As avaliações externas e suas implicações para a organização do trabalho numa escola da rede estadual paulista: um estudo de caso

This research analyses the positives and/or negatives of external reviews to work's organization developed at the/and by the school. It should be noted that it's a qualitative case of empirical research, and it takes the pattern of case's study, because we held the investigation just in one school, which in turn, belongs to the education's public network by the state, and is located at the São Paulo northwest. The tools employed at this research for the data's collect were the observation, restricted to times of Pedagogical Work Activities Collective from the school, and the semi structured interviews with educational coordinators and the teachers too. We choose educational coordinators and teachers because they are closer with the education and learning methods, as well as their activities have more responsibility in relation to the main function developed by school, that is to teach, in other words, educational processes. This research also concerns an investigation about the educational coordinators and teachers conceptions, in relation to system's implantation external reviews at the schools. The results indicate to incidence of significant interference of the external reviews to/in the organization school's work, as, a teaching practice reorientation from results arising these reviews, or, modifications in the internal rating, since they have followed a tendency towards becoming more similar with their own external reviews. In what concerns the subjects investigated, we can emphasize that mostly submitted alienation with respect to negative effects of the external reviews for school. They showed that are conformed with the reality that they are inserted and in your mostly they proved perceive the positive effects by the implantation of external reviews. We can also add that the data obtained in the research allow us declare that the work of the educational coordinators of this school in presence of external reviews don't...

O processo argumentativo de alunos do nono ano do Ensino Fundamental envolvendo situações sobre a eletrização

Pós-graduação em Educação para a Ciência - FC

Aprendizagem na contemporaneidade: jogos digitais no novo cenário em que caminha o ensino de química

Having in sight the current inertia found on the school physical environments as well as on the High School learning methods used, digital games appear as a different tool to build the individuals'/students' knowledge and becomes a driving factor for this research. The usage of this media resource tries to rescue a stimulant type of learning focused on the students' experiences while getting them closer to Science, Technology and Society (STS). The usefulness of this method falls short, however, without the capacitated guidance of a teacher. A literature review has been made about the possible schooling that electronic/digital games provide; it also brings the opinions of students and teachers to help comprehend how the insertion of this new tool in the classroom happens, as well as its efficiency and acceptance. Having in sight the relationship between individuals and the preoccupations about the future of mankind, components of humanity's destiny have been evidenced in the teaching of Chemistry. It is possible to conclude that these games can, indeed, help in the teaching process, although it is necessary that they develop a main didactic role, linked to the teaching of concepts and content, or else become only educational for that matter. Using the tools given by digital games it is possible, for example, through playfulness, to teach the theory of many abstract models, mathematical equations and chemical formulas, making it possible then to grab the students' attention, to thrill them and to develop their participation based on the experience they so often already have with cell phones and personal computers

Programação no ensino de matemática utilizando Processing 2: Um estudo das relações formalizadas por alunos do ensino fundamental com baixo rendimento em matemática

Pós-graduação em Educação para a Ciência - FC

Confidence in Communication: Can My Whole Class Achieve This?

In this action research study of my classroom of Algebra 2 students, I investigated the confidence levels and communication skills of these students. I discovered that students who have higher confidence levels are comfortable in their classroom situations. The students with increased levels of confidence also have more open communication with those they respect. As a result of this research, I plan to continue with the implementation of communication skills. I will also look to next school year as a place to start executing a plan to be more available and involved in the active learning process of my students.

