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Tornando-me professora de ciências com alunos indíginas Kaiowá e Guarani

Perrelli, Maria Aparecida de Souza
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Tese de Doutorado Formato: 307 f. : il.
POR
Relevância na Pesquisa
26.1%
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação para a Ciência - FC; Um dos desafios enfrentados pela escola indígena na atualidade é o da formação de professores para o ensino em uma escola específica, diferenciada, intercultural e bilíngüe. Parte dessa questão refere-se à importância de formar formadores desses professores. Este trabalho teve por objetivo compreender como ocorreu o meu processo de formação para o ensino de ciências naturais no Projeto Ara Verá – curso de formação de professores indígenas kaiowá/guarani de Mato Grosso do Sul. Para tanto, optei por fazer uma narrativa da minha experiência nesse contexto. Essa opção se ancora no movimento que adota a abordagem biográfica como perspectiva epistemológica, pois admite que a formação do professor também se dá na experiência e que esse processo deve ser investigado. A narrativa foi concebida como uma viagem aberta a reflexões e a diferentes teorizações, cada uma recrutada a seu tempo, em função dos desafios apresentados. Para conduzir-me nas reflexões, utilizei como ponto de partida os registros que fiz da minha atuação no Projeto e, por meio deles, transitei por entre três movimentos confluentes e interpenetrantes: o re-conhecimento de mim mesma...

O professor da educação especial e o processo de ensino aprendizagem de alunos com autismo

Lourenço, Ana Carla de
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Trabalho de Conclusão de Curso
POR
Relevância na Pesquisa
26.15%
Autism is the theme of this study and the occurrence of the teaching-learning process of students with autism was observed. The study took place in a special education school. Nowadays, infantile Autism is classified as one of the “Development Global Disorders” and it is characterized by serious and global impairments in several aspects of the development, as the reciprocal social interaction, communication abilities and presence of behavioral stereotypes, interests and activities. Notwithstanding, these subjects present a triad of impairments concerning the development areas, such as: communication incapacity for social interaction and imagination, which affect directly the learning process. Thus, the aim of this study was to identify the teaching methodology employed for children with autism concerning special education and to verify in which aspects this methodology can help the teachinglearning process of those students. For this reason, a specialist teacher and three students with autism, of a special Education School, located in the interior of São Paulo state, took part in this study. For data collection, a total of 19 activities realized by the students with autism were observed inside the classroom. The specialized teacher answered a semi structured interview. The results demonstrated that the specialized teacher does not employ any specific teaching methodology...

Geometria analítica e vetores : uma proposta para melhoria do ensino da geometria espacial; Analytical geometry and vectors : a proposal to improve the teaching of spatial geometry

André Luís Novaes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 08/05/2015 PT
Relevância na Pesquisa
25.98%
Esta dissertação tem por objetivo introduzir as definições e os conceitos básicos sobre vetores no R2 e no R3 no ensino básico, junto com as propriedades e operações e através deste conhecimento mostrar, com vários exemplos e aplicações, como isto simplifica e facilita o entendimento das atividades propostas nesta parte da educação matemática. Além disso estudar de forma conjunta a álgebra e a geometria, partindo de um lugar geométrico e então encontrando sua equação ou partindo de uma equação e então encontrando o lugar geométrico, esses que são os dois aspectos recíprocos do princípio fundamental da geometria analítica estudada em grande escala por Descartes e Fermat, dois dos grandes matemáticos que deram uma grande e significativa contribuição à matemática.; The objective of this thesis is to introduce the definitions and basic concepts about vectors on R² and R³ in basic education with proprieties, operations and beyond this knowledge explain with many examples and applications how this thesis simplifies the understanding of this activity which was proposed in this part of mathematics teaching and further to study jointly algebra and geometric starting from a geometric point and to finding your equation and then finding your geometric place. This two aspects are reciprocal from the fundamental principle of analytic geometry studied on a large scale by Descartes and Fermat...

