is focused on the aquatic readiness, giving more attention to basic aquatic skills (81.4%), where the teaching model rarely includes pedagogical material. In the second study, the results indicate that we can achieve a better performance (higher level of aquatic competence) in shallow water than in deep water, especially with acquiring the five basic aquatic skills. In the third study, the results indicate that, in both groups (soccer and swimming), there’s a significant improvement of the gross motor coefficient and the standard scores in the locomotion and control of objects, between T5 and T10. The soccer practitioners have reached the higher motor development coefficient, after 10 months of practice. The swimming practitioners have a gradual motor development (between T10 and T30), especially with regards to object control skills. Conclusions: with the data of the first study, we could find some deficiencies in the integration of swimming practice in the elementary school’s program and probably those are limitations of the efficiency of the teaching method adopted, in respect to the acquisition of more complex aquatic skills. By the results of the second study, the development of aquatic skills, by children after six months of practice, seems to be easier in shallow water that in deep water. The data collected with the last study indicate that sports (both swimming and soccer) during childhood can contribute for a higher gross motor development of children.

Being a lecturer and serving in the Higher Degrees Committee of the Department of Public Administration and Management at Unisa for several years, gave me exposure to master’s and doctoral candidates’ scholarly work. I realised that the doctoral candidates, in particular, were facing methodological challenges. This realisation triggered my curiosity in the methodological preparedness of doctoral candidates. My scholarly curiosity prompted me to undertake a preliminary literature review which has identified a number of scholarly contributions on the quality of research in Public Administration. These studies have not established or attempted to establish conceptual frameworks for understanding this phenomenon. I deduced that the lack of scholarly contributions on the methodological preparedness of doctoral candidates indicates a knowledge gap that compromises scholarly understanding of methodological preparedness, both as a concept and a phenomenon. The main purpose of this research was to generate theory, by means of the development of a conceptual framework, in response to the identified knowledge gap in the literature. Consequently, a qualitative theory generating research design was chosen and actualised in three interrelated research phases. Phase 1 provides a theoretical perspective by turning to the scholarly literature and institutional documents to obtain a deepened understanding of the concept methodological preparedness relevant to Public Administration doctoral candidates. This phase serves, firstly, to provide an overview of the characteristics of the doctorate in Public Administration as an immediate context for methodological preparedness, and secondly, to do a concept analysis to identify and describe the meaning of the concept methodological preparedness with reference to a doctoral candidate. Phase 2 aimed to make sense of the methodological preparedness of Public Administration doctoral candidates at Unisa by exploring, through an Interpretive Phenomenological Analysis (IPA), how doctoral candidates and supervisors make sense of this phenomenon. This study makes a methodological contribution by employing the IPA for the first time in the South African Public Administration fraternity. Phase 3 generates a conceptual framework for understanding the methodological preparedness of Public Administration doctoral candidates at Unisa. The framework contributes to the understanding of the under- vi researched concept and phenomenon methodological preparedness of doctoral candidates in Public Administration. This study has shown that a candidate’s methodological preparedness (the state of being competent to independently make a methodological decision relevant to his or her doctoral research project), is not a once-off gate-keeping phenomenon, but an ongoing and fluent state of being.<br>Public Administration<br>D. Litt. et Phil. (Public Administration)

