Uso de um website como uma abordagem diferenciada no ensino da química

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014Com o advento da informática e a proliferação do uso da internet para grande parte da população houve uma grande melhoria no processo de aprendizagem, havendo inúmeras possibilidades de metodologias alternativas para que servissem não somente como apoio para o professor, mas como extensão do processo educacional. Este trabalho teve como objetivo à utilização de um website como ferramenta auxiliar e alternativa no ensino de Química para os alunos de Ensino Médio do Colégio Estadual Santa Cândida em Curitiba-PR. Posteriormente foi realizada uma atividade para os alunos entrarem em contato com o site e obtiveram-se resultados positivos tanto na avaliação da estética do site, assim como ferramenta educaciona

E-Learning as a Cultural Artifact. An empirical study of Iranian Virtual Institutions

Choice, design and use of technology in education settings can be dependent on culturally embedded norms, i.e., assumptions about the nature of knowledge, ways of communications, kinds of teaching and learning strategies\ud and methods, etc. By discussing the culturally inscribed norms in this article, it is argued that on the design and use of e-learning in the perspective of globalization it is critically important to recognize, understand and thus take into account the cultural situatedness. Drawing on the literature, we present a model of culturalpedagogical paradigms in higher education in general and e-learning in particular. We use this model to explore cultural-pedagogical orientations in Iranian Virtual Institutions as an instance of a developing country. This is done in a comparative perspective, looking for similarities of the teacher’s and learner’s points of view

The Teaching of Computer Science Subjects in Estonian Basic Schools based on the Example of Two Counties

Käesolevas bakalaureusetöös antakse ülevaade Eesti põhikoolides õpetatavatest arvutialastest ainetest ja huviringidest. Sealjuures selgitati välja nende ainete õpetajate erialane taust ning vajadus ja huvi täiendkoolituste ja koostöö võimaluste kohta. Andmete saamiseks koostati küsimustik, mis saadeti 39 Eesti põhikooli arvutiõpetajale. Küsimustikule vastas 22 õpetajat 23 õppeaine kohta. Saadud andmete põhjal koostati ülevaade, milles kirjeldatakse nii õppeainete sisu, materjale kui ka õpetajate õpetamismeetodeid ja koostöövalmidust tulevikus.This bachelor thesis gives an overview on computer subjects in Estonian basic schools. Among other things, the teachers' professional background, opinions and expectations of continuing education were ascertained. Data was collected by sending out questionnaire to a 39 Estonian basic school computer science and robotics teachers. 22 teachers answered about 23 subjects. An overview of the subjects was made which is based on collected information. It includes the structure and topics of the subjects, learning materials, teachers’ teaching methods and willingness for cooperation

Formação Continuada de Professores de Biologia e o Uso de Ferramentas da Web 2.0 na Prática Docente

O presente estudo apresenta o relato do uso de ferramentas da Web 2.0 feito por professores de Biologia em sua prática docente, seis meses após participarem de um programa de formação continuada a distância. As atividades práticas realizadas durante esse programa propiciaram aos professores experimentar possibilidades de uso das ferramentas da Web 2.0 para fins de ensino e aprendizagem. Os dados aqui analisados foram obtidos por meio de um questionário online respondido por 93 professores de Biologia. A maior parte deles declarou ter feito uso de pelo menos uma ferramenta da Web 2.0 em sua prática docente. As ferramentas mais utilizadas foram as redes sociais, seguidas de fórum de discussão e blogs. Esse uso foi realizado principalmente a distância, fora do horário da aula. Os professores responderam que conseguiram ensinar melhor o conteúdo e se mantiveram mais motivados a lecionar. De forma geral, eles consideraram que o uso das ferramentas da Web 2.0 teve impacto positivo sobre os alunos. Os achados desta pesquisa sugerem que o programa de formação continuada de professores com foco na integração de tecnologias às bases de conhecimento do conteúdo e pedagógicas do professor pode contribuir positivamente para a integração das ferramentas da Web 2.0 na prática docente.Palavras-chave: Formação continuada de professores, Educação a Distância, Prática docente, Web 2.0. In-service Biology Teachers Education and the Use of Web 2.0 Tools in Teaching Practice AbstractThe present study presents the report of the use of Web 2.0 tools made by biology teachers in their teaching practice, six months after participating in a distance education program. Practical activities performed during the program provided teachers with opportunities to use Web 2.0 tools for teaching and learning purposes. The data analyzed were obtained through an online questionnaire answered by 93 teachers. Most of them said they made use of at least one Web 2.0 tool in their teaching practice. The most used tools were social networks, followed by discussion forum and blogs. This use was made mainly at a distance, outside the class time. Teachers responded that they could better teach content and were more motivated to teach. In general, they felt that the use of Web 2.0 tools had a positive impact on students. The findings of this research suggest that the distance education program, focusing on the integration of technologies into the knowledge bases of the teacher content and pedagogic, can contribute positively to the teaching practice. Keywords: In-service teacher education, Distance education, Teaching practice, Web 2.

Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources

This paper examines regional differentials in pass rates in Primary School Leaving Examination (PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity in schools, and secondary school and above education of women and men aged 15-49 years on the percentage of students passing the PSLE. The paper employs a multilevel framework using aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE are negatively associated with regional PTR and PLR, and that there are regional differences in these education resources. However, their effects were found to be statistically insignificant. Education of women on the other hand, was positively and significantly related to the pass rate in the PSLE. Accordingly, there is a need for formulating education policies that would promote the enrolment of women in higher education in Tanzania so as to ensure that children achieve progress in education and social economic development later in life. In addition, measures to ensure efficient allocation of resources are needed in order to address apparent regional disparities regarding access to essential education resources

Brazilian And Nigerian International Students’ Conceptions Of Learning

The growth, benefits, and challenges of international students in higher education provide compelling reasons to closely examine the social, cultural, and introspective aspects of learning for this population. One area of research that provides insight into the learning experiences of international students is investigations on conceptions of learning. Previous research has found that conceptions of learning guide primary beliefs, experiences, interpretations, and outcomes of learning. Conceptions of learning also provide insight into the ways students choose to approach learning and influence how they interact with courses, classroom environment, teachers, and peers (Marshall et al., 1999). However, research on conceptions of learning has predominantly been with students from Europe, North America, Australia, and Asia with little attention on other geographical locations such as Africa and South America. The purpose of this study was to examine Brazilian and Nigerian international students’ conceptions of learning while enrolled in an American university. No study to date has investigated Brazilian and Nigerian students’ conceptions of learning within the context of the United States, and no other research has examined both groups within the same study. Reflective diaries and interviews reveal an awareness of learning as a process not limited to inside the classroom. Clear themes emerged from both Brazilian and Nigerian students’ regarding their conceptions of learning and what constitutes good teaching. Importantly, findings of this study indicate differences and similarities between Brazilian and Nigerian students’ ideas about learning and actual learning experiences. Participants generally characterized their learning experiences as challenging and the process of adaptation as difficult. Findings of this study provide valuable information to instructors and international programs regarding academic support and assistance for two growing international populations on American campuses, Brazilian and Nigerian students

Exploring the use of a virtual reality learning environment to support innovation education in Iceland

Innovation Education (IE) in Iceland aims to train students to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The thesis explores the contexts of teaching and learning, incorporating the VRLE with IE to support the students’ work. There is a focus on blended learning, as the VRLE is used in conjunction with conventional classroom-based activity. The work employed the grounded theory (Glaser and Strauss, 1967) perspective, in order to observe the complex social/educational activity relating to this real-life learning context. It was intended to build understanding (grounded theory), rather than an attempt to establish cause and effect. The author intended to observe, describe and interpret settings as sources of data and the main aim was to gain a greater understanding of the use of the VRLE in supporting students work in conventional Innovation Education classes within Icelandic schools. The overall research question was: ‘How does the use of the VRLE affect teacher’s pedagogy and the students’ work, in conventional Innovation Education in Iceland?’ [Continues.

Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia

This study documented the design, development and refinement of a professional development program, which improved teacher educators’ knowledge, to facilitate their effective use of technology in teaching mathematics. The study was conducted in two Ethiopian Colleges of Teacher Education. It involved 16 mathematics teacher educators, four Information Communication Technology coordinators, and 247 elementary pre-service mathematics teachers. The study was undertaken across three phases. The first phase comprised a contextual and problem analysis and development of a conceptual framework based on a literature review that provided the basis to design the first professional development program prototype. The second phase involved setting out design guidelines and optimising the professional development program prototype through two cycles of design, formative refinement and revision. The last phase of the study was an evaluation of the extent to which the professional development program that took place over 5 months had met its objectives. The study used a mixed methods approach, which involved the collection of both quantitative and qualitative data informed by an educational design research methodology. Data were collected using questionnaires, observation checklists, semi-structured interviews, focus group discussions and professional learning workshops. One of the findings of the study in the first phase showed that the teacher educators believed they had little knowledge of technology and its effective use in their teaching of mathematics, and that this was a major barrier resulting in limited technology use in their teaching. The first phase of the study informed the design of the professional development program in the second phase of the study. The designed professional development program was characterised by its focus on the pedagogical use of technology, provision of exemplar material, the use of available and webbased technologies, the formation of teams, support from Information Communication Technology (ICT) coordinators, and an emphasis on informality in the professional development arrangements. The results in the third phase of the study showed that the professional development program contributed to increased use of technology by the mathematics teacher educators and their pre-service teachers. The teacher educators’ perceived knowledge of how to use and integrate technology teaching practices in their teaching of mathematics was improved and this was associated with positive changes in their effective technology integrated mathematics teaching as evidenced by the classroom observations

Cultivating Computer Programming Self-Efficacy Through Supportive Social and Self-Regulated Learning Strategies for First Year Students in Higher Education

This research is centred on first year computer programming students enrolled on a BSc in Information Technology, within a private higher education institution in Dublin, Ireland. There are known challenges in learning computer programming, such as its abstract nature, the length of time it takes to grasp basic principles and the pre-existing perceptions students have of Computer Science programmes in general. Computer programming is associated with high drop-out rates and poor retention, and this research set out to investigate suitable tools and institutional supports that could be put in place to enhance engagement in learning computer programming. An initial review of the teaching and learning approaches for computer programming in the focus institution revealed the absence of group work, which was considered a counter-productive learning approach. In addition, no strategies for the self-regulation of learning were introduced to the students furthering the learning engagement problem. An action research methodology was identified as a suitable research approach because of its problem-focused orientation. Three research cycles were carried out between 2014 and 2016. The first two research cycles were based on the use of an individual reflective learning journal to be used in conjunction with computer programming. These studies revealed that many students did not derive any benefit from completing the learning journal, the activity became a mundane task with no obvious advantage, leading to a sense of frustration for some. What was evident from the findings within these first two research cycles was the desire for students to learn in groups, this led to research into social learning activities with a specific focus on group learning in computer programming. The third action research cycle involved a control and treatment group. The treatment group experienced social learning delivered through Problem Based Learning (PBL) and Peer Assisted Learning (PAL) interventions over the course of a semester. The findings revealed an encouraging response from the treatment group expressed through their enjoyment of working with others in solving problems, and positive engagement in programming was observed by faculty members. Emerging as a benefit, the treatment group enjoyed interacting and learning with their peers, irrespective of race, culture and diverse perspectives. This finding underscores the importance of introducing students to simulated multicultural work experiences reflective of the multicultural team environments found within the IT industry. In addition, there was a positive increase in students’ academic self-efficacy in group-based computer programming activities, but no strong evidence was found that social learning activities enhanced programming ability. The actions taken during this study have positively influenced faculty peers in the consideration of group learning for their subjects and influenced the focus institution to establish a Student Mentoring Academy, in which Peer Assisted Learning (PAL) is supported by student mentors. The recommendations are to consider social learning through the introduction of PBL and PAL related activities to facilitate student engagement and enhancement of self-efficacy. Further work is required to examine approaches and tools to build social learning capacity across the focus institution and in the identification, training and retention of suitable student mentors