As práticas educativas em contexto pré-escolar e 1º ciclo do Ensino Básico : o ensino da linguagem escrita

Braga, Natércia de Jesus Sousa Vicente
Fonte: Universidade dos Açores Publicador: Universidade dos Açores
Tipo: Dissertação de Mestrado
Publicado em 02/07/2012 POR
Relevância na Pesquisa
26.21%
Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (Relatório de Estágio).; O presente Relatório de Estágio surge no âmbito das unidades curriculares de Práticas Educativas Supervisionadas I e II e afigura-se como um documento intencional e contextualizado, onde se expressam as ações de análise e de reflexão crítica das práticas de lecionação experimentadas e vivenciadas na Educação Pré-Escolar e no Ensino do 1º Ciclo do Ensino Básico. O processo de ensino ocorre em duas fases: a fase pré-interativa ou de planificação e a fase interativa ou de implementação. Nesse âmbito, o processo de ensino consiste num conjunto de ações intencionais do docente que visam estimular a aprendizagem nos alunos. A necessidade de edificar uma prática educativa de qualidade adaptada às necessidades e interesses das crianças em idade pré-escolar e escolar conduziu ao aprofundamento e à reflexão da temática sobre o papel do educador/professor no processo de seleção e implementação das estratégias de ensino no âmbito das atividades de pré-escrita e de escrita na sala de atividades/aula. No decorrer das práticas educativas, foram implementadas estratégias de ensino de caráter genérico e específico...

Web-based neuromuscular simulator applied to the teaching of principles of neuroscience

Elias,Leonardo Abdala; Kohn,André Fabio
Fonte: SBEB - Sociedade Brasileira de Engenharia Biomédica Publicador: SBEB - Sociedade Brasileira de Engenharia Biomédica
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/09/2013 EN
Relevância na Pesquisa
26.1%
INTRODUCTION: The learning of core concepts in neuroscience can be reinforced by a hands-on approach, either experimental or computer-based. In this work, we present a web-based multi-scale neuromuscular simulator that is being used as a teaching aid in a campus-wide course on the Principles of Neuroscience. METHODS: The simulator has several built-in individual models based on cat and human biophysics, which are interconnected to represent part of the neuromuscular system that controls leg muscles. Examples of such elements are i) single neurons, representing either motor neurons or interneurons mediating reciprocal, recurrent and Ib inhibition; ii) afferent fibers that can be stimulated to generate spinal reflexes; iii) muscle unit models, generating force and electromyogram; and iv) stochastic inputs, representing the descending volitional motor drive. RESULTS: Several application examples are provided in the present report, ranging from studies of individual neuron responses to the collective action of many motor units controlling muscle force generation. A subset of them was included in an optional homework assignment for Neuroscience and Biomedical Engineering graduate students enrolled in the course cited above at our University. Almost all students rated the simulator as a good or an excellent learning tool...

XRayView: a teaching aid for X-ray crystallography.

Phillips, G N
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1995 EN
Relevância na Pesquisa
26.11%
A software package, XRayView, has been developed that uses interactive computer graphics to introduce basic concepts of x-ray diffraction by crystals, including the reciprocal lattice, the Ewald sphere construction, Laue cones, the wavelength dependence of the reciprocal lattice, primitive and centered lattices and systematic extinctions, rotation photography. Laue photography, space group determination and Laue group symmetry, and the alignment of crystals by examination of reciprocal space. XRayView is designed with "user-friendliness" in mind, using pull-down menus to control the program. Many of the experiences of using real x-ray diffraction equipment to examine crystalline diffraction can be simulated. Exercises are available on-line to guide the users through many typical x-ray diffraction experiments.

The effects of severe behavior problems in children on the teaching behavior of adults.

