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Dissertations / Theses on the topic 'Didactical test'
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Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.
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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education. The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning. The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.
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Pepa, Kristiana. "Ett delegerat uppdrag från Skolverket : En kvalitativ intervjustudie om konstruktionen av de nationella proven i historia." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53394.
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The following study examines the construction of the national tests in history. The study has analyzed the work processes of the construction of the test at different moments, such as design, conduct and evaluation, from the perspective of the test designers and the test manager at the National Agency for Education. The purpose is to see how the test designers’ previous experiences are reflected in the work process with national test and what problems, challenges and limitations they have in their work. The study is based on qualitative interviews and has used the validity theory as an analytical framework. The results show, among other things, that the work process of the national tests begins with the group interpreting the curriculum for history. The interpretation is written down in the so-called construct which is sent to the National Agency for Education for further review. The test designers performed various evaluations of the tests throughout the whole work process. The National Agency for Education conducted a large survey after completing tests that the teachers answer. The results also show different limitations, problems, and challenges of the test design. The framework of the test limits for example the design; what the test should look like, pictures and question construction, it systematizes the test. The processes of the conduction of the test in schools is also completely controlled by the National Agency for Education and the test does not necessarily reflect the teaching that is conducted in the classroom. Another problem is that communication with the active teachers is rather one-sided. Challenges that the test designers face includes setting grade requirements and stable results.
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Cooper, Charlotte. "A re-assessment of text-image relationships in Christine de Pizan's didactic works." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:af782645-9647-4d02-ae89-5a7a1d28e302.
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Although the works of Christine de Pizan have been of interest to scholars for some time, technological advances and initiatives to make digital copies of manuscripts available online have only recently enabled close comparisons between the visual programmes of her works to be made. This thesis demonstrates that detail usually considered secondary or 'paratextual' in Christine's manuscripts actually formed a carefully-constructed part of the work itself that Christine explicitly asks her audience to read. Through 'reading' the text and image simultaneously, the visual programme proves to comprise additional layers of meaning that were woven into her didactic works. These meanings can serve to supplement the educational and moral aims of the works, or, conversely, can be inconsistent with the message conveyed in the text, leading the reader-viewer to contemplate further on the matters presented and form their own opinions on them. Sometimes, meaning is created by intervisual connections with pre-existing iconography, such that viewers may be creating associations between the miniatures seen in Christine's manuscripts and other imagery, leading them to make certain associations - this is notably the case in author-portraits of Christine. As manuscripts prepared under the author's supervision came to be copied, changes were made to the iconographic programmes, testifying to and enabling different types of readings to take place. The findings of this thesis have implications for editorial practices of medieval works in general, as these tend to circulate in editions without the visual programme, providing modern readers with only a partial view of the complete work.
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Strand, Tomas. "Matematiska förkunskaper för kursen Ellära A : En undersökning om ett diagnostiskt test i matematik är ett användbart verktyg för att finna elever som har svårigheter att tillgodogöra sig innehållet i Ellära A." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4011.
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<p>Syftet med mitt arbete var att skapa ett diagnostiskt test i matematik för elever som läser Ellära A på elprogrammet. Detta för att undersöka elevernas förkunskaper i matematik. Undersökningen riktar sig till att hitta de elever som kan få problem att klara matematiken i Ellära A. Testet skulle ej ta en större del av en lektion i anspråk.</p><p>Med hjälp av kurslitteratur och kursplan för Ellära A har jag tagit fram ingående matematik i kursens inledande delar. Utifrån denna matematik har sedan uppgifter skapats och jämförts med likartade uppgifter i grundskolans nationella prov för årskurs 9 samt skolverkets mål som eleverna skall ha nått i slutet av nionde skolåret.</p><p>Jag har utfört ett test i en fordonsklass för att kontrollera tidsåtgång och eventuella oklarheter i testet. Resultatet från testet innebar att undersökningsgruppen fick ett identiskt test. Jag kom fram till att med detta test gick det ej att hitta någon elev som ej skulle lyckas i Ellära A. Men av testet framgick att bland eleverna med låga resultat, återfanns de som skulle få problem med att få godkänt betyg. Detta test har inte lyckats ta fram de elever som riskerar att ej klara matematiken i Ellära A men ett test i en klass kan med fördel användas som en startpunkt för varje etapp.</p>
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Nilsson, Ulrika. "Att förstå, testa och utvärdera grit i en lärarpraktik." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46161.
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Denna studie handlar om att undersöka hur lärare kan förstå, testa och utvärdera forskning kring grit i relation till sin lärarpraktik samt vilka lärdomar detta kan leda till. Aktionsforskning bedrevs i en fokusgrupp med fem medforskande lärare som har olika ämneskombinationer på gymnasiet. Fokusgruppen involverade elevgrupper som utfört aktiviteter kopplat till studiens frågeställningar och syfte. Studien visade att även om forskning kring grit kan relateras till didaktisk forskning och styrdokument så har aktionsforskningen lett till att lärare och elever ökade sin medvetenhet och kunskap om vikten av ansträngning. Under aktionsforskningen kom fokusgruppen att resonera om bland annat att se intelligens som utvecklingsbar, hur ansträngning kan premieras, hur elever tar sig an utmaningar och om elevers svårigheter att bibehålla koncentration och fokus. En slutsats var att det kan vara givande att låta lärare och elever resonera om elevers grit eller ihärdighet oavsett om man väljer att använda just begreppet grit eller ej. Att en del elever säger sig vilja försöka tänka på ett nytt sätt vid en utmaning kan ses som en vinst.
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Andreasson, Eva. "Fairness and Flexibility in Oral Examination." Thesis, Umeå University, Mathematics and Mathematical Statistics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-717.
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<p>This is a descriptive ethnographical study with the purpose of examining teachers’ and students’ experiences of oral examination at a State Pedagogical University in western Russia. The study also focused on finding the characteristics of oral examination and the contextual factors influencing its implementation. The research was done using participatory observations and interviews. The results show that interviewees experience oral assessment in general as positive. Their descriptions are summarised and analysed using a number of key concepts, of which flexibility, subjectivity, individualisation, and fairness are the most important. The study also shows that contextual factors such as culture, traditions, and organisational framework have large impact on how the examination is done. The conclusion is that oral examination has both gins and losses, since the teacher’s active participation creates possibilities for individualisation and deep probing of the students’ knowledge, but is also a source of bias because of its subjectivity.</p>
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Kristiansson, Torbjörn. "Det rumsliga tänkandet : Gymnasieelevers geospatiala förmåga i relation till geografiämnets styrdokument." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298124.
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The geography subject in Swedish upper secondary school is in a marginalized position with just two national programs having it as a mandatory subject. No mention of the skill of spatial thinking is made in the regulation documents from the Swedish National Agency for Education. To investigate the spatial thinking in the Swedish upper secondary school, I constructed a test that 140 students conducted. From the results it was possible to deduct that the students performed well in areas of spatial thinking that deals with geographical features like points, lines and polygons, but not so well when faced with tasks concerning several spatial facts, overlay, and mentally visualizing 3-D images from 2-D information. Males generally scored higher than females in the test, especially if only answers that the students felt confident of were counted. Students from the Natural Science Programme outperformed the students from the Social Science Programme, even though the former didn’t have any formal education in geography from the upper secondary school. The thesis argues that a larger focus on spatial thinking in the geography subject could benefit the development of both a stronger stance for the subject in the education system, and the abilities and knowledge tied to spatial thinking of the students, especially those that are lacking formal education in other subjects that train the spatial thinking, mostly mathematics and physics.
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Stuchlíková, Gabriela. "Návrh zpracování učiva v oblasti manažerského účetnictví pro obchodní akademie v kontextu rozvoje účetního myšlení." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-203845.
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Abstract this thesis focuses on the draft process of the curriculum in the sphere of management accounting in the subject of accounting business academies in the Czech Republic. The work is divided into two parts, which are theoretical and practical. The first part involves analysis of current findings in the terms of economic and financial thinking and analysis of curriculum documents and educational aspects of teaching. The practical part consists of two parts of the research. Firstly, it investigates the opinions of accounting teachers about didactic aspects of teaching and subsequently it verificates the draft instruction with didactic tests.
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Shabbir, Sana. "Svårigheter och utmaningar med problemuppgifter med text för elever med svenska som andraspråk." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189858.
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Sivnert, André, and Vasana Osinska. "Vad för möjligheter och problematik kan film som didaktiskt verktyg ha i undervisning?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40972.
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I denna kunskapsöversikt har vi författare haft som syfte att fördjupa oss inom filmundervisning i skolan för att undersöka hur film kan användas i undervisning. Vi vill även undersöka om det finns forskning kring om film som undervisningsmaterial skulle kunna medföra problematik i undervisningen. För att undersöka detta har vi använt oss av både nationell och internationell forskning. Vi har gjort sökningar av vetenskapliga artiklar i databaserna ERIC, Libsearch och SwePub, men även i relevant litteratur. Forskning visar att filmundervisning i skolan kan hjälpa elevers avkodning och skrivprocess. Vidare menar den forskning som tas upp i den här kunskapsöversikten att film inte bara skapar engagemang och motivation bland eleverna i vid arbete med detta i klassrummet. Forskning tar upp att det kan finnas kopplingar mellan arbete med film och förbättring av elevers tal- och lyssningsfärdgheter. Samtidigt visar forskning på att det finns en viss okunskap kring hur film används som didaktiskt verktyg. Kunskapsöversikten visar att även om filmmediet har en didaktisk potential kan denna form av undervisning bära med sig vissa utmaningar.
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Adler, Kajsa, and Rebecca Ljundahl. "How does text design affect reading comprehension of learning materials?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41021.
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All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.
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Bergström, Bastian, and Fredrik Olsson. "En undersökning hur digitala verktyg påverkar elevers narrativa textproduktion." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45045.
