Tesis: "Critical constructivism"

1

Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

Texto completo

Resumen

Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

Los estilos APA, Harvard, Vancouver, ISO, etc.

2

Jacoby, Brian Arthur. "The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study". Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22588.

Texto completo

Resumen

Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.

Los estilos APA, Harvard, Vancouver, ISO, etc.

3

Mujallid, Amjaad y Amjaad Mujallid. "Appreciating Our Diversity: Using Digital Media Creation and Consumption to Develop and Evaluate Critical Thinking and Analytical Skills for Students in the Digital Culture". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622930.

Texto completo

Resumen

Meaning-making in today's digital culture, using digital media, raises the need for enhanced critical thinking and analytical skills. To be literate in digital media, one must know how to use digital tools, but one is also required to develop intellectual, social, and cultural competencies to be able to interpret messages in multimodal texts, which include written text, sound, and images. This research explored the experiences of two foreign students in higher education who participated in a six-week online workshop called "improving your digital-media skills." In the online workshop, the students completed a project-based activity in which each week they worked on one step toward finishing their projects. The weekly curriculum aimed to develop particular skill of digital-media literacy to access, analyze, evaluate, and create digital media materials. Throughout this study, the data was gathered and analyzed to answer two general questions: 1) How does a project-based activity of digital media creation and consumption impact students' critical thinking and analytical skills in the digital culture? 2) How does students' awareness of cultural diversity influence the choices they make in digital media production? Seeking answers to these two questions, the study employed qualitative case study methods including participant-observation, field notes, questionnaires, interviews, and digital media products analysis. The analysis revealed that the workshop had a great impact on the students' critical analysis and evaluation skills than on critical thinking skills. There was also a noticeable increase in the students' critical thinking skills when using digital media out of the academic settings. Both participants were affected by their experience of living abroad, and this factor influenced their thinking and teaching methods. Cultural identities appeared in their thinking and choices in some parts of the workshop. This study was an initial inquiry into the importance of acquiring cultural competencies along with critical digital-media literacy in order to accept the diversity in education and appreciate our differences.

Los estilos APA, Harvard, Vancouver, ISO, etc.

4

Roura, Planas Sergi. "Engaging second language teachers in videoconference-integrated exchanges : towards a social constructivist perspective". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15673.

Texto completo

Resumen

The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences.

Los estilos APA, Harvard, Vancouver, ISO, etc.

5

Mwanza, David Sani. "A critical reflection on eclecticism in the teaching of English grammar at selected Zambian secondary schools". University of the Western Cape, 2016. http://hdl.handle.net/11394/4849.

Texto completo

Resumen

Philosophiae Doctor - PhD
English is the official language in Zambia and a compulsory subject from grade 1 to the final year of secondary education. Communicative competence in English is therefore critical to mobility in education and is also central to one’s job opportunities in the country. This implies that the teaching of English in schools is of paramount importance. Eclecticism is the recommended approach to teaching of English in Zambian secondary schools. However, no study had been done in Zambia on eclecticism in general, and on teachers’ understanding and application of the eclectic approach to English grammar teaching in particular. Hence, this study was a critical reflection on Eclecticism in the teaching of English language grammar to Grade 11 learners in selected secondary schools in Zambia. The aim of the study was to establish how Eclecticism in English language teaching was understood and applied by Zambian teachers of English. The study employed a mixed research study design employing both quantitative and qualitative approaches. In this regard, questionnaires, classroom observations, interviews (one-on-one and focus groups) and document analysis were the main data sources. Purposeful sampling was used to delineate the primary population and to come up with teachers and lecturers. In total, 90 teachers and 18 lecturers participated in this study. The documentary analysis involved documents such as the senior secondary school English language syllabus and Teacher training institutions’ English teaching methods course outlines. These documents were analysed to establish to what extent they supported or inhibited Eclecticism as an approach to English language teaching. Data was analysed using qualitative data analysis techniques looking for naturally occurring units and reducing them to natural meaning units to check for regular patterns of themes. Data from quantitative questionnaires were analysed using the statistical package for social sciences (SPSS) to generate frequencies and percentages. The documents provided information on the efficacy of using Eclecticism as an approach to English language teaching in the multilingual contexts of Zambia. Theoretically, the study drew on Bernstein’s Code Theory and Pedagogic Discourse with its notion of Recontextualisation. The Code theory was used to examine power relations in education while recontextualisation was used to explore the transfer of knowledge from one site to another. The study also used the constructivist theory which views teachers and learners as co-participants in the process of teaching and learning and treats learners’ backgrounds as crucial to effective teaching. Considering recent developments in technology, the study also explored the extent of the use of multimodal tools in the teaching of English grammar, and the contestations around the ‘grammars’ arising from the dialogicality between the so-called ‘British English Grammar’ and home grown Zambian English grammar. The idea here was to explore how English was taught in the context of other English varieties and Zambian languages present in Zambian secondary school classrooms. The findings showed that while course outlines from teacher training institutions and the senior secondary school English language syllabus showed that teacher training was aimed at producing an eclectic teacher, teacher training was facing a lot of challenges such as inadequate peer teaching, short teaching practice and poor quality of student teachers. These were found to negatively affect the effective training of teachers into eclecticism. Further, while some teachers demonstrated understanding of the eclectic approach and held positive attitudes, others did not leading to poor application and sometimes non application of the approach. In terms of classroom application, of the five teachers whose lessons have been presented in this thesis, four of them used the eclectic approach while one did not, implying that while the policy was accepted by some, others contested it. In addition, teachers stated that grammar meant language rules and they further stated that they taught formal ‘Standard’ English while holding negative attitudes towards Zambian languages and other varieties of English. The study observed that teachers held monolingual ideologies in which they used English exclusively during classroom interaction. Finally, teachers reported that they faced a number of challenges when using the eclectic approach such as limited time, lack of teaching materials and poor low English proficiency among some learners leading to limited to non use of communicative activities in the classroom. The study concludes that while the eclectic approach is practicable in Zambia, a lot has be to done especially in teacher training in order to equip teachers with necessary knowledge and skills to use the eclectic approach. Among other recommendations, the study recommends that there is need for teacher training institutions to improve the quality of teacher training and ensure that student teachers acquire skills of resemiotisation, semiotic remediation and translanguaging as a pedagogical practice. The study also recommends refresher courses to already serving teachers to acquaint them with how the eclectic approach can be recontextualised in different teaching contexts. The study contributes to the body of knowledge in the theoretical and practical understanding of the eclectic approach and how it is used in the Zambian context. The study also adds to literature on the eclectic approach. In addition, the findings act as a diagnostic tool among government education officials, teacher educators and teachers of English in Zambia in particular as they can now see where things are done right and where improvement is needed. Other countries where English is taught as a second language can also learn from the Zambian situation as they search for better ways of training eclectic teachers of English and how to teach English in their own respective contexts.

Los estilos APA, Harvard, Vancouver, ISO, etc.

6

Abraham, Anjali Anna. "Conversations, connections and critical thinking : collaborative action research with women science teachers in Hyderabad, India". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82678.

Texto completo

Resumen

The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.

Los estilos APA, Harvard, Vancouver, ISO, etc.

7

Tippett, Anna. "Body politics : a critical analysis of the sexualisation of popular culture and the rise of lads' mags". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14426.

Texto completo

Resumen

This thesis investigates the rise of lads’ mags and the wider sexualisation of British popular culture, with a specific focus on the ways in which gender and sexuality are socially constructed and how such constructions work to inform a broader ideology of patriarchy. As a consequence of this, postfeminism and new sexism are critically analysed and it is argued that they hinder progress towards gender equality and serve to justify sexism. Body theory, feminist theory, Foucauldian theory and a Foucauldian Feminist approach underpin the theoretical framework of this research and are used to examine how the body is politicised in lads’ mags and wider popular culture. Notions of gender, sexuality and identity are analysed and revealed as naturalising gender divisions. The methodological framework this research draws upon includes semi-structured interviews, an online survey, content analysis and critical discourse analysis, which collectively contribute an in-depth exploration of people’s perceptions of lads’ mags and the content of the magazines. Ten men and ten women were interviewed, complementing this research with respondents’ observations, assessments and experiences from a broad range of ages. Further to this, an online survey provides over 2,000 responses on public perceptions of lads’ mags and is thus the largest piece of empirical research on this topic to have been conducted. This thesis studies the female body as a site of social and political contestation and concludes that the representation of women in lads’ mags reflects a conflict about sexuality and identity which feeds into the normalisation of patriarchy in British society. How we come to embody the discourses prescribed to us by popular culture is examined through drawing upon empirical data, public debate and wider research on sexualisation. This thesis subsequently argues that the way in which we embody discourses becomes a part of our reality and lads’ mags thus exist as part of a wider cultural story that upholds patriarchy as both normal and desirable.

Los estilos APA, Harvard, Vancouver, ISO, etc.

8

Van, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution". University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.

Texto completo

Resumen

Magister Educationis - MEd
Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
South Africa

Los estilos APA, Harvard, Vancouver, ISO, etc.

9

Leach, Brent Tyler. "Critical Thinking Skills as Related to University Students Gender and Academic Discipline". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1251.

