Parallella, dynamiska representationer i gymnasiefysiken : implementering av ett interaktivt datorverktyg i didaktiska situationer och uppfattning av effektivt lärande

The computer is a useful tool in the teaching of upper secondary school physics, and should not have a subordinate role in students' learning process. However, computers and computer-based tools are often not available when they could serve their purpose best in the ongoing teaching. Another problem is the fact that commercially available tools are not usable in the way the teacher wants. The aim of this thesis was to try out a novel teaching scenario in a complicated subject in physics, electrodynamics. The didactic engineering of the thesis consisted of developing a computer-based simulation and training material, implementing the tool in physics teaching and investigating its effectiveness in the learning process. The design-based research method, didactic engineering (Artigue, 1994), which is based on the theoryof didactical situations (Brousseau, 1997), was used as a frame of reference for the design of this type of teaching product. In designing the simulation tool a general spreadsheet program was used. The design was based on parallel, dynamic representations of the physics behind the function of an AC series circuit in both graphical and numerical form. The tool, which was furnished with possibilities to control the representations in an interactive way, was hypothesized to activate the students and promote the effectiveness of their learning. An effect variable was constructed in order to measure the students' and teachers' conceptions of learning effectiveness. The empirical study was twofold. Twelve physics students, who attended a course in electrodynamics in an upper secondary school, participated in a class experiment with the computer-based tool implemented in three modes of didactical situations: practice, concept introduction and assessment. The main goal of the didactical situations was to have students solve problems and study the function of AC series circuits, taking responsibility for theirown learning process. In the teacher study eighteen Swedish speaking physics teachers evaluated the didactic potential of the computer-based tool and the accompanying paper-based material without using them in their physics teaching. Quantitative and qualitative data were collected using questionnaires, observations and interviews. The result of the studies showed that both the group of students and the teachers had generally positive conceptions of learning effectiveness. The students' conceptions were more positive in the practice situation than in the concept introduction situation, a setting that was more explorative. However, it turned out that the students' conceptions were also positive in the more complex assessment situation. This had not been hypothesized. A deeper analysis of data from observations and interviews showed that one of the students in each pair was more active than the other, taking more initiative and more responsibilityfor the student-student and student-computer interaction. These active studentshad strong, positive conceptions of learning effectiveness in each of the threedidactical situations. The group of less active students had a weak but positive conception in the first iv two situations, but a negative conception in the assessment situation, thus corroborating the hypothesis ad hoc. The teacher study revealed that computers were seldom used in physics teaching and that computer programs were in short supply. The use of a computer was considered time-consuming. As long as physics teaching with computer-based tools has to take place in special computer rooms, the use of such tools will remain limited. The affordance is enhanced when the physical dimensions as well as the performance of the computer are optimised. As a consequence, the computer then becomes a real learning tool for each pair of students, smoothly integrated into the ongoing teaching in the same space where teaching normally takes place. With more interactive support from the teacher, the computer-based parallel, dynamic representations will be efficient in promoting the learning process of the students with focus on qualitative reasoning - an often neglected part of the learning process of the students in upper secondary school physics.

Beyond the obvious : three acts in educational drama

Researching research is not a common theme in educational drama. Nor is the educational drama process from a participant perspective a typical focus of research, at least not if the participants are disabled. Yet this is the theme of this thesis, a drama in three acts. The aim of this thesis is to describe, analyse, and discuss both the ways in which research within educational drama can be carried out and represented, and the experiences of the participants of the educational drama process. The theoretical framework that steers the research process is built up of two pairs of frames, each of them, like Russian nesting dolls, containing further frames. The first frame, relating to the outcomes of conducting research in educational drama, comprises philosophical, representational, and personal theories. As the second question asks what educational drama is, the subject related frame is built up of pedagogical, drama educational, and aesthetic theories. The study in its entirety follows the structure of the researcher’s hermeneutical learning process and takes the form of a journey starting from what is familiar, stretching towards what is new and different, and finally returning back to the beginning with a new view on what was there at the start. The thesis consists of two separate but related studies. The first, a familiar study conducted earlier, Alpha in Act I, was carried out among upper secondary school pupils. In the second, the new and therefore unfamiliar study, Omega in Act III, the participants are adult individuals who are physically and communicatively disabled. In between these two Acts an element of “Verfremdung” where the Alpha study is systematically scrutinized as the purpose is to teach and to manage the reader to think. Meta-discussions on the philosophical issues of the study are conducted throughout the text, parallel to the empirical parts. The outcomes of the first research question show that philosophical, methodical, and representational consistency is crucial for research. While this may sound like stating the obvious, this has nevertheless not always been considered fact, especially not within qualitative research. The outcomes further stress that representational issues are also to be recognized when presenting non-rational aspects of educational drama. By wording the world, through the use of visualising language, the surplus of meanings of educational drama can be, as they are within this study, made visible, sensible, and almost tangible, not only cognitively understandable. The outcomes of the second question point to the different foci of the studies, with Alpha focusing on the rationally retold experiences and Omega focusing on nonrational experiences. The outcomes expose educational drama as a learning process comprising doing, reflecting, and being. The doing aspect communicates the concrete efforts in creating a piece of theatre, while the being aspect relates experiences of being as situated, embodied and sensuous, reciprocal, empowering, aesthetic and artistic, and existential. Reflection is the twine that runs throughout the process and connects both doing and being. In summary, the outcomes could be formulated as “learning from learning how to make theatre”.