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Resultatet från nationella proven i ämnet svenska och svenska som andra språk har under senare år visat bristande resultat i narrativ text. Under läsåret 2018/2019 visar resultatet att 8,5% av eleverna ej når lägst kravnivå för godtagbara kunskaper. I studien fick eleverna ingå i språkrika miljöer i en social kontext. Syftet med studien var att jämföra narrativa texter producerade av elever i årskurs 3 och identifiera kvalitativa skillnader mellan den digitalt och analogt producerade texten. Utifrån frågeställningen: hur påverkar digitalt kontra analogt skrivande elevers narrativa textproduktion, genomfördes en deduktiv analys. Eleverna producerade två texter, en digitalt och en analogt. Texterna producerades i samband med cirkelmodellen som arbetsmetod. Texterna analyserades med utgångspunkt i tre förutbestämda kategorier, i vilken utsträckning texten följer en dramaturgisk struktur, antal ord och antal adjektiv. Studiens teoretiska ramverk utgick från den sociokulturella teorin. Empirin består av elevtexter samt besvarade enkäter från eleverna. Resultatet möjliggjorde en jämförelse mellan de digitalt och analogt producerade texterna. Resultatet visar att eleverna producerade i genomsnitt fler ord och adjektiv samt följde i högre utsträckning en narrativ dramaturgi när de skrev digitalt. Enkäterna visar även att elevernas egna uppfattningar inte alltid stämmer överens med deras textproduktion. Studiens resultat bör bara ses som en indikation på hur en skillnad mellan elevers digitala och analoga textproduktion kan se ut. Tidigare skrivmetoder som klasslärare använt bör tas i beaktning. Fortsättningsvis är det väsentligt att forska vidare om digitala verktyg och dess roll i skrivundervisningen i ämnet svenska, fler studier bör genomföras. Vår studie bidrar med lite kunskap som kan användas vidare forskning inom området.
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Dlouhá, Martina. "Využití aktivizujících metod v předmětu ekonomika." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-206759.
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Abstrakt In my thesis I deal with the activation methods. The aim of this is to explain the students given topic using several activation methods with following test, which should give feedback of the results achieved. I wanted to research whether the activation methods affect students knowledge. I also wanted to know the students opinion on those methods and find out, if they are used by teachers of economics. I divided the diploma thesis into two parts, theory and research. In the theoretical part I describe the education on schools of economics, forms of organization, educational methods mainly the activation ones. In research I describe the procedure of my experiment. The crucial part is the analysis of the didactic tests results, which was done by the students and it is completed with the questionnaires results. I point out the impact of using the activation methods in teaching and the benefits for students, who gain the practical knowledge.
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Granberg, Jenny. "Att ta sig an en spansk text : Om användandet av lässtrategier i två språkklassrum." Thesis, Umeå University, Umeå University, Department of language studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33015.
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<p>Denna kvalitativa studie ger exempel på hur lässtrategianvändningen kommer till uttryck i två spanskklasser steg 3. Fokus läggs både på hur de två lärarna undervisar om lässtrategier och på användningen av dem bland eleverna. De frågeställningar som ligger till grund för undervisningen är</p><ul><li>På vilket sätt undervisar lärarna i två specifika spanskklasser om lässtrategier och hur påverkar deras tillvägagångssätt elevernas användning av desamma?</li><li>Vilka lässtrategier använder eleverna i dessa två spanskklasser sig av?</li><li>Finns det i dessa klasser skillnader på lässtrategianvändningen mellan högpresterande och lågpresterande elever? Hur ser dessa skillnader i så fall ut?</li></ul><p>I genomförandet av studien har lärarintervjuer, klassrumsobservationer och gruppsamtal med elever varit de metoder som använts. Studien pekar på att en medvetenhet om lässtrategier är viktig. Läraren behöver vara medveten om strategiers inverkan på det enskilda lärandet och låta elevens aktiva deltagande prägla undervisningen. Detta märks i de uppgifter och det bemötande läraren ger eleverna. Eleverna i sin tur gynnas av medvetenhet kring lässtrategier på så vis att de i högre grad kan dra nytta av dem och frågan är om det inte resulterar i högre prestation? Ytterligare något som studien indikerar är att högpresterande elever använder sig av mer globala strategier än vad lågpresterande gör.</p>
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Andersson, Emma, and Linda Hermansson. "Jag läser, jag förstår, jag räknar! : - En empirisk forskningsstudie av elevers språkanvändning vid beräkning av matematikuppgifter med text." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75479.
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Denna kvalitativa forskningsstudie grundas i tidigare systematiska litteraturstudie. Aktuell studie syftar till att undersöka elevers användande av språkförmågorna, läsa, skriva, tala, lyssna och samtala, vid arbetet med matematikuppgifter med text. Frågor som besvaras i studien är vilka språkförmågor som används och hur de används i lösningsförfarandet. För att studera ämnet och kunna besvara frågeställningarna har deltagarna bestått av tolv elever i årskurs 3 från två skolor. Eleverna har i par genomfört en matematikuppgift med text. Processen spelades in och samtalen transkriberades för vidare analys med diskursanalys som metod. Ett kategoriseringsschema med tillhörande frågor fylldes i för att kunna utmärka diskurser som sedan utgjorde resultatet. Resultatet innehåller fem diskurser som synliggör språkanvändandet vid lösningsförfarandet. Det visar att eleverna använder samtliga språkförmågor men i olika utsträckningar. Lyssna och läsa har visats betydande vid förståelse, likaså tala och samtala, vilka även är avgörande för reflektion och resonemangsförande. Språkförmågan skriva används i minst utsträckning och visas enbart användbar vid förtydligande när eleverna skriver svaret på uppgiften.
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Rahim, Hisham, and Karlsson Viktor Andersson. "Serietidningar i undervisningen i fritidshem : En kvalitativ studie om lärares erfarenheter av serietidningar i undervisningen i fritidshem." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53842.
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Syftet med studien är att beskriva lärarnas erfarenheter av serietidningar i undervisningen i fritidshemmet. De frågeställningar som tillämpades i studien är följande: - Hur arbetar lärare med serietidningar i undervisningen och i fritidshemmet? -Vilka möjligheter uppfattar lärarna att det finns med användningen av serietidningar i undervisningen och i fritidshemmet? -Vilka begränsningar uppfattar lärarna att det finns med användningen av serietidningar i undervisningen och i fritidshemmet? Studien är kvalitativ med semistrukturerade intervjuer. Tre lärare i fritidshem på tre skolor ingår i studien. Resultatet visar att samtliga lärare har en gemensam uppfattning om att undervisning av serietidningar medför flera positiva fördelar vid inlärningen av information. Dessa fördelar beskrivs som kopplingen mellan bild och text, källkritisk förmåga, främjande av goda värderingar, läsutvecklande, skriv- och bildförståelse, samtal om känslor, kreativitet och multimodalt användande. Lärarnas uppfattning av serietidning som läromedel är att den ska vara anpassad och lärorik i förhållande till elevernas egna behov och intressen. Det vanligaste sättet att använda sig av serietidningar enligt lärarna är förmågan att lära ut värderingar och olika perspektiv med hjälp av illustrationer och text. Lärarna nämner olika utmaningar i arbetet med serietidningar. Till exempel kan det vara en fråga om lämpligt innehåll och vilka åldersgrupper materialet riktar sig till. Diskussionen beskriver lärarnas resultat i relation till studiens bakgrund. Sammanfattningsvis är serietidningar enligt lärarna ett verktyg som erbjuder lust till läsning och bildstöd för eleverna. Serietidningarna ses även som en inkörsport till att börja läsa.
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Cajerfjord, Lotta, and Pontus Jönsson. "Multimodala texters didakiska användning : en studie på mellanstadiet." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20663.
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Vårt syfte är att synliggöra den didaktiska användningen av multimodala texter genom att undersöka hur fyra lärare arbetar med multimodala texter i undervisningen. Våra teoretiska utgångspunkter är sociokulturellt perspektiv på lärande, socialsemiotisk teoribildning och socialsemiotisk multimodal teoribildning. Vi analyserar våra resultat utifrån socialsemiotisk multimodal teoribildning. Studien utgår även från multimodal skolforskning som berör multimodala arbetssätt och hur dessa förekommer i undervisning. Studien sker genom observationer och halvstrukturerade intervjuer med lärare som undervisar i svenska på mellanstadiet. Utifrån våra observationer och halvstrukturerade intervjuer kan vi dra slutsatsen att lärare ser stora möjligheter att möta fler elever utifrån deras behov, förutsättningar och utvecklingszon genom att använda sig av olika medium, modaliteter och semiotiska resurser. Genom våra halvstrukturerade intervjuer och diskussioner upplever vi att lärare arbetar multimodalt men saknar ett metaspråk för multimodala arbetssätt. Avslutningsvis drar vi slutsatsen att elever måste utveckla grundläggande kompetens i hur de ska läsa, skriva och analysera multimodala texter för att kunna delta i samhället.
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Kovierienė, Ala. "Paauglių ir jaunuolių techninis išprusimas kaip edukacinės diagnostikos objektas." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20050324_171222-39188.
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The aim of the research is to investigate comprehension-knowledge of teenagers and the youth in engineering as an assessment construct, to define educational and psychosocial factors influencing its expression. The aim of the research has been achieved by solving research tasks: • defining comprehension-knowledge in engineering as an assessment construct; • preparing assessment instruments for measuring comprehension-knowledge in engineering; • selecting and testing assessment instruments for measuring the expression of educational and psychosocial factors related to comprehension-knowledge in engineering; • defining the relationship of comprehension-knowledge in engineering with cognitive and non-cognitive factors, processing the data statistically by using modern methods of multidimensional statistics; • defining statistical types of teenagers and the youth in the aspect of the expression of comprehension-knowledge in engineering by using multidimensional methods; • discussing feasibility of improving technical education in this country in the context of data obtained from this research.
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Berg, Charlie, and Daniel Hultenius. "Könsstereotyper och Könsöverskridande mönster : En text- och bildanalys av den rekommenderade barnlitteraturen till undervisningsmaterialet Före Bornholmsmodellen." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79944.