Carr, E G; Taylor, J C; Robinson, S
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1991 EN
Relevância na Pesquisa
25.98%
Applied behavior analysts have focused on how adults can influence the problem behavior of children using a variety of behavior modification strategies. A related question, virtually unexplored, is how the behavior problems of children influence adults. This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not. Results demonstrated that problem children displayed tantrums, aggression, and self-injury contingent on adult instructional attempts but not at other times, whereas nonproblem children showed little or no problem behavior at any time. Importantly, from a child-effects perspective, adults engaged in teaching activities with nonproblem children more often than with problem children. Also, when an adult worked with a problem child, the breadth of instruction was more limited and typically involved those tasks associated with lower rates of behavior problems. The implications of these results are discussed with respect to theories of escape behavior, current assessment practices, and intervention issues related to maintenance. The existence of child effects suggests that problem behavior may be better understood when it is conceptualized as involving a process of reciprocal influence between adult and child.

Promoting reciprocal interactions via peer incidental teaching.

McGee, G G; Almeida, M C; Sulzer-Azaroff, B; Feldman, R S
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1992 EN
Relevância na Pesquisa
26.33%
This study evaluated peer incidental teaching as a strategy for increasing reciprocal peer interactions by children with autism. Three typical preschoolers were trained as peer tutors for 3 young children with autism. During a classroom free-play session, peer tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. A multiple baseline across the 3 target children showed replicated positive effects of the intervention. Adult supervision and assistance were then faded systematically, with resulting maintenance of increased reciprocal interactions. Multiple measures of the extent and limits of generalization suggested that 1 child increased interactions in free-play periods throughout the day, but none of the children showed increases at lunch. Teacher and peer ratings supported the social validity of positive findings.

Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism

Ingersoll, Brooke
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /09/2010 EN
Relevância na Pesquisa
26.02%
Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT.

Incidence of Potential Drug-Drug Interaction and Related Factors in Hospitalized Neurological Patients in two Iranian Teaching Hospitals

Namazi, Soha; Pourhatami, Shiva; Borhani-Haghighi, Afshin; Roosta, Sareh
Fonte: Shiraz University of Medical Sciences Publicador: Shiraz University of Medical Sciences
Tipo: Artigo de Revista Científica
Publicado em /11/2014 EN
Relevância na Pesquisa
25.98%
Background: Reciprocal drug interactions are among the most common causes of adverse drug reactions. We investigated the incidence and related risk factors associated with mutual drug interactions in relation to prescriptions written in the neurology wards of two major teaching hospitals in Shiraz, southern Iran.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 17/02/2015 EN
Relevância na Pesquisa
26.46%
Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral...

Effets de l’enseignement réciproque sur la compréhension en lecture d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire au secondaire

Saboundjian, Rita
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.43%
Le présent mémoire expose les effets de l’enseignement réciproque sur la compréhension en lecture en français langue seconde d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire, scolarisés dans des classes d’accueil au secondaire. Deux groupes expérimentaux et un groupe contrôle ont pris part à la recherche. Deux modèles d’intervention en enseignement réciproque ont été proposés aux groupes expérimentaux, soit une intervention traditionnelle ou une intervention qui favorise l’ouverture aux langues maternelles. Un questionnaire administré en grand groupe ainsi que des entretiens individuels menés auprès de 11 élèves sous forme d’études de cas ont permis de mesurer les effets des interventions et de présenter des portraits de lecteurs. Les résultats au questionnaire valident que les interventions ont eu des effets significatifs sur la compréhension en lecture des élèves des groupes expérimentaux comparativement aux élèves du groupe contrôle. De plus, les 11 études de cas vont dans le même sens et révèlent que les élèves des groupes expérimentaux, au post-test, se sont améliorés dans la mise en place des stratégies cognitives et métacognitives. Finalement...