Texto completo

Resumen

For a number of years the educational community has recognized the importance of teaching critical thinking skills to all students; however, a shift in educational pedagogy and philosophy has occurred. Through recent legislation the funding of educational institutions that demonstrate competencies and gains from standardized test scores has been mandated. Although performance measurement regarding the effectiveness of learning environments is useful, students must learn critical thinking skills to compete globally, problem solve effectively, self-actualize, preserve democracy, and promote human rights. The relationship between content and critical thinking presents a unique challenge in American education. This study examined the shift in focus from critical thinking to standards-based assessment in American education and focused on data garnered and analyzed from The California Critical Thinking Skills Test (CCTST). The purpose of this study was to determine if there were differences in the 5 dimensions of critical thinking based on colleges and gender based upon 1,455 graduating seniors for the 2009-2010 academic year on the (CCTST). This study used descriptive and inferential statistics to analyze data. In this quantitative study, data from the (CCTST) were gathered and distributed to the researcher for compilation and statistical analysis. Findings from this study indicate that gender and major college of study significantly influence the means on the dimensions of the CCTST. This study provides information regarding critical thinking skills in a higher education setting and is useful for higher education practitioners in facilitating the development of critical thinking skills. The results of this study add to the body of knowledge regarding critical thinking.

Los estilos APA, Harvard, Vancouver, ISO, etc.

10

Brey, Amina. "The effect of '6 bricks' guided play on grade two learners' visual perception and reasoning abilities". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12112.

Texto completo

Resumen

This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.

Los estilos APA, Harvard, Vancouver, ISO, etc.

11

Pretorius, Jacomine. "A critical evaluation of assessment practices in music literacy programmes for young adults / Jacomine Pretorius". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1403.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

12

Ying, Wai Tsen. "Learning physics in a Taiwanese college classroom: a constructivist perspective". Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=129383.

Texto completo

Resumen

The purpose of this study is to use a constructivism as a referent to investigate how students learn physics in a Taiwanese career college classroom. Forty-nine first year, engineering major first students participated in this study of teaching and learning in my college level classroom. The theoretical framework for the study was based on the five dimensions of the Constructivist Learning Environment Survey (CLES) (Taylor & Fraser, 1991: Taylor, Fraser & White, 1994; Taylor, Fraser & Fisher, 1997), namely Personal Relevance, Student Negotiation, Shared Control, Critical Voice, and Uncertainty. These dimensions were employed as analytic themes to examine the qualitative data.
A total of six lessons were observed: two lecture classes, two laboratory practice sessions, and two group discussion sessions. My qualitative observations, supplemented by video- and audio-recordings, of these six lessons were used to produce six classroom narratives. These six narratives were analyzed individually and then comparatively using a cross case analysis whereby the five dimensions of the CLES were employed as analytic themes. The CLES questionnaire was administered at the commencement of the semester and again at the end of the semester in order to determine any quantitative changes in students’ perceptions of their classroom environment. The various analyses were used to make several propositions about the constructivist nature of my classroom. I conclude the study with a discussion of the implications of the study and my reflections on the thesis experience.
The study found that, in my Taiwanese career college physics classroom, (a) the teacher plays a central role in establishing the overall classroom learning environment, (b) student group dynamics are important in the classroom learning environment, (c) the central role of content often works against the establishment of a constructivist classroom, (d) cultural factors play a large role in determining the constructivist nature of the classroom, (e) language plays an important role in the construction of the learning environment, and (f) the students’ learning attitude affected the classroom environment.

Los estilos APA, Harvard, Vancouver, ISO, etc.

13

Quintero, Christian. "Creating Creators Cinema Project: Transforming Lives through the Arts". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/900.

Texto completo

Resumen

This work centered on the Creating Creators Cinema Project (CCCP), a for-profit organization that works with K-12 school districts in California to integrate student filmmaking into core subjects. The qualitative case study documented the experiences of CCCP’s founders, the teaching artists who mentor filmmaking youth, and the students participating in year-long projects, providing a “thick description” of the creation, implementation, and impact of the program in a high school setting. The research addressed the dearth of arts programs in urban schools and their connection to representation in arts fields, particularly filmmaking. The study utilized three frameworks: Critical Pedagogy, Constructivism, and Situated Learning Theory to analyze data about pedagogical approaches and impact in the personal and professional lives of those involved in the project. Findings revealed participants in CCCP challenge traditional schooling practices and create a professional identity for students in the program. This study affirmed the importance of arts education in student lives and identifies how arts is a transformative vehicle for students and educators.

Los estilos APA, Harvard, Vancouver, ISO, etc.

14

Jakobsson, Emma. "How can we know anything in questions of morality? : A Critical Assessment of Rainer Forst’s Theory of Justification". Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351659.

Texto completo

Resumen

When discussing any question in which a human being has a moral claim or a moral choice to make we need to address the justification of those claims and actions. Hence one can ask the question whether we can discuss a justification of moral judgments without having any specific knowledge about any corresponding fact or if it is possible to justify a moral judgment without having that kind of knowledge. This thesis has critically assessed Rainer Forst’s justification theory in relation to moral epistemology, aiming at clarifying his position on the matter. The study shows that Forst’s position is one of a cognitivist nature with a form of rational constructivism. The thesis suggests an alternative approach to Forst’s justification theory. Forst should take on an empiricist explanation when it comes to justifying moral judgements and therefore an epistemology that is not rationalism. Therefore, I suggest a form of realism when it comes to the discussion of his ontology.

Los estilos APA, Harvard, Vancouver, ISO, etc.

15

Fiaz, Nazya. "A constructivist account of Pakistan's political practice in the aftermath of 9/11 : the normalisation of Pakistan's participation in the 'war on terror'". Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4477.

Texto completo

Resumen

This research is concerned with Pakistan's participation in the US-led 'war on terror' in the aftermath of the terrorist attacks of September 11th, 2001. The study seeks to explain how Pakistan's state practice in the aftermath of 9/11 was normalised and made possible. In explaining the state practice, the study draws on a constructivist conceptual framework; which is further enhanced by incorporating key theoretical insights from critical realism. In the first instance, the study proposes that Pakistan's participation in the 'war on terror', seen as a set of actions and practices, was an outcome of a specific domestic political discourse. This discourse enabled and legitimised the state's alliance with the US and its abandonment of the Taliban regime. Secondly, the study is concerned with explaining why the particular discourse emerged in the shape and form that it did. In this context, the argument is that a depth 'critical realist' ontological inquiry can reveal underlying and enduring global and domestic social structural contexts, and traces of agential influence as connected to the discourse. Consequently, this study conceptualises Pakistan's actions in the context of the 'war on terror' as emerging from a multi-causal complex in which discourse, structure and agency are complicit. The study represents a departure from realist readings that emphasise a mono-causal relationship between the US and Pakistan. Instead, this research uses a synthesis of critical realism and constructivism to add a fresh perspective in terms of how we may conceptualise Pakistan's political practice in this instance.

Los estilos APA, Harvard, Vancouver, ISO, etc.

16

Beach, Glenell McKinnon. "An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4005/.

Texto completo

Resumen

This qualitative case study research examined how constructivist problem-based learning facilitated higher level thinking, increased interest in art, and affected attitude toward on-line courses in an undergraduate philosophical aesthetics and interpretation of art criticism course. The research conducted for this study suggests that constructivist problem-based learning does facilitate higher level thinking and increases student interest in art and in on-line classes. Active learning assignments, along with the constructivist collaborative class atmosphere, encouraged students to think more deeply about their personal values concerning art and to consider alternative views. Problem-based learning in this class acted as a scaffold to aid in understanding the material and then in applying the material to unique and real-life situations. Each subject came to the course with certain thinking skills and left with increased knowledge about art but also with increased critical thinking skills for critically examining and discussing art. Participants completed the course with more confidence in their critical thinking ability and in dealing with visual art images. Data was gathered from seven study participants in the form of highly-structured interviews, an early and final critical writing analysis, a major problem assignment and its reflection journal, a beginning survey, and two final surveys. The final major problem involved an individual proposal followed by a collaborative group proposal. Group collaboration constituted the most frustration and problem within the constructivist design of the class. This research took a relativistic viewpoint in gathering data and interpreting meaning.

Los estilos APA, Harvard, Vancouver, ISO, etc.

17

Lingley, Audrey. "Seeing Crucibles: Legitimizing Spiritual Development in the Middle Grades Through Critical Historiography". PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1048.

Texto completo

Resumen

Advocates of middle grades reform in the United States argue that curriculum and instruction, as well as leadership, organization, and community relationships, should be informed by knowledge of the developmental characteristics of 10 to 15 year-olds within physical, social, emotional, psychological, cognitive, and moral domains. Noticeably absent from their conception of human development are spiritual developmental characteristics of young adolescents. This interdisciplinary research was a critical constructivist (Kincheloe, 2008) inquiry of the following question: What is the educational relevance of spiritual development in middle grades education? To study this question, critical historiographical research methods (Villaverde, Kincheloe, & Helyar, 2006) were used to interrogate the academic discourses of three fields related to the research question: (a) the middle grades concept; (b) spirituality as a developmental domain; and (c) holistic education. Foundational texts from these fields served as sources of data. I present the result of the data analyses as narratives on the paradigms that influenced the (hi)stories of these three academic fields. These narratives were analyzed for common epistemological and ontological perspectives. Amongst the paradigms of the three fields, three meta-paradigms are shared: Ecological Epistemology, Holistic Ontology, and Positivist Ontology. In addition, a discursive interrelationship within each field, a dynamic of paradox, was found between the three meta-paradigms. These results offer encouragement for the relevance of spiritual development as part of the middle grades concept, as they suggest that integration of knowledge of adolescent spiritual development is theoretically supported by commitments to caring relationships in schools and constructivist learning theory. The results also suggest a paradigm revolution (Kuhn, 1996) that might allow for a new discourse of possibility (Giroux, 1981) for spirituality in education. This dissertation research could serve as a basis for further research that focuses on how to integrate knowledge of adolescent spiritual development in public schools in the United States.