Analisi paleografica delle carte private bolognesi del XII secolo (1100 - 1164)

Il presente progetto è incentrato sull’analisi paleografica della scrittura delle carte dei notai bolognesi del secolo XII (dal 1100 al 1164) ed è stata condotta su un totale di circa 730 documenti, quasi totalmente inediti. La ricerca rientra nell’ambito del progetto di edizione critica delle Carte bolognesi del secolo XII, in corso presso la Cattedra di Paleografia e Diplomatica dell’Università di Bologna. Il lavoro ha previsto un’analisi tecnica e puntuale delle abitudini grafiche di ogni notaio, con particolare attenzione al sistema abbreviativo (al fine di fornire una serie di dati di confronto che potranno essere utili al momento dell’edizione). È stata così realizzata una sorta di database delle diverse grafie esistenti sul territorio, organizzate per notaio e in ordine cronologico. Le caratteristiche della documentazione sono state poi prese in esame sul piano sincronico e nel loro sviluppo diacronico, e si è proceduto a un confronto tra la produzione dei diversi notai, verificando la presenza di nessi e parentele “grafiche”, che hanno permesso di ricostruire raggruppamenti di scriventi con caratteristiche affini.L’analisi dei dati ha permesso di indagare a fondo gli sviluppi della minuscola carolina bolognese e di osservare l’organizzazione e le modalità di apprendimento della pratica notarile. È stato così possibile cogliere le dinamiche con cui la carolina, introdotta da alcuni notai “innovatori”, come Angelo e Bonando, si è diffusa dalla città al contado: si è trattato di un processo graduale, in cui accanto a forme già mature, di transizione verso la gotica, sono convissute forme ancora arcaiche. In linea con quanto la storiografia ha evidenziato, anche l’analisi grafica della documentazione privata bolognese conferma che il processo di rinnovamento della corporazione dovette essere successivo all’impresa irneriana, traendo probabilmente alimento anche dai rapporti diretti e documentati tra Irnerio e alcune personalità più avanzate del notariato bolognese.

Assessment of a high school geological field course

Fieldwork is supportive of students’ natural inquiry abilities. Educational research findings suggest that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies (McConnel et al, 2003). Huntoon (2001) states that there is a need to determine optimal learning strategies and to document the procedure of assessing those optimal geoscience curricula. This study seeks to determine if Earth Space II, a high school geological field course, can increase students’ knowledge of selected educational objectives. This research also seeks to measure any impact Earth Space II has on students’ attitude towards science. Assessment of the Earth Space II course objectives provided data on the impact of field courses on high school students’ scientific literacy, scientific inquiry skills, and understanding of selected course objectives. Knowledge assessment was done using a multiple choice format test, the Geoscience Concept Inventory, and an open-ended format essay test. Attitude assessment occurred by utilizing a preexisting science attitude survey. Both knowledge assessments items showed a positive effect size from the pretest to the posttest. The essay exam effect size was 17 and the Geoscience Concept Inventory effect size was 0.18. A positive impact on students’ attitude toward science was observed by an increase in the overall mean Likert value from the pre-survey to the post-survey.

Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode

The use of virtual reality as tool in the area of spatial cognition raises the question of the quality of learning transfer from a virtual to a real environment. It is first necessary to determine with healthy subjects, the cognitive aids that improve the quality of transfer and the conditions required, especially since virtual reality can be used as effective tool in cognitive rehabilitation. The purpose of this study was to investigate the influence of the exploration mode of virtual environment (Passive vs. Active) according to Route complexity (Simple vs. Complex) on the quality of spatial knowledge transfer in three spatial tasks. Ninety subjects (45 men and 45 women) participated. Spatial learning was evaluated by Wayfinding, sketch-mapping and picture classification tasks in the context of the Bordeaux district. In the Wayfinding task, results indicated that active learning in a Virtual Environment (VE) increased the performances compared to the passive learning condition, irrespective of the route complexity factor. In the Sketch-mapping task, active learning in a VE helped the subjects to transfer their spatial knowledge from the VE to reality, but only when the route was complex. In the Picture classification task, active learning in a VE when the route was complex did not help the subjects to transfer their spatial knowledge. These results are explained in terms of knowledge levels and frame/strategy of reference [SW75, PL81, TH82].

Increasing Quality in large scale University Courses

Quality of education should be stable or permanently increased – even if the number of students rises. Quality of education is often related to possibilities for active learning and individual facilitation. This paper deals with the question how high-quality learning within oversized courses could be enabled and it presents the approach of e-flashcards that enables active learning and individual facilitation within large scale university courses.

