Perfiles de estudiantes en la comprensión de la aproximación al área de una superficie bajo una curva

El objetivo de este estudio es identificar perfiles de estudiantes en la forma en que aproximan el área de la superficie bajo una curva. Los estudiantes participaron en un experimento de enseñanza dirigido a la construcción del concepto de integral definida partiendo de la idea de aproximación al área de una superficie. Las tareas fueron diseñadas atendiendo a una trayectoria hipotética de aprendizaje considerando las fases de construcción de un concepto apoyadas en la abstracción reflexiva. El análisis de las respuestas, teniendo en cuenta los distintos momentos del proceso de abstracción reflexiva, permitió identificar tres perfiles en la comprensión de la aproximación al área de una superficie bajo una curva.

A conceptual map about alternating current circuits

Teachers are deeply concerned on how to be more effective in our task of teaching. We must organize the contents of our specific area providing them with a logical configuration, for which we must know the mental structure of the students that we have in the classroom. We must shape this mental structure, in a progressive manner, so that they can assimilate the contents that we are trying to transfer, to make the learning as meaningful as possible. In the generative learning model, the links before the stimulus delivered by the teacher and the information stored in the mind of the learner requires an important effort by the student, who should build new conceptual meanings. That effort, which is extremely necessary for a good learning, sometimes is the missing ingredient so that the teaching-learning process can be properly assimilated. In electrical circuits, which we know are perfectly controlled and described by Ohm's law and Kirchhoff's two rules, there are two concepts that correspond to the following physical quantities: voltage and electrical resistance. These two concepts are integrated and linked when the concept of current is presented. This concept is not subordinated to the previous ones, it has the same degree of inclusiveness and gives rise to substantial relations between the three concepts, materializing it into a law: The Ohm, which allows us to relate and to calculate any of the three physical magnitudes, two of them known. The alternate current, in which both the voltage and the current are reversed dozens of times per second, plays an important role in many aspects of our modern life, because it is universally used. Its main feature is that its maximum voltage is easily modifiable through the use of transformers, which greatly facilitates its transfer with very few losses. In this paper, we present a conceptual map so that it is used as a new tool to analyze in a logical manner the underlying structure in the alternate current circuits, with the objective of providing the students from Sciences and Engineering majors with another option to try, amongst all, to achieve a significant learning of this important part of physics.

Experiências de aprendizagem cooperativa numa turma de ensino profissional da Região Autónoma da Madeira

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Economia e Contabilidade, Universidade de Lisboa, 2016

Didática da escrita em contextos multilingues : o caso de Moçambique - desafios linguísticos, metodológicos e contextuais

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2016

Productive leaders and productive leadership: Schools as learning organisations

This paper draws on a three-year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

Bridging the divide between theory and practice. Experiential learning approaches for tourism and hospitality education

Experiential learning approaches such as role-play have been found to be valuable methods of bridging the divide between academic knowledge and practical skills, a problem often cited in tourism and hospitality management education. Such approaches have been found to contribute towards deeper learning by enhancing students' interest, motivation, participation, knowledge and skill development. This paper reports on the implementation of an experiential learning approach designed to encourage and facilitate deeper learning approaches, with the contributing aims of providing students with a more interesting learning experience and a broader set of skills for future employment.

Establishing a zone where technology innovation is supported

Learning technologies are now a ubiquitous force in the higher education sector however we continue to pursue more inventive ways to use them for teaching and learning. Many teaching academics that seek to be innovative do not have access to a supportive technology innovation zone. The aim of this study was to investigate the articulated staff development needs of academics involved in a faculty based technology innovation project and create the conditions that would cultivate innovation. The study sought to find out how academics perceived they might best be assisted through their technology innovation process so that participants’ needs were incorporated into planning. A questionnaire was used to elicit background information about the academics’ experience, skills and self diagnosed skill deficits in this context. Participants were also requested to provide information about how they thought they would best acquire the skills given their time and other resource constraints. A modified Delphi Technique was utilised to achieve some consensus on what academics required to support technology innovation. Complemented by an enabling and empowering team based approach, the academics were provided with an innovation zone to achieve significant goals for the project.