Куватова Я. С. Організація ігрової діяльності дітей дошкільного віку : кваліфікаційна робота магістра спеціальності 012 «Дошкільна освіта» / наук. керівник О. О. Самсонова. Запоріжжя : ЗНУ, 2020. 95 с.<br>UA : Робота викладена на 95 сторінках друкованого тексту. Перелік посилань включає 92 джерела. Об’єкт дослідження: освітньо-виховний процес у закладі дошкільної освіти. Предмет: ігрова діяльність дітей дошкільного віку. Мета дослідження: вивчити зміст та особливості розвитку ігрової діяльності дітей дошкільного віку; теоретично обґрунтувати науково-методичні засади організації ігрової діяльності дітей дошкільного віку; дослідити виховні можливості ігрової діяльності та експериментально перевірити науково-методичні засади організації ігрової діяльності дітей дошкільного віку. В роботі науково обґрунтувано комплекс науково-методичних засад організації ігрової діяльності дітей дошкільного віку; розроблено, апробовано та впроваджено в освітній процес початкової школи методики підвищення рівня організації ігрової діяльності дітей дошкільного віку.<br>EN : The work is presented on 95 pages of printed text. The list of references includes 92 sources. Object of research: educational process in a preschool institution. Subject: play activities of preschool children. The purpose of the study: to study the content and features of the development of play activities of preschool children; theoretically substantiate the scientific and methodological principles of organizing play activities of preschool children; to explore the educational possibilities of play activities and experimentally test the scientific and methodological principles of organizing play activities for preschool children. The work scientifically substantiates a set of scientific and methodological principles of organization of play activities of preschool children; developed, tested and implemented in the educational process of primary school methods to increase the level of organization of play activities of preschool children.

Нечитайло С. І. Формування комунікативної компетентності в учнів початкових класів на уроках літературного читання : кваліфікаційна робота магістра спеціальності 013 «Початкова освіта» / наук. керівник М. О. Желтова. Запоріжжя : ЗНУ, 2020. 86 с.<br>UA : Робота викладена на 86 сторінках друкованого тексту. Перелік посилань включає 85 джерел. Об’єкт дослідження: процес формування комунікативної компетентності учнів. Предмет дослідження: засоби формування комунікативної компетентності учнів на уроках літературного читання. Мета дослідження: теоретичне обґрунтування й експериментальна перевірка можливості розвитку сформованого рівня комунікативної компетентності в учнів на уроках літературного читання. В роботі відбувся комплексний аналіз сутності та характерних ознак формування комунікативної компетентності учнів на уроках літературного читання, що впливає на подальший розвиток у дитини образності та виразності мовлення; розроблено програму розвитку рівня сформованості комунікативної компетентності на уроках літературного читання.<br>EN : The work is presented on 86 pages of printed text. The list of links includes 85 sources. Object of research: the process of forming students' communicative competence. Subject of research: means of formation of communicative competence of students in reading lessons. The purpose of the research: theoretical substantiation and experimental verification of the possibility of developing the formed level of communicative competence in students in reading lessons. The work included a comprehensive analysis of the essence and characteristics of the formation of communicative competence of students in reading lessons, which affects the further development of the child's imagery and expressiveness of speech; the program of development of a level of formation of communicative competence at lessons of literary reading is developed.

У магістерському дослідженні висвітлено теоретичні основи формування читання на матеріалі англомовних автентичних текстів періодичних он-лайн видань в учнів профільної школи.<br>The research paper highlights the theoretical foundations of the formation of reading competence of profile school students on the material of English authentic texts of online editions.

У дослідженні визначено, теоретично обґрунтовано й експериментально перевірено методичні засади (наукові підходи і педагогічні принципи, методичний досвід, форми і методи) формування мовленнєвої компетентності дітей старшого дошкільного віку засобами літературної діяльності. З цією метою застосовано теоретичні та емпіричні методи дослідження, а також методи математичної статистики.<br>The research identifies, theoretically substantiates and experimentally verifies the methodological principles (scientific approaches and pedagogical principles, methodological experience, forms and methods) of formation of speech competence of older preschool children by means of literary activity. For this purpose, theoretical and empirical research methods, as well as methods of mathematical statistics were used.

