Poetics of Irrationalism in A. H. Tammsaare’s Work

Poetics of Irrationalism in A. H. Tammsaare’s Wor

Juhtumiuuring keemiaõpetajate tõekspidamiste muutumisest õpilaste loodusteadusliku kirjaoskuse arendamise protsessis

Väitekirja elektrooniline versioon ei sisalda publikatsioone.Käesoleva töö eesmärgiks oli toetada keemiaõpetajate tõekspidamiste ja õpetamispraktikate muutumist suunas, mis aitaks efektiivsemalt arendada õpilaste loodusteaduslikku ja tehnoloogiaalast kirjaoskust (STL). Õpetajate professionaalse arengu toetamiseks STL kontseptsiooni omaksvõtmisel kasutati ühise tegevusuuringu formaati. Viis kogenud Eesti keemiaõpetajat koos teeside autoriga rakendasid kolme-aastase projekti jooksul STL õppemooduleid keemia tundides, disainisid neli uut moodulit, evalveerisid moodulite rakendatavust praktikas ja dissemineerisid STL ideestikku ning väljatöötatud mooduleid laiemale õpetajaskonnale. Õpetajate tõekspidamiste muutumist STL õpetamisviisi suhtes uuriti kolme teguri kaudu (Ajzen, 1991): (1) õpetaja hoiak, (2) normatiivsed tõekspidamised (teiste arvamus), ja (3) õpetaja tajutud kontroll (sh eneseefektiivsus). Metodoloogilise raamistikuna kasutati kvalitatiivset lähenemisviisi ning juhtumiuuringu meetodit. Andmed koguti projekti jooksul korduvalt viie erineva uurimisinstrumendiga (õpetaja intervjuu, kokkusaamiste heliülesvõtted, õpetajate mitteformaalsed kommentaarid, tunnivaatlused, õpilasküsimustik). Uurimistulemustest selgub, et õpetajad arendasid projekti jooksul edasi oma (positiivseid) hoiakuid STL lähenemise suhtes. Õpetajatel tekkis esimesel aastal STL mooduleid rakendades ka rida negatiivseid tajutud kontrolliga seotud tõekspidamisi, mis aga muutusid projekti jooksul neutraalsemaks või isegi positiivseks: kõigi õpetajate enese-efektiivsus moodulite rakendamisel ja õpilaste hindamisel kasvas. Projekti jooksul omandasid õpetajad uusi positiivseid normatiivseid tõekspidamisi: STL lähenemisviisi rakendamisel saadi tuge nii õpilastelt, projektikaaslastelt kui ka teistelt loodusteaduste õpetajatelt, kellele STL lähenemist tutvustati. Uurimistulemustest selgub, et viimased mängisid põhilist rolli õpetajate tõekspidamiste muutumises, samal ajal kui tugevnenud positiivsed hoiakud uue õpetamisviisi suhtes aitasid mõnel juhul ületada algseid negatiivseid käitumise kontrolliga seotud tõekspidamisi. Antud töö tulemused näitavad õpetajate ühise tegevusuuringu elujõulisust ning rakendatavust õpetaja professionaalse arengu (sh õpetaja kui õppekava arendaja) toetamisel.The main goal of the current study was to support chemistry teachers in developing beliefs and practices relevant to a new teaching approach geared to enhance students’ scientific and technological literacy (STL). This study used case study methodology to describe and interpret the developing chemistry teacher beliefs throughout the collaborative action research. Five experienced teachers, in cooperation with the author, implemented STL modules in their classrooms, developed four new modules and disseminated the STL ideas plus the developed modules to a wider teacher audience. The teacher beliefs were analysed based on Ajzen’s Theory of Planned Behaviour (2005) by looking at the teacher’s (a) attitude, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. The processes of teacher change and the course of the research were investigated by teacher interviews, meeting records and teacher informal commentaries. Moreover, background information about teacher change was gathered through classroom observations and student questionnaires. Throughout the three-year project, teachers developed and elaborated further their mainly positive attitudinal beliefs towards the new approach, while confronting their substantial constraints (mainly negative behavioural control beliefs). Evidence supported the formation of teachers’ positive behavioural control beliefs (e.g. increased self-efficacy) and positive subjective norm beliefs (e.g. support from the students; the other participants) towards the new approach, although the extent, pace and nature varied depending on the teacher’s individuality. The major role, eliciting change in teacher initial beliefs, was considered to be the addition of new positive social norm beliefs (support from the group; positive group norms towards the STL approach approval from the other teachers). Strengthened attitudinal beliefs helped to overcome, in some cases, the initially perceived negative behavioural control beliefs. Implications and recommendations for future research on teacher beliefs, as well as the viability of collaborative action research to support teacher development and initiate curriculum development were indicated

