661 resultados para Student Learning, Economics Education, Perceptions
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En totes les investigacions sobre I'evoluci ontogeneticadel nen es parteix d'una serie de pressuposits que,plantejats d'una manera explcita o no, determinen el seuenfoc i les seves conclusions teoriques. La relaci existententre desenvolupament i aprenentatge n'es un dels mesimportants. Aquesta relaci pot considerar-se com a unidireccional(a/ el desenvolupament es una condici previaa I'aprenentatge o b/ I'aprenentatge s desenvolupament)o be com a mtua i interdependent
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[spa] La literatura cientfica sobre el Aprendizaje Basado en Problemas (ABP) ha dedicado una atencin creciente a la cuestin del pensamiento crtico a lo largo de las dos ltimas dcadas. Los trabajos de investigacin que se han llevado a cabo en los distintos contextos disciplinares de la educacin superior presentan definiciones e instrumentos de medicin del pensamiento crtico dispares. El presente artculo parte de dicha apreciacin y trata de revisar sistemticamente los mencionados trabajos con un doble objetivo: por un lado, esbozar una clasificacin de los instrumentos de medicin del pensamiento crtico de estudiantes de ABP y, por el otro, mostrar una panormica de las evidencias hasta ahora obtenidas; todo ello con la finalidad de animar a profesores, estudiosos y autoridades acadmicas a seguir avanzando en esta lnea de investigacin. [eng] Critical thinking has received growing attention from scientific literature on Problem-Based Learning (PBL)during the last two decades. The research carried out in different disciplinary contexts of higher education presents disparate definitions and measuring instruments of critical thinking. This article aims to review systematically the mentioned literature with a dual purpose: on the one hand, to outline a classification of instruments measuring PBL students' critical thinking, on the other, to show an overview of the evidence so far obtained; all of this with the ultimate purpose of encouraging teachers, scholars and academical authorities to proceed further in this line of research.
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This paper presents an IR and Raman experiment executed during the teaching of the course "Chemical Bonds" for undergraduated students of Science and Technology and Chemistry at the Federal University of ABC, in order to facilitate and encourage the teaching and learning of group theory. Some key aspects of this theory are also outlined. We believe that student learning was more significant with the introduction of this experiment, because there was an increase in the discussions level and in the performance during evaluations. This work also proposes a multidisciplinary approach to include the use of quantum chemistry tools.
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In this article, we present data from a study in practical classes for General Chemistry. To this end, it was proposed to use a modified V diagram to replace traditional reporting. These reports consist of material commonly prepared in the subject, including introduction, materials and methods, results and discussion and conclusions. From the preparation of the modified V, the students were able to establish relationships between the theoretical and methodological aspects necessary for understanding the objects and events studied. Thus, student learning can be evaluated in light of the Theory of Meaningful Learning.
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The purpose of the study was to describe the experiences of received support of aging employees and their work related self-image in changing working environments. Firstly, theaim was to discover how the support from organisations and leaders was verified. Secondly, the aim was to get answers how employees experienced themselves as workers and as learners in the current work context. Thirdly, the aim was to compare different knowledge information stages and company cultures and how they have influenced the experiences of professional competence development among aging employees. In addition the education- and career backgrounds were investigated to gain more understanding of their role in experiencing support and relation to the occupational self-image. The theoretical frame of reference of this researchis multidisciplinary. The theoretical part focuses on the meaning of work for human being from a sociological, late-modern perspective. On the other hand it examines the ageing process from a physiological and also from a perspective of age discrimination and life control. The occupational selfimage and the strength of motivation has an effect on learning in working life which is crucial and firmpart individual trajectories. According to the theoretical review company culture, leadership and especially the managers' role as a creator of a learning atmosphere are increasingly critical for aging adults' learning when the role of informal work-based learning is increasing. The empirical data was collected with aquestionnaire and interviews, which were carried out in May to October 2001. The data consists of 263 respondents of which further eight persons were interviewed. All respondents were over the age of 45 and represented all levels of their organisations in an IT-technology firm and a chemical industry plant. The central findings in this research show that the aging adults have experienced that theemployers do care about the development of their occupational skills. On the other hand there are fewer concrete activities to reveal this support. There is anobvious disproportion between the expressed aims and the realisation of the activities. Signs of age discrimination are few. The style of management has becomemore supporting for self directed activities which are seen to support adults learning. Higher education and individual activity to seek possibilities to learnwere encouraging the development of occupational skills. Age itself was not a crucial aspect when comparing the experiences among younger (45-54 years) and older (55-64 years) groups. Job satisfaction and professional self esteem seemed tobe considerably strong. The individual characteristics were more important elements in developing occupational skills than the age. The degree of anxiety at work was low. In addition among the older group the strong feeling of coherence and the occupational self image were significant for supporting the professional competence. The motivation to learn was also stable. Among the seniors there was some slight evidence of declining motivation. In the IT-firm the support was experienced stronger for aging employees than in the chemical industry plant. Thosewho had experienced support in the chemical industry plant had higher educational background than the others. In IT-firm they also experienced more support from the manager than in the chemical industry plant. The results show that it is more likely that the differences are caused mostly by the stage of information intensity and the character of company culture which is determined by the activities. IT-business demands constantly accommodation to changes and the chemical industry plant which is representing more traditional business field, where the atmosphere of learning is determined by the traditions of company culture, the changes are carried out slowly.