Evaluating Learner Perceptions of Use of Simulations for New nurses – A Collaboration Between the UT SON and the Methodist Hospital

The purpose of this evaluation project was to describe the integration of simulation into a nursing internship program and to help prepare new graduate nurses for patient care. Additionally, learning styles and perceptions of active learning, collaboration among peers, ways of learning, expectation of simulation, satisfaction, self-confidence, and design of simulation were examined. [See PDF for complete abstract]

Evaluation of Three State-of-the-Art Classifiers for Recognition of Activities of Daily Living from Smart Home Ambient Data

Smart homes for the aging population have recently started attracting the attention of the research community. The "health state" of smart homes is comprised of many different levels; starting with the physical health of citizens, it also includes longer-term health norms and outcomes, as well as the arena of positive behavior changes. One of the problems of interest is to monitor the activities of daily living (ADL) of the elderly, aiming at their protection and well-being. For this purpose, we installed passive infrared (PIR) sensors to detect motion in a specific area inside a smart apartment and used them to collect a set of ADL. In a novel approach, we describe a technology that allows the ground truth collected in one smart home to train activity recognition systems for other smart homes. We asked the users to label all instances of all ADL only once and subsequently applied data mining techniques to cluster in-home sensor firings. Each cluster would therefore represent the instances of the same activity. Once the clusters were associated to their corresponding activities, our system was able to recognize future activities. To improve the activity recognition accuracy, our system preprocessed raw sensor data by identifying overlapping activities. To evaluate the recognition performance from a 200-day dataset, we implemented three different active learning classification algorithms and compared their performance: naive Bayesian (NB), support vector machine (SVM) and random forest (RF). Based on our results, the RF classifier recognized activities with an average specificity of 96.53%, a sensitivity of 68.49%, a precision of 74.41% and an F-measure of 71.33%, outperforming both the NB and SVM classifiers. Further clustering markedly improved the results of the RF classifier. An activity recognition system based on PIR sensors in conjunction with a clustering classification approach was able to detect ADL from datasets collected from different homes. Thus, our PIR-based smart home technology could improve care and provide valuable information to better understand the functioning of our societies, as well as to inform both individual and collective action in a smart city scenario.

Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences

DynaLearn (http://www.DynaLearn.eu) develops a cognitive artefact that engages learners in an active learning by modelling process to develop conceptual system knowledge. Learners create external representations using diagrams. The diagrams capture conceptual knowledge using the Garp3 Qualitative Reasoning (QR) formalism [2]. The expressions can be simulated, confronting learners with the logical consequences thereof. To further aid learners, DynaLearn employs a sequence of knowledge representations (Learning Spaces, LS), with increasing complexity in terms of the modelling ingredients a learner can use [1]. An online repository contains QR models created by experts/teachers and learners. The server runs semantic services [4] to generate feedback at the request of learners via the workbench. The feedback is communicated to the learner via a set of virtual characters, each having its own competence [3]. A specific feedback thus incorporates three aspects: content, character appearance, and a didactic setting (e.g. Quiz mode). In the interactive event we will demonstrate the latest achievements of the DynaLearn project. First, the 6 learning spaces for learners to work with. Second, the generation of feedback relevant to the individual needs of a learner using Semantic Web technology. Third, the verbalization of the feedback via different animated virtual characters, notably: Basic help, Critic, Recommender, Quizmaster & Teachable agen

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students.