Los estilos APA, Harvard, Vancouver, ISO, etc.

18

Razera, Karen Danielle Magri Ferreira. "Diferenças entre escolas paulistas alternativas e tradicionais". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-19072018-115434/.

Texto completo

Resumen

Esta pesquisa tem como objetivos investigar as diferenças entre escolas alternativas e tradicionais em São Paulo e discutir as consequências da adoção de diferentes métodos como uma forma de alternativa em uma sociedade cuja democracia não é plenamente verdadeira. Parte-se das hipóteses de que escolas alternativas propõem métodos pedagógicos que supõem formar sujeitos democráticos e que facilitem o aprendizado, em uma tentativa de se contrapor às escolas tradicionais. No entanto, entende-se que, na sociedade industrial, considerando-se a ideologia vigente, as escolas alternativas e tradicionais, como produtos e produtoras da sociedade, tendem a ser similares; e que ao se apresentarem como alternativa democrática, algumas escolas encobrem as contradições de uma sociedade que é desigual em sua base. Obras de alguns autores da teoria crítica da sociedade contribuíram para compreender a influência da sociedade industrial, a importância das figuras de autoridade, e os conceitos de ideologia, indústria cultural, formação e pseudoformação. Cinco critérios foram delimitados, conforme literatura da área, para definir escola alternativa: conteúdo priorizado; método pedagógico; diversas formas de avaliação; a interação entre os sujeitos escolares e grau de participação dos estudantes. Quatro escolas foram selecionadas para investigação: duas públicas (uma alternativa e uma tradicional) e duas privadas (uma alternativa e uma tradicional). Para selecionar as escolas, foi elaborada uma escala com 20 alternativas a partir dos critérios mencionados; também foi utilizada como roteiro para as observações em sala de aula, realizadas de quatro a oito aulas em cada escola. Realizou-se também uma entrevista com a coordenadora pedagógica de cada escola, seguindo um questionário semiestruturado. Destacam-se propostas de escolas alternativas se centrarem nos alunos e as tradicionais nos professores, o que influencia nas características mencionadas anteriormente, além da relação com professor como figura de autoridade. As escolas consideradas alternativas, por vezes, aderem às pressões sociais, tais como a preparação para vestibular, as formas de avaliação, visando o mercado de trabalho, bem como as escolas ditas tradicionais aderem a propostas das alternativas, tais como práticas em grupo, alunos como ativos na educação, entre outros. Considera-se que não há escola puramente tradicional, bem como não há escola puramente alternativa, corroborando a hipótese de que nesta sociedade a tendência é de homogeneização. Uma diferença significativa foi entre as escolas públicas e privadas, pois enquanto as primeiras estavam preocupadas com a violência em que seus alunos estão envolvidos, as escolas particulares refletem sobre questões centrais para a formação dos professores e alunos, permitindo concluir que a maior distinção entre as escolas não é seu método pedagógico, mas de classe social. Haver uma suposta alternativa reforça também o pensamento de que depende unicamente de o indivíduo ou a instituição fazer uma escolha para que a sociedade se modifique, o que também expõe a ideologia de mercado: há um produto a ser escolhido e um mercado a ser atendido. As escolas, sejam elas tradicionais ou alternativas, podem ser espaços que perpetuam as contradições sem críticas, mas podem ser um espaço de resistência em que é possível criticar a sociedade e repensá-la
This research aims to investigate the differences between alternative and traditional schools in Sao Paulo and to discuss the consequences of adopting different methods as an \"alternative\" in a society whose democracy is not fully true. Considering hypotheses that alternative schools propose pedagogical methods that are supposed to form democratic subjects and facilitate the learning, in attempt to oppose to the traditional schools. However, it is understood that, in the industrial society, considering the current ideology, alternative and traditional schools, as products and producers of society, tend to be similar; and that, by presenting themselves as a democratic \"alternative,\" some schools hide the contradictions of a society that is unequal at its base. The works of some authors of the critical theory of the society have contributed to the understanding of industrial societys influence, the importance of authority figures, and the concepts of ideology, cultural industry, formation and pseudo-formation. Five criteria were set forth to define \'alternative school\', according to the literature: prioritized content; pedagogical method; several forms of evaluation; the interaction between school subjects and the student participations rate. Four schools were selected for the research: two public schools (one alternative and one traditional) and two private schools (one alternative and one traditional). In order to select the schools, a scale was elaborated with 20 alternatives based on the mentioned criteria; and it was also used as a guide for classroom observations, which from four to eight classes were observed in each school. There was also an interview with the pedagogical coordinator of each school, following a semi-structured questionnaire. The proposals of alternative schools that focus on the students and the traditional ones on the teachers were highlighted, which influences in the characteristics formerly mentioned, in addition to the relation with teacher as a figure authority figure. The considered alternative schools sometimes adhere to social pressures, such as: preparation for college entrance examination, the forms of evaluation, targeting the labor market; as well as the mentioned traditional schools adhere to alternatives proposals such as: group practices, students as assets in education, among others. It is considered that there is no purely traditional school, nor is there a purely alternative school, corroborating to the hypothesis that, in this society, there is a tendency for homogenization. There was a significant difference between public and private schools, because, in the public school, the workers were concerned about the violence in which their students are involved, and, in the private schools, the workers were questioning central issues to form teachers and students, leading to the conclusion that the greatest distinction between schools is not their pedagogical method, but their social status. Considering a supposed alternative also reinforces the idea that it is solely up to the individual or the institution to make a choice for the societys transition, which also exposes the market ideology: there is a product to be chosen and a market to be served. Schools, whether traditional or alternative, can be spaces in which contradictions without criticism perpetuate, but they can also be a space of resistance in which it is possible to criticize society and rethink it

Los estilos APA, Harvard, Vancouver, ISO, etc.

19

Alface, Henriqueta da Conceição Azinheira. "O cinema como recurso pedagógico na aula de história". Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/19031.

Texto completo

Resumen

Este estudo pretendeu pesquisar acerca da influência do cinema histórico de ficção na construção do conhecimento histórico de alunos de História A do Ensino Secundário. Foi realizado com uma turma do 10º ano de escolaridade de 20 alunos e foi antecedido de um estudo prévio. O trabalho baseou-se no visionamento do filme "O Gladiador" e na realização de fichas de trabalho: a "Ficha de Enquadramento Histórico do Filme", para contextualizar a época histórica em que decorria o filme; a "Ficha de Análise do Filme”, para recolha de dados e finalmente a "Ficha de Trabalho de Comparação entre Fontes Históricas e o Filme". As respostas fornecidas pelos alunos foram organizadas em categorias. Para as perguntas que pediam uma resposta mais directa e simples foram criadas três categorias: básica primária, básica secundária e definição elaborada. Para as perguntas que exigiam uma resposta mais complexa criaram-se cinco categorias: incoerente, básica primária, básica secundária, definição emergente e definição elaborada. As principais conclusões foram: a) o cinema de ficção desempenha um importante contributo na construção do conhecimento histórico dos alunos do ensino secundário; b) o visionamento de filmes de ficção na aula de História deve ser acompanhado com o confronto de fontes históricas para os alunos distinguirem ficção de conhecimento histórico; c) o cinema desempenha um papel muito importante no desenvolvimento das competências específicas de História do Ensino Secundário e do espírito crítico dos alunos; entre outras. / ABSTRACT: This study aimed to understand the influence of historical fiction movies in historical knowledge of students in History of Secondary Education. The study was conducted with a group of 20 students of the 1O th grade and was preceded by a preliminary study. The work was based on viewing the film Gladiator and on worksheets: A "Historical Background" to contextualize the historical era of the movie, the "The analysis of the Movie" to collect data and finally the “Comparison of Historical Sources and movie” worksheet to analyze distinguish fiction from historical knowledge. The responses given by students were categorized: for questions that asked for a more direct and simple answer were created three categories: Basic; Primary; Definition elaborated. For questions requiring a more complex answer were created five categories Incoherent; Basic; Primary; Emergent and Elaborated. The main conclusions were: a) the film fiction has an important contribution to historical knowledge of secondary school students, b) using films in history lessons should be accompanied with a comparison of historical sources for students to distinguish fiction from historical knowledge, c) the film plays an important role in the development of specific skills for the History of Secondary Education and the students' critical thinking, among others.

Los estilos APA, Harvard, Vancouver, ISO, etc.

20

Spash, Clive L. "New Foundations for Ecological Economics". Elsevier, 2012. http://epub.wu.ac.at/3711/1/Spash_EE_New_Foundations.pdf.

