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Tese de doutoramento em Ciências da Educação (especialidade em Tecnologia Educativa), A gestão autónoma e flexível do currículo releva o papel do professor enquanto agente de mudança, pela possibilidade de adotar práticas pedagógicas que promovam a qualidade das aprendizagens dos alunos. A literatura científica evidencia o potencial dos modelos pedagógicos que destacam o caráter social da aprendizagem, a mediação tecnológica e o protagonismo dos alunos. O Modelo Flipped Classroom (MFC) é um desses modelos, que ao integrar a tecnologia, desloca os conhecimentos factuais para ambientes virtuais, rentabilizando o tempo de aula para atividadesinterativas centradas no aluno. Esta tese, redigida na base de compilação de sete artigos científicos, apresenta os resultados da implementação do MFC, através de três ciclos de investigação-ação (um em contexto presencial e dois totalmente online, devido às contingências impostas pela pandemia COVID-19), numa turma do ensino secundário, na disciplina de Física e Química. Norteada pelos seguintes objetivos: averiguar em que medida o uso das tecnologias, através do MFC, sustenta a criação de estratégias pedagógicas que permitam aos alunos o controlo e responsabilização sobre a sua aprendizagem; avaliar o impacto das atividades do currículo na experiência de aprendizagem dos alunos nos diferentes contextos e analisar a influência do papel do professor na experiência de aprendizagem dos alunos nos diferentes contextos. Os resultados mostraram que a integração da tecnologia facilitou a reflexão prévia dos alunos sobre os conteúdos disponibilizados e possibilitou-lhes a ampliação dos conhecimentos adquiridos autonomamente através de experiências complementares, em cenários práticos, apoiadas pelos seus pares e pela professora, responsabilizando-os pela sua aprendizagem. As atividades implementadas promoveram o efetivo envolvimento do aluno e o desenvolvimento da sua autonomia e responsabilidade, o que se repercutiu na melhoria dos resultados de avaliação de conhecimentos. Além disso, a experiência de aprendizagem dos alunos no MFC foi condicionada pelo modo de atuação do professor, sendo os aspetos mais determinantes o design da proposta, as orientações e o feedback fornecido. Os resultados sugerem a necessidade de, no contexto online, se promover uma maior apropriação da tecnologia pelos alunos, otimizar a presença do professor e usar estratégias que fomentem a colaboração. Este estudo contribui para mostrar que independentemente do contexto (presencial ou totalmente online), as atividades implementadas segundo o MFC, promovem a qualidade das aprendizagens e o desenvolvimento de competências., The autonomous and flexible management of the curriculum highlights the role of the teacher as an agent of change, due to the possibility of adopting pedagogical practices, which promote the quality of student learning. The scientific literature highlights the potential of pedagogical models, which highlight the social character of learning, technological mediation, and student protagonism. The Flipped Classroom Model (FCM) is one of these, because by integrating technology, it shifts the factual knowledge to virtual environments, optimizing class time for student-centered interactive activities. This thesis, written on the basis of the compilation of seven scientific articles, presents the results of the implementation of FCM, through three research-action cycles (one in a face-to face context and two fully online, due to the contingencies imposed by the Covid-19 pandemic), in a secondary school class in Physics and Chemistry. Guided by the following objectives: to investigate to what extent the use of technologies, through FCM, supports the creation of pedagogical strategies which allow students to control and take responsibility for their learning; assess the impact of curriculum activities on students' learning experience in different contexts and analyze the influence of the teacher's role on students' learning experience in different contexts. The results showed that the integration of technology facilitated the students' prior reflection on the available content and enabled them to expand the knowledge acquired autonomously through complementary experiences, in practical scenarios, supported by their peers and by the teacher, making them responsible for their learning activities. The learning activities implemented promoted effective student engagement and the development of their autonomy and responsibility, which had an impact on the improvement of the results of knowledge assessment. Moreover, the students' learning experience in the FCM was conditioned by the teacher's role, being the most decisive aspects the design of the learning proposal, the guidelines and the provided feedback. The results suggest the need, in an online context, to promote greater appropriation of technology in students, to optimize the teacher presence and to use strategies that encourage students' collaboration. This study help to show that, regardless of the context (face-to-face or fully online), the activities implemented according to the FCM, promote the quality of learning and the development of competences., Este trabalho foi desenvolvido no âmbito do Programa de Doutoramento “Technology Enhanced Learning and Societal Challenges”, financiado pela Fundação para a Ciência e Tecnologia, FCT I. P. – Portugal, contrato # PD/BD/150424/2019