Karneval i klassrum – kunskap på hjul : en studie av elevers möten med clown analyserade med narrativ metod och poetisk etnografi

The aim of this study is to contribute to the knowledge about learning in and through art related to pupils’ study processes developing clown characters in secondary school. The pre understanding of this qualitative piece of micro ethnographic research is that the elaboration of clown has openness to play, creative activity and imagination. The art form clown inspires and motivates. The clown character creates a kind and friendly atmosphere, calls upon smile, which promotes learning. It is an art form promoting deep and personal reflection and evoking questions regarding identity formation. The pre understanding finally is that existential themes are brought to articulation in the art form clown. The problem formulation for the hermeneutic phenomenological study is an exploration of the meaning potential of an arts educational work with clown from the pupils’ as well as the teacher’s perspective. The study elaborates the following research questions: 1.) How are the pupils staging themselves in the work with clown? a) How are they constructing the clown character? b) How do they reflect upon their construction? c) What are the characteristics of the working process in the elaboration of clown? 2.) What is characteristic of the teacher’s contribution to the arts educational work? 3.) What is characteristic of the meaning making in the elaboration of clown? One group of 21 pupils and their drama teacher in a Swedish secondary school in six workshops (each one 90 minutes) elaborating the clown theme is the group under study through video observation, interviews, students’ logs and drawings, teacher log and researcher’s field notes. The theoretical framework comprises three perspectives on clown: a perspective on the culture of carnival, a drama education perspective and a performance perspective. Through a content analysis of texts about clown a set of characteristics for the clown is used as analytical concepts in the subsequent analysis of the pupils’ working process when they create three clown characters: August, the white clown and the bag lady. The results are presented as fictive narratives built on the video observations and the interviews. The presentation is brought to even more condensation through poetic ethnographic writing of haiku poems by the researcher. This ethnographic writing is idiomatic to the art form under study, and can be seen as a metaphorical meta commentary to the narratives. As a main result the researcher has developed a model describing the different aspects of the clown characters and the meaning potential of the clown as learning regarding exploration of identity and elaboration of existential questions regarding life, loneliness, love, religion and death.

”Jos tietää, mitä haluaa.” Seurantatutkimus lukio-opiskelijoiden itsesäätelystä, opiskelun kulusta ja odotusten toteutumisesta