Texto completo

Resumen

Ecological economics has been repeatedly described as transdisciplinary and open to including everything from positivism to relativism. I argue for a revision and rejection of this position in favour of realism and reasoned critique. Looking into the ontological presuppositions and considering an epistemology appropriate for ecological economics to meaningfully exist requires rejecting the form of methodological pluralism which has been advocated since the start of this journal. This means being clear about the differences in our worldview (or paradigm) from others and being aware of the substantive failures of orthodox economics in addressing reality. This paper argues for a fundamental review of the basis upon which ecological economics has been founded and in so doing seeks improved clarity as to the competing and complementary epistemologies and methodologies. In part this requires establishing serious interdisciplinary research to replace superficial transdisciplinary rhetoric. The argument places the future of ecological economics firmly amongst heterodox economic schools of thought and in ideological opposition to those supporting the existing institutional structures perpetuating a false reality of the world's social, environmental and economic systems and their operation.

Los estilos APA, Harvard, Vancouver, ISO, etc.

21

Marsiglia, Ana Carolina Galvão [UNESP]. "Um quarto de século de construtivismo como discurso pedagógico oficial da rede estadual de ensino paulista: análise de programas e documentos da Secretária de Estado da Educação no período de 1983 a 2008". Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/101577.

Texto completo

Resumen

Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-01-24Bitstream added on 2014-06-13T19:20:38Z : No. of bitstreams: 1 marsiglia_acg_dr_arafcl.pdf: 1039877 bytes, checksum: 87aa6ac1b7211dccc8264eb655a17073 (MD5)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
O Estado de São Paulo é o principal centro mercantil, corporativo e financeiro brasileiro. A Secretaria de Estado da Educação de São Paulo (SEE) administra mais de 200 mil professores, quatro milhões de alunos e cinco mil escolas. Diante desses números, verifica-se a importância de se desvelar a política educacional na rede estadual de ensino de São Paulo. Nossa tese central é que o construtivismo, implantado pela Secretaria de Estado da Educação de São Paulo em 1983, é elemento estratégico de sua política educacional e tem implicações decisivas para a baixa qualidade da educação destinada aos estudantes da rede de ensino paulista. O objeto da pesquisa é, portanto, a concepção pedagógica construtivista e sua tradução nos documentos oficiais da Secretaria de Estado da Educação de São Paulo. O objetivo deste trabalho é examinar, à luz da pedagogia histórico-crítica, a relação entre o construtivismo como referencial pedagógico e a política educacional do Estado de São Paulo dos governos de André Franco Montoro, Orestes Quércia, Luiz Antônio Fleury Filho, Mário Covas Júnior, Geraldo José Rodrigues Alckmin Filho e José Serra, situando o contexto de produção e implantação dos programas e documentos da SEE, em especial aqueles publicados pela Coordenadoria de Estudos e Normas Pedagógicas (CENP) e Fundação para o Desenvolvimento da Educação (FDE), relativos ao Ciclo I do ensino fundamental no período de 1983 a 2008. O método de coleta e análise dos dados desse trabalho é o método materialista histórico-dialético, que se fundamenta nos pilares da contraditoriedade, totalidade e historicidade. Nossas conclusões remetem à constatação de que o construtivismo, como filiado ao neoliberalismo e ao pós-modernismo, tem sido adotado hegemonicamente por se adequar aos interesses da classe dominante em ofuscar uma verdadeira formação...
The state of São Paulo is the main trading, corporate and financial center of Brazil. The Ministry of Education of São Paulo (SEE) manages more than 200 000 teachers, four million students and five thousand schools. Given these numbers, it appears to reveal the importance of political education in state schools of São Paulo. Our central thesis is that constructivism, implemented by the Ministry of Education of São Paulo in 1983, is a strategical element of its educational policy and has decisive implications for the low quality of education for students of São Paulo. The object of this research is therefore the constructivist pedagogical concept and its conversion in the official documents of the Ministry of Education of São Paulo. The aim of this work is to examine, in the light of historical-critical pedagogy, the relation between constructivism as a pedagogical framework and the educational policy of the state governments of Sao Paulo namely André Franco Montoro, Orestes Quercia, Luiz Antonio Fleury Filho, Mário Covas Júnior Geraldo Jose Rodrigues Alckmin Filho and Jose Serra, setting in the context of production and implementation of programs and documents from the SEE, especially those published by the Department of Studies and Pedagogical Standards (CENP) and Foundation for the Development of Education (FDE) for the first cycle of basic education in the period 1983 to 2008. The method of data collection and analysis of this work is the historical dialectical materialism method, which relies on the concepts of contradiction, totality and historicity. Our conclusions refer to the fact that constructivism as affiliated to neoliberalism and postmodernism has been adopted for the adjustment to the hegemonic interests of the dominant class obscuring true emancipator education by highlighting assumptions which undermine the possibilities of schooling as an actual contributor to overcome the capitalist society

Los estilos APA, Harvard, Vancouver, ISO, etc.

22

Marsiglia, Ana Carolina Galvão. "Um quarto de século de construtivismo como discurso pedagógico oficial da rede estadual de ensino paulista : análise de programas e documentos da Secretária de Estado da Educação no período de 1983 a 2008 /". Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/101577.

Texto completo

Resumen

Orientador: Newton Duarte
Banca: Dermeval Saviani
Banca: Ana Maria Lombardi Daibem
Banca: Juliana Campregher Pasqualini
Banca: Lígia Márcia Martins
Banca: Nadia Mara Edit
Resumo: O Estado de São Paulo é o principal centro mercantil, corporativo e financeiro brasileiro. A Secretaria de Estado da Educação de São Paulo (SEE) administra mais de 200 mil professores, quatro milhões de alunos e cinco mil escolas. Diante desses números, verifica-se a importância de se desvelar a política educacional na rede estadual de ensino de São Paulo. Nossa tese central é que o construtivismo, implantado pela Secretaria de Estado da Educação de São Paulo em 1983, é elemento estratégico de sua política educacional e tem implicações decisivas para a baixa qualidade da educação destinada aos estudantes da rede de ensino paulista. O objeto da pesquisa é, portanto, a concepção pedagógica construtivista e sua tradução nos documentos oficiais da Secretaria de Estado da Educação de São Paulo. O objetivo deste trabalho é examinar, à luz da pedagogia histórico-crítica, a relação entre o construtivismo como referencial pedagógico e a política educacional do Estado de São Paulo dos governos de André Franco Montoro, Orestes Quércia, Luiz Antônio Fleury Filho, Mário Covas Júnior, Geraldo José Rodrigues Alckmin Filho e José Serra, situando o contexto de produção e implantação dos programas e documentos da SEE, em especial aqueles publicados pela Coordenadoria de Estudos e Normas Pedagógicas (CENP) e Fundação para o Desenvolvimento da Educação (FDE), relativos ao Ciclo I do ensino fundamental no período de 1983 a 2008. O método de coleta e análise dos dados desse trabalho é o método materialista histórico-dialético, que se fundamenta nos pilares da contraditoriedade, totalidade e historicidade. Nossas conclusões remetem à constatação de que o construtivismo, como filiado ao neoliberalismo e ao pós-modernismo, tem sido adotado hegemonicamente por se adequar aos interesses da classe dominante em ofuscar uma verdadeira formação... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The state of São Paulo is the main trading, corporate and financial center of Brazil. The Ministry of Education of São Paulo (SEE) manages more than 200 000 teachers, four million students and five thousand schools. Given these numbers, it appears to reveal the importance of political education in state schools of São Paulo. Our central thesis is that constructivism, implemented by the Ministry of Education of São Paulo in 1983, is a strategical element of its educational policy and has decisive implications for the low quality of education for students of São Paulo. The object of this research is therefore the constructivist pedagogical concept and its conversion in the official documents of the Ministry of Education of São Paulo. The aim of this work is to examine, in the light of historical-critical pedagogy, the relation between constructivism as a pedagogical framework and the educational policy of the state governments of Sao Paulo namely André Franco Montoro, Orestes Quercia, Luiz Antonio Fleury Filho, Mário Covas Júnior Geraldo Jose Rodrigues Alckmin Filho and Jose Serra, setting in the context of production and implementation of programs and documents from the SEE, especially those published by the Department of Studies and Pedagogical Standards (CENP) and Foundation for the Development of Education (FDE) for the first cycle of basic education in the period 1983 to 2008. The method of data collection and analysis of this work is the historical dialectical materialism method, which relies on the concepts of contradiction, totality and historicity. Our conclusions refer to the fact that constructivism as affiliated to neoliberalism and postmodernism has been adopted for the adjustment to the hegemonic interests of the dominant class obscuring true emancipator education by highlighting assumptions which undermine the possibilities of schooling as an actual contributor to overcome the capitalist society
Doutor

Los estilos APA, Harvard, Vancouver, ISO, etc.

23

Handberg, Hjalte H. "Understanding Iranian Proxy Warfare: A Historical Analysis of the Relational Development of the Islamic Republic of Iran and Iraqi Insurgencies". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22233.