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Tyn tavoitteena on esitt erilaisia mahdollisuuksia tutkivan oppimisen hydyntmiseen tuotantotalouden koulutusohjelmassa. Tyss esitetn niden opetusfilosofioiden perusperiaatteet. Lisksi tutkitaan tutkivan oppimisen tuottamia hytyj koulutusohjelmalle, opiskelijoille ja tuleville tynantajille. Mukaan on otettu muissa yliopistossa hydynnettyj tapoja, mutta mys kehitetty erityisesti tuotantotalouden erityispiirteet huomioivia sovellettuja menetelmi. Lisksi tarkastellaan tuotantotalouden koulutusohjelmassa tuotettua ongelmalhtiseen opiskeluun perustuvaa kurssia Toimitusketjun johtamisen teoriatypaja. Tyss esitetn mys suunnitelma uusimuotoiselle, tutkivaan oppimiseen nojautuvalle Kandidaatinty- ja seminaari kurssille. Kirjallisuuskatsauksessa perehdytn oppimisen ja muistin toiminnan perusteisiin. Tmn jlkeen esitelln nille periaatteille rakentuneiden tutkivan oppimisen ja ongelmalhtisen oppimisen lhestymistavat ja menetelmt opetuksessa. Teorian pohjalta esitetn konkreettisia ideoita tutkivan oppimisen hydyntmiseen opetuksessa. Tutkimuksen kahdesta case tapauksesta ensimmisess esitetn, miten opiskelijat kokevat ongelmiin perustuvalla kurssilla opiskelun. Toinen case esitt, kuinka uusimuotoinen Kandidaatinty- ja seminaari kurssi on luotu ja miten se tukee taitoja, joita he tulevat tarvitsemaan myhemmiss opinnoissaan ja tyelmss.
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Developing students enterprise and proactive approaches to life have been goals of Finnish public education since its introduction. Still, education in Finland today is criticized for not reaching these goals and for overlooking the development of students enterprise. The role of enterprise education is ambivalent. On the one hand, enterprise education is advocated as the solution to many of the alleged problems in public education; on the other hand, the pedagogical ideas that enterprise education builds on appear to coincide with the contemporary understanding of good education. The thesis discusses what sets enterprise education apart from other types of education and teaching. Notably, the pedagogical foundations for enterprise education are not necessarily solid or sufficiently explored. Thus, the overall aim of the thesis is to explore the conditions for developing enterprise in education. Sloyd, as a school subject that promotes handicraft-based education, has long been attributed as having the potential to develop students character and person; similarly, it is also identified as being well suited for developing student enterprise. Enterprise education is not specific to sloyd, however. In fact, developing enterprise is a cross-curricular goal for basic education. In a subject-focused educational structure and culture, the development of an enterprising mindset in students is a common concern for all teachers. Thus, an understanding of the conditions for enterprise education must not be limited to one school subject; rather, the nature of the phenomenon requires a cross-curricular approach. Altogether, the conditions for enterprise education appear to be in need of further research. In addition to a subject-focused structure, other influencing factors that are mentioned in discussions on enterprise education include the need for a more enterprising working culture in school. Importantly, another key factor is the individual teachers pedagogical philosophy, which constitutes the frame of reference that informs how he or she understands and interprets his or her profession. Notably, the conditions for enterprise education are poor unless a teachers pedagogical philosophy emphasizes a focus on enterprise. The empirical research uses a hermeneutical approach and focuses on exploring teachers views on the conditions for reaching the national goals related to students enterprise. The interview study was conducted among class and subject teachers around Swedish-speaking Finland. The study shows that teachers view themselves as the most important factor for a focus on enterprise. Teachers have also identified a vast number of contextual factors that influence, support, or counteract a focus on enterprise. Structure, culture, resources, and curriculum, as well as numerous societal factors, all interact to affect the conditions for enterprise education. The prevailing culture of subject focus poses a challenge to enterprise education. At the same time, however, a focus on enterprise can be seen as a natural tendency in grades one to six. Indeed, teachers of all grade levels interpret the development of a proactive approach to life as one of educations core values. Altogether, the thesis offers a deepened and nuanced understanding of the conditions for enterprise education. While the public education system in Finland seems to have some favourable basic conditions for enterprise education, multifaceted challenges must be faced if the national goals related to enterprise are to be reached.