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Gender stereotypes and transgender patterns – a text and image analysis of the recommended children's literature for Före Bornholmsmodellen Förskolans läroplan (2016) benämner att en utav förskolans uppgifter är att motverka könsstereotyper och normer kring kön. Med utgångspunkt ur detta är studiens syfte att se hur pojkar och flickor framställs utifrån könsnormer, maskulinitet och femininitet i barnlitteraturen som är rekommenderad för barn i 2,5–4 årsåldern i Före Bornholmsmodellen. Materialet används kontinuerligt i den svenska förskolan för att öka barns språkliga förmåga men har tidigare inte granskats utifrån ett genusperspektiv. Studien genomfördes med hjälp av en kvalitativ innehållsanalys av text och bild i barnlitteraturen som rekommenderas till Före Bornholmsmodellen. För att få svar på forskningsfrågorna upprättades ett observationsprotokoll där det noterades vilka könsstereotypa och könsöverskridande mönster som porträtterades i materialet. Resultatet och analysen visade att den rekommenderade barnlitteraturen innehåller porträtteringar som bekräftar och stärker könsstereotyper och att könsöverskridande mönster sällan är förekommande. Förskollärares arbetsmetoder med den rekommenderade barnlitteraturen till Före Bornholmsmodellen är någonting som bör ses över. Detta på både verksamhets och individnivå för att förhindra att det reproduceras könsstereotyper om hur män och kvinnor bör bete sig.
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Mellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.
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This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.
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Florén, Henrika. "Shapes of Knowledge : A multimodal study of six Swedish upper secondary students' meaning making and transduction of knowledge across essays and audiovisual presentations." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-156907.
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Miranda, Ynga Diana Milagro. "Experiencia de aplicación del ABP para la redacción de textos argumentativos en estudiantes de la Universidad Nacional de Tumbes." Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/325538.
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El presente trabajo investiga la aplicación del Aprendizaje Basado en Problemas (ABP) como metodología didáctica innovadora, que propicia, como logro, la producción de textos argumentativos. El experimento se aplicó en los estudiantes de la Facultad de Ciencias Económicas de la Universidad Nacional de Tumbes. El ABP se sustenta en los principios del aprendizaje activo y colaborativo, caracterizándose por fomentar, al mismo tiempo, la adquisición de conocimientos y actitudes. Asimismo, promueve la investigación para solucionar problemas, la creación de productos, el pensamiento crítico, el trabajo en equipo, la comunicación y la tolerancia. En esta investigación, se aplicó una prueba de desarrollo de la producción textual a una muestra de 75 alumnos de primer ciclo de la Universidad Nacional de Tumbes. Al medir dicha capacidad, se comparó la diferencia entre dos grupos (experimental y de control), aplicando la metodología, en ambos, al iniciar sus estudios (pre-prueba) y al finalizar el experimento (postprueba). Los resultados confirmaron la hipótesis del trabajo: la aplicación del ABP incidió en la producción de textos argumentativos. La post-prueba determinó que el grupo experimental mejoró significativamente dicha competencia (en 28 por ciento respecto a su rendimiento inicial, y en 23 por ciento respecto al grupo de control). El estudio evidenció que el ABP, frente al tradicional, constituye un método más adecuado para desarrollar la capacidad de producir textos.<br>Revisión por pares
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Toresson, Anna-Karin. "Vad Innebär Det Att Skriva I Skolan? : Diktera – en digital möjlighet i en lärmiljö för alla." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45313.
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This is a study of quantitative and qualitative methods that aims to gain increased knowledge about primary school students and what it means to write. The study examines if dictation provides a digital opportunity in a learning environment for everyone. The study is a case study. The study has a mixed-methods design with an explanatory Sequential Design. The study is based on empirical methods that consists of two quantitative and two qualitative methods. The quantitative methods are measurement of LIX value of student texts and the students' grades. The qualitative methods are a questionnaire to seven students in eighth grade and a semi-structured interview with a teacher. The study's theoretical framework rests on a socio-cultural perspective, with Vygotsky's theories about language and communication and Säljö´s thoughts about artefacts and dictation as a writing tool. The study uses a hermeneutic perspective to describe the qualitative parts of the study. This perspective is used to describe an interaction between theory and method analysis that provides an opportunity for a deeper understanding. The results of the study show that students think that dictation is a functional writing tool. The results from the questionnaire show that students think it is important to plan their writing before dictation. Furthermore, students discover that they must adapt their voice to the dictation program. By learning the software, the students´ develop their writing ability. Finally, students note that the processing is different and requires different strategies for correcting than traditional writing does. Perhaps the biggest obstacle in itself is that the transcriber needs to have access to a quiet place. The knowledge contribution that is added to the problem area and previous research is a deeper understanding of the factors that affect students' writing through dictation. The study is important and relevant to the teaching profession and contributes to the fact that dictation can be a way of writing for students. The experiences from this study can be a support for teachers in developing their schools´ learning environment. Coupled with teachers' broad repertoire in writing and writing development, this will give more students the opportunity to reach approved knowledge requirements in Swedish compulsory school as Nilholm assert.<br><p>Digital presentation</p>
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Cupper, Maria Terezinha da Rosa. "Educação e cultura: leitura do cemitério de São João Batista - Manaus/AM." Universidade Federal do Amazonas, 2009. http://tede.ufam.edu.br/handle/tede/3222.
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Previous issue date: 2009-01-02<br>Fundação de Amparo à Pesquisa do Estado do Amazonas<br>Este trabalho buscou identificar o Cemitério de São João Batista, Manaus, como paisagem e lugar que educa. Primeiramente identificando-o como paisagem cultural de /na cidade de Manaus pela porção histórica contida em seus artefatos, pela história do próprio cemitério e sua gente. Depois buscou-se identificá-lo como lugar vivido para os funcionários que ali trabalham e outros que por ali deambulam fazendo parte do cotidiano do lugar. Através da observação empírica, de conversas informais e formais, foram criados os roteiros para as paisagens que foram identificadas mediante a percepção do pesquisador e de acadêmicos de formação variada, professora de Língua Portuguesa, grupo de alunos do Ensino Fundamental aos quais aplicamos questionário e funcionários do cemitério. O trabalho está fundamentado na Geografia e se destina ao ensino de Geografia para ser aplicado mediante Estudo do Meio de caráter interdisciplinar. Aspectos históricos, éticos, estéticos, ambientais e sociais são contemplados, assim como alguns Temas Transversais.
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Andersson, Hult Lars. "Historia i bagaget : en historiedidaktisk studie om varför historiemedvetande uttrycks i olika former." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-127139.
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The purpose of this study was to analyze and discuss why historical consciousness may be expressed in different ways and possible causes for these differences. High school students' and history student teachers’ answers to a historical test were analyzed in relation to historical consciousness. The German philosopher of history, Jörn Rüsen, has in numerous publications presented four forms or expressions of narratives and historical consciousness and these have been applied in the analyses. Rüsen’s four main categories of historical consciousness (i.e. traditional, exemplary, critical and genetic) stretch from a simple understanding of history to a more complex one. The main findings here show that expressions of historical consciousness differed significantly among the respondents. In view of these findings, education and age seem to affect respondents’ expressions of historical consciousness. Traditional expressions of historical consciousness were less prominent among history student teachers than among high school students, for instance. Gender differences were also prominent among the respondents: the female respondents manifested exemplary forms of historical consciousness to a higher degree than the male counterparts. There were also big differences among the gender groups as the high school student boys expressed traditional forms of historical consciousness and male history teacher students were more inclined towards a critical historical consciousness. Social background also seemed to influence the expression of historical consciousness to some extent, especially if the parents were university educated. However, some results in this study seem to indicate that social environment is more relevant to explain differences in historical consciousness than social background. For these reasons the school context has been highlighted in this study.
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Mariz, Josilene Pinheiro. "O texto literário em aula de Francês Língua Estrangeira (FLE)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05052008-114942/.
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Este trabalho discute a importância do texto literário (TL) no âmbito do ensino de línguas estrangeiras e, em particular, do francês língua estrangeira (FLE). Na primeira parte, elaborou-se uma síntese histórica sobre a evolução desse ensino através dos tempos, bem como uma análise da presença do TL em manuais de FLE. Percebeu-se que, tradicionalmente, do mesmo modo que a aprendizagem da língua francesa esteve associada às elites intelectuais, a da literatura sempre foi reservada aos alunos com um maior nível de conhecimento lingüístico, sendo algo inacessível a principiantes. Para verificar a hipótese de que essa prática se reproduz em sala de aula, foi realizada uma sondagem entre alunos e professores de FLE em Universidades Federais do Nordeste do Brasil sobre a abordagem do TL em aula de língua / literatura francesa, apontando para a realidade distante do tratamento unificado entre a língua e a literatura. Esse perfil é ponto inicial para o aprofundamento da fundamentação teórica, feita na segunda parte, de maneira a elaborar uma proposta de abordagem do TL em FLE para iniciantes, ou seja, sem sacralização nem banalização desse tipo de narrativa. Foram evidenciadas correntes da crítica literária, favorecendo outras possibilidades de leitura. Destacaram-se, ainda, noções de isotopia e intertextualidade, e situou-se a cena enunciativa no contexto literário para uma melhor compreensão desse texto. Na terceira parte desta tese, apresentou-se um exemplo de TL trabalhado em uma situação real de ensino de língua francesa no Brasil. Experiências didáticas foram realizadas com quatro grupos de alunos iniciantes em FLE do curso de extensão e um da graduação de Letras / Francês da Universidade Federal de Campina Grande. O corpus é constituído de contos, narrativas curtas integrais. Para essas experiências didáticas, foram elaborados dossiês com: um quadro de compreensão geral; exercícios sobre as competências de compreensão, expressão e intercultural; informações necessárias para melhor entendimento de cada conto, além de questões sobre a relação entre língua e literatura. Observou-se que a abordagem do TL em aula de FLE para iniciantes é um trabalho possível e necessário não somente para dinamizar a aprendizagem de outro idioma, mas, sobretudo, para contribuir para a apreensão / construção dos sentidos, conduzindo o leitor aprendiz ao prazer do texto.<br>This work discusses the importance of the literary text in the scope of foreign language teaching and, in particular, French as a foreign language (FFL). First, we prepared a historical summary on the evolution of FFL throughout the years plus an analysis of the literary text in FFL textbooks. We perceived that, traditionally, in the same way as the French language learning has been associated with the intellectual elite, literature has always been reserved to learners who have a higher linguistic level, making it something inaccessible to beginners. Aiming at verifying the hypothesis that such practice reproduces itself in the classroom, we conducted a survey among learners and teachers of FFL at Federal Universities in the northeast of Brazil regarding the approach to the literary text (LT) in the French language/literature class. We were able to notice, as a whole, that the classroom reality is still far from a unified treatment between language and literature. As we visualize this profile, we deepen the theoretical background so as to put forward a proposal for an ideal approach to the LT in the FFL classroom for beginners, without enshrining or vulgarizing this kind of narrative. In this second part, too, we highlight notes about literary critique currents which can leave room for other readings. As a sequence for the theoretical background, we present notions about isotopy and intertextuality, and we even place the enunciative scene in the literary context, something which is of great value for a better understanding of such text. In the third and last part of this thesis, we present an example of how the LT can be tackled in a real situation of French language teaching in Brazil. We performed didactic experiments with four groups of beginners in the four-skill course and one group in the graduation course of Letters (French language) at the Federal University of Campina Grande. Our corpus is composed of short-stories, because they enable the contact with the whole work. To serve as tools used in these didactic experiments, we prepared files which contained: an overall comprehension chart; exercises on comprehension, expression and intercultural competencies; necessary information for a better understanding of each short-story, as well as some questions about the relationship between language and literature. After these didactic experiments, it is possible to state that working with the LT in the FFL classroom with beginners it is possible and necessary, not only to make FL learning dynamic but above all contribute to the apprehension / construction of the senses and to get the pleasure of the text.