Texto completo

Resumen

In recent years, the IRI has managed to increase its influence in the Middle East. The strategic use of proxy warfare has played a central role as surrounding countries have become destabilised. However, following the positivist logic of structural IR theories, the materially inferior IRI should not be a stronger player in the region’s conflicts than the US and its Arab allies. The Iranian success in proxy warfare, therefore, provides a paradox for the explanatory framework of reductionist IR theories which rely on rational and positivist epistemologies. I argue that this is because these perspectives do not endorse an adequate comprehension of the mutual embedded relations which have served the IRI a strategic advantage in proxy warfare. In a challenge to the parsimonious reductionism of structural IR and security studies, I adopt Feklyunina’s constructivist framework for analysing soft power as a relational identity. Thereby, I switch the focus from a top-down analysis of the IRI to a focus including Iraqi insurgencies’ acceptance or rejection of the IRI’s national identity and foreign policy goals. I argue that identity matter in proxy relations. Hence, I estimate the IRI’s strength in proxy warfare based on potential Iraqi insurgencies’ compatible identities. I employ a longitudinal historical research design tracing the development of collective identities within Iraq. The study finds that the Iraqi Shi’ites share important common facets of their identity with the IRI and have subsequently been willing to fight as proxies against American and Sunni forces in Iraq. However, identity and legitimacy structures in the Middle East are complex, multifaceted, constantly changing, and dependent on context. Iraqi Shi’ites still preserve some reservations and antipathy towards the Iranian regime due to a nationalist sense of community.

Los estilos APA, Harvard, Vancouver, ISO, etc.

24

Danielsson, Annica y Frida Klafver. "Konstruktionen av ett socialt problem : en diskursanalytisk fallstudie av hur hedersrelaterat våld återges i dagspress och fackpress mellan åren 1997 – 2007". Thesis, Stockholm University, Department of Social Work, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7467.

Texto completo

Resumen

The purpose of this paper was to describe how a phenomenon is constructed into being a social problem, by studying articles on honour killing in the Swedish daily press and in the technical journal Socionomen. The main questions were: can different discourses on honour killing be identified, and if so, have they changed over time, and are there differences between the discourses identified in the daily press and in Socionomen? The method used was a qualitative analysis of discourse influenced by Faircloughs Critical Discourse Analysis. The main conclusion was that honour killing has been textually constructed as a social problem in the studied media. There was one main discourse which clearly pointed out groups as bearers and victims of the social problem. This discourse has provided causality to society by indicating culture, religion and ethnicity as the reasons for the honour killing. Adding to this, our interpretation is that there was only a slight difference between how the social problem had been textually constructed in the Swedish daily press and in Socionomen, and that honour killing has been textually constructed as a social problem almost without contribution from social workers.

Los estilos APA, Harvard, Vancouver, ISO, etc.

25

George, Frikkie. "Effects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equations". Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/3944.

Texto completo

Resumen

Magister Educationis - MEd
This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Province

Los estilos APA, Harvard, Vancouver, ISO, etc.

26

Nyström, Karin. "Film as a Tool in English Teaching : A Literature Review on the use of Film to develop Students’ linguistic Skills and critical Thinking in Upper Secondary EFL Classrooms". Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30811.

Texto completo

Resumen

Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.

Los estilos APA, Harvard, Vancouver, ISO, etc.

27

Sallinen, Margarita. "Weaponized malware, physical damage, zero casualties – what informal norms are emerging in targeted state sponsored cyber-attacks? : The dynamics beyond causation: an interpretivist-constructivist analysis of the US media discourse regarding offensive cyber operations and cyber weapons between 2010 and 2020". Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9722.

Texto completo

Resumen

In 2010, the discovery of the malicious computer worm Stuxnet shocked the world by its sophistication and unpredictability. Stuxnet was deemed as the world’s first cyber weapon and started discussions concerning offensive cyber operations – often called “cyber warfare” – globally. Due to Stuxnet, rapid digitalisation and evolving technology, it became vital for decision makers in the US to consider formal norms such as laws, agreements, and policy decisions regarding cyber security. Yet, to obtain a holistic understanding of cyber security, this thesis uses constructivism as its theoretical framework to understand changing informal norms and social factors including the ideas and morals of the US society regarding offensive cyber operations. This thesis critically analyses the discourse of three of the largest US newspapers by circulation: the New York Times, the Washington Post and The Wall Street Journal. A significant shift was discovered in the US media’s publications and in informal norms regarding offensive cyber operations and the use of cyber weapons in just one decade, by comparing the discourses relating to Stuxnet in 2010 and the US presidential election in 2020. This thesis concludes that it is equally important to consider ideas and morals when researching a technical field such as cyber security by arguing that informal norms guide the choices actors make when developing formal norms at the international level. The findings of this thesis are intended to provoke a normative, urgent, and focused discussion about cyber security. The findings are also intended to shift attention to how language is used in discussions about the cyber sphere, offensive cyber operations and cyber weapons as components of the traditional battlefield.

Los estilos APA, Harvard, Vancouver, ISO, etc.

28

Spash, Clive L. "Ecological Economics and Philosophy of Science: Ontology, Epistemology, Methodology and Ideology". WU Vienna University of Economics and Business, 2012. http://epub.wu.ac.at/3472/1/sre%2Ddisc%2D2012_03.pdf.

Texto completo

Resumen

Ecological economics has been repeatedly described as transdisciplinary and open to including everything from positivism to relativism. I argue for a revision and rejection of this position in favour of realism and reasoned critique. Looking into the ontological presuppositions and considering an epistemology appropriate for ecological economics to meaningfully exist requires rejecting the form of methodological pluralism which has been advocated since the start of this journal. This means being clear about the differences in our worldview (or paradigm) from others and being aware of the substantive failures of orthodox economics in addressing reality. This paper argues for a fundamental review of the basis upon which ecological economics has been founded and in so doing seeks improved clarity as to the competing and complementary epistemologies and methodologies. In part this requires establishing serious interdisciplinary research to replace superficial transdisciplinary rhetoric. The argument places the future of ecological economics firmly amongst heterodox economic schools of thought and in ideological opposition to those supporting the existing institutional structures perpetuating a false reality of the world's social, environmental and economic systems and their operation. (author's abstract)
Series: SRE - Discussion Papers

Los estilos APA, Harvard, Vancouver, ISO, etc.

29

Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

30

Zindi, Beauty Chiwoneso. "Accounting and accountability in local government : a critical constructivist grounded theory approach". Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496069.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

31

French, Kenneth J. "Critical Sustainability: A Constructivist Appraisal of LEED Certified Architecture in Cincinnati, Ohio". Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1216331308.

Texto completo

Resumen

Thesis (Master of Architecture)--University of Cincinnati, 2008.
Advisors: Robert Burnham (Committee Chair), David Saile PhD (Committee Member). Title from electronic thesis title page (viewed Apr. 19, 2010). Includes abstract. Keywords: Sustainability; USGBC; LEED; sustainable architecture; sustainable theory; architectural criticism. Includes bibliographic references.

Los estilos APA, Harvard, Vancouver, ISO, etc.

32

Page, Pamela. "Critical illness survivorship and implications for care provision : a constructivist grounded theory". Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/17242/.

Texto completo

Resumen

Background: In the context of increasing survivorship from critical illness it is important to enhance our understanding of the subjective experience of survivors and their families. The critical illness experience is enormously complex, varied and multifaceted. The need to consider the legacy of critical care beyond physiological survival is imperative. Aims of the study: The study aimed to formulate a substantive, middle range theory in relation to patient and family’s critical illness trajectory. Further, to discern and understand the responses of critical care nurses to survivorship needs. Methods: Working within a relativist ontology and a constructivist grounded theory methodology, a series of in-depth interviews were undertaken with survivors of critical illness (n=16), family members (n=15) (phase 1) and critical care nurses (n=11) (phase 2). Interviews were undertaken in a District General Hospital setting in England. All interviews were transcribed verbatim. Constant comparative analysis and data collection occurring concurrently with theoretical sampling commencing from the outset. Findings: Survivors of critical illness invariably entered a liminal state between life and death on admission and during their stay in the Adult General Critical Care Unit (AGCCU). They frequently experienced vivid, hallucinatory experiences which placed them in a different world or liminal space where they could move or transcend in and out of different realities or worlds. The core difficulty can be summarised as follows; survivors have little recall of the factual events of their critical illness within AGCCU but relatives have lived the whole event in a very real and ingraining manner. This can result in family members and survivors experiencing totally different versions or narratives of the critical illness episode; constructing the concept of dualistic worlds. Nurses working within AGCCU found themselves bounded by the walls of the critical care unit and experienced personal and professional conflicts in their role, as they bear witness to critically ill patients and their families. The critical care environment was identified as a demanding place of work which appeared to limit nurses to immediacy of care in the here and now. The specialist knowledge and skill that nurses provided were central to physiological survival but they are unable to support the onward survivorship trajectory. Conclusion: Survivors of critical illness, together with family members experience numerous challenges and adversities when endeavouring to readjust to life post critical care. This study has identified a middle range theory of dualistic worlds between and within the survivor and family member experiences. These temporal events occur during and after critical illness and expose a non-linear, fluid journey towards a new normal. Exploring the dynamic interplay between intrapersonal, interpersonal and societal factors has provided theoretical insights into critical illness survivorship and the legacy of critical care. Nurses in AGCCU bear witness to the early stages of the survivorship trajectory and provide complex care in support of survival; however they, are bounded by the walls of AGCCU such is the proximity to death and the pressure of work. They are unable to support the onward survivorship journey.

Los estilos APA, Harvard, Vancouver, ISO, etc.

33

Yusoff, Mohd Hafiz. "Knowledge construction using web-based constructivist approach : a critical evaluation of students' performance". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/2137.

