RESUMO
According to a report by the World Economic Forum, the water crisis is the fourth most serious global risk to society. The apparent limitations of the hydraulic paradigm to solving this crisis are leading to a change in water management approaches. Recently, decentralized wastewater treatment systems have re-emerged as a partial solution to this problem. However, to implement these systems successfully, it is necessary not only to design this technology but also to have social support and willingness among citizens to use it. Previous studies have shown that these technologies are often perceived as being too costly, and people often do not consider the need for adopting them. However, it has also been pointed out that thinking about these technologies as a sustainable endeavor to reduce human impact on the environment can help to overcome the barriers to usage. Thus, we test whether priming environmental concerns before presenting information about decentralized wastewater treatment plants will increase acceptance of those technologies. In this study, we test whether priming environmental concerns can enhance the acceptance of decentralized wastewater treatment plants even when presenting disadvantages of the technology. In order to do so, we designed an experimental study with a sample of 287 people (85.7% women, M age=20, 28). The experimental design was 2 (priming the environmental concern vs. no priming)×2 (type of information: only advantages vs. advantages and disadvantages). The results showed that those in the environmental concern priming condition had more positive attitudes and behavioral intentions toward decentralized wastewater treatment plants than those in the control condition group. Participants who received only advantages information had a more positive perception toward the decentralized wastewater systems than in the condition, where disadvantages were present, but in the priming condition this difference was not significant. This implies that priming environmental concern helps to overcome the possible disadvantages that act as barriers to acceptance.
RESUMO
O presente estudo objetivou caracterizar a instrução na apresentação das tarefas da Ginástica Artística utilizando três estratégias instrucionais: instrução Direta, Ensino aos Pares e Aprendizagem Cooperativa. Os dados foram coletados através de filmagem das aulas com som e imagem. Recorreu-se à análise observatória. Os tipos de prática foram: informação, refinamento, extensão e aplicação. As categorias aplicadas basearam-se na explicitação da instrução e no tipo de prática. Resultados: a Instrução Direta foi a mais aplicada (80%); o tipo de prática individual foi de 39%; a explicitação da instrução focalizou o conteúdo (82,5%), e a categoria combinada(objetivo geral, situação e critério forma) foi a mais frequente (26,1%). Concluímos que a instrução e a escolha da estratégia de ensino resultarão na melhoria da qualidade da docência.
The study aimed to characterize the statement in the presentation of tasks in artistic gymnastics instructional strategies using Direct Instruction, the Peer Education,and Cooperative Learning. To collect data we used video taping of lessons mating sound and image. Recourse observatory analysis was validated. The types of informationwere practical, refinement, extension and application. The categories appliedwere based on explicit instruction and type of practice. Results direct instructionwas more applied (80%), type of individual practice (39%); explicit instruction focused content (82.5%), combined general purpose category, location and test themost frequent (26.1%). We conclude the instruction and the choice of teaching strategy will result in better teaching.
El objetivo del estudio fue caracterizar la declaración en la presentación delas tareas en la gimnasia artística con tres estrategias de enseñanza de instrucción directa, la educación de pares, el aprendizaje cooperativo. Larecogida de datos a través de la grabación de los sonidos de apareamiento lecciones y análisis imagen. Para se utilizó el análisis de tipo validados. Paraobservatorio de las variables de práctica se utilizaron tareas de instrucciónde la información, el refinamiento, la extensión y aplicación. Presentaciónde la tarea, las categorías aplicadas se basan en la enseñanza explícita y el tipo de práctica. Resultados de la instrucción directa fue más aplicada(80%), el tipo de práctica individual (39%), la enseñanza explícita decontenido enfocado (82,5%), combinado categoría de propósito general, laubicación y probar el más frecuente (26,1%). Llegamos a la conclusión de lainstrucción y la elección de la estrategia de enseñanza se traducirá en unamejor enseñanza.