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Harrysson, Mats. "Vem erhåller makten och inflytandet? : En intersektionell analys av Bruce Springsteens låttexter och hur man kan arbeta med dem i svenskundervisningen." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70262.
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Syftet med följande uppsats är att genomföra en intersektionell analys av några av Bruce Springsteens låttexter skrivna under perioden 1978-1984. Avsikten är att undersöka hur maktstrukturer uppkommer beroende av kön, sexualitet, klass och etnicitet. Vidare är målet att diskutera hur man kan arbeta med Springsteens texter i gymnasieskolans svenskämne. Materialet som används är de låttexter under nämnda period som bäst belyser hur maktstrukturer uppkommer. I texterna finns makt och inflytande i samhället till största del hos männen. Eftersom Springsteen av media betecknas som en företrädare för den vanliga människan är deltagandet i arbetslivet trots det inte till för alla. Maktstrukturer beror också på att människor berövas möjligheten att tala samt familjestrukturer.
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Brinkley, Steven. "Reading Heart of Darkness in the ESL/EFL Classroom : A Case Study in Student Response to Literary Didactic Methodologies Designed to Enhance Aesthetic and Efferent Reading of a Literary Text in Language Instruction." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39257.
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The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. An analysis of student responses to a literature instruction module based on a reading of Joseph Conrad's Heart of Darkness will demonstrate that certain forms of literary didactic methods in general, and significantly, particular forms of what can be conceptualized as instructional scaffolding, play a crucial role for both the learning process and the student's aesthetic experience of literature.
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Rodrigues, Paulo Cezar. "A produção textual no ensino médio: os documentos oficiais de ensino, o livro didático e a prova de redação do ENEM." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6883.
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Previous issue date: 2017-02-17<br>According to the low performance achieved by a significant number of participants in
writing texts, such as ENEM, this thesis aims to verify the theoretical-methodological
guidelines, for the teaching text production, held in the main official teaching
documents, have repercussions on the textual production proposals of the textbooks of
Portuguese Language in High School. In order to do so, we analyzed the proposals for
the production of texts presented by two Portuguese textbooks which are most widely
used in the country in 2015, by students of the public teaching system: Português
linguagens (CEREJA & MAGALHÃES, 2013) and Novas Palavras (AMARAL, et al,
2013).It is a qualitative-quantitative-interpretative research, based on the sociointeractionist
theory of teaching, proposed by Bakhtin / Volochinov (1992, 2003), more
specifically, in his concepts about interaction and discourse genres. In addition, the
theoretical framework of research is composed by scholars like Dolz and Schneuwly
(2004), Geraldi (1984, 1991), Marcuschi (2008), among others. The analyzes of the text
l production text proposals on these manuals revealed significant differences between
the two textbooks: the Português Linguagens book considers almost all the theoretical
and methodological orientations of the PCNEM, etc. for the teaching of the textual
production. Furthermore, it proposes the teaching of a variety of discursive genres,
which allows not only a broader formation to the learner, but also favors the formation
of the competent writers of texts. In the Novas Palavras book, these theoreticalmethodological
orientations or the ‘conditions of the text production' are, practically,
ignored in the commands of the textual proposal productions, since it prevails, on this
manual, practices of text writings, almost exclusively, for the accomplishment of tests
of the vestibular exams and the writing test of ENEM. Because of this, we believe that
the way this book proposes the teaching content does not favor the formation of the
competent writer of texts The analyzes of these manuals also point to the need for a
greater commitment to the part of the authors of didactic books, regarding the way these
books have been altered or updated, over the years, from one edition to another. Finally,
the investigations revealed the existence of a significant number of teachers who,
despite the theoretical and methodological guidelines of the official teaching
documents, still choose to work with the teaching of this content, having as support the
didactic books materials which ignore the conditions of text production.<br>Tendo em vista o baixo desempenho alcançado por uma parcela expressiva de
participantes em provas de redação, como a do ENEM, é que esta tese tem como
objetivo verificar como as orientações teórico-metodológicas, para o ensino de
produção de texto, contidas nos principais documentos oficiais de ensino, repercutem
nas propostas de produção textual dos livros didáticos de Língua portuguesa, no Ensino
Médio. Para tanto, analisamos as propostas de produção de textos apresentadas pelos
dois livros didáticos de Língua portuguesa mais utilizados em todo o país, no ano de
2015, por alunos da rede pública de ensino: Português linguagens (CEREJA &
MAGALHÃES, 2013) e Novas Palavras (AMARAL, et al, 2013). Trata-se de uma
pesquisa de cunho qualitativo-quantitativo-interpretativista, fundamentada na teoria
sócio-interacionista, proposta por Bakhtin/Volochinov(1992, 2003), mais
especificamente, em seus conceitos sobre interação e gêneros do discurso. Além disso,
compõem o quadro teórico da pesquisa, estudiosos como Dolz e Schneuwly (2004),
Geraldi (1984, 1991), Marcuschi (2008), dentre outros. As análises das propostas de
produção de texto, destes manuais, revelaram diferenças significativas entre os dois
livros didáticos: o livro Português linguagens considera quase que a totalidade das
orientações teórico-metodológicas dos PCNEM etc. para o ensino da produção textual.
Além disso, propõe o ensino de uma variedade de gêneros discursivos, o que possibilita
não somente uma formação mais ampla ao aprendiz, mas também favorece a formação
do escritor competente de textos. No livro Novas Palavras, essas orientações teóricometodológicas
ou as ‘condições de produção de texto’ são, praticamente, ignoradas nos
comandos das propostas de produção textual, uma vez que predomina, neste manual,
práticas de escrita de textos voltadas, quase que exclusivamente, para a realização de
provas de exames vestibulares e a prova de Redação do ENEM. Por conta disso,
acreditamos que o modo como este livro propõe o ensino deste conteúdo não favorece a
formação do escritor competente de textos. As análises destes manuais apontam,
também, para a necessidade de um maior comprometimento por parte dos autores de
livros didáticos, no que se refere à maneira como estes livros têm sido alterados ou
atualizados, ao longo dos anos, de uma edição para outra. Por fim, as investigações
realizadas revelaram a existência de um número expressivo de professores que, não
obstante as orientações teórico-metodológicas dos documentos oficiais de ensino, ainda
optam por trabalhar com o ensino deste conteúdo, tendo como material de apoio livros
didáticos que ignoram as condições de produção de texto.
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Costrino, Artur. "Alcuin's Disputatio de rhetorica : a critical edition with studies of aspects of the text, the stemma codicum, the didactic diagrams and a reinterpretation of sources for the problem of the duality of the dialogue." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/17792/.
Full textAbstract:
Alcuin’s dialogue De rhetorica enjoyed early success in Middle Ages and had a plethora of early copies in the ninth century. Diagrams concerning rhetoric were added to some of the earliest manuscripts and accompanied the dialogue through the ninth and tenth centuries, but were disregarded by modern editions of the work. The dialogue also has an uncommon combination of classical rhetorical precepts and explanation of the four cardinal virtues; these precepts and virtues had never been merged in such a way. In order to deal with the issues mentioned above, this thesis is divided into two main parts. The first deals mainly with Alcuin’s dialogue and its content. In this part, the controversial date of composition is taken into consideration, as well as the reception of the dialogue by modern scholars and their interpretation of how rhetorical precepts and cardinal virtues associate with each other in the dialogue. I give my own view of this issue and try to use Alcuin’s known sources to justify and undertand the presence of a discussion about virtues on a dialogue about rhetoric. Next I analyse the diagrams which were transmitted in some of the oldest manuscripts and consider their relation to the content of Alcuin’s text. I also collate the manuscripts and drew a stemma codicum of the manuscripts containing the diagrams. In the second part, I analyse previous editions of Alcuin’s work. A description of the readings found in the manuscripts, including two never used before, leads to the first stemma codicum of the dialogue. After this, a physical description of the manuscripts and justifications of each of the different readings adopted in this edition is offered before the edition itself.
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Reukbi, Eleter Samah. "L’enseignement du français en Syrie à l’époque actuelle : approche didactique." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL064.