A classroom-based investigation of reciprocal teaching at the grade seven level

Cowan, Anne E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.59%
This study assessed the effectiveness of a reciprocal teaching program as a method of teaching reading comprehension, using narrative text material in a t.ypical grade seven classroom. In order to determine the effectiveness of the reciprocal teaching program, this method was compared to two other reading instruction approaches that, unlike rcciprocal teaching, did not include social interaction components. Two intact grade scven classes, and a grade seven teacher, participated in this study. Students were appropriately assigned to three treatment groups by reading achievement level as determined from a norm-referenced test. Training proceeded for a five week intervention period during regularly scheduled English periods. Throughout the program curriculum-based tests were administered. These tests were designed to assess comprehension in two distinct ways; namely, character analysis components as they relate to narrative text, and strategy use components as they contribute to student understanding of narrative and expository text. Pre, post, and maintenance tests were administered to measure overall training effects. Moreover, during intervention, training probes were administered in the last period of each week to evaluate treatment group performance. AU curriculum-based tests were coded and comparisons of pre...

Adquisici??n de habilidades metaling????sticas y ense??anza-aprendizaje de la composici??n escrita en educaci??n primaria: reflexiones did??cticas sobre los resultados de un estudio experimental

Fern??ndez de Haro, Eduardo; N????ez-Delgado, Pilar; Romero L??pez, Antonio
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
26.02%
En este art??culo se presenta un estudio experiemental llevado a cabo con alumnos de Educaci??n Primaria con objeto de detectar su nivel de desarrollo de habilidades metaling????sticas y sus habilidades para la elaboraci??n de composiciones escritas, as?? como las posibles influencias rec??procas entre unas y otras habilidades. A tal efecto se especifican los objetivos y el dise??o de la investigaci??n as?? como los resultados obtenidos y las correspondientes consideraciones did??cticas. Abstract: This paper presents an experimental study carried out with Primary Education students in order to detect their metalinguistic skills developmental level along with their writing skills, and possible reciprocal influences. Thus, research aims and research methodology are specified, in addition to results and didactic considerations.; This paper presents an experimental study carried out with Primary Education students in order to detect their metalinguistic skills developmental level along with their writing skills, and possible reciprocal influences. Thus, research aims and research methodology are specified, in addition to results and didactic considerations.

The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners

Rojas Perdomo, Adriana del Pilar; Otálora, Betsy, dir.
Fonte: Universidade La Sabana Publicador: Universidade La Sabana
Tipo: Tese de Doutorado
EN
Relevância na Pesquisa
46.33%
Este reporte cualitativo está basado en un proyecto de investigación-acción llevado a cabo en un colegio público de Bogotá, Colombia, con estudiantes de séptimo grado. El propósito de este estudio fue determinar el impacto de Reciprocal teaching en relación a la autonomía y habilidades lectoras del aprendiz, siendo Reciprocal teaching una técnica instructiva que tiene como objetivo promover habilidades de comprensión lectora en estudiantes con más dificultad a través de la práctica de cuatro estrategias (predicción, pregunta, aclaración y resumen) en grupos de trabajo. La recolección de datos incluyó el uso de cuestionarios, entrevistas, logs para estudiantes y diarios para la reflexión del docente. Los resultados mostraron autonomía en los estudiantes en ciertas actividades dentro del aula. Adicionalmente, el uso de las estrategias evidenció el mejoramiento de su comprensión lectora. Los resultados permitieron observar y recolectar información más específica para éste y futuros estudios. Nota: Para consultar la carta de autorización de publicación de este documento por favor copie y pegue el siguiente enlace en su navegador de internet: http://hdl.handle.net/10818/9256

La docencia en la psicología social comunitaria: algunos problemas; teaching social community psychological: some issues