Denna masteruppsats syftar till att bidra med kunskap om lärares lärande och undersöka deras användning av kulturella redskap i en aktionsstudie. I studien undersöks processen i ett arbetslag där universell design för lärande (UDL) presenteras och diskuteras som en möjlig stödstruktur för undervisningen i form av en aktionsstudie. Målet med den är att bidra med kunskapsbildning om hur undervisning kan planeras och utformas med hjälp av den systematik UDL bidrar till. För att kunna besvara studiens frågeställningar genomfördes en aktionsstudie med tre lärare på en F–6 skola. Studien är genomförd med en kvalitativ metod där loggboksanteckningar från aktionsstudiens sessioner utgör en del av empirin, åtföljd av enskilda, reflekterande intervjuer. Deltagarna undervisade två klasser i ett tre–lärarskap på ett mellanstadium och diskuterade och reflekterade över texter och filmer om universell design för lärande (UDL) under sex sessioner. Resultaten från aktionsstudien visar hur språket och kommunikationen förändrades under sessionerna, vilka möjligheter och hinder för implementeringen av UDL som identifierades och inställningen till forskningsbaserade arbetssätt utkristalliserades. Hur deltagarna använde sig av kulturella redskap i sitt eget lärande likväl som i sin undervisning framkommer också som ett resultat av denna studie. This master thesis aims to contribute with knowledge about teachers´ learning and investigate their use of linguistic tools in an action research study. In this, where UDL is presented and discussed as a possible scaffolding structure, the process in a team of teachers at a middle school is investigated. The aim of the action research study is to create knowledge about how the systematic work with UDL can contribute to the planning and forming process of teaching. In order to answer the research questions in the study, an action research study was conducted with three teachers at a middle school. The study is conducted with a qualitative method, in which field notes from the sessions in the action research study is one part followed by separate, reflective interviews with the participating teachers. The participating teachers were teaching in two classes in a grade at a middle school and have during six sessions discussed and reflected on texts and films about Universal Design for Learning (UDL). The results from this action research study showed how the use of language and communication changed during the sessions, which possibilities and obstacles could be identified in implementing UDL and how the attitude towards research based approaches could be seen. How the participants used sociocultural tools in their own learning as well as in their teaching can also be seen as a result of this study.

Biçimlendirici değerlendirme yönteminin önemi gün geçtikçe daha çok anlaşılmaktadır. Bu değerlendirme yöntemi öğretmenlere öğrencilerinin öğrenmelerinin daha etkin hale gelmesi konusunda bir veri toplama kaynağı olmuştur. Biçimlendirici değerlendirmenin dersin her aşamasında kullanılabilir olması dersin verimli ve işlevsel bir şekilde işlenmesi kapsamında öğrencilere önemli katkılar sağlamaktadır. Elde edilen veriler kapsamında dönüt sağlanır, ders düzenlemesi yapılır ve daha etkin öğrenme ürünlerine ulaşılır. Öğrenciler öğrenme sürecine dâhil olur, kendi öğrenmelerinden sorumlu bir birey olarak gelişimlerini takip eder ve öğrenme açıklarını kapatma fırsatına sahip olurlar. Yabancı dilde yazma kaygısı öğrencilerin en çok sıkıntı yaşadığı problemlerden bir tanesidir. Bu yüzden mevcut çalışma, İngilizceyi yabancı dil olarak alan öğrencilerin yazma becerilerindeki kaygılarının biçimlendirici değerlendirme yöntemiyle ne ölçüde değişip değişmediğini ortaya çıkarmayı amaçlamıştır. Bu çalışma, üniversite 2. sınıf öğrencilerine yönelik 30 kişi üzerinde yapılan bir eylem araştırma çalışmasını içermektedir. Veri toplama ve değerlendirme sürecinde anket, görüşme, yıldız ve alan notları kullanılmıştır. Çalışmadan elde edilen bulgular ışığında, biçimlendirici değerlendirme kullanımının yabancı dil öğrenen öğrencilerin yazma kaygılarını önemli ölçüde azalttığı saptanmıştır, The importance of formative assessment method is ever so increasing day by