Cette recherche constitue une première étape dans l’élaboration d’un dictionnaire de collocations du lexique scientifique transdisciplinaire (LST), conçu pour aider des étudiants ou des chercheurs dans la rédaction de discours scientifiques ou universitaires, quel que soit leur domaine d’études. Elle a permis de concevoir deux modèles originaux d’articles de dictionnaire donnant accès aux collocations de termes nominaux et verbaux caractéristiques du LST. Les modèles d’articles sont ensuite appliqués à la description d’un échantillon de termes nominaux : analyse, caractéristique, figure, hypothèse, rapport et résultat; et verbaux : décrire et étudier. Les articles conçus dans ce mémoire offrent un accès convivial aux collocations du LST en situation de rédaction. Ils ont l’avantage de proposer une organisation cohérente de ce lexique sur les plans syntaxique et sémantique. En outre, ils permettent de présenter les termes du LST dans des contextes variés, ce qui peut contribuer au développement de la compétence lexicale.<br>This research is the first step in the development of a collocations dictionary of “lexique scientifique transdisciplinaire” (LST), which is similar to the academic vocabulary, a collocations dictionary conceived to help students or researchers in scientific or academic writing, regardless of their field. In this research, we first developed two original models of dictionary articles which provide access to collocations of nouns and verbs characteristic of LST. Secondly, the models are used to describe a sample of nominal terms: analyse, caractéristique, figure, hypothèse, rapport, and résultat; and verbal terms: décrire, and étudier. The models developed in this thesis offer a convenient access to LST collocations in writing context. The advantage of these models is to propose a coherent organization of the lexicon in syntactic and semantic terms. In addition, they are made to present the LST terms in different contexts, which may contribute to the development of lexical competence.

Дисертація на здобуття наукового ступеня доктора педагогічних наук за спеціальністю 13.00.04 – "Теорія і методика професійної освіти". – Інститут педагогіки і психології професійної освіти АПН України, Київ, 2005. У дисертації вперше на основі врахування результатів ретроспективного та зіставного аналізів національного і зарубіжного освітнього досвіду розроблено навчально-методичну систему професійної підготовки майбутніх учителів української мови і літератури, побудовану з урахуванням компетентнісно-орієнтованого підходу. Визначено основні напрями розвитку цієї системи у структурі вищої педагогічної освіти, яка характеризується наявністю етнокультурознавчих елементів та інформаційних технологій, обґрунтовано умови поєднання навчально-пізнавальної, науково-дослідної, практичної діяльності з метою формування професійно компетентного вчителя-словесника як дослідника і культуромовної особистості. Практична цінність одержаних результатів дослідження полягає в розробці змісту, форм, методів організації навчально-пізнавальної, науково-дослідної діяльності, навчально-пошукових і педагогічної практик на філологічному факультеті педагогічного університету. Авторські навчальні програми і навчальні посібники, у т.ч. на електронних носіях, для викладачів і студентів упроваджено в навчальний процес вищих педагогічних навчальних закладів України.<br>The dissertation is presented to obtain the degree of the Doctor of Pedagogical Sciences, speciality 13.00.04. – "The Theory and methodology of professional education". – The Institute of Pedagogy and Psychology of Professional Education of the Academy of Pedagogical Sciences of Ukraine, Kyiv, 2005. The dissertation focuses on the problems of professional training of future Ukrainian language and literature teachers. The teaching and methodical system of professional training of future Ukrainian language and literature teachers aimed at the formation of their professional competence and personal readiness is presented. It is developed on the results of retrospective and comparative analyses of national and foreign educational experience. In presented thesis optimal ways of the development of this system in the structure of higher pedagogical education are given. The structure comprises ethnoculturological elements and information technologies. Optimal ways of combination of teaching and cognitive, scientific and research, and practical activity for the sake of successful training of a teacher as a scientist and cultural language person are substantiated. The practical value of the received results of this scientific research lies in working out of the contents, forms and methods of teaching and cognitive, scientific and research activities, and pedagogical and educational practices in the teaching training universities. The educational programs and educational manuals for the teachers and students created by the author are introduced in the educational process of higher pedagogical institutions of Ukraine.