Transformación del espacio cinemático Laban para la evaluación del movimiento

Este proyecto tiene como objetivo la implementación de un sistema capaz de analizar el movimiento corporal a partir de unos puntos cinemáticos. Estos puntos cinemáticos se obtienen con un programa previo y se captan con la cámara kinect. Para ello el primer paso es realizar un estudio sobre las técnicas y conocimientos existentes relacionados con el movimiento de las personas. Se sabe que Rudolph Laban fue uno de sus mayores exponentes y gracias a sus observaciones se establece una relación entre la personalidad, el estado anímico y la forma de moverse de un individuo. Laban acuñó el término esfuerzo, que hace referencia al modo en que se administra la energía que genera el movimiento y de qué manera se modula en las secuencias, es una manera de describir la intención de las expresiones internas. El esfuerzo se divide en 4 categorías: peso, espacio, tiempo y flujo, y cada una de estas categorías tiene una polaridad denominada elemento de esfuerzo. Con estos 8 elementos de esfuerzo un movimiento queda caracterizado. Para poder cuantificar los citados elementos de esfuerzo se buscan movimientos que representen a alguno de ellos. Los movimientos se graban con la cámara kinect y se guardan sus valores en un archivo csv. Para el procesado de estos datos se establece que el sistema más adecuado es una red neuronal debido a su flexibilidad y capacidad a la hora de procesar entradas no lineales. Para la implementación de la misma se requiere un amplio estudio que incluye: topologías, funciones de activación, tipos de aprendizaje, algoritmos de entrenamiento entre otros. Se decide que la red tenga dos capas ocultas, para mejor procesado de los datos, que sea estática, siga un proceso de cálculo hacia delante (Feedforward) y el algoritmo por el que se rija su aprendizaje sea el de retropropagación (Backpropagation) En una red estática las entradas han de ser valores fijos, es decir, no pueden variar en el tiempo por lo que habrá que implementar un programa intermedio que haga una media aritmética de los valores. Una segunda prueba con la misma red trata de comprobar si sería capaz de reconocer movimientos que estuvieran caracterizados por más de un elemento de esfuerzo. Para ello se vuelven a grabar los movimientos, esta vez en parejas de dos, y el resto del proceso es igual. ABSTRACT. The aim of this project is the implementation of a system able to analyze body movement from cinematic data. This cinematic data was obtained with a previous program. The first step is carrying out a study about the techniques and knowledge existing nowadays related to people movement. It is known that Rudolf Laban was one the greatest exponents of this field and thanks to his observations a relation between personality, mood and the way the person moves was made. Laban coined the term effort, that refers to the way energy generated from a movement is managed and how it is modulated in the sequence, this is a method of describing the inner intention of the person. The effort is divided into 4 categories: weight, space, time and flow, and each of these categories have 2 polarities named elements of effort. These 8 elements typify a movement. We look for movements that are made of these elements so we can quantify them. The movements are recorded with the kinect camera and saved in a csv file. In order to process this data a neural network is chosen owe to its flexibility and capability of processing non-linear inputs. For its implementation it is required a wide study regarding: topology, activation functions, different types of learning methods and training algorithms among others. The neural network for this project will have 2 hidden layers, it will be static and follow a feedforward process ruled by backpropagation. In a static net the inputs must be fixed, this means they cannot vary in time, so we will have to implement an intermediate program to calculate the average of our data. A second test for our net will be checking its ability to recognize more than one effort element in just one movement. In order to do this all the movements are recorded again but this time in pairs, the rest of the process remains the same.

Teamwork, motivational profiles and academic performance in computer science engineering

The present work is aimed at discussing several issues related to the teamwork generic competence, motivational profiles and academic performance. In particular, we study the improvement of teamwork attitude, the predominant types of motivation in different contexts and some correlations among these three components of the learning process. The above-mentioned aspects are of great importance. Currently, the professional profile of engineers has a strong teamwork component and the motivational profile of students determines both their tendencies when they come to work as part of a team, as well as their performance at work. Taking these issues into consideration, we suggest four hypotheses: (H1) students improve their teamwork capacity through specific training and carrying out of a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have a better attitude towards teamwork; (H3) students with different types of motivations reach different levels of academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with Computer Science Engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception of teamwork competence. Finally, results point to a clear relationship between some kind of motivation and academic performance. In particular, four kinds of motivation are analyzed and students are classified into two groups according to them. After analyzing several marks obtained in compulsory courses, we perceive that those students that show higher motivation for avoiding failure obtain, in general, worse academic performance.