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Ralis en collaboration avec l'quipe de l'Unit de jour de diabte de l'Htel-Dieu du CHUM: Hortensia Mircescu M.D., Franoise Desrochers, Michelle Messier et Stphanie Chanel Lefort.
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Cette thse sintresse aux fondements pistmologiques et la vision que des enseignants dhistoire au secondaire entretiennent lgard de lenseignement de lhistoire et de la formation citoyenne. La rflexion sinscrit dans le contexte de la refonte des programmes denseignement de lhistoire qui engage dornavant les matres dhistoire duquer la citoyennet dmocratique. Ce projet ducationnel repose sur le postulat suivant : lapprentissage de lhistoire, de sa pense et de sa mthode permet de former des individus capables de rflexion critique autonome et informe. Cette vision de lenseignement de lhistoire implique que les lves sexercent la pense historienne, lanalyse des sources et la construction dinterprtations historiques. Ce faisant, ils dvelopperaient une comprhension du monde fonde sur la matrise de concepts et une pense complexe, ce qui servirait de ce fait la citoyennet. La recherche a par ailleurs dmontr que les matres avaient recours des mthodes pdagogiques plus traditionnelles (Charland, 2003; Martineau, 1997). Cest donc des changements de pratiques quappelle le ministre de lducation. Or un tel changement ne se dclare pas den haut . Les convictions des matres sont lentes se transformer et ce sont elles qui dterminent la formation historienne et citoyenne que recevront les lves. Nous en avons fait notre objet dtude pour cette recherche en recourant la thorie des reprsentations sociales. Nous avons adopt le modle du noyau central (Abric, 1994) et celui des principes organisateurs qui permet didentifier les relations existantes entre plusieurs reprsentations. Nous avons effectu une recherche exploratoire de type qualitative. Des entretiens individuels semi-dirigs dune dure moyenne de 120 minutes ont t raliss avec un chantillon comptant 18 enseignants dhistoire au secondaire de Montral, de Qubec et de communauts amrindiennes du Qubec. Loutil de cueillette et danalyse des donnes sinspire grandement des dveloppements mthodologiques raliss par la recherche sur les reprsentations sociales (vocation hirarchise continue ou limite, schmas conceptuels) (Abric, 1994; 1997). Les rsultats permettent didentifier les fondements pistmologiques et didactiques, le contenu et la structure, de mme que les relations existant entre les reprsentations de lenseignement de lhistoire et de la formation la citoyennet. Ils ont galement mis en lumire les convictions idologiques et pdagogiques des matres dhistoire.
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La pratique physique a longtemps t perue comme le dterminant premier de lapprentissage du mouvement. Souvent exprime par lexpression Vingt fois sur le mtier remettez votre ouvrage, cette ide se base sur lobservation quune grande quantit de pratique est ncessaire pour matriser un geste technique complexe. Bien que limportance de la pratique physique pour lapprentissage du mouvement demeure indniable, il a rcemment t dmontr que les changements neurobiologiques qui constituent les bases de la mmoire prennent place aprs la pratique. Ces changements, regroups sous le terme consolidation , sont essentiels la mise en mmoire des habilets motrices. Lobjectif de cette thse est de dfinir les processus de consolidation en identifiant certains facteurs qui influencent la consolidation dune habilet motrice. laide dune tche dadaptation visuomotrice comportant deux niveaux de difficult, nous avons dmontr quune bonne performance doit tre atteinte au cours de la sance de pratique pour enclencher certains processus de consolidation. De plus, nos rsultats indiquent que lvaluation subjective que lapprenant fait de sa propre performance peut moduler la consolidation. Finalement, nous avons dmontr que lapprentissage par observation peut enclencher certains processus de consolidation, indiquant que la consolidation nest pas exclusive la pratique physique. Dans lensemble, les rsultats des tudes exprimentales prsentes dans cette thse montrent que la consolidation regroupe plusieurs processus distincts jouant chacun un rle important pour lapprentissage du mouvement. Les ducateurs physiques, les entraineurs sportifs et les spcialistes de la radaptation physique devraient donc planifier des entrainements favorisant non seulement lacquisition de gestes moteurs mais galement leur consolidation.
