1,720,979 research outputs found
Individual profiles and learning styles in a blended environment: a study with in-service education teachers
No full textTese de doutoramento em Ciências da Educação (especialidade em Tecnologia Educativa)As transformações sociais, culturais e tecnológicas que ocorrem na sociedade contemporânea têm
influenciado a formação profissional do docente. Os ambientes formativos se alteraram com a
adição do ambiente virtual ao presencial, resultando em ambientes híbridos, abrangendo
profissionais de diferentes realidades e perfis individuais. As particularidades do ambiente híbrido
obrigam a novos desafios que emergem da necessidade de estruturar os processos de formação
mediante a heterogeneidade dos perfis dos docentes. Desse modo, este estudo foi orientado com
base na seguinte questão de investigação: como a identificação do perfil individual e estilo de
aprendizagem do professor da Educação Básica, a partir da formação continuada em ambiente
híbrido, poderá prospectar um design didáctico-pedagógico personalizado? Para responder a esta
questão, formularam-se os seguintes objetivos específicos: (i) descrever os elementos que
contribuem para formação continuada de professores; (ii) identificar o perfil individual e estilos de
aprendizagem do professor da Educação Básica em formação continuada; (iii) mapear as
estratégias adequadas aos perfis individuais e estilos de aprendizagem do professor da Educação
Básica em formação continuada; (iv) elencar as causas da evasão do professor da Educação Básica
em formação continuada em ambiente híbrido; (v) prospectar um re(desenho) de cursos de
formação continuada de professores em ambientes híbridos. Atendendo à natureza dos objetivos
delineados, adotou-se uma metodologia qualitativa e quantitativa com um desenho de estudo de
caso. Os participantes da pesquisa foram cursistas da especialização em Educação Ambiental
ofertada por uma Universidade Federal Brasileira. Para a coleta de dados, foram utilizados
inquéritos por questionário e por entrevista, aplicados no decorrer do curso e com egressos, as
narrativas dos participantes e os dados da plataforma Moodle. A partir desses dados, nos resultados
foram identificadas as características dos perfis individuais e estilos de aprendizagem dos
professores, cujos indicativos corroboraram para o desenho do curso em análise. Considera-se que
o conhecimento sobre especificidades do professor resulta numa formação diagnóstica e dialógica,
que se permeia pela valorização da opinião do professor sobre sua própria formação,
desconstruindo a homogeneização e impessoalidade nos percursos formativos, trazendo a
sensibilização da escuta para esse sujeito.The social, cultural and technological changes that occur in contemporary society have influenced
the teachers’ professional training. The training environments changed with addition of the virtual
environment to the on-site one, resulting in hybrid training processes, encompassing professionals
from different realities and individual profiles. The heterogeneity of the hybrid training scenario face
challenges that emerge from the need to structure training processes, through teacher’s
particularities. Thus, this study was grounded on the following research question: Does identifying
the primary education teacher's profile and learning style on in-service education in a hybrid
environment prospect a personalised didactic-pedagogical design? To answer this question, the
following specific objectives were prepared: (i) to describe the elements that contribute to the
teachers' in-service education; (ii) to identify the individual profile and learning styles of primary
education teachers in in-service education; (iii) to map the appropriate strategies to the individual
profiles and learning styles of the primary education teacher in in-service education; (iv) to list the
causes for primary education teacher dropout in in-service education in a blended environment; (v)
to project a re(design) of in-service education courses for teachers in blended environments. Given
the nature of the outlined objectives, a qualitative and quantitative methodology was adopted with a
case study design. The research participants were teachers of the specialization course in
Environmental Education, offered by a Brazilian Federal University (2017-2019). For data collection,
questionnaires and interviews were used, applied during the course and with graduates and the
participants' narratives. The characteristics of the profiles and individual styles of teachers were
identified from these data, common indicatives corroborated for the course design under analysis,
with the perspective of re(design) of hybrid scenarios. It is considered that knowledge about
teacher's specificities results in a diagnostic and dialogic training, in which it is permeated by the
appreciation of the teacher's opinion about their own training, deconstructing the homogenization
and impersonality in the training paths, bringing the awareness of listening to this subject
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
As tecnologias digitais no desenvolvimento do raciocínio lógico
Get PDFO trabalho analisa modos de utilização da informática educativa para o desenvolvimento do raciocínio lógico dos alunos, recorrendo à s teorias de Piaget e à Seqüência Fedathi, criada por nós e desenvolvida por um grupo de educadores do Laboratório de Pesquisa Multimeios da Faculdade de Educação da Universidade Federal do Ceará. Apresenta formas de usar os computadores, tipos de aplicativos e softwares, listando uma série de atitudes que se deve tomar ao interagir com essas máquinas, necessárias ao desenvolvimento da autonomia, da capacidade de criar e trabalhar com hipóteses. Por outro lado, destacam-se alguns cuidados que o professor, como mediador, deve ter com o uso dos computadores para que os alunos desenvolvam seu raciocínio lógico e sejam capazes de pensar e construir seu próprio conhecimento
A Existência da Sequência de Fibonacci no Campo dos Inteiros: Uma Atividade de Investigação Apoiada nos pressupostos da Sequência Fedathi
Get PDFNesta seção descrevemos uma atividade para sala de aula que caracteriza a possibilidade de se definir a sequência de Fibonacci { f } ∈ no campo dos inteiros. Assim, chamamos de sequencia estendida de Fibonacci e, descrevemos nossa mediação a partir dos pressupostos de uma metodologia de ensino conhecida no Ceará como Sequência Fedathi
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