Texto completo

Resumen

Although web technology is widely used in today's classrooms, educationists are still unsure of its capacity to generate meaningful learning. As the numbers of web-based learning (WBL) materials keep increasing tremendously, more students will rely on such resources in their learning process. A WBL that applies a constructivist approach offers an alternative as it allows the users to explore the environment based on a given problem. This study investigates the effectiveness of two learning approaches in a WBL environment (constructivist and objectivist) on the achievemnt of students in terms of their knowledge level, retention and motiation with different cognitive style (field independent, FI and field dependent, FD). Two verson of a WBL material (constructivist and objectivist) were developed for this purpose. A 2x2 quasiexperiment pre-test, post-test design was utilized. The sample for this study comprised a total of 141 form four students from two secondary schools in Malaysia. The findings revealed that: (i) the FI students performed significantly better than the FD students after learning through the web learning based on constructivist approach. (ii) there were no significant different between the FI students and the FD student after learning through the web learning based on objectivist approach (iii) the FI students who learned through the web learning based on constructivist approach performed significantly better than the FI studetns who learned through the web learning based on objectivist approach. (iv) there were no significant differences for the FD students after learning using both approaches. (v) there were no significant difference on students' retention and motivation towards web learning. These findings suggest that the constructivist approach has the potential to be an effective learning approachj in a web environment. Other than that, to ensure the web based instruction effectiveness, cognititve style differences is among the factors that should be considered and applied in the said learning material environment.

Los estilos APA, Harvard, Vancouver, ISO, etc.

34

Felczak, Michael. "(Re)Designing the Internet: a critical constructivist analysis of the next generation Internet Protocol /". Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2132.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

35

Nippgen, Amanda. "Är graviditet fortfarande det bästa botemedlet? : En kritisk diskursanalys av hur kvällspressen skriver om endometrios under åren 1996–2016". Thesis, Södertörns högskola, Svenska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37529.

Texto completo

Resumen

Denna uppsats presenterar en kritisk diskursanalytisk studie av den svenska kvällspressens artiklar om endometrios. Det empiriska materialet består av 23 stycken artiklar från åren 1996 till 2016. Studiens övergripande syfte är att synliggöra hur sjukdomen och de drabbade som lider av den porträtteras samt medias makt att skapa, upprätthålla eller förändra diskurserna om endometrios. För att uppnå detta utgår uppsatsen från tre teoretiska perspektiv: 1) kvinnors smärta och sjukdomar har inte uppmärksammats medicinhistoriskt. 2) det feministiska perspektivet att detta beror på könsmaktsordningen, 3) medias makt att påverka samhället. Med en socialkonstruktivistisk syn på språk undersöks situationskontexten och artiklarnas makro- och mikroteman. Detta utgör sedan den kritiska diskursanalysen. Resultatet visar att pressen mestadels skriver utförligt om än förenklat om endometrios. Kvinnornas smärta beskrivs som allvarlig, men endometrios framställs också många gånger som ett fertilitetsproblem. Diskurser som visats i tidigare forskning om kvinnors smärta och sjukdomar kunde ses. Under tidsperioden synliggörs även en förändring vad gäller medias beskrivning av endometrios och det diskursiva perspektivet. Den medicinska informationen om sjukdomen blir mer korrekt och den diskursiva förändringen mer feministiskt vinklad.
This thesis presents a critical discourse analysis of how the Swedish tabloids write about endometriosis. The empirical material consists of 23 articles which focus on the disease endometriosis, published between the years of 1996–2016. The thesis’ overall aim is to examine how the disease and individuals who suffer from it are portrayed, and what power the press has to create, maintain or change discourses of endometriosis. To achieve this the thesis uses three theoretical perspectives: 1) women’s pain and diseases have not been acknowledged in the medical history, 2) the feministic perspective, that this depends on the gender order, and 3) the press’ ability to affect society. Guided by a social constructive understanding of language, the thesis analyses the situation context and the articles’ themes on a micro and macro level, which is later constructed into the critical discourse analysis. The result shows that the press mostly writes detailed, although simplified information regarding endometriosis. The pain women experience is described as severe, but endometriosis is also often portrayed mostly as a fertility problem. Discourses shown in previous articles about the pain and diseases in women could be seen in the articles. However, a change can be noted during the investigated time period, both considering the press’ description of endometriosis and the discursive perspective. The information about the disease gets more medical correct and the discursive change tends to have a more feministic approach.

Los estilos APA, Harvard, Vancouver, ISO, etc.

36

Aderibigbe, Semiyu Adejare. "An inquiry into mentoring relationships between teachers and student teachers in the classroom : a critical constructivist perspective". Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186624.

Texto completo

Resumen

This study was conducted as part of the Scottish Teachers for a New Era project. It sets out to explore the perception of teachers and student teachers about mentoring in the classroom and the extent to which the mentoring relationships are collaborative. Literature review was done systematically to explore the state of research in mentoring as related to initial teacher education. Consequently, mentoring is described as a collaborative endeavour aimed at professional development of both supporter teachers and student teachers in the study. With the conception of mentoring as a collaborative endeavour between teachers and student teachers in the study, a critical constructivist theory was considered suitable to achieve the goals of collaborative mentoring in this study. A mixed methods approach involving quantitative and qualitative strategies was employed to collect and analyse data for the study. Questionnaires as quantitative instruments were used to collect data about mentoring experiences from B.Ed. 3 and B.Ed. 4 student teachers (n= 130) and their supporter teachers (n=145). Interviews and case studies were the main qualitative instruments used to understand and complement the quantitative results in this study. Interviews were conducted with the same cohorts of student teachers (n=7), their supporter teachers (n=6) and university tutors (n=6) involved in students’ placement supervision while case studies were conducted in 4 schools. Findings point to a range of mentoring situations, from apprenticeship to constructivist strands and that expectations of mentoring are also influenced by the apprenticeship and constructivist theories. From the data, it also became clear that the mentoring relationships enacted in this study are not entirely collaborative. Some of the challenges to collaborative mentoring include time, differences in teachers’ and tutors’ values, personality clashes inflexibility and difficulty with stepping back. However, the findings indicate that the challenges to collaborative mentoring are not insurmountable. Co-planning of lesson-ahead, active learning, better communication and reciprocal arrangements between university and schools and national policy among others, can facilitate the enactment of collaborative mentoring relationships in the classroom. Based on the findings, some implications for mentoring practice in the initial teacher education context are highlighted. For example, supporter teachers need to see mentoring as a process through which mutual learning can take place between them and student teachers for improvement in the professional practice. Also, student teachers need to be well-disposed to learning and internalising ideas from others either through feedback, co-planning or collaborative teaching with supporter teachers in the classroom. Key words: Collaborative mentoring, critical constructivism, mixed methods approach, supporter teachers and student teachers.

Los estilos APA, Harvard, Vancouver, ISO, etc.

37

Pretorius, Ronel. "Positive practice environments in critical care units : a grounded theory / Ronel Pretorius". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4005.

Texto completo

Resumen

INTRODUCTION AND AIM: The current shortage of nurses is a concern shared by the healthcare industry globally. Whilst the reasons for these shortages are varied and complex, a key factor among them seem to involve an unhealthy work environment. The demanding nature of the critical care environment presents a challenge to many nursing professionals and it carries the risk of a high turn over rate due to the stress and intensity of the critical care environment. The critical care nurse is responsible for caring for the most ill patients in hospitals and the acute shortage of critical care nurses contributes to the intensity and pressures of this environment. Little evidence exists of research conducted to explore and describe the practice environment of the critical care nurse in South Africa. The main aim of this research study was to construct a theory for positive practice environments in critical care units in South Africa, grounded in the views and perceptions of critical care nurses working in the private hospital context. In recognition of the fact that a positive practice environment is considered to be the foundation for the successful recruitment and retention of nurses, it was clear that issues related to staff shortages will not be resolved unless the unhealthy work environment of nurses is adequately addressed. RESEARCH DESIGN AND METHOD: A constructivist grounded theory design was selected to address the inquiry at hand. The study was divided into two phases and pragmatic plurality allowed the use of both quantitative and qualitative data collection methods to explore, describe and contextualise the data in order to achieve the overall aim of the study. In phase one, a checklist developed by the researcher was used to describe the demographic profile of the critical care units (n=31) that participated in the study. The perceptions of critical care nurses (n=298) regarding their current practice environment was explored and decribed by using a valid and reliable instrument, the Practice Environment Scale of the Nursing Work Index (PES-NWI). In phase two, the elements of a positive practice environment were explored and described by means of intensive interviews with critical care nurses (n=6) working in the critical care environment. Concepts related to the phenomenon under investigation were identified by means of an inductive analysis of the data through a coding process and memo-writing. One core conceptual category and six related categories emerged out of the data. In the final phase of the theoretical sampling of the literature, a set of conclusions relevant to the phenomenon under study was constructed. The conclusions deduced from the empirical findings in both phases of the research process were integrated with those derived from the literature review to provide the foundation from which the theory was constructed. FINDINGS: The findings from the first phase of the research process provided information about the context in which the participants operate and assisted in discovering concepts considered relevant to the phenomenon under investigation. A grounded theory depicting the core conceptual category of "being in controi" and its relation to the other six categories was constructed from the data in order to explain a positive practice environment for critical care units in the private healthcare sector in South Africa.
Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.

Los estilos APA, Harvard, Vancouver, ISO, etc.