Full textAbstract:
Bien enseigner pour bien évaluer et bien évaluer pour bien enseigner, voici les deux chemins qui réunissent « apprenant/enseignant » autour d’un apprentissage parfaitement accompli. L’enseignement du français à l’époque actuelle (2004-2016) a pris plusieurs dimensions en Syrie, ayant tour à tour une place très importante, importante, et moyennement importante. Les lacunes principales observées dans l’enseignement du français dans ce pays sont la non-prise en compte des besoins langagiers de l’apprenant et, par conséquent, une méthode et une méthodologie inadaptées, l’absence d’environnement francophone, la domination de la langue maternelle (l’arabe), l’incapacité de l’enseignant en psycholinguistique, le manque de motivation des apprenants et l’apparition modeste de l’aspect ludique dans les séances d’apprentissage. L’analyse de ces lacunes a pour but de chercher à les combler et de mettre les résultats au service de l’apprentissage du français en Syrie. Les solutions proposées sont mises en œuvre pour être le plus adaptées possible et à la portée de chaque enseignant et futur/enseignant syrien<br>To teach well for evaluating well and evaluatingwell for teaching well, here the two ways whichjoin together “learning/teaching” around aperfectly accomplished training. The teaching of French at the time current (2004-2016) took several dimensions in Syria; in turn very important, important, fairly important. The principal gaps observed in the teaching of French it are not taken into account of thelinguistic needs for the training and,consequently, a method and a methodologymisfit, the French-speaking absence ofenvironment, the domination of the mother tongue “Arabic” and English, the incapacityof the teacher in psycholinguistiqueet the lack of motivation and modest appearance of the ludic aspect. The purpose of the analysis of these gaps is to seek to fill them and to put theresults at the service of the training of French.The suggested solutions are put in work to be the most adapted possible and close to each teacher and future/teacher
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Santos, Gilianne Vicente dos. "O uso do gênero fábula para o aprimoramento da produção escrita no sexto ano do ensino fundamental." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8912.
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Previous issue date: 2016-11-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The problematic involving the difficulty of text production on the part of students is being topic recurring discussions educational. These debates are generating new conceptions that enable an association more intimate between theory and practice, using the discursive genres as a framework for language teaching. With the support of a didactic sequence, the work with the genre provides subsidies for the improvement of language skills of the speaker. Thus, the objective of this research is to contribute to improving the skills writing students in the 6th grade of elementary school using a didactic sequence with the fable discursive genre. Thus, it was used as theoretical support the contributions of Bakhtin (2003), Marcuschi (2001), Koch (2002; 2004; 2006), Cavalcante (2013), with regard to genres, Travaglia (1997), Geraldi (1997) in with respect to the language, Dolz, Noverraz and Schneuwly (2004) with respect to the didactic sequence. Also served like a support, the guidelines of national official documents, like the PCN (1997-1998). This procedure was applied in a public school in the city of Curral de Cima - PB, in a class of sixth year of elementary school, to an audience of about fifteen students. Methodologically, this work used the written production of the students as support for their analysis. The students produced a first text that formed the basis for the diagnosis of its main difficulties in writing, so that from there, were elaborated intervention activities that sought to assuage them. In a final production, through the rewriting of the first text done by students, it was possible see a significant advance about their writing. With this action, was permitted to recognize as the fable discursive genre, in the proposed didactic sequence, could assist in the development of written production of the students.<br>A problemática que envolve a dificuldade de produção de texto por parte dos alunos vem sendo assunto recorrente nas discussões educacionais. Esses debates vêm gerando novas concepções que possibilitam uma associação mais íntima entre teoria e prática, utilizando-se dos gêneros discursivos como arcabouço para o ensino da língua. Com o apoio de uma sequência didática, o trabalho com o gênero fornece subsídios para o aprimoramento das aptidões linguísticas do falante. Nesse contexto, o objetivo desta pesquisa é colaborar para a melhoria da competência escrita de alunos do 6º ano do ensino fundamental, utilizando-se de uma sequência didática com o gênero discursivo fábula. Para tanto, foram utilizadas como suporte teórico as contribuições de Bakhtin (2003), Marcuschi (2001), Koch (2002; 2004; 2006), Cavalcante (2013), no tocante ao gênero, Travaglia (1997), Geraldi (1997) no que tange à linguagem, por Dolz, Noverraz e Schneuwly (2004), no que diz respeito à sequência didática. Também serviram de respaldo para esta intervenção as orientações dos documentos oficiais nacionais para a educação, a exemplo dos PCN (1997-1998). Este trabalho foi aplicado em uma escola pública do município de Curral de Cima – PB, em uma turma de sexto ano do ensino fundamental, a um público de aproximadamente quinze alunos. Metodologicamente, essa pesquisa se utilizou da própria produção escrita discente como suporte para sua análise. Os alunos produziram um primeiro texto que serviu de base para o diagnóstico das suas principais dificuldades de escrita, para que a partir daí fossem elaboradas atividades interventivas que buscaram amenizá-las. Em uma última produção, por meio da reescrita do primeiro texto feito pelos alunos, foi possível constatar um avanço significativo acerca da escrita desses discentes. Com essa ação, foi permitido reconhecer como o gênero discursivo fábula, dentro da proposta da sequência didática, pôde auxiliar no desenvolvimento da produção escrita discente.
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Tuomi, Juha. "Digitala läromedel och didaktik : Upplevelsen av digitala och fysiska läromedel i gymnasiet." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134577.
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The purpose of the research is to identify how pupils and teachers experience different kind of study material in school. It is also important to know which factors affect these experiences. This is what my study will examine. The key-factor to be able to interpret different kinds of multimodal literacy is to understand its textual genre. Pupils and teachers need a certain level of technological skills to be able to create multimodal text and to have an estimation of the purpose of different text genres. To analyze the research material a hermeneutic method is used with a phenomenographic focus of the experience that the survey data and interviewed informants provide for the research. Results shows that some experience is similar between the teachers and pupils concerning the different study materials, then again preference might differ when it comes to preparations for tasks or lectures. Something all informants agree upon, is that the computer as digital tool is positive since it is used in every subject in school and it is never lost or forgotten at home by pupils.
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Söderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.
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This essay investigates the usage of text types in the younger English as a foreign language (EFL) classroom among preschool class and grade 1-3 teachers in Sweden. The essay focuses on identifying what type of texts teachers use, why they use them and how they are used. A combined quantitative and qualitative method was used to collect data. 121 teachers responded to the online-survey that was sent out and a virtual ethnography was conducted by observing two different teaching forums to investigate how teachers use different text types. The findings of the survey showed that the two most commonly used text types are song texts and texts from textbooks. In general, developing the students’ vocabulary was the most common reason why several of the text types were used. Additionally, multiple worksheets which showed how teachers worked with different text types were collected from the virtual ethnography. In this essay, they may be used as inspiration for other teachers who want to expand their use of text types.
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Santos, Flávio Renato dos [UNESP]. "A escrita de gêneros textuais por alunos do Ensino Fundamental." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157237.
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Previous issue date: 2018-08-15<br>A presente pesquisa, de natureza qualitativa, discute a escrita de gêneros textuais por alunos do último ano do Ensino Fundamental I, procurando avaliar sobretudo os componentes formais do gênero escrito, tais como estrutura composicional, estilo de linguagem e conteúdo temático. Este estudo divide-se em duas fases: 1. Discussão teórico-bibliográfica e levantamento de estudos acadêmicos; 2. Estudo de campo com a análise dos textos escritos pelos alunos. A bibliografia estudada apontou para a necessidade do letramento escolar e, portanto, para a obrigatoriedade do ensino dos gêneros textuais nas escolas de modo sistematizado (de seus componentes internos e externos), uma vez que seu aprendizado propicia a participação dos sujeitos em práticas sociais de uso da escrita. Constatou-se também, pela leitura de teses, dissertações e artigos acadêmicos, que os alunos escreveram gêneros textuais funcionais nas escolas, contudo, houve diferentes problemas na construção de seus componentes internos que comprometeram o uso social de tais textos. Para resolvê-los, essas pesquisas sugeriram o uso das Sequências Didáticas, já que, por meio delas, é possível identificar os problemas de escrita do gênero e construir atividades direcionadas à sua solução. No mesmo sentido, também estão os resultados obtidos no estudo de campo, constatou-se, na escrita de poemas e de narrativas de terror, a capacidade escritora de gêneros textuais pelos alunos, porém, com fragilidades no desenvolvimento de seus componentes internos. As análises dos textos permitiram traçar uma relação direta entre as atividades desenvolvidas pelas docentes e os resultados das escritas. O desenvolvimento do conteúdo temático, por exemplo, foi 100% alcançado na escrita dos poemas, cujo trabalho com o tema foi sistematizado pela Professora A; já o desenvolvimento verossímil do terror e do medo nos contos de terror, não trabalhado pela outra docente, foi alcançado apenas por 27,2% dos alunos. O trabalho feito pela professora A com a estrutura do poema, em versos e em estrofes, também propiciou resultados satisfatórios nas escritas, diferente do que ocorreu com a linguagem, cujo estilo conotativo, necessário aos poemas, não foi trabalhado pela docente e, portanto, quase não aconteceu nos textos dos alunos. Da mesma forma, os contos de terror, para os quais a Professora B não propôs nenhuma intervenção, apresentaram muitos problemas relativos ao uso da norma padrão da língua, dentre eles, 22,7% tiveram o entendimento de excertos dos textos comprometido pelas dificuldades de escrita apresentadas. Diante disto, conclui-se que a criação das Sequências Didáticas, destinadas ao atendimento das dificuldades dos alunos, é necessária para o avanço na construção dos componentes internos dos gêneros textuais escritos, já que se observou que, quando trabalhados sistematicamente pelas professoras, houve progresso na escrita.<br>The present research, of a qualitative nature, discusses the writing of textual genres by students of the last year of Elementary School I, trying to evaluate, in particular, the formal components of the written genre, such as compositional structure, language style and thematic content. This study was divided into two phases: 1. Theoretical - bibliographic discussion and survey of academic studies; 2. Field study with the analysis of texts written by the students. The bibliography studied pointed to the necessity of school literacy and, therefore, to the compulsory teaching of the textual genres in schools in a systematized way (of their internal and external components), since their learning provides the participat ion of the subjects in social practices of use of the writing. It was also verified by reading theses, dissertations and academic articles, that students wrote functional textual genres in schools; however, there were different problems in the construction of its internal components that compromised the social use of such texts. In order to solve them, these researches suggested the use of Didactic Sequences, since, through these, it is possible to identify the problems of writing of the genre and the const ruction of activities directed to its solution. In this way, are also the results obtained in the field study; it was verified, in the writing of poems and horror narratives the writing ability of textual genres by the students; however, with weaknesses in the development of its internal components. The analysis of the texts allowed to draw a direct relation between the activities developed by the teachers and the results of the writing. The development of the thematic content, for example, was 100% achieve d in the writing of the poems, whose work with the theme was systematized by Professor A, and the verisimilar development of terror and fear in the tales of terror, not worked by the other teacher, was reached by only 27.2% of the students. The work done b y teacher A with the structure of the poem, in verses and in stanzas, also provided satisfactory results in the writings. Different from what happened with language, whose connotative style, necessary to the poems, was not worked by the teacher and, theref ore, almost did not happen in the texts of the students. Similarly, the horror stories, for which Professor B did not propose any intervention, presented many problems related to the use of the standard language, among them, 22.7% had an understanding of e xcerpts from texts compromised by the difficulties of presented. From this, it was concluded that the creation of Didactic Sequences, at addressing the difficulties observed, are primordial to obtain improvements in the construction of internal components of written text genres, since it was observed that, when they were systematically worked by the teachers, there was progress in writing.