day. This method of evaluation has been an effective data collection source for teachers and enhancing the efficiency of students' education. The fact that formative assessment can be used in all phases of the lesson contributes dearly to the students to receive the contents of the class in a more productive and functional manner. Within the scope of the obtained data from formative assessment, feedback is provided, course arrangement is made and more effective learning products are reached. Students would have the chance to be a proactive part of the learning process and come out to be a more responsible person thus having the chance to make up for the deficit in their education. Writing in a foreign language is one of the major topics that students are having problems with. For this reason, the present study aims to expose to what extend the anxiety of writing skill of the learners of English as a foreign language change with the formative assessment method. This study which was conducted with 30 students includes an action research study for sophomores. In the course of data collection and evaluation process survey, interview, stars and field notes have been used. In the light of the findings obtained from the study, it was found that the use of formative assessment significantly reduced the writing anxiety of the students who learn English as a foreign language.

O presente trabalho compreende as áreas da educação, da literatura e das artes e integra um conjunto de atividades desenvolvidas no âmbito de um programa de desenvolvimento da literacia emergente, o PROL. Trata-se de um programa que decorre em contexto de Jardim-de-Infância, dirigido a crianças entre os três e os cinco anos e dinamizado por um mediador. Com uma periodicidade semanal e a duração aproximada de 45 minutos, através da literatura e de outras expressões artísticas procura-se diversificar e ampliar a linguagem da criança. Pretende-se com esta investigação estudar o contributo do texto poético na promoção da literacia emergente partindo da descrição e análise de um conjunto de atividades realizadas no âmbito do referido programa. De cariz descritivo e interpretativo, o projeto de investigação-ação foi realizado segundo uma metodologia qualitativa. Para a análise, recolheram-se elementos do diário pessoal do mediador e dos inquéritos por entrevista às educadoras de infância que acompanharam o projeto. Os resultados evidenciam os benefícios da utilização do texto poético na promoção da linguagem e da comunicação da criança. A diversidade do repertório literário e a intervenção do mediador, com uma forte componente criativa e artística, contribuem para os bons resultados obtidos em poucos meses. The following dissertation evolves around the areas of education, literature and the arts. It comprises a set of integrated activities included in a programme for the emergent literacy development – PROL. This programme was conceived for kindergarten and it is aimed at children aged between three and five years old, under the orientation of a literacy trained and education specialised mediator or reading mentor. Once a week, during 45 minutes sessions, through literature and other artistic expressions, the programme seeks to diversify and expand children’s language skills. The ,main purpose of this research is studying the contribution of the poetic text for the promotion of emergent literacy, based on the description and analysis of a set of activities proposed under the above mentioned programme, PROL. Due to its descriptive and interpretative nature, the present research-action project was based upon a qualitative methodology. Thus, in order to accomplish the necessary analysis, we have collected data from the mediator’s personal jornal entries and throught a set of interviews to the nursery teachers The results obtained underline the benefits of poetry based activities in the promotion of language and communication skills in children attending kindergarten. The diversity of the chosen literary repertoire, as well as the intervention of the mediator, with a strong creative and artistic profile, contributed to the good results obtained in a short time span of only a few months.

This paper describes, in outline, our experiences in structuring and presenting formal requirements specifications, and in particular the insights gained from an action research study undertaken within the Western Australian state government. The overall aim of the project was to evaluate and enhance an information systems development method, known as FOOM (Formal Object Oriented Method). FOOM was synthesised from research into: --- the object oriented approach --- mathematically formal specification languages --- socio-organisational contextual analysis, http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.95.3903&rep=rep1&type=pdf