O pensamento estatístico de futuros docentes em processos investigativos enriquecidos pelo uso de tecnologia no contexto de uma abordagem integrada

The research reported in the present article aims to evaluate the teacher education learning scenarios implemented in two curricular units of the basic education course, discussing, in particular, the role of the integrated curriculum approach and of the used technologies, in the development of statistical thinking of prospective teachers. The study used a methodology within the interpretative paradigm. In order to evaluate the learning scenarios, it was used participant observation, documents' collection and a questionnaire with open-ended items whose responses were subjected to content analysis, and the frequencies of the emergent categories were determined. The results support the validation of the implemented scenarios. The students developed the reasoning about data representation and associations. The meaning of mean was a critical aspect that would deserve further research.O estudo apresentado neste artigo tem como objetivo avaliar cenários de aprendizagem implementados em duas unidades curriculares do Curso de Licenciatura em Educação Básica, discutindo, em particular, o papel da abordagem curricular integrada e das tecnologias no desenvolvimento do pensamento estatístico dos futuros docentes. Foi usada uma metodologia no âmbito do paradigma interpretativo. Para avaliar os cenários de aprendizagem, foi usada a observação participante, a recolha documental e um questionário com itens abertos cujas respostas foram objeto de análise de conteúdo, tendo sido determinadas as frequências das categorias emergentes. Os resultados suportam a validação dos cenários implementados. Os estudantes desenvolveram o raciocínio acerca da representação de dados e das associações. O significado de média constituiu um aspeto crítico que merece mais investigação.info:eu-repo/semantics/publishedVersio

Prospective teachers' statistical thinking in technology enhanced inquiry in the context of an integrated approach

The research reported in the present article aims to evaluate the teacher education learning scenarios implemented in two curricular units of the basic education course, discussing, in particular, the role of the integrated curriculum approach and of the used technologies, in the development of statistical thinking of prospective teachers. The study used a methodology within the interpretative paradigm. In order to evaluate the learning scenarios, it was used participant observation, documents' collection and a questionnaire with open-ended items whose responses were subjected to content analysis, and the frequencies of the emergent categories were determined. The results support the validation of the implemented scenarios. The students developed the reasoning about data representation and associations. The meaning of mean was a critical aspect that would deserve further research

User-friendly e-learning Environment for Educational Action Research

AbstractThe study aims to bridge the newest information and communication technologies and action research which has come to be known as a modern inquiry driven learning method and a learning strategy. To this end, the paper presents research into the effectiveness of action research as an e-learning method, notably, identifies the basic principles of the e-learning environment, explores the importance of constructive supportive dialogue and discusses the creation of a model of interface for educational action research (EAR) in an e-learning environment.The paper analyses experience from a Business course implemented in an e-learning environment at Riga Technical University over a two-year period.Thus, the study: (1) discusses the advantages and disadvantages of EAR in an e-learning environment in the context of sustainable education and (2) evaluates the adequacy of the developed interface model to the user's cognitive needs. The proposed methodology suggests new possibilities for creative cooperation in an e-learning environment for sustainable ubiquitous education.Partially article was presented at the 10th International JTEFS/BBCC Conference “Sustainable Development. Culture. Education” University of Eastern Finland, Savonlinna, Finland

Integrating Methods and Strategies from Language Teaching and Business Studies in Languages for Specific Business Purposes Courses

It has been argued that acquisition of skills in the use of foreign languages is comparable to the development of competence in other skills (Drew & Ottewill, 1998). The foreign language learner must actively participate in the learning process and practice the skills required in order to achieve success. Thus, learning to communicate in a foreign language emphasises experimentation and concrete experience. On the other hand, abstract conceptualisation, reflective observation, and the development and testing of theories and ideas are more important for business studies. However, language studies and skills acquired are often related to the development of the soft applied skills of business communication and workplace competence. This paper argues that the two approaches to learning foreign languages and acquiring business competence are complementary and supportive. This can be accomplished by providing in two ways. First, courses in Languages for Specific Business Purposes can be offered that draw on an interdisciplinary approach based on recent studies in business discourse (Bargiela-Chiappini & Nickerson, 1999, 2002, 2003; Charles & Marschan-Piekkari, 2002; Planken, 2005; Poncini, 2003). Second, one can provide communicative activities, such as case studies and simulations emphasizing conceptual models and reflective observation, as well as language teaching related to business discourse situations and the strategic nature of the communicative event

Information technology as boundary object for transformational learning

Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work

Computer aided learning for entry level accountancy students

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Consensus Knowledge Acquisition

We have developed a method and prototype program for assisting two experts in their attempts to construct a single, consensus knowledge base. We show that consensus building can be effectively facilitated by a debugging approach that identifies, explains, and resolves discrepancies in their knowledge. To implement this approach we identify and use recognition and repair procedures for a variety of discrepancies. Examples of this knowledge are illustrated\\ with sample transcripts from CARTER, a system for reconciling two rule-based systems. Implications for resolving other kinds of knowledge representations are also examined

Underrepresented Adult Learners and the Enduring Pursuit of Workplace Readiness: Achieving Postponed Career Aspirations & Dreams Through Enhanced Self-Efficacy

Hands-on learning experiences support workplace readiness. This paper presents preliminary results of a study that examines impacts of a technology-based experiential learning activity on career aspirations of underrepresented adult learners