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Assis, Cássia Lobão. "Vivências com a escrita de textos nos cursos de jornalismo: das proposituras curriculares às interações em sala de aula." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-05072009-182325/.
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Esta tese de doutoramento esboça uma avaliação das condições de trabalho com produção de textos em cursos de jornalismo brasileiros. Partimos do pressuposto de que a escrita noticiosa é uma competência acessível a qualquer pessoa, desde que haja condições didático-pedagógicas favoráveis ao exercício constante dessa atividade de linguagem. Esse entendimento desfaz a idéia da capacidade de escrever textos como um dom apriorístico individual, que tem na escola apenas uma instância legitimadora dessa imanência para uns poucos escolhidos. O lastro teórico de nossa argumentação é a noção de letramento, cuja tessitura nos permite refletir sobre essa questão numa perspectiva histórico-legislativa e científico-interdisciplinar significativa ao campo particular do ensino de jornalismo. Consideramos ainda o advento das novas tecnologias enquanto fator constitutivo da necessidade de novos paradigmas de ensino, que enfim se encaminha, embora a passos lentos, à superação da escrita episódica, tradicionalmente vinculada ao termo redação. A perspectiva intersubjetiva nos chega como inexorável e a sistematização dessa trajetória pedagógica é nossa contribuição a uma consciência científica dessa questão, tão fortemente marcada pelas atitudes intuitivas de seus sujeitos.<br>This doctoral thesis sketchs an evaluation of the work conditions with text productions in Brazilian journalism courses. We have begun with the principle that the journalistic writing is an accessible competence to anyone, since there are didactic-pedagogic conditions favorable to the constant exercise of this language activity. This understanding dispel the idea of the capacity to write texts as an innate gift that finds in the school just a legitimation instance of this gift for a few elected. The theoric ballast of our argumentation is the notion of literacy, whose organization lets us reflect about this question in a historical-legislative and also in a cientifc-interdisciplinary perspective, significant to the particular field of journalism teaching. We also consider the advent of new technologies as a constitutive factor of the necessity of new teaching paradigms, that at last; conduct itself, although at snails pace, to the overcoming of this occasional writing, traditionally linked to the term redaction. The intersubjective perspective reach us as inexorable and the systematization of this pedagogical trajectory is our contribution to a cientific consciousness of this question strongly marked by intuitive attitudes of their subjects.
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Bilic, Josipa. "Bilder och text i läroböcker, så kan lärare bättre ta till sig av innehållet : En multimodal läromedelsanalys av tre läroböcker i ämnet engelska för årskurs fyra." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41304.
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The purpose of this study is to analyze and compare the connection between pictures and text in three textbooks, in english, in the expectation to reach a didactic perspective that can facilitate in working with texts with students, in fourth grade. How well do pictures and text correspond with each other in three textbooks that have been chosen for the fourth grade, in english? What are the differences and similarities between the three textbooks seen from a multimodal perspecive? The result showed that there was an interaction between the different types of text types and the images, in all three textbooks. The heading of each chapter is a clue to what the content of the text will be about. The images are well connected to the text and they also reenforce the content of the text. This connection between the pictures used in the chapter and the text can help readers better understand the content of the text.
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Moussi, Dalila. "Intérêts et enjeux d’une révision interactive des textes au cycle 3 : le rôle de l’enseignant." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30044.
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Cette étude s'inscrit dans le champ de la didactique du français et porte sur l'analyse d'interactions langagières au cours de séances de révision de textes narratifs au CM2. Cette recherche se propose de réfléchir aux modalités d'une interaction qui favoriserait l'engagement des élèves dans la tâche. Elle se centre principalement sur l'activité du maître lors de séquences de "révisions interactives". La méthodologie s'appuie sur l'analyse de corpus oraux. Une étude empirique impliquant trois enseignantes ayant une ancienneté différente dans le métier nous permet de comparer les modes de communication pédagogique et d'examiner leur pertinence pour le développement de compétences évaluatives chez les élèves. Les résultats nous permettent de dégager quelques paramètres décisifs et d'esquisser un profil interactionnel des enseignantes lors de la révision de textes. L'étayage de l'enseignant est abordé sous différents angles : la posture assumée tout au long des échanges, les thèmes discutés, le degré d'adhésion par rapport aux propositions des élèves, la prise en compte des interventions par les reformulations mais aussi le rythme des échanges imposé. Nous prolongeons notre étude par l'analyse des stratégies inductrices de "bonnes réponses", c'est-à-dire tous les comportements verbaux du maître qui permettent d'influencer la réponse de l'élève et qui s'apparentent à une posture de contre-étayage. Cette étude permet de mettre en évidence la typicalité de l'expérience interactionnelle de l'enseignant dans le domaine de la révision de texte et d'ouvrir la voie à une didactique de l'écrit à l'école primaire fondée sur les interactions à l'oral<br>This study belongs to the didactics of French and focuses on oral interactions analysis during revision sessions of narrative texts at the last year of primary school. The purpose of this study is to investigate how the oral interactions can improve pupils' commitment to the task. This research focuses more precisely on the activity of the teacher during interactive revision sessions. The methodological framework is based on oral resources. Our study implies three teachers at different levels of career and allows us to compare different modes of pedagogical communication in order to examine their pertinence for the development of the pupils' evaluative abilities. Results allow to bring out some decisive parameters and to suggest an interactional profile of teachers during texts revision. The teacher's scaffolding is approached from different points of view : the position held by the teacher throughout the exchanges, the discussed topics, the degree of joining to pupils' proposals, the consideration of pupils' interventions by reformulations and the interactional rhythm required by the teacher. The research will be extended by the analysis of the strategies which lead to the "right response" of the "expected response", in other words, all verbal communications which influence the response of the pupil and which correspond to wrong or inappropriate scaffolding. This study allows us to highlight the specificities of the interactional experience of the teacher in the field of the text revision and to pave the way to didactics of writing in primary school based on oral interactions
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Lundström, Stefan. "Textens väg : om förutsättningar för texturval i gymnasieskolans svenskundervisning." Doctoral thesis, Umeå University, Comparative Literature and Scandinavian Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1380.
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<p>This thesis looks at conditions for selections of fictional texts in the Swedish subject in the upper secondary school. Three different empirical materials have contributed to the understanding of what conditions there are for the texts to enter the classroom. The first material consists of national policy documents from 1970 to 2005. Here there is a tendency that the student goes from being an object for knowledge to becoming a subject that creates his/her own knowledge. With this development the contents and the given aims with the subject become more abstract, which leads to the framework of the curriculum becoming wider and more difficult to interpret. Simultaneously the focus is moved from mediation of given knowledge, to the development of an identity for the individual.</p><p>The second material consists of debate and method articles from Svenskläraren, a magazine for members, published by an organisation of Swedish teachers. The study comprise articles from the same period of time as the national curricula. In the articles there are three tendencies reflecting the changes in the discourse of the Swedish subject. The first tendency shows how the overall ideological debate on the subject disappears during this period. The second tendency shows how discussions about the conceptions of the subject is replaced by more and more concrete examples of methods. The third tendency depicts that the concrete text selections have moved from being partly predetermined during the seventies to become debated during the eighties, to finally during the nineties end up in a situation where some texts has a sufficient cultural capital not to need justifications, whereas others need it.</p><p>The third material consists of interviews with, and observations of, four active teachers, in order to find what conditions there are for text selections in their rhetoric and practice. The results show a clear impression of informal institutional factors and of the school culture. However, this seems to decrease with experience. There are big differences in how the teachers speak about text selections and text use and what the result becomes in practice. Here professionalism in form of knowledge in subject didactics could have a vast impact.</p>
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Green, Niclas. "Mellan A-traktor och skönlitteratur : Didaktiska metoder i undervisningen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29388.