Alien Registration- Heino, John Vaino (Norway, Oxford County)

https://digitalmaine.com/alien_docs/21032/thumbnail.jp

The Sudbury Area To The Great Depression: Regional Development On The Northern Resource Frontier

An historical study of the Sudbury area of Northern Ontario raises important questions about the interplay of frontier North and settled South. Did progress in the Nickel Belt rely on outside-directed staples exploitation, or did local initiative play any part? What sort of society emerged--urban or rural, chaotic or tranquil? Questions such as these guide this thesis, which adopts a narrative coverage of local events from prehistory to the Great Depression. Changes in the resource sectors, administration and society are emphasized, for these best reflect the successive stages of areal development from a Northern wilderness to a modern region.;This broad-ranging survey reveals both the strengths and shortcomings in the standard analysis of the resource frontier. According to these assessments, Canada\u27s mid-north was home to a mainly urban population that was dependent on outside staples exploiters. Yet in the Nickel Belt a varied economy was highlighted by a farm sector which assumed proportions belying the area\u27s supposed, mining-induced ecological devastation. Outside-sponsored mining and forestry also produced much local progress. Even the monopolization of the nickel industry brought more good than harm; though INCO showed scant sympathy for area residents, the day-to-day needs of a huge industry and the stability assured by the lack of competition were a great boon to the Nickel Belt. Aid from the senior governments resulted in yet more gains; the combination of public and private resources produced an economic and social infrastructure comparable to much older, more populated regions. Sudbury, because of its various advantages and despite the absence of mineral works, achieved local metropolitan status even as it fell into dependency on INCO. That centre\u27s fate, and the less-heralded events across the Nickel Belt, show the merits of an intermingling of the metropolitan, staples and dependency approaches along lines which pay far greater heed to the real accomplishments, rather than the perceived costs, of Northern, resource-based development

Alien Registration- Johnson, Vaino T. (Rockland, Knox County)

https://digitalmaine.com/alien_docs/14386/thumbnail.jp

E. Kraepelini psühhofarmakoloogilistest uurmistest Tartus*

Eesti Arst 2021; 100(10):584–58

Informacinėmis ir komunikacinėmis technologijomis papildytų edukacinių aplinkų kaita

Šiandien edukacinės aplinkos sparčiai keičiasi. Tam didelę įtaką daro informacinių ir komunikacinių technologijų plėtra. Straipsnio tikslas – apžvelgti edukacinių aplinkų kaitos, susijusios su technologijų plėtra, ypatumus kintant pedagoginei paradigmai. Kaip mokslinio darbo rezultatas parengtas teorinis informacinėmis ir komunikacinėmis technologijomis papildytų edukacinių aplinkų kaitos modelis. Naudojant SITES2006 tyrimų duomenis įvertinta Lietuvos bendrojo lavinimo mokyklos edukacinė aplinka ir jos kaitą lemiantys veiksniai.Change of Educational Environments, Enriched with Information and Communication TechnologiesVaino Brazdeikis SummaryEducational environment is changing rapidly. Information and communication technology (hereinafter – ICT) are doing a large infl uence in it. The goal of the article is to analyze change of educational environment enriched with ICT in context of the change of the pedagogical paradigm. The conclusion was made: the educational environments enriched by ICT are a dynamic, new quality–oriented education teaching and learning spaces, which created and managed of the ICT competences’ teachers and where used ICT – based methods and tools are. As a result of scientifi c work prepared the four stage model of change of educational environments, enriched by ICT. In the model each stage are characterized by teacher competence, teaching method and infrastructure. Secondary analyze of data from SITES2006 research, allowed to make issue on educational environment in Lithuanian school. Analysis shows that the implementation of ICT in Lithuania schools meets in second (application) stage. Discussion on development of educational environments, enriched by ICT is proposed to achieve a balance between the various ongoing processes on infrastructure solutions and the teaching of ICT competence development and on updating learning objectives, content and methods.18px;"