Maritza Montero; Universidad Central de Venezuela; Fernando Giuliani; Universidad Central de Venezuela
Fonte: Psicología desde el Caribe Publicador: Psicología desde el Caribe
Tipo: article; publishedVersion Formato: application/pdf
SPA
Relevância na Pesquisa
36.15%
El proceso de desarrollo de la psicología comunitaria muestra una creciente complejidad teórica y metodológica. En ese proceso se ha generado una permanente reflexión crítica basada en la experiencia comunitaria y en la investigación de las diferentes áreas temáticas que sustentan las propuestas de la disciplina. Nuestra línea de trabajo se fundamenta en un quehacer sostenido en el contexto de las comunidades y en el campo de la docencia, manteniendo una preocupación permanente tanto por el compromiso con las comunidades como con la disciplina. Dentro de este panorama, se revisan algunos elementos relativos a la formación de los/las psicólogos/as comunitarios/as, en función de la importancia que tiene dentro del marco de la disciplina el rol que debe desempeñar este profesional de la psicología, así como de la necesidad de un alto nivel de capacitación. En este trabajo se exponen, a partir de nuestra experiencia docente, algunos tópicos que resultan críticos en la docencia de la psicología comunitaria, tales como la dificultad de armonizar los lapsos académicos con los «ritmos» de la comunidad; el carácter recíproco del proceso de familiarización; el alcance del compromiso en los estudiantes; el rol del profesional sustentado por la formación universitaria tradicional y su oposición a la «desprofesionalización» o entrega de conocimientos...

Reciprocal peer management: Improving staff instruction in a vocational training program

Fleming, Richard; Sulzer-Azaroff, Beth
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1992 EN
Relevância na Pesquisa
26.1%
To test the feasibility and utility of involving peers as sources of feedback, 6 subjects, instructors in a vocational program for adults with mental retardation, participated in a staff training and management program. Subjects' teaching interactions were assessed during baseline, in-service training (on effective teaching), return-to-baseline, peer management, and follow-up phases. Peer management was introduced in multiple baseline fashion across pairs of subjects. Members of each pair were trained to monitor peer teaching, to record and graph data, to provide feedback, and to set goals with the peer. Each pair then performed these procedures on the job for several weeks, during which time 4 of the 6 subjects increased their use of effective teaching methods (over baseline). However, inconsistencies in the magnitude and durability of these increases require that the study be viewed as inconclusive, although it has heuristic value as a promising model for involving co-workers in staff management programs.

Reciprocal Teaching

Machado, Jannet A.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
46.28%

Como e por que dar aulas de semiótica on-line; How and why teach Semiotics on line

Matte, Ana Cristina Fricke
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 07/06/2009 POR
Relevância na Pesquisa
26.06%
Aula de semiótica num web chat, com computadores em classe ou a distância, isso é possível? Mais do que possível, é promissor, pois transforma a própria aula em objeto escrito, que pode ser retomado a qualquer momento, e em questionamentos, que podem ser desenvolvidos em discussões extraclasse pela turma. Este artigo discute uma metodologia de ensino de semiótica que se utiliza de web chats. Abarca desde a parte técnica, na qual são descritas as ferramentas utilizadas para criar as salas de aula virtuais e apresentados ambientes virtuais de aprendizagem, até as formas de adequação do espaço virtual do web chat para maximizar a experiência interativa entre professor e alunos e entre alunos, abordados principalmente na dimensão cognitiva da narrativa. A aula é vista como uma experiência necessariamente hierárquica entre destinador e destinatário, mas seguindo a abordagem semiótica com precisão, é entendida como um tipo de hierarquia na qual a participação de ambos os actantes é ativa e recíproca. São discutidas formas de avaliação e a relevância da utilização de recursos on-line inclusive para criar sentido comunicativo nos trabalhos realizados. Além disso, os papéis actanciais correspondentes são discutidos em diferentes situações de salas de aula...

Reciprocal Educational Exchange Between The University of Delaware and Slovak Agricultural University

Ilvento, Thomas W.; Duke, Joshua M.
Fonte: Department of Food and Resource Economics Publicador: Department of Food and Resource Economics
Tipo: Relatório Formato: 268708 bytes; application/pdf
EN_US
Relevância na Pesquisa
36.02%
During 1994-1997, the University of Delaware (UD) and the Slovak Agricultural University (SAU) cooperated in a USIA-funded program to establish a market economy-based business management training program at SAU. The program consisted of five components ??? classroom teaching, faculty development, curriculum development, outreach program development, and administrative structural development ??? and was largely a one-sided effort from UD to SAU.; USIA