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The purpose of my project is to determine how a multimodal/intermedial text can be used when teaching in upper secondary school. Can using a text that to some point is current in the pupils’ lives lift the interest for the specific subject? I opted to pick up Gunther Kress’ research, Diana Laurillard’s book and Christina Olin-Scheller’s work on the subject. I have used several hours of lesson planning and the lesson itself with subsequent work consisting, among other things, of three qualitative interviews to achieve my purpose. Based on a qualitative approach, I discuss the results, which show that it is in fact very uplifting. It is possible to work with multimodal/intermedial/intertextual texts, in many ways.<br>Syftet med denna uppsats är att undersöka hur en multimodal/intermedial text kan användas i undervisningen på gymnasienivå. Detta skall ske genom att utgå från elevernas perspektiv och referensramar, söka rätt på en aktuell text som finns i elevernas vardag och se om det blir intressant för eleverna att arbeta med en sådan text. Jag har valt att arbeta med Gunther Kress forskning, Diana Laurillards bok om ämnet och även Christina Olin-Schellers avhandling om ämnet, samt därutöver relevant och nödvändigt material för att vetenskapligt förankra begrepp och synpunkter. Jag har använt mig av en lektionsplanering, en utförd lektion samt tre kvalitativa intervjuer i efterarbetet av lektionen för att uppnå mitt syfte. Lektionen utspelade sig våren 2012 på en svensk gymnasieskola. Utifrån ett kvalitativt förhållningssätt diskuterar jag resultatet, vilket visar en mycket positiv respons på att hämta upp en multimodal/intermedial aktuell text från elevernas vardagsmiljö, och arbeta med denna i undervisningen.
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Paiva, HermÃnia Maria FlorÃncio. "A produÃÃo do texto argumentativo no ensino fundamental: desenvolvendo a competÃncia escrita por meio de sequÃncia didÃtica." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14944.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A importÃncia do desenvolvimento da competÃncia escrita em nossa sociedade letrada à reconhecida por todos os professores, que vivenciam uma realidade difÃcil: alunos que se mostram desmotivados a produzirem textos escritos no contexto escolar e que respondem por resultados ainda nÃo satisfatÃrios nas avaliaÃÃes diagnÃsticas e atividades escolares. Nesse sentido, com o objetivo maior de contribuir para o desenvolvimento da competÃncia escrita dos alunos, esta pesquisa teve como intuito propor uma sequÃncia didÃtica para a produÃÃo de texto argumentativo no 9 ano. Seguindo, entÃo, pressupostos teÃricos acerca da concepÃÃo de escrita como processo (Hayes e Flower, 1981; Vieira, 2005) e do procedimento da sequÃncia didÃtica (Dolz, Noverraz e Schneuwly, 2004), esta pesquisa analisou o desempenho de alunos do 9 ano de uma escola da rede pÃblica municipal de Fortaleza, diante de atividades voltadas para o gÃnero carta de reclamaÃÃo. A anÃlise dos dados permitiu a identificaÃÃo de progressos nas produÃÃes observadas apÃs a aplicaÃÃo da sequÃncia didÃtica, comprovando a eficiÃncia do procedimento como proposta de intervenÃÃo para o ensino da produÃÃo de textos no Ensino Fundamental. Para os professores, torna-se gratificante constatar a evoluÃÃo dos alunos, motivando-os a continuarem realizando trabalhos que contribuam para o desenvolvimento das habilidades de leitura e escrita, atravÃs do ensino da produÃÃo de textos. Para os estudantes deste nÃvel de ensino, à primordial â alÃm de progredirem nessas habilidades â perceberem o avanÃo em suas produÃÃes e concluÃrem o Ensino Fundamental mais bem preparados para as prÃximas etapas escolares, conscientes de que a competÃncia escrita, assim como o conhecimento acerca dos gÃneros argumentativos, à fundamental para a formaÃÃo dos indivÃduos em uma sociedade letrada.<br>The significance of writing skill development among our literate society is recognized by all teachers, who have undergone a hard reality: students who seem discouraged to produce written texts, in the school context, and under results without fulfilment in diagnostic evaluations and school activities. In this regard, with the ultimate goal of contributing to the development of writing skills of students, this study aimes to propose a didactic sequence for argumentative genre production in 9th grade classes. Following, then, theoretical support based on writing concepts as the process (Hayes & Flower, 1981; Vieira, 2005) and procedure of the didactic sequence (Dolz, Noverraz & Schneuwly, 2004), this research analyzed the performance of 9th grade students of a municipal public school in Fortaleza city, on activities aimed at textual genre study of complaint letter. Data analysis has made it possible to identify the progress in writing activities observed after practicing didactic sequence, proving the efficiency of the procedure as an option of intervention for text production teaching in Elementary Education. For teachers, it is gratifying to see the progress of students, encouraging them to continue accomplishing tasks that contribute to the development of reading and writing skills through text production teaching. For students at this level of education, it is paramount - beyond having progress in these skills â they realize the advance in their own writing and finish elementary school better prepared for the next school periods, being aware that writing competence, as well as knowledge about argumentative genre is essential for the development of individuals in a literate society.
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Carvalho, Priscila Silva de. "Textos de divulgação científica em livros didáticos de ciências: uma análise à luz da teoria da transposição didática." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/2945.
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Previous issue date: 2017-02-17<br>The science textbook has been representing, over the years, an instrument of strong representation in the school environment, with the promotion of scientific education from elementary school. Because of this representativeness, research has been carried out in the last decades, resulting in several criticisms about the quality of the textbook. Faced with the social and cultural reality in which each student lives, aiming to bring scientific knowledge to the lay public, changes were proposed in the textbook, one of them being the incorporation of TDC (text of scientific dissemination), with the aim of bringing the Students to the process of learning science. The present work presents an analysis about the relationship between the TDC and its correspondence with didactic texts present in science textbooks. The data collection was based on the websites of the Ministry of Education - MEC, the National Institute of Studies and Research in Education - INEP and the Guide to the Science Didactic Book - final series - 2014, regarding the distribution of textbooks in Municipality of Foz do Iguaçu / PR. This research identified the texts of scientific dissemination of two science textbooks for the 7th year of elementary school, among the textbooks most adopted by the teachers of the municipality. In the possession of the book distribution numbers by city, it was possible to verify that the collections most adopted by teachers in public schools in the city of Foz do Iguaçu / Paraná / Brazil were: "Natural Sciences - Learning with everyday life" and "Teláris Project". In order to analyze the texts of scientific dissemination present in the textbook of science, we use as theoretical reference the categories of didactic transposition proposed by Yves Chevallard (2008). As a result of the interaction analysis of the didactic text with the texts of scientific dissemination, from the perspective of didactic transposition, adaptations and modifications were identified in some texts of scientific dissemination incorporated in the didactic book of sciences, contributing in the contextualization of scientific knowledge for the lay public and creating opportunities to make the textbook more attractive to the reader. Therefore, it is important to understand the process of didactic transposition by the authors of textbooks and a greater rigor in the processes of incorporation of these texts, since the TDCs are important didactic resources in the didactic relation between teacher, student and knowledge.<br>O livro didático de ciências vem representando, ao longo dos anos, um instrumento de forte representação no ambiente escolar, com a promoção da educação científica a partir do ensino fundamental. Em razão dessa representatividade, pesquisas foram realizadas nas últimas décadas, tendo como resultado várias críticas sobre a qualidade do livro didático. Diante da realidade social e cultural em que vive cada aluno, visando aproximar o saber científico do público leigo, foram propostas mudanças no livro didático, sendo uma delas a incorporação de TDC (texto de divulgação científica), com o intuito de aproximar a cotidianidade dos alunos ao processo de aprender ciências. O presente trabalho apresenta uma análise sobre a relação entre o TDC e sua correspondência com os textos didáticos presentes em livros didáticos de ciências. O levantamento dos dados teve como referência os sites do Ministério da Educação – MEC, do Instituto Nacional de Estudos e Pesquisas em Educação - INEP e do Guia do Livro Didático de Ciências - séries finais - 2014, referente a distribuição dos livros didáticos nas escolas do município de Foz do Iguaçu/PR. Esta investigação identificou os textos de divulgação científica de dois livros didáticos de ciências destinados ao 7º ano do Ensino Fundamental, dentre os livros didáticos mais adotados pelos professores do município. De posse dos números de distribuição de livros por cidade foi possível constatar que as coleções mais adotadas pelos professores em escolas públicas do município de Foz do Iguaçu/Paraná/Brasil foram: "Ciências Naturais - Aprendendo com o cotidiano" e "Projeto Teláris". Com o propósito de analisar os textos de divulgação científica presentes no livro didático de ciências, utilizamos como referencial teórico as categorias de transposição didática proposta por Yves Chevallard (2008). Como resultados da análise de interação do texto didático com os textos de divulgação científica, na perspectiva da transposição didática, foram identificados adaptações e modificações em alguns textos de divulgação científica incorporados no livro didático de ciências, contribuindo na contextualização do saber científico para o público leigo e criando oportunidades de tornar o texto didático mais atraente ao leitor. Portanto, torna-se importante a compreensão do processo de transposição didática por parte dos autores de livros didáticos e um maior rigor nos processos de incorporação desses textos, pois os TDCs são importantes recursos didáticos na relação didática entre professor, aluno e conhecimento.
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Mateus, Pedro. "Cálculo diferencial e integral nos livros didáticos: uma análise do ponto de vista da organização praxeológica." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11075.
