Procedimentos metodológicos para a elaboração de projetos de pesquisa relacionados a dissertações de mestrado em Ciências Contábeis
This study aimed to distinguish the essential stages in the elaboration of a research project for a master's dissertation in Accountancy. A documentary and bibliographic research was carried out by means of a deductive methodology. It was concludes that the essential stages for the elaboration of an Accountancy master's research project are: a) Title; b) Introduction; c) Problem Characterization; d) (General and Specific) Objectives; e) Relevance; f) Study Delimitation; g) Methodology; h) Literature Review; i) References; j) Timetable, since these represent the basic requirements that qualify a master's project.
COMO FAZER PESQUISAS CIENTÍFICAS NA ESCOLA? UM GUIA PARA PROFESSORES
Devido a escassez na formacao cientifica de professores, o presente artigo tem como objetivo revisar brevemente conceitos gerais da pesquisa cientifica para educadores e professores. Alem de discutir a diferenca entre ciencia e senso comum, ciencia basica e aplicada, como classificar um projeto de pesquisa, que fontes de informacao cientifica utilizar e definir o problema de pesquisa, o presente trabalho serve como guia para o desenvolvimento de projetos de pesquisa e trabalhos monograficos academicos em qualquer area do conhecimento (monografias de conclusao de curso, dissertacoes e teses). E fundamental que a pesquisa cientifica seja incorporada no cotidiano escolar e na formacao continuada de educadores e professores, para que possam ser fomentados os avancos necessarios ao conhecimento humano e a derrocada do senso comum e de informacoes falsas.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.