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Introduction: Aboriginal peoples are underrepresented within the healthcare professions, and recruitment of Aboriginal students has become a priority for medical schools in Canada. Because of very low high-school completion rates among youth living on-reserve, the Universit de Montrals Faculty of Medicine launched in 2011 the Mini-cole de la sant, a program where health sciences students visit aboriginal schools. Through activities and games, students introduce children to the discovery of health professions. In 2014, the Health Library joined the project with the development of a science books collection for the school libraries and by having a librarian participate in the school visits. Description: In collaboration with the two Atikamekw elementary schools to be visited in 2014, 70 children books on science, human anatomy and the health professions were selected and purchased for each school by the Health Library. A librarian joined the health sciences students during the schools visits and the book collection was integrated in the activities organised during the day. The books were afterwards donated to the school library. Outcomes: Children, school teachers and administrators greatly appreciated the collection. The books were integrated in the library school collections or in the classrooms collections. Discussion: Quality school libraries play an important role in student learning, and access to science and health sciences books could enhance childrens interest for the health professions. By participating in this project, the library is supporting the Health sciences faculties in achieving their goal of reaching out to Aboriginal children and making them aware that a career in health sciences is possible for them. The collaboration has been successful and will be pursued: the Health library will work with the high schools in the same Atikamekw communities to develop science book collections and the schools will be visited in 2015. A Masters in Library and Information Science student will be joining the Mini-cole. Upgrading all donated collections is planned as well.
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En totes les investigacions sobre I'evoluci ontogenetica del nen es parteix d'una serie de pressuposits que, plantejats d'una manera explcita o no, determinen el seu enfoc i les seves conclusions teoriques. La relaci existent entre desenvolupament i aprenentatge n'es un dels mes importants. Aquesta relaci pot considerar-se com a unidireccional (a/ el desenvolupament es una condici previa a I'aprenentatge o b/ I'aprenentatge s desenvolupament) o be com a mtua i interdependent
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El propsito de este trabajo es plantear el desarrollo de una escuela de liderazgo para jvenes preadolescentes y adolescentes del Colegio Montessori, institucin de carcter privado, con sede en Medelln. El colegio est centrado en el planteamiento de un proyecto en la temtica del liderazgo escolar, a partir del diseo de un programa de desarrollo de liderazgo para jvenes del Colegio Montessori de Medelln, teniendo en cuenta los elementos conceptuales, procedimentales y estratgicos como ejes de su configuracin. En ese sentido, el trabajo esbozar condiciones que permitan visualizar y estimar la implementacin y oferta de un programa de capacitacin, orientacin y desarrollo de habilidades, actitudes y destrezas en liderazgo como complemento acadmico y extracurricular, tendiente a la formacin de ciudadanos y empresarios del maana, que haga de los jvenes personas ms competitivas en su entorno personal, familiar, social y empresarial dentro de su proyecto profesional y que, por consiguiente, contribuya de manera directa en el mejoramiento de su calidad de vida, la de sus familias y la de su grupo de coetneos. A partir de ello se puede analizar que las generaciones en proceso de desarrollo requieren una intervencin inicial que d respuesta a las necesidades polticas, sociales, culturales y empresariales que, en materia de liderazgo, se enfrentan en la actualidad.
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Se realiz un estudio transversal, se incluyeron 3 residentes no cardilogos y se les dio formacin bsica en ecocardiografa (horas tericas 22, horas prcticas 65), con recomendaciones de la Sociedad Americana de Ecocardiografia y aportes del aprendizaje basado en problemas, con el desarrollo de competencia tcnicas y diagnsticas necesarias, se realiz el anlisis de concordancia entre residentes y ecocardiografistas expertos, se recolectaron 122 pacientes hospitalizados que cumplieran con los criterios de inclusin y exclusin, se les realizo un ecocardiograma convencional por el experto y una valoracin ecocardiogrfica por el residente, se evalu la ventana acstica, contractilidad, funcin del ventrculo izquierdo y derrame pericrdico. La hiptesis planteada fue obtener una concordancia moderada. Resultados: Se analiz la concordancia entre observadores para la contractilidad miocrdica (Kappa: 0,57 p=0,000), funcin sistlica del ventrculo izquierdo (Kappa 0,54 p=0.000) siendo esta moderada por estar entre 0,40 0,60 y con una alta significancia estadstica, para la calidad de la ventana acstica (Kappa: 0,22 p= 0.000) y presencia de derrame pericrdico (Kappa: 0,26 p= 0.000) se encontr una escasa concordancia ubicndose entre 0,20 0,40. Se estableci una sensibilidad de 90%, especificidad de 67%, un valor predictivo positivo de 80% y un valor predictivo negativo de 85% para el diagnstico de disfuncin sistlica del ventrculo izquierdo realizado por los residentes.
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El desarrollo del archivo docente de imgenes diagnsticas, permite compartir y difundir el conocimiento de la coleccin de casos e imgenes radiolgicas con rapidez y facilidad al personal de la Clnica Fundacin Cardio-Infantil Instituto de Cardiologa, a travs por portal web e-cardio, contribuyendo en la formacin acadmica del personal mdico, tcnico y administrativo.