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Previous issue date: 2007-02-27<br>Fundação Ford<br>This research aims at analysing and better understanding how currently the concepts of Differential and Integral Calculus are dealt with in some available text-books. The discussion is related with Differential and Integral Calculus because we consider them as a branch of mathematics with enormous contribuition for scientifical and technological progress in our society. The research focuses on text-books analysis because of their outstanding role on teacher s activities in classroom of Differential and Integral Calculus on one hand, and they are source of knowledge for pupil, on another hand. The work is based in the hypotheses that some interfering factors in teaching and learning Differential and Integral Calculus are directly related to the way the text-books of Calculus are organized in didactical and matehmatical terms. Analysing this praxeological organization of text-books may strengthen understanding the causes of difficulties in teaching and learning Differential and Integral Calculus in classroom and may create a sound base to use them correctly and with some initiative. The research question is: what do the available text-books suggest to build the concepts and strategies for teaching and learning Differential and Integral Calculus? The theoritical framework was based on Registers of Semiotic Representation Theory of Duval (2003), the Anthropological Theory of Didactics of Chevallard (1999) and the Theory of Didactical Situations in Mathematics of Brousseau (1970-1990). The first theory served to evaluate the joint degree of registers of semiotic representation used in selected text-books, the second theory was used to analyze the types of tasks, techniques and technological and theoritical discourse whic justifies them. The third theory was used to evaluate the contexts set to expose the mathematical content. The results point out that the joint degree of registers of semiotic representation is weak, because there is preference to use algebric registers and their treatments instead of promoting articulation with conversions of registers; more posed activities are on practical-technical bloc than balancing with technological-theoritical bloc; formal exposition of content is predominant one, instead of taking the contextualization as a thread of ideas to get the formalization<br>Esta pesquisa tem o objetivo de analisar e compreender melhor como atualmente os conceitos do Cálculo Diferencial e Integral são tratados em alguns livros didáticos disponíveis. A discussão é feita sobre o Cálculo Diferencial e Integral por considerá-lo uma área da Matemática que tem dado grande contributo para o progresso científico e tecnológico. O trabalho focaliza a análise do livro didático pela importância de que ele se reveste na ação do professor em sala de aula do Cálculo Diferencial e Integral e por constituir uma fonte de conhecimento do aluno. A pesquisa assenta-se nas hipóteses de que alguns dos fatores que interferem no processo de ensino e aprendizagem do Cálculo Diferencial e Integral estão diretamente relacionados com a organização didático-matemática dos livros didáticos do Cálculo Diferencial e Integral; analisar esta organização praxeológica dos livros didáticos pode reforçar a compreensão das causas de dificuldades no ensino e aprendizagem do Cálculo Diferencial e Integral e propiciar algumas atitudes tendentes à sua utilização correta e criativa. A questão de pesquisa é: o que é que os livros didáticos disponíveis sugerem quanto à construção de conceitos e estratégias de ensino e aprendizagem do Cálculo Diferencial e Integral? As bases teóricas foram a Teoria de Registros de Representação Semiótica de Duval (2003), a Teoria Antropológica do Didático de Chevallard (1999) e a Teoria das Situações Didáticas de Brousseau (1977). A primeira teoria serviu para avaliar o grau de articulação entre os registros de representação semiótica usados nos livros selecionados, a segunda serviu para analisar o tipo de tarefas, técnicas e o discurso teórico-tecnológico que as justifica; a terceira teoria serviu para avaliar os contextos criados na exposição do conteúdo matemático. Os resultados apontam que a articulação entre os registros de representação semiótica é débil, pois há preferência do uso de registros algébricos e seus tratamentos em vez de promover a articulação com a conversão entre os registros; trabalha-se mais sobre o bloco prático-técnico do que a combinação entre o bloco prático-técnico e o bloco tecnológico-teórico; a exposição formal do conteúdo é a predominante em vez da contextualização como fio condutor das idéias para a formalização
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Silva, Jacineide Virgínia Borges Oliveira da. "Produção textual: o gênero artigo de opinião através de sequências didáticas no ensino fundamental." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8924.
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Previous issue date: 2016-11-28<br>This action research emerged from the observation of the increasingly satisfactory yield in the written productions of the students of the 9th grade of Elementary School of a public, state school, located in the city of Pedras de Fogo – PB. On this context, we aim to ameliorate such problems present in our school context. Some studies have shown new forms and methods for a more effective process of teaching-learning of textual production. In this way, our objective is to make the students competent producers of texts, starting from a proposal of teaching about the discursive genre called opinion article, through didactic sequences. Thus, having as theoretical foundation the contributions brought by Bakhtin (2003) about the conception of genres, as well as the contributions of other researchers such as: Cavalcante (2013), Geraldi (1996), Koch and Elias (2015) about the same thematic, and our proposal of intervention was based on the scheme of didactic sequence proposed by Dolz; Noverraz; Schneuwly (2004). The corpus of the research was composed by the initial and final textual productions of the students, in the case six (6) initial with six (6) final, totalizing twelve (12) productions of the genre opinion article. On the initial productions, we were able to detect some of the students' inadequacies regarding the structure, the level of information and also to the adequacy to the cultured norm of the Portuguese Language, related to the production of this discursive genre and that were worked during the intervention with the didactic sequence. After this stage, the students had the opportunity to rewrite their texts following the guidelines given by the teacher, in order to adapt the texts to the structure of opinion article described by the authors mentioned above. Finally, was evident the effectiveness of the implementation of the didactic sequence, which contributed significantly to the development of communicative skills of the students, more specifically with regard to the written production of the genre of opinion article.<br>Esta pesquisa-ação surgiu da observação do rendimento cada vez menos satisfatório nas produções escritas dos estudantes do 9º ano do Ensino Fundamental de uma escola pública, estadual, localizada no município de Pedras de Fogo – PB. Neste sentido, buscamos meios para amenizar tais problemas presentes em nosso contexto escolar. Alguns estudos têm mostrado novas formas e métodos para um ensino-aprendizagem mais eficaz da produção textual. Dessa maneira, o nosso objetivo é tornar os alunos produtores competentes de textos, a partir de uma proposta de ensino do gênero discursivo artigo de opinião através de sequências didáticas e temos ainda como objetivos específicos: produzir o gênero artigo de opinião considerando as características sociodiscursivas; desenvolver a capacidade ou a habilidade de argumentar dos alunos; trabalhar, junto aos alunos, os problemas verificados na correção dos seus textos. Assim, desenvolvemos esta pesquisa, tendo como fundamentação teórica as contribuições trazidas por Bakhtin (2003) sobre a concepção de gêneros, bem como as contribuições de outros pesquisadores, tais como: Cavalcante (2013), Geraldi (1996), Koch e Elias (2015) sobre a temática, e nossa proposta de intervenção baseou-se no esquema de sequência didática proposto por Dolz; Noverraz; Schneuwly (2004). O corpus da pesquisa foi composto pelas produções textuais iniciais e finais dos alunos, no caso seis (6) iniciais com mais seis (6) finais, totalizando doze (12) produções do gênero artigo de opinião. Com as produções iniciais, pudemos detectar algumas inadequações dos alunos no que concerne à estrutura, ao grau de informatividade e à adequação à norma culta da Língua Portuguesa, relacionadas à produção desse gênero discursivo e que foram trabalhadas durante a intervenção com a sequência didática. Após essa etapa, os alunos tiveram a oportunidade de reescrever os seus textos seguindo as orientações dadas pela professora, com o intuito de adequar os textos à estrutura de artigo de opinião descrita pelos autores supracitados. Por fim, ficou evidente a eficácia da implementação da sequência didática, que contribuiu de forma significativa para o desenvolvimento de competências comunicativas dos alunos, mais especificamente no que se refere à produção escrita do gênero artigo de opinião.
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SCHÖN, Ladislav. "Využití počítače při přípravě, tvorbě a vyhodnocení testů a dotazníků." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-110108.
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This thesis addresses the use of computers in the preparation, creation and evaluation of tests and questionnaires. Acquainted with different ways of using computer technology in completing questionnaires or forms of test and evaluation. The whole issue is assessed with regard to the application in education. The output is a comparison of different methods.
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GROULÍKOVÁ, Eva. "Znalosti žáků ZŠ z oblasti ekologie tvorba standardizovaného testu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-204537.
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The main purpose of this diploma thesis was to develop a standardized test on the knowledge of ecology for grammar school pupils and to test it at particular schools. The situation on ecology knowledge testing in the Czech Republic is analyzed in the first section of the thesis, followed by a theory of didactical tests structure. The responses from 231 pupils (122 version A, 109 version B) were collected, analyzed, compared and discussed.
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Horálková, Pavla. "Celotáborová hra jako prostředek pro získání určitých vědomostí a dovedností dětí." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306065.
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The present diploma thesis with the title 'The whole camp game as a means of gaining children knowledge and skills' focuses on the elaboration of games as a completion in summer camps for children. It deals mainly with educational components and the acquisition of social behaviour conveyed by these games. The thesis is split into a theoretical and an empirical part. The theoretical part is focused on the theory of whole camp games. It also deals with motivation, which is important for the ability to remember a fact. The games are presented as an inseparable part of the summer camps, last but not least affecting the pattern of learning. The empirical part is divided into several chapters. The first chapter contains a description of whole camp game under the motto of 'time machine', which were realized in a summer camp in 2010, organized by the STROM P.B.m. association. The next chapter deals with the didactical testing and elaboration. This test has been given to the children on three occasions - during the summer camp, one month later, and six months later. The last chapter focuses on social skills and presents examples of games, which lead to an improvement of social skills. The main goal of this thesis was to find out, whether it is possible to remember certain facts acquired during whole camp...
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Leipertová, Gabriela. "Mezioborový vztah kartografie a matematiky ve výuce na gymnáziu." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310427.
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LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...
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HEŘMANOVÁ, Martina. "Víme, co jíme?" Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53157.
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This thesis is composed of two main parts. In the first part of this work there is theory of healthy nutrition presented. The theoretical part includes, for example: basic informations about healthy nutrition, short list of content substances in food and summary of food additives. Main task of the second (experimental part) was to find out what knowledge have students in second level of primary school (especially pupils of 8th and 9th class) about heatlhy nutrition. There was used a didactic test for students knowledge research. Finally, there are evaluated test results in tables and graphs and summarized most important conclusions. Finally, the results of tests are evaluated in tables and graphs and conclusions are summarized.
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ZAHRADNÍKOVÁ, Milena. "Znalosti žáků ZŠ z oblasti evoluční biologie - tvorba didaktického testu." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-394998.
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The main aim of my diploma thesis is to create a didactic test, which deals with the knowledge of pupils of the 9th year at elementary schools in the field of evolution. The literary overview is focused on the concept of evolution and its main principles, evolution within the scope of the educational program framework, publications dealing with this topic, especially with the emphasis on the current qualification work in this field, didactic tests, their types and aspects. In order to determine the level of knowledge in the field of evolution, a didactic test was then created. A total of 252 respondents participated in the test. All data was subsequently evaluated and discussed.