Tutkimuksen päätarkoituksena on selvittää lukio-opiskelijoiden käsityksiä oppimisensa itsesäätelystrategioista. Lukiokoulutuksessa toteutetut muutokset kuten valinnanmahdollisuuksien lisääntyminen ovat antaneet lukio-opiskelijoille kasvaneen mahdollisuuden omanlaisensa lukio-opiskelupolun suunnitteluun ja yksilölliseen tavoitteenasetteluun. Työssä tarkastellaan myös lukio-opiskelijoiden opintojen kulkua, erilaisia opiskeluodotuksia ja niiden toteutumista sekä näiden yhteyttä itsesäätelyyn. Tutkimus toteutettiin seurantatutkimuksena, jossa kyselylomakkeilla kerättiin tietoa syksyllä 2004 Turun kaupungin suomenkielisissä päivälukioissa (10 koulua) opintonsa aloittavilta opiskelijoilta kahdesti; ensimmäisenä ja kolmantena opiskeluvuotena. Tutkimuksessa oli mukana 245 opiskelijaa, 142 tyttöä ja 103 poikaa. Tutkimuksen vastausprosentti oli 84 %. Kyselylomakkeiden itsesäätelyä ja oppimisorientaatioita koskevat kysymykset pohjautuivat Jan Vermuntin ILS-oppimistyylimittariin (Inventory of Learning Styles) (Vermunt 1994; 1996). Lisäksi haastateltiin 15 tutkimuksessa mukana ollutta opiskelijaa. Kyselylomakeaineisto analysoitiin ristiintaulukoinneilla, korrelaatiokertoimilla, t-testeillä ja erilaisilla varianssianalyyseillä. Itsesäätelystrategiamittarin neljän summamuuttujan oletus testattiin erikseen mittauksissa 1 ja 2 konfirmatorisen faktorianalyysin avulla. Tutkimuksessa identifioitiin klusterianalyysillä tehdyssä ryhmittelyssä neljä erilaista lukio-opiskelijaryhmää: menestyvät navigoijat, tavalliset tasapainoilijat, säätelemättömät kulkeutujat ja ylikuormittuneet avuntarvitsijat. Navigoijille on tyypillistä niin prosessin/ tulosten kuin sisällön suhteen korkea itsesäätely. Tyypillinen piirre navigoijien kohdalla on myös ulkoisen säätelyn korkea taso. Avuntarvitsijat eroavat muista ryhmistä selkeästi korkeampien puutteellisten säätelystrategioidensa perusteella, vaikka heidän itsesäätelynsä on suhteellisesti niihin ja muihin ryhmiin nähden melko korkealla tasolla. Tasapainoilijat sijoittuvat itsesäätelyn ja ulkoisen säätelyn osalta ryhmien keskitasolle. Kulkeutujien itsesäätely samoin kuin ulkoinen säätely ovat ryhmien matalinta tasoa. Tuloksista nähdään, että kehittyneemmällä itsesäätelyllä on selvä yhteys lukio-opintojen sujuvuuteen ja opintomenestykseen, mutta noin kolmasosalle opiskelijoista itsesäätelevä, suunnitelmallinen tavoitteenasettelu on vaikeaa. Navigoijilla ja tasapainoilijoilla opiskelu on sekä heille itselleen mielekästä että ulkoisesti arvioituna tehokasta. Joidenkin opiskelijoiden erityisesti avuntarvitsijoiden ja kulkeutujien keskuudessa opintojen kulku sen sijaan hapuilee. Lukiolaisten opiskeluun kohdistuvien odotusten voidaan tämän tutkimuksen tuloksen perusteella katsoa ennustavan todellista opintojen kulkua ja opintomenestystä melko hyvin. Eroja on sekä tavoitetasossa, opiskeluprosessiin liittyvissä kokemuksissa että jatko-opintosuunnitelmissa ja ne ovat yhteydessä sukupuoleen, isän sosioekonomiseen asemaan, erikoislinjalla opiskeluun sekä lukion alun itsesäätelyryhmiin.