38

Lundberg, Lina y Fanny Lövbom. "EN MEME SÄGER MER ÄN TUSEN ORD : Memes som opinionsverktyg i onlinefeminismens händer". Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-146671.

Texto completo

Resumen

Drawing upon the opportunity that the Internet and social media provides anyone with internet access to create, consume, publish and produce digital content, this study aims to examine one of the new means of communication. In today’s digital society creating content and communicating across boarders is easier than ever, but actually getting the point across is not – with an evergrowing number of posts, users and sites there is a struggle close the gap between posting a message and actually having it noticed. This study examines memes – normally seen as easily understood jokes – as means of accessible and simplistic communication by qualitatively examining fifteen feminist memes on Twitter. The study aims to see what the memes are conveying in means of social criticism and feminist orientations, their relation to the online feminist discourses and, lastly, explore the memes’ potential role in the political sphere. The theoretical framework firstly explains memes in relation to Henry Jenkins’ participatory culture, Lawrence Lessig’s remix culture and relates memes to the political sphere based on both Limor Shifman’s meme theory and the two theories mentioned above. Secondly, first-, second- and third-wave feminism is introduced along with radical feminism and the feminist concept of sisterhood. Lastly, the social constructivism sets the groundwork for the study’s choice of method; critical discourse analysis. The critical discourse analysis is used in a modified version along with the ‘verbal-visual unity’; a method designed to take the memes structure – the combination of text and images – into account. These methods are used to identify themes, connotations, modality, interdiscursivity, social criticism and the feminist orientation of the memes. The result reveals that there are four main points of social criticism emphasized in the memes; regarding body norms, regarding belittling of women’s opinions and actions, regarding patriarchal structures and regarding men in general. The main feminist orientation visible in more than half the memes is radical feminism, while second-wave feminism is visible in a third. Meanwhile, the memes’ relation to the feminist discourses varies; smaller discourses have low levels of interdiscoursivity, while the main discourse for online feminism show high levels. The study shows that memes’ – potential – roles in the political sphere are as means of spreading opinion, as ways of constituting new norms in a new reality, and as means of shifting the structures of power in society.

Los estilos APA, Harvard, Vancouver, ISO, etc.

39

Turner, Kristin. "Northeast Tennessee Educators’ Perception of STEM Education Implementation". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1202.

Texto completo

Resumen

A quantitative nonexperimental survey study was developed to investigate Northeast Tennessee K-8 educators’ perceptions of STEM education. This study was an examination of current perceptions of STEM education. Perceived need, current implementation practices, access to STEM resources, definition of STEM, and the current condition of STEM in Northeast Tennessee were also examined. The participating school districts are located in the Northeast Region of Tennessee: Bristol City Schools, Hamblen County Schools, Johnson City Schools, Johnson County Schools, Kingsport City Schools, Sullivan County Schools, and Washington County Schools. Educational professionals including both administrators and teachers in the elementary and/or middle school setting were surveyed. The closed and open form survey consisted of 20 research items grouped by 5 core research questions. Quantitative data were analyzed using single sample t tests. A 4 point Likert scale was used to measure responses with a 2.5 point of neutrality rating. The open-ended question was summarized and recorded for frequency. Research indicated that Northeast Tennessee K-8 educators perceive a need for STEM education to a significant extent. However, many do not feel prepared for implementation. Lack of professional development opportunities and STEM assets were reported as areas of need. Teachers reported implementation of inquiry-based, problem solving activities in their classrooms. The majority of participants reported that the current condition of STEM education in Northeast Tennessee is not meeting the needs of 21st century learners. Challenges facing STEM instruction include: funding designated for STEM is too low, professional development for STEM teacher is insufficient, and STEM Education in K-8 is lacking or inadequate.

Los estilos APA, Harvard, Vancouver, ISO, etc.

40

Lockridge, Rebecca Bryant. "Rhetorical strategy and meaning : a constructivist approach to the feminine- and masculine-principled judgements of photographic critics /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346873971.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

41

Jamieson, Susan. "Critical thinking in a community of inquiry : applying a socio-constructivist framework to problem-based learning tutorials in a Scottish medical curriculum, to investigate critical thinking and the factors that influence this". Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24446.

Texto completo

Resumen

In medical education, critical thinking is held to underpin the key professional skills of clinical reasoning, clinical judgment and decision-making. The promotion of critical thinking is an intended learning outcome for the problem-based learning (PBL) component of medical curricula, but there is limited empirical evidence for critical thinking during PBL tutorials. Existing studies do not explicitly address the role of social interactions between group members, or the effect of scaffolding, on enabling or impeding critical thinking. Application of an adapted, socio-constructivist Community of Inquiry (CoI) framework allowed these issues to be addressed. The adapted CoI framework incorporated three constructs: cognitive presence, a proxy for critical thinking; social presence, reflecting the social environment and social interactions between CoI members; and teaching presence, reflecting hard and soft scaffolding. Six PBL groups were recruited from the early years of a Scottish medical curriculum. For each group, a two-hour PBL tutorial featuring two different scenarios was recorded and transcribed. The twelve discourses were subjected to interpretivist analysis, with contextual coding of utterances. From a CoI perspective, critical thinking was a function of the community; individual members generally contributed just one or two aspects of critical thinking per utterance. Different aspects of critical thinking were associated with different steps of the PBL process. There was no evidence for sustained progression through stages of critical thinking. The specific PBL context promoted the creative thinking component of critical thinking, and information-gathering. Social presence was evident throughout, and likely facilitated discourse, which in turn enabled aspects of critical thinking. Teaching presence manifest differently in the various steps of the PBL process and between discourses, the latter reflecting facilitator style, scaffolding interventions bystudents, and the specific scenario. The findings have implications for facilitator training, student induction, and scenario design.

Los estilos APA, Harvard, Vancouver, ISO, etc.

42

Bobeczko, Daniel S. Jr. "A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment". Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

43

Scheele, Paul R. "Researching Critical Incidents of Transformation". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363186617.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

44

Guion-Utsler, Judith E. ""A Certain Kind of Person": The Development of Social Justice Allies Through Critical Service-Learning". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366192417.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

45

Isfåle, Linda y Siri Petersson. "Tiggeri som störande av den allmänna ordningen : En kritisk diskursanalys av samhällsattityder bakom språkliga formuleringar i kommunala tiggeriförbud". Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96524.

Texto completo

Resumen

In order to gain an understanding of how begging is constructed as a societal problem in the local Swedish social context, the aim of this qualitative study was to investigate a number of municipal begging bans in order to make visible societal attitudes that hide behind written language of begging discourse. The data collection method was text collection, and the material was documents in the form of three municipal begging bans (in municipal regulations). The method of analysis was critical discourse analysis (CDA), a form of textual analysis, and the analytical focus was the written discourse in its social context. The municipal begging bans that were analysed testified to a very high degree linguistically about negative societal attitudes towards begging, and the conclusions that could be drawn on the basis of the results were presented in four summarising themes. These where: disruption of public order, a vulnerability that one does not want to contribute to maintaining, ”we and them” and passivity and criminality. These societal attitudes could be summarized as not our vulnerable/poor = not our problem, and were largely hidden behind references to disruption of public order in public spaces.

Los estilos APA, Harvard, Vancouver, ISO, etc.

46

Kolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.

Texto completo

Resumen

The purpose of this study was to discover, document, and describe the salient actions, events, beliefs, attitudes, social structures and processes related to professional learning conversations from the perspective of nine assistant principals (APs). The participants were elementary, middle and high school APs, three at each level. Using a modified critical incident technique through participant written response and two in depth interviews with each respondent, this study investigated the lived experiences of these APs related to the practice of professional learning conversations in their schools. The research questions focused on: (1) the participants' beliefs and attitudes about professional learning conversations, (2) their roles in facilitating these conversations, (3) their ability to identify elements of trust within the groups of teachers with whom they work and (4) their roles in building trust. The research literature is clear that teacher collaboration is a key factor in professional growth and self-efficacy, yet often the structure of the school day, a negative emotional environment, and a culture of teacher isolation prohibit meaningful teacher collaboration. Although faced with many obligations and directives, school administrators have considerable influence over the organizational structure within their individual schools. Furthermore, assistant principals often become the face of administration within their schools as they directly supervise teachers and APs are less studied than students, teacher or principals. How these individuals perceive and value professional learning conversations will likely impact the level of collaboration at their individual schools. The findings of this study indicate that professional learning conversations for teacher growth were more prevalent at the elementary school level, that trust may be more difficult to cultivate at the middle and high schools, and that protocols as structures for facilitating conversations and building trust were not widely in use. A better understanding of the opportunities and barriers schools face related to professional learning conversations as well as a better understanding of the dynamics of trust will assist district and school administrators to engage in a problem solving process for better collaboration. Ultimately, administrators have an opportunity and a responsibility to touch the hearts and minds of the individuals on the front line of the work - the teachers in the classrooms working with students. Without teacher confidence, hope, optimism, resilience and self-efficacy, no amount of financial incentive, cajoling, or sanction will improve student learning.

Los estilos APA, Harvard, Vancouver, ISO, etc.

47

Collins, Gary Wayne. "Information communication technology as a cognitive tool to facilitate higher-order thinking". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24075.