Nuorten kokemien elämysten yksilölliset ja yhteisölliset merkitykset

Tutkimuksessa tarkastellaan nuorten antamia merkityksiä elämykseksi nimetylle kokemukselle ja tunteelle. Tavoitteena on ollut selvittää elämysten kokemista nuorten näkökulmasta ja suhteuttaa nuorten kokemuksilleen antamia merkityksiä laajemmin nuoruutta ja elämyksien kokemista käsittelevään yhteiskunnalliseen keskusteluun. Elämysten merkityksellistämistä analysoidaan suhteessa identiteetin muodostukseen. Yksilöllisesti koetut elämykset saavat merkityksensä diskursiivisesti rakentuneen todellisuuden ympäröimänä. Tutkimus paikantuu sosiologisen nuorisotutkimuksen ja tunteiden tutkimuksen alaan sekä metodologisesti fenomenologis-konstruktivistisen tutkimuksen alaan. Tutkimuksen taustalla on elämyshakuisuutta käsittelevä teoria. Elämyshakuisuuden tulkinta fenomenologisesta viitekehyksestä tuo käsitteen ymmärtämiseen uuden ulottuvuuden. Elämyshakuisuus kuvaa asennoitumistapaa eli sitä, miten yksilö orientoituu ympäröivään maailmaan. Tällöin ei edellytetä intentionaalisten tekojen tietoista luonnetta. Toiminnalliset prosessit muovautuvat vuorovaikutuksen myötä samaan tapaan kuin ihminen ruumiillisena subjektina muovautuu. Tutkimuksen aineisto koostuu lukion ensimmäisen luokan oppilaiden kirjoituksista (519 kpl), lastensuojeluinstituutioissa ja kuntoutuskeskuksissa asuvien nuorten yksilöteemahaastatteluista (16 nuorta) sekä seikkailualan asiantuntijoiden teemahaastatteluista (20 aikuista). Nuorten kirjoitukset on kerätty vuosina 1996–1997 ja 2002–2003. Aineiston analyysi on aineistolähtöinen. Erilaiset osa-aineistot työssäni avaavat erilaisia näkökulmia elämysten kokemiseen. Aineistojen analyysi ja tutkimukset teoreettiset lähtökohdat ovat rakentuneet analyysin edetessä ja vuorovaikutussuhteessa toisiinsa. Nuorten elämyksiä käsittelevä kerronta on moninaista ja elämyksiä koetaan erilaisissa tilanteissa. Elämykselle ei ole yhtä määritelmää, kokemisen paikkaan tai kokemisen syytä vaan kokemuksen merkitys rakentuu tilanteisesti. Elämys kuitenkin erottuu muista kokemuksista sen muistettavuuden, ainutlaatuisuuden, uutuuden ja intensiivisyyden perusteella. Nuorten elämyksellisissä hetkissä korostuvat harrastusten yhteydessä koetut uudet, erilaiset, yhteisöllisesti jaetut, mutta myös maailmaa nuorille avaavat itsenäisyyden tunnetta ja hallintaa tuottavat kokemukset. Yksi merkittävä uusia elämyksiä ja tietoa tuottava asia nuorten elämässä on seurustelu. Myös matkailu, erilaiset retket ja leirit olivat nuorille elämyksiä tuottavia tilanteita. Kaikilla nuorilla ei kuitenkaan ole sellaisia harrastuksia, joihin he olisivat sitoutuneita tai joissa he pääsisivät ilmaisemaan itseään ja kokemaan onnistumista. Nuorten elämyksiä käsittelevissä hetkissä nuorten vapaa-ajan toiminta, ympäristö ja sosiaaliset suhteet ovat keskeisessä asemassa. Nuoret eivät ensisijaisesti ajatelleet itse etsivänsä tai toisten nuorten etsivän elämyksiä viihdeteollisuuden tuottamista asioista. Elämyksissä arvostettiin aitoutta ja koettu tunne määritti sitä, oliko jokin koettu elämyksenä vai ei. Toisaalta erilaisten päihteiden todettiin mahdollisesti tuottavan elämyksiä, mutta niidenkin yhteydessä korostettiin usein muita asioita kokemusta rakentavina. Nuorten elämyskokemuksissa toisten nuorten merkitys, luottamus, läheisyyteen ja hyväksyntään liittyvät kokemukset korostuvat. Myös aikuisten asiantuntijoiden omaa nuoruutta käsittelevät elämykset olivat emotionaaliselta merkitykseltään hyvin samanlaisia kuin tämän päivän nuorten esittämät. Elämyksiksi miellettyjä kokemuksia pidettiin arvokkaina. Niiden uskottiin suuntaavan yksilön toimintaa.

Uraohjaus ja urasuunnittelu ammattikorkeakoulussa

Tutkimuksen tarkoituksena oli selvittää, millaista uraohjausta ammattikorkeakoulun tuutoriopettajat antavat ja millaista uraohjausta opiskelijat haluavat. Lisäksi tavoitteena oli selvittää, löytyykö opiskelijoiden koulutusalavalinnan perusteista yhteyttä uran suunnittelutaitoihin ja ohjauksen tarpeeseen, ja tunnistavatko tuutoriopettajat opiskelijoiden erilaiset uraohjauksen tarpeet. Tutkimuksen teoreettisissa rakenteissa hyödynnettiin kolmea postmodernia urateoriaa, jotka olivat Hodkinsonin ja Sparkesin (1997) uranvalinnan päätöksentekoteoria, Mitchellin, Lewinin ja Krumbolzin (1999) suunnitellun sattuman teoria ja Savickasin (2005) uran rakentamisteoria. Tutkimusympäristönä oli Satakunnan ammattikorkeakoulu. Tutkimus oli kaksivaiheinen. Ensimmäisessä vaiheessa kerättiin harkinnanvaraisesti valituilta tuutoriopettajilta (n=14) ja opintojensa eri vaiheissa olevilta opiskelijoilta (n=65) kirjoitettu aineisto. Kvalitatiivinen aineisto analysoitiin sisällönanalyysillä. Aineiston perusteella löydettiin kolmenlaisia urasuunnittelijoita: epävarmat, uteliaat ja tietoiset. Aineiston perusteella laadittiin kyselylomake tutkimuksen toisen vaiheen tiedonkeruuta varten. Tutkimuksen toisessa vaiheessa kerättiin opintojen eri vaiheissa olevilta opiskelijoilta kyselylomakekyselynä kvantitatiivinen aineisto (n=903), joka analysoitiin tilastollisin menetelmin. Koulutusalavalinnan perusteista elämäntilanne, alan mahdollisuudet, oma toive, kutsumus, aktiivinen tiedonhaku ja halu opiskella ammattikorkeakoulussa olivat yhteydessä opiskelijan hyvään urasuunnittelukykyyn. Näillä perusteilla koulutusalansa valinneita tietoisiksi luokiteltuja urasuunnittelijoita oli 72 % vastanneista. Alavalinnan perusteista sattuman, kavereiden, sukulaisten, lukion opinto-ohjauksen ja paikkakunnan perusteella koulutusalansa valinneet luokiteltiin epävarmoiksi urasuunnittelijoiksi, ja heitä oli 28 % vastanneista. Tulokset antavat ohjaajille tukea epävarman ja muita enemmän uraohjausta tarvitsevan opiskelijan tunnistamiseen ja heidän hops-prosessinsa tehostamiseen opintojen alusta asti. Lisäksi tulosten perusteella esitetään seuraavia suosituksia: tuutoriopettajille tulisi asettaa pätevyysvaatimukseksi ohjausalan opintojen suorittaminen; opiskelijoita tulisi ohjata tunnistamaan erilaisia satunnaisesti avautuvia mahdollisuuksia ja tietoisesti hyödyntämään niitä elämässään; uraohjaukseen tulisi kytkeä mukaan työelämäyhteistyö; ohjaajien tulisi tiivistää yhteistyötä toisen asteen ohjaajien kanssa, jotta opiskelijoiden koulutusalavalinnat onnistuisivat paremmin; uraohjausta tulisi antaa tulevaisuuden kvalifikaatioiden ennakoinnin ja elinikäisten oppimisvalmiuksien näkökulmasta.

Trends in drug use among students in Brazil: analysis of four surveys in 1987, 1989, 1993 and 1997

The consumption of psychotropic drugs among Brazilian secondary school students was examined by comparing data from four surveys using a questionnaire adapted from the WHO's Program on Research and Reporting on the Epidemiology of Drug Dependence. Students filled out the form in their classrooms without the presence of teachers. The target population consisted of 10-18-year-old students (on average, 15,000 students responded to each survey) in Brazil's ten largest state capitals: Belém, Belo Horizonte, Brasília, Curitiba, Fortaleza, Porto Alegre, Recife, Rio de Janeiro, Salvador, and São Paulo. Among the legal drugs, lifetime use (use at least once during life) of tobacco was increased in seven cities (the exceptions were Brasília, Porto Alegre and Rio de Janeiro). There was also a significant increase in frequent use of alcohol (six times or more per month) in 6 of the cities, from an average of 9.2% in 1987 to 15.0% in 1997. With respect to illegal drugs, there was a significant increase in lifetime use of marijuana (a 3-fold increase from 2.8% in 1987 to 7.6% in 1997). Cocaine use increased 4-fold over the survey period (0.5% in 1987 to 2.0% in 1997). Lifetime use of cocaine significantly increased in eight capitals (except Recife and Rio de Janeiro). However, frequent cocaine use increased in only three capitals (Belém, Fortaleza and Porto Alegre), from an average of 1.0% in 1987 to 3.6% in 1997. Lifetime use of medications such as anxiolytics and amphetamines increased 2-fold on average over the survey period. Comparing the four studies, the main conclusion is that there were significant increases in the frequencies for lifetime use, frequent use and heavy use of many drugs.

Grade nine teachers' perception of how teachers, parents, peers, administrators, and community members affect the development of the grade nine student /

The purpose of this study was to examine grade nine teachers' perception of how teachers, parents, peers, administrators, and community members influence the overall development of grade nine students. Ten grade nine teachers (four male and six female) participated in the study which consisted of the completion of a one hour, tape-recorded interview. The central findings were as follows: 1) the grade nine student has evolved; 2) peers have an important impact on the four developmental areas (physical, emotional, social, and academic) of the grade nine student; and 3) the role of the grade nine teacher appears to have dramatically changed over the last seventeen years. Suggestions and recommendations for future research in this field are based on findings related to the enhancement of the secondary school experience for the grade nine adolescent.

A comprehensive examination of adolescent gambling

The purposes of this study were: a) to examine the prevalence and consequences associated with adolescent gambling, b) to examine the factors which influence adolescent gambling,. c) to detennine what factors discriminate among four groups of gamblers (no-risk/non-gamblers, low-risk gamblers, at-risk gamblers, and high-risk/problematic gamblers), and d) to examine the relation of gambling to nine other risk behaviours (i.e., alcohol use, smoking, marijuana use, hard drug use, sexual activity, minor delinquency, major delinquency, direct aggression, and indirect aggression). Adolescents (N = 3,767) from 25 secondary schools completed a twohour survey that assessed involvement in risk be~aviours as well as potential predictors from a wide range of contexts (school, neighbourhood, family, peer, and intrapersonal). The majority of adolescents reported gambling, although the frequency of gambling participation was low. The strongest predictors/discriminators of gambling involvement were gender, unstructured activities, structured activities, and risk attitudes/perceptions. In addition, the examination of the co-occurrence of gambling with other risk behaviours revealed that for high-risk/problem gamblers, the top three most frequent co-occurring high-risk behaviours were direct aggression, minor delinquency and alcohol. This study was the first to examine the continuum of gambling involvement (i.e., non-gambling to high risk/problematic gambling) using a comprehensive set ofpotential predictors with a large sample of secondary school students. The findings of this study support past research and theories (e.g., Theory of Triadic Influence) which suggest the importance ofproximal variables in predicting risk behaviors. The next step, however, will be to examine the direct and indirect 1 effects of the ultimate (e.g., temperament), distal (e.g., parental relationship), and proximal variables (e.g., risk attitudes/perceptions) on gambling involvement in a longitudinal study.

Learning and healing: a wellness pedagogy for Aboriginal teacher education /

During the last 30 years Aboriginal peoples in Canada have made steady progress in reclaiming the responsibility for the education of their young people, especially in primary and secondary school. In comparison the education and or training of adult populations has not kept pace and many socioeconomic and sociocultural indicators demonstrate a ' , continued confinement of those populations to the margins of the dominant society of Canada. It is the adults, the mothers and the fathers, the grandmothers and grandfathers, the aunties and uncles that are the first teachers of the next generation and the nature of these relationships replicates the culture of unwellness in each subsequent generation through those teachers. There are few examples in the Aboriginal adult education literatures that give voice to the educational experience of the Learner. This study addresses that gap by exploring the perspectives embedded in the stories of a Circle of Learners who are, or were enrolled in the Bachelor of Education in Aboriginal Adult Education program at Brock University. That Circle of 1 participants included 9 women and 1 man, 6 of whom were from various i Anishinabek nations while 4 represented the Hotinonshd:ni nations in southern Ontario. They are an eclectic group, representing many professions, age groups, spiritual traditions, and backgrounds. This then is their story, the story of the heaming and Healing pedagogy and an expanded vision of Aboriginal education and research at Brock University.

The person inside the nurse : the professional socialization of baccalaureate nursing students

The goal ofthis research was to gain an understanding ofthe process ofprofessional socialization by accessing role meaning ofstudents engaged in a BScN program. Students from each ofthe four years and faculty members from the school ofnursing volunteered as participants. G. Kelly's (1955) Personal Construct Theory provided the framework to determine awareness and constructed meanings. A reflective tool, called LifeMapping, was adapted and utilized to relate student experiences within education that have attributed to nurse role meaning. Focus group interviews verified data interpretation. Students are informed oftheir choice to study nursing through part-time and volunteer work, secondary school cooperative placements. Descriptions reveal that choices are tested and both positive and negative aspects ofthe role observed. Bipolar images of good and bad nurses seem to be context-related. These images may establish biases in choices related to learning experiences. The person inside ofeach aspiring nurse interprets, revises and understands experiences to incorporate individual meaning into their value and belief structures. Students are aware ofchanges and descnbe them as developments that occur personally up to Year ill and role-image changes that begin in Year II. The major difficulty that students encountered was descnbed as negative attitudes towards their anticipated role. Humanistic-interactionist philosophies are echoed in student accounts of learning experiences. Growth and role development corresponds to process factors of small group, problem-base learning.

Why do some adults change their minds about what is important in the visual arts? : a case study

This-~-case study used ethnographic-methodo-logy. --The research project was an introductory study of one adult's present and past experiences with the visual arts, exploring, in particular, the causes and processes that were related to the individual's changes of mind in order to develop an understanding of why that individual had changed her mind about what was significant in the visual arts. The individual who provided the data was a solid supporter of art galleries: female, middle-aged, graduate of university and college, married with two children, and living in an urban community. The data were collected from two informal conversational interviews and from a written description of one change experience selected by the participant. The individual had positive experiences with art during early childhood, in elementary and secondary school, during university, in avocational drawing and painting studio courses, and in aesthetic experiences. All of these experiences have had individual effects and, together, they have had a cumulative effect on the development of the participant's opinions and ideas about the visual arts. The experiences which had the most effect on the development of the individual's perspectives on the visual arts were handson studio, educational, and aesthetic experiences. Further research is suggested to investigate why some adults change their minds about the visual arts.

Locating home : the diverse experiences of recent newcomer youth and first generation youth within Ontario's education system

This study has found that youth who or whose parents had left their home country for fear-based reasons were less involved within their school and wider community than youth who left or whose parents left for reasons concerning their social mobility. Many existing studies focus on the challenges newcomer youth experience within the education system (see Anisef, Brown, Phythian, & Sweet, 2010), however through the use of qualitative methodologies this study expanded on the current literature by further examining why it is some youth are successful in overcoming such challenges, while others are not. This study supported what has been demonstrated in the literature regarding challenges faced by newcomer youth and resources to address such challenges. Despite challenges experienced within the education system, youth planned to complete secondary school and attend a postsecondary institution. However, not all youth anticipated remaining in Canada upon completion of their education, with youth or youth whose parents left their home country for fear-based reasons frequently discussing the possibility of returning to their or their parents' home country. Thus, perhaps these youth were less involved within their school, as their goal was not necessarily to establish or maintain connections within their community as they may have viewed residing in Canada as temporary. This finding has important implications, as there are benefits to involvement in extracurricular activities, which may assist youth in overcoming challenges encountered within the education system. Therefore, it would seem that youth who had or whose parents had left their home country for reasons concerning their social mobility may have be at an advantage within the education system with respect to their involvement in school. Perhaps then this differential involvement may at least partially explain why it is some newcomer youth are able to overcome challenges they experience in the education system, while others are not. Both policy and theoretical implications are discussed.

Introduction to engineering : a case study of an interdisciplinary course in Mathematics, Science and Technology

This thesis research was a qualitative case study of a single class of Interdisciplinary Studies: Introduction to Engineering taught in a secondary school. The study endeavoured to explore students' experiences in and perceptions of the course, and to investigate the viability of engineering as an interdisciplinary theme at the secondary school level. Data were collected in the form of student questionnaires, the researcher's observations and reflections, and artefacts representative of students' work. Data analysis was performed by coding textual data and classifying text segments into common themes. The themes that emerged from the data were aligned with facets of interdisciplinary study, including making connections, project-based learning, and student engagement and affective outcomes. The findings of the study showed that students were positive about their experiences in the course, and enjoyed its project-driven nature. Content from mathematics, physics, and technological design was easily integrated under the umbrella of engineering. Students felt that the opportunity to develop problem solving and teamwork skills were two of the most important aspects of the course and could be relevant not only for engineering, but for other disciplines or their day-to-day lives after secondary school. The study concluded that engineering education in secondary school can be a worthwhile experience for a variety of students and not just those intending postsecondary study in engineering. This has implications for the inclusion of engineering in the secondary school curriculum and can inform the practice of curriculum planners at the school, school board, and provincial levels. Suggested directions for further research include classroom-based action research in the areas of technological education, engineering education in secondary school, and interdisciplinary education.