Texto completo

Resumen

Digital educational technology is capable of contributing supplementary strategies that can be used to address various educational challenges faced by higher education. Foremost among these challenges is the widespread lack of academic preparedness of students who enter South African higher education institutions. The legacy of Apartheid, teachers' poor domain knowledge and command of the language of instruction, together with a lack of commitment to the cognitive development of learners are some of the reasons why students have not developed the cognitive skills required to engage in meaningful learning. Meaningful learning requires a high level of conceptual engagement and development. To assist in the learning process, educators must focus on student learning rather than on the instructor and the technology used in the instruction. A powerful means of supporting meaningful learning is through a process of model building. Computer technology can effectively be used to facilitate the building of conceptual models. By encouraging students to use computer technology to build models that represent their personal understanding, the students are performing the role of designer and the technology is used as a cognitive tool. Using digital technology as a cognitive tool allows students to engage in critical thinking and higher-order learning. An expert system shell is one way in which technology can be used as a cognitive tool. When students build expert systems they are required to demonstrate the reasoning of an expert and to exhibit an understanding of causal relationships and procedural knowledge. There is very little evidence of research concerning the application of expert systems as a cognitive tool in education. The primary aim of this study is to formulate design principles in the form of conjectures and principles related to a learning environment that uses technology as a cognitive tool in the form of an expert system shell to promote higher-order thinking skills. The second aim of this study is to explore the experiences of students who are exposed to a learning environment based on the conjectures and principles formulated during the design phase of the research. The conjectures and principles formulated during this study are expressed in terms of the characteristics, procedures and arguments associated with a learning environment that uses technology in the form of an expert system shell to facilitate higher-order thinking. These conjectures and principles were separated into seven interrelated clusters that can be summarised as follows:

initial exposure;
guided discovery learning;
designing the expert system on paper;
creating domain awareness;
linking conceptual understanding to a representation of that understanding;
hands-on development; and
problem engagement.

These conjectures and principles could guide similar endeavours undertaken by lecturers or instructional designers.
Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted

Los estilos APA, Harvard, Vancouver, ISO, etc.

48

Villarreal, Elizabeth. "An educational formula : critical border education that transcends social and linguistic barriers". Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6265.

Texto completo

Resumen

Student academic achievement is a collective effort of family, community, and school experience (Sloat, Makkonen, & Koehler, 2007). However the biggest burden is placed on teachers who are assumed and expected to possess the skills, knowledge, caring, and commitment to students often without the appropriate support, resources and professional development. With a focus on teacher development this work will listen to the voices of eight veteran educators from the Texas-Mexico border region and trace the steps in their formation and critical understandings of themselves and their professions to better diagnose students’ academic needs. The site of my study is in the southern-most part of the U.S.-Mexico border known as the Lower Rio Grande Valley of Texas (RGV). This dynamic region of our country was occupied by immigrant settlers in the middle 1700s and has seen much socio-political and cultural change throughout the years. Nucleus to the “browning of America” (Rodriguez, 2002), the demographic shift toward more ethnic/racial diversity, and in particular the ascent of Latinos as the largest minority in the country, the Border and its teachers provide key insights regarding effective ways to educate Latino children because they have served this community the longest. This study is a synthesis of historical sociology and cultural anthropology inquiries based on applied research method of interviews with Border educators. It includes: ethnographic and historical data, and testimonios, or critically documented histories, that address views on educational reform intended to foster academic success among Latino students. Latinos have become the nation’s largest majority at 16.3% of the population. The growth trend is also evident in Texas with a 37.6% and 90.4% for the RGV (Census, 2010). The correlation between poverty and educational attainment places this population at a significant disadvantage in the nation as well as in the RGV. Some observers have expressed concern that Latinos will represent the majority of the population by 2040 as the “poorer, less educated, and productive” (Jillson, 2012, p. xiii). My work challenges this conceptual relationship between poverty and school failure by focusing on a region where the student body has historically been predominantly Latino and economically disadvantaged with a 32.6% poverty rate compared to a national figure of 11.3% (Census, 2010). My findings on the epistemic value of identity demonstrated through my Spotlight Identity (SI) framework, support the notion that aligning students with teachers of similar experiential and cultural backgrounds positively impacts academic achievement and that, generally speaking, these affinities improve relations with families and allow for teachers to better understand the academic and personal challenges that the students are facing. My constructivist analysis suggests that academic success can be achieved, regardless of economic impediments when communities, schools, educators, and families work collaboratively with a child-centered approach. For participants in the study, barriers such as low socioeconomic (SES) were not seen as germane to student academic success when all the elements in their “educational equation” were in place. Academic success—construed by participants as significant student yearly progress, meeting grade level requirements, and high school completion—can be achieved, regardless of social and economic factors, when communities, schools, educators, and families work together through child-centered efforts and mediated through “critical bicultural education” (Darder, 1991).
text

Los estilos APA, Harvard, Vancouver, ISO, etc.

49

"A Study on Brazilian Secondary Teachers in a Community of Practice Focused on Critical Thinking". Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53691.

Texto completo

Resumen

abstract: The purpose of this action research was to work with Brazilian trained educators in a Community of Practice (CoP) to explore how teachers collectively define and talk about critical thinking (CT). The research also examined how past teaching experiences shaped their attitudes toward emphasizing CT in teaching. In addition, the research studied how participation in a CoP focused on CT changed classroom planning. The study is grounded in Community of Practice and Social Constructivism. As an international school, this study examined related research conducted in Jordan, Hong Kong, Taiwan, and Pakistan. This qualitative action research was 12 weeks in length with six participants who were all from Brazil and worked at a private bilingual international secondary school. Participants completed an initial interview and final interview. They also completed online journals, which were assembled weekly for 45 minutes, and maximized their efforts constructing a unit plan utilizing the Understanding by Design method. The results of the study describe the teachers’ definition of critical thinking, and also present an understanding of how the CoP shaped their attitudes. This, in turn, resulted in members’ updated classroom planning, which was due to participation in the cohort. Further issues and credibility, contextualization, and transferability as well as researcher positionality were discussed.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019

Los estilos APA, Harvard, Vancouver, ISO, etc.

50

Fringe, Jorge Jaime dos Santos. "Promoting critical reflection for academic professional development in higher education". Thesis, 2013. http://hdl.handle.net/2263/32952.

Texto completo

Resumen

Higher Education lecturers in Mozambique are witnessing a chain of transformations within this sub-system including expansion of institutions, diversity of offered courses, huge admission of students resulting in more diverse student populations and the need to introduce new methods of facilitating learning and research as response. These changes, along with the rapid increase of the body of knowledge, challenge lecturers to improve themselves as academics. Contemporaneous models of professional development view this process as a constructive and situated endeavour, which should be practice-, problem-, value- and evidence-based and have reflection as its essential element. Having considered these aspects, I formulated the following research question: How can we promote critical reflection on innovative practice contributing to professional development of academic staff in Mozambican Higher Education Institutions? In order to address this research question, I adopted action research complemented by a mixed-methods approach. Therefore I carried out a baseline study entailing the administration of semi-structured interviews and questionnaires on innovative practices of lecturers. This baseline study aimed at mapping the field concerning practices to promote professional development, employment of Learning Style Flexibility (LSF) and the adoption of tools for reflection by lecturers. LSF is an approach to facilitating learning drawn from the whole-brain model of Ned Herrmann. It calls for adopting strategies of facilitating learning associated with the entire brain, not relying solely on the promotion of left brain learning. I adopted action research to monitor my practice of facilitating learningshops as an experimental professional development intervention and animated mentoring sessions to support and assist lecturers’ professional learning. Such professional learning consisted of lecturers implementing LSF within their practice of facilitating learning and monitoring this process by means of their small-scale action research. In this way I was putting into practice a synchronous model. As data collection techniques I employed the Herrmann Brain Dominance Instrument (HBDI), photography and audio- and video-recording of learningshops and mentoring sessions. Audio-recording the sessions I could collect the lecturers’ reflections. Later on, I analysed such reflections as nested within the lecturers brain profiles, pursuing a model of Learning Style Flexible Reflection (LSFR). Findings of the baseline study show the need to have a more organised and functional model of professional development in Mozambique, the need to explore the potential for scientific research through the adoption of a number of measures, as well as the need to promote lecturers’ reflection, deepening the use of tools already being employed in the context. Apart from this, this baseline information showed that the principles of LSF are not employed in a balanced and consistent manner since most lecturers indicated to facilitate student learning through strategies linked to the left brain. The action research findings show that the learninghops that I promoted with my hybrid group appeared to be effective in promoting lecturers’ critical reflection. In involving lecturers in this experimental professional development programme I promoted the possibility for them to account for what they were doing in their lecturing practice in a scholarly way. Therefore action research appeared to be the appropriate process to follow within the context of my mentorship. Moreover, action research proved to be the self-reflective inquiry lecturers can employ in pursuit of explanations for their transformative lecturing practices in the pursuit of ways to show that they are successfully working according to their values, and that their efforts are useful to improve their situations and institutions, since they are grounded within the idea of promoting reflection on one’s practice. All these aspects were evident from the lecturers’ case studies reported in this study. One of the main findings of the study is that the analysis of lecturers’ reflections, as nested within their brain profiles, and informed by the literature review, showed the emergence of LSFR, where lecturers could present different patterns of reflection associated with the different brain quadrants
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Humanities Education
unrestricted

Los estilos APA, Harvard, Vancouver, ISO, etc.

Tesis sobre el tema "Critical constructivism"

Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros