Dissertations / Theses: 'Historical sources; History; pandemic'

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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.

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Wang, Nai-Ching. "Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/87437.

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Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding high quality primary sources that are relevant to a historian's specialized topics of interest remains a significant challenge. Automated approaches to text analysis struggle to provide relevant results for these "long tail" searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks. Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developedthe Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems. Ph. D. Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding highquality primary sources that are relevant to a historian’s specialized topics of interest remains a significant challenge. Automated approaches to text analysis struggle to provide relevant results for these “long tail” searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks. Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developed the Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.

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El-Sakkout, Ihab Hamdi. "The Arab tribes from Jāhilīya to Islām : sources and historical trends." Thesis, University of St Andrews, 1994. http://hdl.handle.net/10023/2944.

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This dissertation aims to formulate a view of Arabian tribalism in the pre- Islamic period and its development in Islamic times. The first part assesses the historical usability of the literary source material of the Jahiliya. The focus is on oral historical traditions - the ayyam al- carab. These are found to have remained textually fluid until the time of their recording. This fluidity may have affected style and form but did not substantially affect certain historical elements. The more inter-tribal and less local the account was, the more reliable it is likely to be historically. A sample comparison between tribal hostility and tribal distribution showed that the accounts seem to be highly consistent. The second part of the thesis is concerned firstly with establishing a Jahili profile for two tribal groups; secondly with tracing the affairs of their descendants into the Umayyad period. The tribal groups of Taghlib and Ghatafan were picked for examination. Both were strong cohesive groups in the pre-Islamic period. In Islamic times, Taghlibis lose importance since they opted to remain Christian, thus, Taghlibis are virtually impossible to trace. Ghatafanis did join Islam on a far greater scale and are often mentioned in the Islamic period. After the second civil war Ghatafanis are only ever mentioned as individuals. Close kin continued to cooperate but cooperation above this level was only conducted within the Qaysi faction. The third part discusses changes in the tribal system. A review of the functions of modern tribal genealogies illuminates the process by which genealogies can change in order to reflect changing realities. Early Arabic genealogies are clearly seen to be also naturally dynamic and the subject of deliberate change. New links reflected new realities, particularly the political alliances forged under the Umayyads. A belief in a single progenitor led to a move towards creating genealogical links to one ancestor, while the conditions of the conquests let to a regionalization of tribalism. The professionalization of the Marwanid army enabled cross-regional tribal co-operation which resulted in dividing in two the Umayyad army and Arab genealogies.

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Edwards, Jane Marian. "'Bettered by the borrower' : the use of historical extracts from twelfth-century historical works in three later twelfth- and thirteenth-century historical texts." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7247.

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This thesis takes as its starting point the use of extracts from the works of historical authors who wrote in England in the early to mid twelfth-century. It focuses upon the ways in which their works began to be incorporated into three particular texts in the later twelfth and early thirteenth centuries. Through the medium of individual case studies – De Abbatibus (Abingdon), CCCC 139 (Durham) and The London Collection three elements are explored (i) how mediaeval writers used extracts from the works of others in ways which differed from modern practices with their concerns over charges of plagiarism and unoriginality (ii) how the structural and narrative roles which the use of extracts played within the presentation of these texts (iii) how the application of approaches developed in the twentieth century, which transformed how texts are now analysed, enabled a re-evaluation and re-interpretation of their use of source material with greater sensitivity to their original purposes This analysis casts fresh light upon the how and why these texts were produced and the means by which they fulfilled their purposes and reveals that despite their disparate origins and individual perspectives these three texts share two common features: (i) they follow a common three stage pattern of development (ii) they deal with similar issues: factional insecurities and concerns about the quality of those in power over them – using an historical perspective The analysis also reveals the range of techniques which were at the disposal of the composers of these texts, dispelling any notion that they were either unsophisticated or naïve in their handling of their source materials. Together these texts demonstrate how mediaeval authors used combinations of extracts as a means of responding quickly and flexibly to address particular concerns. Such texts were not regarded as being set in stone but rather as fluid entities which could be recombined at will in order to produce new works as required.

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Johnson, Christopher. "The use of historical sources, anachronism, and invented history in certain works of Sir Walter Scott." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314972.

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Zimmerman, Kira. "Killing Time: Historical Narrative and the Black Death in Western Europe." Oberlin College Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1558195405847581.

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Ayivor, Moses Geoffrey Kwame. "Africa's golden age debunked: a study of the sources of select black African historical novels." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002275.

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The main thesis of this dissertation is that even a casual analysis of African writing reveals that contemporary African literature has and is still undergoing a distinctive metamorphosis. This change, which amounts to a significant departure from the early fifties, derives its creative impulse from demonic anger and cynical iconoclasm and is triggered by the mind-shattering disillusion that followed independence. The proclivity towards tyranny and the exploitation of the ruled in modern Africa is traced by radical African creative writers to an ancient source: the legendary and god-like rulers of precolonial Africa. Ouologuem's Bound to Violence and Armah's Two Thousand Seasons and The Healers hypothesize that past sins begot present sins. The legendary warrior heroes of the past, whose glory and splendour were once exalted in African writing, are now ruthlessly disentombed and paraded as miscreants and despots, who not only brutalized and sold their people into slavery but also ideologically fabricated their own legends and myths in order to maximize their tyrannical power. The preoccupation of these works is, therefore, to divest the ancient heroes of their false glory. contemporary critics tend to perceive this anti-traditional posture purely as a modern trend in African literature. The truth of the matter, however, is that the literary foundations of this anti-nativist/anti-Afrocentric literary tradition were laid by Thomas Mofolo and Sol Plaatje, whose Chaka (1925) and Mhudi (1930) are the precursors. The five primary works in this study parody and veer away from the generally accepted traditional African epic heroism and recorded history towards a communal heroic ideal which celebrates the larger community instead of the single epic heroes normally romanticized in African legendary tradition. These novelists, while dismantling the European and African myths about Africa's Golden Age, also disfigure the often glorified ancient historical landmarks and the fabled heroes of Africa's oral and recorded history. The rationale behind this investigation is the fact that though these works have innovated, assimilated, and parodied the African oral arts, particularly traditional African epic heroism, no detailed study has been made to explore the literary transformation these texts have undergone as written works. Treating African texts only as appendages of Western literature may undermine the ability of the critical evaluations which go into the heart of these texts and unravel their deeper meanings. The outcome of this kind of approach is that pertinent issues of style and theme originating from negro-African metaphysics, oral traditions, and iconography could thereby be left unexplored. Besides, the bulk of the current body of criticism on African literature, particularly on colonial Africa, tends to concentrate on colonialist Christian values and Western literary production models. One of the overriding concerns of this research, therefore, is to veer away from merely rehashing Eurocentric pronouncements on European influences and literary modes parodied by these works, by taking a fresh. look at the texts from the perspective of Afrocentrism and in particular from the point of view of the traditional African oral bards. To this end, therefore, the dissertation is divided into six main chapters and a short concluding chapter: Chapter 1, A Survey of Black Representations of Pre-colonial Africa, functions as an introduction, sketches the European image versus the Black counter-discourse, and locates the study within the current debate on the concept of pre-colonial Africa's Golden Age. Chapter 2, Thomas Mofolo's "Inverted Epic Hero", the nucleus of the study I analyzes the anti-epic and ironic modes manipulated by the text and also maps out the epic generic framework which structures the whole dissertation. Chapter 3, Traditional African Epic Heroism Revised, discusses Plaatje's Mhudi, paying special attention to the text's deployment of the African epic genre as well as the caricaturist and the anti-heroic modes. In Chapter 4, Yambo Ouologuem's Bound to Violence is examined under the title A World Trapped in an Orgy of Violence, Barbarism and Servitude. African oral art is used as the hermeneutic key in unlocking the complexities of Ouologuem's novel. Chapter 5, The African Anti-Legendary Creative Mythology, scrutinizes Armah's Two Thousand Seasons, highlighting, among other topics, Armah's daring innovative stylistic experimentation. Chapter 6, entitled The Akan Iconic Forest of Symbols, deals with Armah' s The Healers, concentrating on the Akan iconographic backdrop which shapes and informs this work. And finally, The Metamorphosis of Traditional African Epic Heroism, the title of the concluding chapter, sums up this dissertation.

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Watson, Kelvin Innes. "Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.

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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.

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Baigent, Elizabeth. "Bristol society in the later eighteenth century with special reference to the handling by computer of fragmentary historical sources." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:1c29c607-abe8-486b-9694-e11682413a3a.

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There has been little interest in eighteenth century urban history in England and particularly in the significance of patterns of urban social structure during the transition from a traditional to a modern society. One reason for this is the intractable and fragmentary nature of the sources for this precensus period. In this study three types of source, a town directory, a Parliamentary Poll Book and the city rate and national tax returns for Bristol in 1774/5, were collated using nominal record linkage techniques to give a body of information which covered 80% of the city's heads of household. With the use of this database and various computer techniques occupation, sex, wealth, place of residence and voting allegiance were analysed. The results suggest that a professional or leisured suburban group was by this date well established in distinct areas of the city. The supremacy of the traditional élite, the overseas merchants, was challenged by this group, although the merchants themselves were in part joining the suburban dwellers. Poorer Bristolians still concentrated in dockside parishes and in parts of the city which were becoming increasingly unfashionable and homogeneous as the richer men moved out, though this process was not very far advanced and there was still a degree of mixing in the older city parishes. The economic structure of the city was changing with increased emphasis on services, professions and distribution. This increased disparities in wealth within the city and between the city and its hinterland and gave the ability to the rich to further their isolation from the poor by moving to the suburbs. The 1774 election pointed to the continuing importance of traditional influences (here of religion) In society, but also confirmed suggestions that the professions and distributors were drawing away from the mass of the populace. A revision of previous interpretations of the nature of Bristol society is necessary to accommodate this growing and important group - the emergent middle class. The thesis shows that a comprehensive computer-based study can make usable dubious sources (in particular fiscal records) and use them to revise interpretations of English urban communities at this date.

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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

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A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.

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Della, Rocca de Candal Geri. "Bibliographia Historica Byzantina : a historical and bibliographical description of the early editions of the Corpus Historiæ Byzantinæ (1556-1645)." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:110af123-aec5-4518-984e-f92a2acfd3c6.

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This thesis is concerned with the editorial, printing and marketing history of four Byzantine historical narratives, published between 1556 and 1645, and soon collectively identified under the name Corpus Historiæ Byzantinæ (hereinafter, 'Byzantine Corpus'). The four Byzantine historians - Ioannes Zonaras, Niketas Choniates, Nikephoros Gregoras and Laonikos Chalkokondyles - enjoyed considerable popularity in early modern Europe, with a peak of interest in the second half of the sixteenth century. This thesis aims at highlighting how these four texts, despite being so popular in a number of early modern European countries (particularly in the German-speaking area, in Italy and in France), did not do so for the same reasons: in fact, depending on the country in which these books were printed, they were marketed, perceived and read in very different ways. This element is particularly relevant in light of the fact that the Byzantine Corpus represents the earliest predecessor of the Corpus Fontium Historiæ Byzantinæ, the modern resource for the study of Byzantine historical sources. Chapter 1 analyses the early formation of the Byzantine Corpus and, in particular, the figure of Hieronymus Wolf, first editor of the Byzantine Corpus, often considered the 'father' of Byzantine studies; his relation with his patrons, the Fuggers of Augsburg; finally, his relation with his publisher, the Basel printer Johannes Oporinus. It then provides contextualised bibliographical and paratextual descriptions of the editiones principes of the Byzantine Corpus, all printed in Basel. Chapters 2-5 reflect the same comparative approach, used to investigate how the later editions of the Byzantine Corpus were prepared and marketed in different European countries: each chapter provides a bibliographical and paratextual analysis of the subsequent German, Italian, French and Genevan editions respectively. The Conclusions draw together all the information collected in the previous chapters and investigate three pivotal aspects of the Byzantine Corpus: i) the formation of the Byzantine Corpus and the individual popularity of each of the four Byzantine historians based on the frequency and popularity of both individual and collective editions; ii) the distinctive reasons of their popularity, analysed through a comparison of the different approaches with which editors and publishers have presented these texts to their respective audiences in Germany, Italy and France; iii) the reasons for the rise and decline in popularity of the Byzantine Corpus in the early seventeenth century.

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Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.

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Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the

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Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.

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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials. The research design was descriptive and used data gathered from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients were calculated, and the survey instrument was modified. The final survey consisted of 44 statements, a demographic section, and four open-response questions. A total of two hundred eighteen surveys were sent to eligible educators in Cocke, Grainger, Hamblen, Hawkins,and Jefferson counties. One hundred fourteen of the surveys were returned and were used for this study. Other variables studied were gender, job classification, years of experience, the amount of time reported using primary sources in class, past or current membership in the National Council for Social Studies, participation in professional development emphasizing primary source analysis, and the type of teaching certification held by the respondents. The findings include: The two greatest obstacles to the implementation of the use of primary source materials were lack of training or relevant experience and the perceived access to materials; comfort in using technology and ability level of students did not appear to be significant obstacle barriers; all categories of respondents held a positive opinion of the use of primary sources. A review of the responses to the open-response questions revealed that time could also have been an obstacle barrier to the implementation of the use of primary sources. It appears that the lack of training or relevant experience, the perceived access to materials, and perhaps time may be limiting factors in determining the amount of time educators in this area devote the primary source analysis.

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Medeiros, Gerson Ronaldo. "Produção de autobiografias por alunos do 6º ano do ensino fundamental como forma de refletir sobre trajetórias de vida e desenvolver noções do trabalho do historiador." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156455.

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Este trabalho apresenta pesquisa que busca, por meio da produção de autobiografias por alunos de sexto ano, possibilitar reflexões sobre trajetórias de vida, bem como desenvolver noções do trabalho do historiador, em especial o uso de fontes históricas. Para atingir este objetivo, promoveram-se encontros com os alunos nos quais se desenvolveu a caracterização das escritas de si, principalmente as autobiografias. Posteriormente o trabalho apresentou aos alunos informações sobre fontes históricas e buscou-se instrumentalizá-los para o uso de memórias, fotografias e relatos orais para a confecção de seus escritos. Autores como Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva, entre outros, foram essenciais para orientar e analisar as produções feitas. No relato destas vidas, imaginava-se o encontro de recordações traumáticas, em um número elevado, o que não se concretizou quando se iniciou a leitura das produções. A riqueza de situações apresentadas pelos trabalhos justifica o uso das autobiografias para percepção de trajetórias de vida e para o ensino de fontes históricas. The present work introduces research that aims, using the production of autobiographies by students of the sixth year, to enable reflections on trajectory of lives, as well as develop notions of the work of the historian, specially the usage of historical sources. To reach this objective, meetings with the students were promoted in which the characterization of the self writings were developed, mainly the autobiographies. Then the work presented to the students information about historical sources and, aimed to give them instruments to the usage of memories, photography, and oral reports to the making of their writings. Authors such as Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva and others were essential to guide and analyze the productions that were made. In the report of these lives, it was thought to find many traumatic memories, which was not confirmed once the reading of the productions began. The richness of situations presented by the works justifies the usage of autobiographies to realize the trajectory of life and to the teaching of historical sources.

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Sandberg, Karin. "Möte med det förflutna : digitaliserade primärkällor i historieundervisningen." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88691.

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In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University. Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments. The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy. The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised. En dator till varje elev, det som ofta kallas en-till-en, har skapat nya förutsättningar för undervisning. I denna studie får gymnasieelever arbeta med digitaliserade primärkällor i historieundervisningen. Elevernas förmåga att använda historiskt tänkande, historisk empati och kontextualisering undersöks, och elevernas inställning till historieämnet kartläggs före och efter mötet med de digitaliserade källorna. Samtliga elever klarar av att genomföra sökningar i det digitaliserade källmaterialet, och de uppvisar i högre eller lägre grad historiskt tänkande, historisk empati och kontextualisering under lektionerna och i sina skriftliga och muntliga redovisningar. Elevernas inställning till historieämnet påverkas i viss mån. Främst förändras deras syn på primärkällor.

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Nogueira, Laisa dos Santos. "A CONSTRUÇÃO DO CONHECIMENTO HISTÓRICO ATRAVÉS DAS FONTES: APROXIMAÇÕES E DISTANCIAMENTOS ENTRE AS POLÍTICAS PÚBLICAS EDUCACIONAIS E AS PRÁTICAS ESCOLARES NO ENSINO DA HISTÓRIA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7010.

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Born from the constant questionings that arise from school practices regarding the teaching of History, the present research revolves around the study of the instructions that are given to the teachers by the Ministry of Culture and Education of Brazil (MEC in Portuguese). Therefore, a reflection is sought, when it comes to the possibilities and limitations of putting into practice in public schools an educational proposal that favors the student as a producer of knowledge by means of critiquing historical documents. For that, a dialogue is thought of to be established about the latest changes in school practices and public policies (notably through the use of the Curricular National Parameters P.C.N. in Portuguese), in addition to an attentive look towards evolution, also in the historical research. By means of this study, it is considered that the indication made *through the use of the Curricular National Parameters lead to a teaching proposal which privileges the analysis and criticism of traces from the past (in its most variable discursive manifestations) as well as bringing closer together the institution and the historical research itself. Meanwhile, the practices of the public school History teachers are taken into account, by means of questionnaires that are given, with the purpose of evidencing that which, in fact is being done inside the middle school classrooms in the city of Rio Grande. From the analysis of the results that these questionnaires provide, it s possible to note that, despite the fact the Parameters (P.C.N.) proposal has not been mentioned by the teachers-collaborators, historical sources are continually utilized as didactic and methodological resources in the classes rendered by the great majority of them. At last, the data gathering is done through a trial proposal in a ninth-grade class in Mate Amargo Municipal School (Rio Grande/RS). Such proposal is organized based on MEC s parameterization given to the elementary 4th cycle school teachers. The student s concept about sources and historical knowledge, as well as the school practices referent to the proposal, lead to an analysis in the concluding part of this research. Nascida dos constantes questionamentos das práticas escolares referentes ao ensino da História, a presente pesquisa volta-se ao estudo da orientação dada aos professores pelo Ministério de Educação (MEC) brasileiro. Busca-se, então, uma reflexão acerca dos limites e possibilidades de se colocar em prática nas escolas públicas uma proposta de ensino que privilegie o estudante como produtor do conhecimento através da crítica ao documento histórico. Para tanto, pensou-se em estabelecer um diálogo sobre as recentes mudanças nas práticas escolares e políticas públicas notadamente através dos Parâmetros Curriculares Nacionais além de um atento olhar para a evolução, também, na pesquisa histórica. Por meio deste estudo, considerou-se que a indicação feita pelos PCN conduz a uma proposta de ensino que privilegia a análise e crítica de vestígios do passado em suas mais variadas manifestações discursivas , bem como a consequente aproximação entre a escola e a pesquisa histórica. Nesse ínterim, são consideradas as práticas dos professores de História da rede pública através de questionários aplicados na intenção de evidenciar aquilo que, de fato, está sendo feito nas salas de aula do Ensino Fundamental no município do Rio Grande. Dentre o saldo da análise dos questionários, é possível perceber que, mesmo sem que a proposta dos Parâmetros tenha sido mencionada pelos professores-colaboradores, as fontes históricas são recorrentemente utilizadas como recursos didático-metodológicos das aulas ministradas pela maioria desses. Por fim, a coleta dos dados foi feita através de uma proposta de experimentação em uma turma de 9º ano da Escola Municipal Mate Amargo (Rio Grande/RS). Tal proposta foi organizada com base na parametrização dada pelo MEC aos professores do 4º ciclo do Ensino Fundamental. As concepções dos estudantes sobre fontes e conhecimento histórico, bem como as práticas escolares referentes à proposta, conduziram a análise na parte final desta pesquisa.

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Araki, Ricardo 1966. "A história do clima de São Paulo." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286914.

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Orientadores: Luci Hidalgo Nunes, Christian Pfister Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências Made available in DSpace on 2018-08-21T15:40:51Z (GMT). No. of bitstreams: 1 Araki_Ricardo_D.pdf: 3861461 bytes, checksum: 37262bd50f9c4575fdfea9afa2e03e46 (MD5) Previous issue date: 2012 Resumo: Esta pesquisa teve por objetivo reconstruir a historia climática do estado de São Paulo, desde sua colonização européia até o inicio do século 20. Fontes históricas de diferentes naturezas como jornais, diarios, almanaques, cartas, relatos de viagens, entre outros foram consultadas no intuito de comprovar hipótese que manifestações da Pequena Idade do Gelo, que entre os séculos 14 e 19 afetaram sensivelmente as sociedades do Hemisfério Norte, teriam também sido sentidas no território paulista. Mais de 7 mil consultas foram feitas, resultando em 1355 registros sobre tempo e clima entre 1550 e 1927, que após serem revisadas possibilitaram sistematizar 685 eventos que contêm claramente a data, local e descrição do fenômeno climático. A quantidade de registros mencionando frio, temperaturas baixas e geadas praticamente se equipara aos registros sobre chuvas, sendo também mais que o dobro do número de informações sobre calor, corroborando a hipótese de que também no estado de São Paulo o período atual tem sido menos frio do que o passado Abstract: This research aimed to reconstruct the climatic history of São Paulo State, from the colonial period to the beginning of the 20 century. Distinct historical sources like journals, diaries, almanacs, letters, expedition records, among others, were consulted to verify the hypothesis, i.e., that manifestations of the Little Ice Age, which significantly affected the Northern Hemisphere societies between 14 and 19 century, were also experienced in the territory of São Paulo. More than 7,000 queries were made, resulting in 1,355 weather and climate records between the years of 1550 and 1927, which were revised and then systematized into 685 events that contain clearly date, localization and the phenomenon description. The quantity of data mentioning cold, low temperatures and frosts is practically the same of the number of records of rain, and more than twice of warm events, reinforcing the hypothesis that also in São Paulo the current period has been less cold than the past Doutorado Análise Ambiental e Dinâmica Territorial Doutor em Ciências

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Dunduro, Silva Armando. "Projeto para criação do Centro de Pesquisa e Documentação de História Oral e Ciências Sociais (Beira, Moçambique)." reponame:Repositório Institucional do FGV, 2009. http://hdl.handle.net/10438/4158.

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Submitted by Felipe Torquato (felipe.torquato@fgv.br) on 2010-01-08T15:35:18Z No. of bitstreams: 1 CPDOC2009SilvaArmandoDunduro.pdf: 1012190 bytes, checksum: e6eccf9e451be03c57649690d1bd10e9 (MD5) Made available in DSpace on 2010-01-08T15:44:48Z (GMT). No. of bitstreams: 1 CPDOC2009SilvaArmandoDunduro.pdf: 1012190 bytes, checksum: e6eccf9e451be03c57649690d1bd10e9 (MD5) The main goal of this dissertation is to propose the creation of a Center of Research and Documentation of Oral History and Social Sciences in the city of Beira, Mozambique. It is intended that the Center will be encharged of promoting projects related to the constitution of a set of collections with historical and documental contents, that will be able to contribute to the development of academic research and the valorization of Mozambican history and culture. The Center will have the oral history as its main methodological research tool. The collections, that will be formed based upon different projects, will be the result of interviews, recorded with actors who come from different social strata, all of them directly envolved in important events of Mozanbican recent history. These interviews should be available at the Center, altogether with other kinds of sources, gathered and organized with the objective of constituting a reference center related to the Mozanbique’s contemporary history. All the Center activities will be supported by projects of teams’ qualification. In this sense, the Center will have to deal with two basic fields: the research, production, preservation and diffusion of sources to the national contemporary history; and the didactic-pedagogical support to the different levels of learnship process. A presente dissertação tem como objetivo central propor a criação do Centro de Pesquisa e Documentação de História Oral e Ciencias Sociais na cidade da Beira, em Moçambique. Pretende-se, com o Centro, promover projetos que possibilitem a constituição de acervos de caráter histórico e documental, contribuindo, assim, para o desenvolvimento da pesquisa acadêmica e para a valorização da história e da cultura Moçambicanas. O Centro terá como principal ferramenta metodológica de pesquisa a história oral. O acervo a ser constituído no contexto de distintos projetos resultará, portanto, de entrevistas gravadas com atores de diferentes extratos sociais, todos eles participantes diretos de eventos relevantes da história recente de Moçambique. Essas entrevistas deverão estar disponíveis, no Centro, juntamente com outros tipos de fontes, coletadas e organizadas com o objetivo de constituir um centro de referência sobre a história contemporanea do país. Toda a atividade do Centro será acompanhada de projetos de qualificação de equipes. Neste sentido, o Centro terá de lidar com dois importantes campos: a pesquisa, produção, preservação e difusão de fontes para a história contemporânea; e o apoio didático-pedagógico aos diversos níveis do processo de aprendizagem.

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Hernández, Guerrero Daniel. "Rethinking Source Criticism -Towards the development of an analytical model for evaluation of sources in times of massinformation and fake news." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-91339.

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This thesis discusses source criticism from a critical perspective which encompasses its challenges, demands and possibilities for teaching practice. The questions guiding the core of this research are the following:1) What differentiates people’s activities in the process of evaluating sources? 2) What characterizes an effective practice in critical evaluation of sources? 3) Which criteria, factors and strategies might be important to consider in order to have a successful source critical methodology that promotes the improvement of critical thinking when analysing information and news?The studied materials include data from one survey and 54 semi-structured interviews. The interviews, analysed by using a methodology based on Grounded Theory, led to the development of a concept, critical source criticism (CSC), which define a broad perspective for the analysis of sources, and a related theoretical model (the CSC-model) aimed to be used for didactical purposes. The outcomes from this research suggest that different forms and levels of knowledge in history and social studies (in theory and practice), have a critical impact on the way we interact with information. The results also suggest that the combinations of theories and methodologies, alongside an emphasis on pluralism and multiperspectivity, can turn source criticism into an effective practice to achieve several educational goals. Subsequently, these results, are considered in the development of the proposed model in this thesis. The CSC-model developed in this study could be suitable for the analysis of information such as news, in planning of source-critical based teaching and in source critical discussions. I argue that this methodological structure, can be applied to facilitate the development of critical thinking, as well as other skills and abilities essential for democratic participation. This thesis Includes summaries in Swedish and Spanish as appendices".

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Gandolfi, Haira Emanuela 1987. "A natureza da química em fontes históricas do Brasil colonial (1748-1855) : contribuições da história da exploração mineral para o ensino de química." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254007.

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Orientador: Silvia Fernanda de Mendonça Figueirôa Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-27T07:23:20Z (GMT). No. of bitstreams: 1 Gandolfi_HairaEmanuela_M.pdf: 2906092 bytes, checksum: 291cbe98bc5eb359c2e1637177e18534 (MD5) Previous issue date: 2015 Resumo: Em virtude do desafio atual de tornar o Ensino de Ciências interessante, abrangente e formador de cidadãos críticos, a presente investigação busca realizar uma reflexão a respeito da inserção da História e da Filosofia da Ciência (HFC) em atividades de Ensino de Química. Pretende-se discutir, a partir do ponto de vista do ensino da Natureza da Ciência (NOS), as potencialidades do estudo da História e da Filosofia da Ciência para o Ensino de Química, essencialmente relevantes para a elucidação de como se dá a gênese e o desenvolvimento dos conhecimentos e das práticas químicas. Com o objetivo de divulgar as possibilidades do trabalho, em sala de aula, com aspectos da Natureza da Química, essa investigação explorou, a partir de uma Pesquisa Histórica, e analisou, dentro do referencial do Ensino de Ciências e da HFC, diferentes fontes históricas primárias, produzidas no contexto da exploração mineral no período colonial brasileiro. Buscou-se apresentar e estimular a leitura, interpretação e análise de textos histórico-científicos, sob a luz da HFC e da NOS, visando um maior contato de professores e estudantes com aspectos e características do mundo científico e das práticas e conhecimentos químicos em um contexto brasileiro, através do estudo de uma das mais importantes atividades de exploração natural desenvolvida ao longo da História do Brasil Abstract: Due to the present challenge to transform Science Education into an interesting, comprehensive and capable of forming critical citizens process, this research aims to reflect about the insertion of History and Philosophy of Science (HPS) into Chemistry Teaching activities. The intention here is to discuss, from the teaching of the Nature of Science (NOS) perspective, the potential of History and Philosophy of Science for Chemistry Teaching, as these topics are essentially relevant to the elucidation of the genesis and the development of knowledge and practices related to Chemistry. In order to disseminate the possibilities of classroom practices related to the Nature of Chemistry, this research explored, by undertaking a Historical Research, and analyzed, within the framework of Science Teaching and HPS, several primary historical sources, produced in the context of mineral exploitation during the Brazilian colonial period. The objective here was to introduce and encourage reading, interpretation and analysis of historical-scientific texts, under the light of the HPS and the NOS, looking forward to approximate teachers and students to aspects and features of the scientific world and of chemical practices and knowledge in a Brazilian context, through the study of one of the most important natural exploitation activities developed throughout the Brazilian History Mestrado Ensino de Ciencias e Matematica Mestra em Ensino de Ciências e Matemática

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Chabout-Combaz, Babette. "La théorie de la connaissance historique de G.W. Leibniz : érudition, praxis et matérialité." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7065.

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L'objectif de cette thèse est d'étudier les principes épistémologiques des pratiques savantes que Gottfried Wilhelm Leibniz (1646-1716) a mises en oeuvre dans le cadre de son travail en tant qu'historien. La thèse comprend trois parties. La première partie explore les possibilités de définir l'histoire chez Leibniz : après un premier chapitre qui justifie le fait d'adopter une approche « pratique » et documentaire pour étudier la théorie de la connaissance historique chez Leibniz, un second explore les modalités de la mise en oeuvre (et en ordre) de celle-ci, tandis un troisième tente, en distinguant l'histoire naturelle de l'histoire humaine, de définir les contours de celle-ci. Dans l'impossibilité de déterminer complètement les causes réelles des « vérités de fait », qui pour Leibniz ne se trouvent qu'en Dieu, la reconstitution de l'histoire universelle passe avant tout par une mise en ordre des traces du passé afin de tenter de restituer, comme sur une scène de théâtre, la perception des événements et choses passées. La seconde partie, quant à elle, s'intéresse à ce qui fait que l'histoire produite (les oeuvres historiques) appartiennent au champ disciplinaire de l'histoire. Un premier chapitre explore les principes méthodologiques implicites des éditions de sources chez Leibniz et un second la manière dont le paratexte des Scriptores Rerum Brunsvicensium (1707-1711), son projet éditorial le plus ambitieux, justifie (ou non) son contenu par une forme d'« art critique ». A travers l'hétérogénéité des sources éditées se laisse percevoir une dualité de méthode entre les sensibilités plus historiennes de Leibniz et d'Eckhart, son assistant, d'un côté, et celles philologiques des nombreux autres contributeurs de l'autre. Les premiers se concentrent sur l'histoire de la transmission des manuscrits, l'étude des témoignages et la restitution des événements dans une approche à la fois pédagogique et érudite, tandis que les seconds sont plus attentifs aux aspects « matériels » du texte et à l'évolution de la langue. La connaissance historique est une connaissance collective. La troisième partie expose finalement l'origine et le développement de cette méthode de restitution, à savoir l'ars critica employé pour discriminer les « sources » de l'histoire, qu'elles soient textuelles ou objectuelles. Car en effet, cet art critique n'est pas pour autant un simple art d'érudition et met en scène également l'ensemble des artefacts connus à l'époque. La question est donc de savoir s'ils servent d'« auxiliaires » ou s'ils sont traités pour eux-mêmes et, lorsque c'est le cas, s'ils sont étudiés dans leur matérialité propre et leur cheminement (leur « histoire ») ou s'ils sont de simples réceptacles informationnels This thesis aims to show the epistemological principles of Gottfried Wilhelm Leibniz's schorlarly practices, that he have implemented as a "professional" historian. The work contains three parts. The first one discusses several ways to define the concept of history in Leibniz' thoughts: in the first chapter I justify the use of a practical and scholarly approach to define the leibnizian theory of historical knowledge, then in a second I explore how the historical knowledge is ordered and constituted in historical books; finally in a third one I distinguish between natural history and civil history and try to show what this one is. As God is the only "historian" capable of knowing the true causes of the "factual truths (vérités de fait)", the only thing a historian in his time can do, according to Leibniz, is to find and gather the marks of the past, to order them and show them as if they belong to a theatral scene through which the spectators can perceive the past events and things. As God is the only "historian" capable of knowing the true causes of the "factual truths (vérités de fait)", the only thing a historian in his time can do, according to Leibniz, is to find and gather the marks of the past, to order them and show them as if they belong to a theatral scene through which the spectators can perceive the past events and things. The second part deals with the historical works themselves and what makes them being good enough to belong to the disciplinary field of history. In a first chapter, I discuss the methodological principles of publishing history, and, in a second one, I cover how the paratext (preface, footnotes) of his more ambitious collection of historical sources, namely the Scriptores Rerum Brunsvicensium (1707-1711), justifies its content by staging a form of "critical art". What we see is that the sources are treated differently when edited by on the one hand Leibniz or Eckhart, who are historians, and on the other, by scribes, who have philological training firstly. Historians focus on the history of manuscripts transmission, testimonies, and events, with an approach both educational and erudite; whilst philologists focus on the "materiality" of texts and the history of language. Historical knowledge therefore is a collective knowledge. Finally in the third part I look at the birth of the Leibnizian "ars critica" involved in discriminating in artefacts and texts what is and isn't historical sources. Artefacts in that perspective are matter of new kinds of inquiry, and the question of their status is discussed, that is if they are "auxiliaries" of history or historical themselves

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Olivier, Mathieu. "Une chronique de l'ordre Teutonique et ses usages à la fin du Moyen Âge : l'Ancienne Chronique des Grands-Maîtres et sa réception jusqu'au milieu du XVIe siècle." Thesis, Paris Est, 2009. http://www.theses.fr/2009PEST0012.

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Le présent travail s’inscrit dans le regain d’intérêt pour le complexe des chroniques médiévales de l’ordre Teutonique. Afin de mieux cerner les fonctions de l’écriture historiographique au sein de l’Ordre, il fait le choix de s’attacher en particulier à une compilation méconnue de la première moitié du XVe siècle, l’Ancienne Chronique des Grands-Maîtres. Riche d’une tradition manuscrite touffue, la chronique se présente pour l’essentiel comme la mise en prose des œuvres plus célèbres qui l’ont précédée au XIVe siècle. La nouvelle donne politique et militaire qui affecte alors un ordre Teutonique en crise oblige pourtant à s’interroger sur les ressorts et les limites de cette apparente continuité d’un discours historique dont tout par ailleurs paraît attester la caducité. Appuyée sur les outils de la philologie et de la codicologie, l’enquête s’efforce de retracer le cycle de vie d’une compilation, depuis ses « prétextes » du XIVe s. jusqu’à sa réception, en ses manuscrits et au-delà, étudiée jusqu’à 1550 environ. La résurgence historiographique dissimule en réalité un contexte d’écriture nouveau. La chronique est née dans les années 1430 d’un projet éminemment partisan alors que l’Ordre se déchire entre plusieurs factions, mais tire précisément sa force d’avancer masquée, sous la forme d’une chronica nullius. Dès lors, la réception du texte apparaît sous le jour d’un processus de neutralisation progressive d’un manifeste tendancieux. Elle montre aussi que ce précis d’histoire, en dépit de sa large diffusion, échoue in fine à devenir une vulgate historiographique. L’étude est prolongée par une nouvelle édition critique du texte, ambitionnant de remplacer l’édition de 1866 This PhD aims at giving an insight into the uses of historical writing within the medieval Teutonic Order, whose chronicles have been the focus of a renewed scholarly interest for two decades. It focuses on a little-known compilation dating back to the first half of the 15th century, the Old Chronicle of the Grand Masters. Preserved in many manuscripts, this text reads at first glance as a prose version of more famous masterpieces from the 14th century. The political and military “new deal” a weakened Teutonic Order has to cope with in 15th-century Prussia raises a wide range of questions around this permanence of a historical discourse which was otherwise considered at odds with the real situation of the Order after Tannenberg. Applying the tools of codicology and philology, this work tries to shed light on the complete span of a chronicle’s life, from its “foretexts” to its reception until the middle of the 16th century. As a matter of fact, the apparent revival of an “outdated” historical discourse conceals a wholly modified set of conditions impinging on history writing. The text proves to be a biased manifesto under the guise of an “authorless” unveiling of the true history, and is as such deeply embedded within a context of internal rivalries between “regional” clans within the Order. The further reception of the text therefore needs to be reasserted as a process of step-by-step neutralization. At the same time, the inquiry into the chronicle’s reception shows that the Old Chronicle of the Grand Masters, despite a widespread diffusion, failed to become a historical vulgate of sorts. A new critical edition of the text is given to replace the old edition by Toeppen, flawed with many shortcomings

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Langerth, Zetterman Monica. "Innehållsdesign : Principer, metoder och verktyg samt tillämpningar inom utbildningshistorisk forskning och undervisning." Doctoral thesis, Uppsala University, Department of Studies in Education, Culture and Media, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8464.

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This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas.

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Soffientino, Francesca. "La committenza di Manfredi. Fonti e opere." Doctoral thesis, Scuola Normale Superiore, 2017. http://hdl.handle.net/11384/85771.

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Lima, Guilherme Augusto Vaz de. "Um passeio pelo pensamento musical de Leonhard Euler: a leitura do mestre e seu uso em sala de aula." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55136/tde-09112018-100416/.

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Este estudo se dedica a uma parte pouco conhecida dos trabalhos de Leonhard Euler (1707 - 1783) relacionado à música enquanto uma ciência matemática. Tais trabalhos mostram, em certo sentido, um lado pitagórico do pensador e também algumas contribuições do mesmo à teoria musical. O interesse deste matemático pelo assunto permeia várias obras e épocas de sua vida, mas neste trabalho focamos em três delas: um conjunto de nove cartas que compõem a obra Lettres a une princesse dAllemagne sur divers sujets de physique e de philosophie (1768) e dois artigos, Conjecture sur la raison de quelques dissonances generalement reçues dans la musique (1766) e De harmoniae veris principiis per speculum musicum repraesentatis (1774). Para possibilitar uma melhor compreensão desses textos, faremos uma revisão histórica do tratamento aritmético dado à música desde os tempos clássicos até o Renascimento com enfoque nas principais contribuições que levam à construção da escala da entonação pura ou justa, trabalhada por Euler nos originais estudados. Após a apresentação e análise desses trabalhos eulerianos, especialmente seus diagramas para representar sons e acordes e do seu expoente de um acorde para medir consonâncias, terminaremos essa dissertação refletindo sobre as implicações pedagógicas e históricas, bem como as potencialidades e limitações do uso de fontes originais de determinados mestres do pensamento matemático ocidental, nomeadamente o próprio Euler, na formação de matemáticos, professores e licenciados. This present research takes a journey into a little know part of Leonhard Eulers works about music as a mathematical science. Those works show, at certain level, his Pythagorean thoughts and also his contributions to music theory. Eulers interest for this subject permeates many of his works through his lifetime (1707 - 1783), but here we focus on three of them: a set of nine letters from the book Lettres a une princesse dAllemagne sur divers sujets de physique e de philosophie (1768), and two articles, Conjecture sur la raison de quelques dissonances generalement reçues dans la musique (1766) and De harmoniae veris principiis per speculum musicum repraesentatis (1774). To allow a better understanding of his ideas, first we put on a historical review of the arithmetic treatment of music since the ancient Greece to the Renaissance Era pointing out the main contributions to the development of the pure just intonation scale, the one used by Euler on the works just mentioned. After presenting and analyzing these Eulers contributions, specially his diagrams to represent sounds and chords to the eyes and the concept of exponent of a chord to measure consonances, we conclude this dissertation thinking about the pedagogical and historical impact, and also the potential and limitations concerning the use of historical sources of the masters of mathematics, to the training of future mathematics and teachers.

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Batista, Giovanninni Leite de Freitas. "Fontes prim?rias da hist?ria do v?cuo e da press?o atmosf?rica na sala de aula: cartas e jornais hist?ricos em articula??o com o livro-texto do ensino m?dio." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16115.

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Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 GiovanninniLFB_DISSERT_pag_1_a_118.pdf: 7226413 bytes, checksum: dc94a6ed83c5371cec55bbc2522ef23a (MD5) Previous issue date: 2014-05-26 The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico. Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades. Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados, bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado ? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo de proposta

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Meier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.

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In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

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Achterberg, Robert Alan 1948. "Photographs as primary sources for historical research and teaching in education: the Albert W. Achterberg Photographic Collection." Thesis, 2007. http://hdl.handle.net/2152/3538.

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Photographs contain a wealth of information which may be used effectively in historical research. Visual images may be used as evidence, for illustration, for comparison and contrast, and for analytical purposes. Somewhat perplexing is the relatively minimal use of photographs as primary sources in historical inquiry concerning schooling. Many visual clues exist which can help to explain the activities, methods, resources and quality of schooling, and the people involved in schooling, in selected locations. Visual clues may be coordinated with text and with other artifacts to present a more complete picture of schooling in a specific time and place than text alone can provide. Photographs provide opportunities to compare systems of schooling and to engage in longitudinal analysis of a single school system. They can be useful in helping to investigate elements of schooling that may have elevated selected school systems to exemplary levels. The presence of a large collection of educationally related photographs reveals opportunities for utilization which are not present with individual photographs or small groups of photographs. The potential uses of photographs as primary sources for inquiry are not limited to professional historians, but may be taught to, and used by students, as well. This study shows benefits and possibilities of utilizing photographic images as primary sources in historical research in education, and in teaching historical research methods, through the use of examples contained in the Albert W. Achterberg Collection of photographs. The collection was developed during the period of 1940-1999 over an 8,000 square mile area in south-central Nebraska and features a school system in the town of Holdrege, Nebraska.

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D'Amboise, Paul. ""Tinseltown as teacher" : a case study of historical feature films as interpretive sources of history within an educational context." Thesis, 2002. http://spectrum.library.concordia.ca/1596/1/MQ68371.pdf.

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There has been a burgeoning growth in the production and popularity of historical feature films, as well as in the academic literature devoted to the impact of such films, over the past decade. While a major concern of this literature has been the influence of feature films on historical perception and the need for visual literacy, the majority of the discussion has failed to offer concrete suggestions either for assessing the influence of such films or for developing visual literacy. This study, using a small-scale qualitative approach, examines the influence of historical feature films on their audiences' perception of history and offers a model for integrating feature films into the discipline of history. The specific audience examined in this study is a group of Grade Eleven students enrolled in a university level Advanced Placement European history class at St. George's High School--a private, English language, co-educational school in Montreal, Quebec. Some of the issues addressed in this thesis are: the suitability of film as an academic source of historical knowledge, the persuasiveness of filmed presentations of historical events, the need to develop visual literacy skills akin to those used for understanding traditional printed material, and practical approaches to teaching with feature films. The thesis concludes with sample units from a course designed to teach visual literacy skills within the framework of history and film.

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Aziz, Rookhsana. "Hijab – the Islamic dress code: its historical development, evidence from sacred sources and views of selected Muslim scholars." Diss., 2011. http://hdl.handle.net/10500/4888.

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The issue of a Muslim woman‟s dress code has been debated for centuries. This is of great importance as it is widely used as a criterion to measure the extent of a woman‟s piety or devotion to Allah. A study of the religious texts on the issue is essential. Therefore, Qur‟anic text, Prophetic Traditions and Qur‟anic exegesis of both classical and modern scholars would have been used in determining the correct dress code for Muslim women. While all research indicates that women dress conservatively, in order not to attract the attention of the opposite sex. The extent to which a woman must be covered has not been agreed upon. Even if what has to be covered is established by scholars, the manner in which this is to be done and the type of colours and fabric to be used needs further clarification. The issue of the female dress code needs to be presented from a female perspective. Religious Studies and Arabic M.A. (Islamic Studies)

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Böhmová, Lucie. "Využití orální historie v hodinách dějepisu." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-295797.

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This work describes the use of oral history in history classes in elementary schools. It is a combination of history didactics and methodology of oral history. This work should be the instruction for including oral history into the lessons. Its aim is to prove that this method can be used even with children under the age of sixteen years and it is beneficial for them. Work was based on delimitation of oral-historical sources which are primary and secondary. Segmentation is based on the availability of sources to the students, if they can meet witness in person or they are familiar with his memories indirectly. The parts of the work are also two specific suggestions for the projects which use oral history.

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Ferreira, Leonardo Manuel Rocha. "A Música enquanto recurso dinamizador do Ensino-Aprendizagem na aula de História - Um estudo de caso com alunos do 7.º ano do 3.º CEB." Master's thesis, 2021. http://hdl.handle.net/10316/97037.

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Relatório de Estágio do Mestrado em Ensino de História no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras O presente trabalho insere-se no âmbito da iniciação à prática profissional e docente em História e resulta do propósito de transformar a disciplina num espaço dinâmico e atrativo, onde tenha lugar, por intermédio da arte musical, uma transmissão e aquisição de conteúdos com significado. Consequentemente, surgiu a seguinte questão de investigação: De que forma o uso da música na aula de História ajuda a promover a construção do conhecimento? Tendo por base esta questão, pretendeu-se averiguar se a música motiva e estimula o interesse dos alunos na disciplina, fomenta uma melhor compreensão histórica e desenvolve a capacidade de análise e o espírito crítico.De modo a apurar a viabilidade deste recurso, a investigação empreendida encontrou dois momentos de aplicação pedagógica distintos. Num primeiro momento, a música foi utilizada como estratégia de motivação e contextualização nos conteúdos da disciplina, sendo aplicados questionários para verificar a experiência com a mesma. Num segundo momento, ligada ao conceito de evidência histórica e à construção do pensamento histórico, a música foi explorada através de fichas de trabalho de interpretação de fontes musicais para examinar os níveis de evidência em que cada aluno se situa.Os resultados obtidos atestaram que o recurso didático em questão contribuiu amplamente para a motivação e contextualização dos alunos nos conteúdos. No que respeita aos níveis de evidência, os alunos, categorizados segundo o modelo de progressão concetual proposto por Rosalyn Ashby (2003), revelaram uma evolução ao longo do ano letivo, acabando por se situar quase de igual modo entre os níveis básicos (1 e 2) e os níveis intermédios (3 e 4) de evidência histórica. A análise dos resultados alcançados viabiliza a música enquanto recurso dinamizador do Ensino-Aprendizagem, quer do ponto de vista sensorial, quer do ponto de vista da construção do conhecimento histórico. This work falls within the scope of the initiation to professional and teaching practice in History and is the result from the purpose of transforming the discipline into a dynamic and attractive space, where, through musical art, a transmission and acquisition of meaningful content takes place. Consequently, the following research question arose: How does the use of music in the History class helps to promote the construction of knowledge? Based in this question, it was intended to investigate whether music motivates and stimulates students' interest in the subject, fosters a better historical understanding and develops the capacity for analysis and critical thinking.In order to ascertain the viability of this resource, the investigation undertaken found two distinct moments of pedagogical application. In a first moment, music was used as a motivation and contextualization strategy in the contents of the discipline, with questionnaires being applied to verify the experience with it. In a second moment, linked to the concept of historical evidence and the construction of historical thinking, music was explored through worksheets of interpretation of musical sources to examine the levels of evidence in which each student is situated.The results obtained attested that the didactic resource in question largely contributed to the motivation and contextualization of students. Regarding the levels of evidence, the students, categorized according to the conceptual progression model proposed by Rosalyn Ashby (2003), revealed an evolution throughout the school year, ending up almost equally between the basic levels (1 and 2) and the intermediate levels (3 and 4) of historical evidence. The analysis of the results achieved makes music viable as a dynamic resource for Teaching- Learning, either from the sensory point of view and from the point of view of the construction of historical knowledge.

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Cardoso, Ana Filipa de Campos. "A construção do conhecimento e o desenvolvimento de competências de aprendizagem dos alunos a partir da área de Estudo do Meio (História)." Master's thesis, 2013. http://hdl.handle.net/1822/28710.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico O presente relatório surge no âmbito da unidade curricular de Ensino Supervisionado II, do mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. É um projeto, baseado na metodologia de investigação-ação e foi realizado numa turma do 3º ano de escolaridade. Nos primeiros contactos com este contexto verificou-se a necessidade de desenvolver, nas crianças, diversas competências de aprendizagem tais como o espirito critico, o pensamento reflexivo e a autonomia. Para isso, optou-se pela exploração de fontes diversas, inseridas na disciplina de História, integrada na área do Estudo do Meio, que apesar de ser pouco trabalhada, apresenta grandes potencialidades para o desenvolvimento dessas competências e porque proporcionaria aos alunos, através de uma abordagem construtivista (aula oficina), momentos de construção do próprio conhecimento, mais vividos e significativos. Tendo em conta o acima referido foram desenvolvidas várias atividades relacionadas com a temática da alimentação: “As receitas”, “A Origem e Localização dos Alimentos”, “Os Meios de Transporte, a sua evolução e o seu papel na mudança de hábitos alimentares ”, “A evolução da alimentação” e “ Feiras e mercados ao longo dos tempos”, que tinham como principal objetivo desenvolver, nos alunos, as capacidades em falta. A avaliação decorreu da análise das produções escritas e icónicas dos alunos, e dos diálogos e interações, em contexto de sala de aula, registados em áudio, notas de campo, diários reflexivos e registos fotográficos. No final desta curta intervenção verificámos que os alunos eram bem mais capazes de tomar decisões sozinhos, de refletir sobre o que viam ou ouviam e, sobre isso, tirar as suas próprias ilações, realizando inferências e cruzando conhecimentos. Este projeto permitiu concluir, também, que as crianças, quando sujeitas a atividades desafiadoras, como as que foram implementadas, conseguem desenvolver competências transversais (autonomia, pesquisa, reflexividade, criatividade…), e, ainda, outras, específicas da área disciplinar em que se focalizou o projeto (História), ao nível do uso e interpretação de fontes diversas (evidência histórica) e do desenvolvimento do pensamento histórico, que serão cruciais no seu futuro, enquanto seres sociais e participativos. This report integrates the Supervised Teaching II module, part of the Masters in Preschool Education and Primary School Education. It is a project based on action-research methodology and was developed in a 3rd grade class. In the first contacts with this context it was found that there was a need to develop in this children, various learning skills such as critical spirit, reflective thinking and autonomy. With this in mind, we chose to exploit various sources, inserted in the discipline of history, incorporated in the area of Environmental Studies, as it was considered to be an area not very explored, with great potential for the development of these skills and that would be able, through a constructivist approach (classroom workshop), to provide the students the time for them to construct their own knowledge, more vivid and meaningful. Regarding all the above several activities to the subject of food were developed: "Recipes", "The Origin and Location of Food,", "The Means of Transportation, their evolution and their role in eating habits changes ", "The evolution of feeding "and" Fairs and markets throughout the ages", which had as main objective to develop in students the skills that were absent. The assessment was made by analysis of written and iconic productions of students, their dialogues and interactions in the classroom context, recorded audio, field notes, reflective diaries and photographic records. At the end of this short intervention we verified that students were much more able to make decisions by themselves, to reflect on what they saw or heard and on this, draw their own conclusions, making inferences and crossing knowledge. This project allowed to concluded that children, when subjected to challenging activities, such as those implemented, can develop transversal competences (autonomy, research, reflexivity, creativity ...), and also other, specific to disciplinary field in which it was focused the project (History) at the level of the use and interpretation of diverse sources (historical evidence) and the development of historical thinking, which will be crucial to their future, as social and participative beings.

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Lévesque, Jean-François. "L'usage des sources primaires dans les manuels du secondaire en Histoire et éducation à la citoyenneté au Québec." Thèse, 2011. http://hdl.handle.net/1866/5352.

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Le Renouveau pédagogique, mis en place au Québec en 2005 à l’ordre secondaire, a eu pour effet de forcer plusieurs enseignants à remettre en question leurs pratiques pédagogiques avec l’approche par compétences. Considérant que les recherches sur l’ancien programme d’histoire ont démontré que les enseignants utilisaient la plupart du temps le manuel comme outil unique, que les manuels contenaient peu de sources primaires et que l’usage de sources est maintenant prescrit par le ministère de l’Éducation, du Loisir et du Sport, nous analysons dans cette recherche l’usage des sources primaires dans les nouveaux manuels d’Histoire et éducation à la citoyenneté du niveau secondaire. L’analyse de nos résultats nous a permis de fournir les outils nécessaires afin de répondre à notre question de recherche. Nous avons constaté la présence majoritaire des sources primaires dans les manuels. Par contre, celles-ci n’étaient pas toujours incluses dans une situation d’apprentissage avec au moins une compétence disciplinaire et, dans encore moins de cas, dans une tâche complexe en lien avec la méthode historique. Educational Renewal, established in Quebec in 2005 at the secondary level had the effect of forcing many teachers to question their teaching practices with the skills approach. Considering that research on the old history program showed that teachers used mostly textbook as a unique tool, that contained few primary sources and these sources are now prescribed by the ministry of Education, Recreation and Sport, we determine in this research the use of primary sources in the new history and citizenship education textbooks of at the secondary level. The analysis of our results allowed us to provide the tools necessary to answer our research question. Our first observation was to note the presence of the majority of primary sources in the textbooks. They were not always included in a learning situation, including at least one of disciplinary skill and, in even fewer cases, in a complex task in connection with the historical method.

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Silva, Pedro Miguel Martins. "A litografia revolucionária e contrarrevolucionária (1807-1824) na construção do conhecimento histórico dos alunos." Master's thesis, 2017. http://hdl.handle.net/1822/57947.

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Relatório de estágio de mestrado em Ensino de História no 3º Ciclo do Ensino Básico e do Ensino Secundário A litografia, como fonte primária, do início do séc. XIX, apresenta-se como um conteúdo profícuo no que concerne ao desenvolvimento de conhecimentos sobre este período histórico (1807-1824). Desta forma, para apurar a evolução da construção do conhecimento histórico, a litografia afirma-se como a fonte coeva que mais proporciona, aos alunos, experiências sensoriais e emocionais, que permitam uma eficaz compreensão histórica do período de 1807 a 1824. Esta investigação pretende apurar a formação do conhecimento histórico dos alunos através da construção desse conhecimento a partir das litografias. As múltiplas visões, compreensões e explicações, dos diversos alunos, sobre as litografias, e o confronto das mesmas formulações historiográficas, constitui-se como elemento basilar, de teor educativo, no desenvolvimento deste projeto de investigação. A investigação fundamentou-se no estudo das respostas de uma turma de 21 alunos do 11º ano de escolaridade, em Braga. O projeto desenvolveu-se através do estudo de inúmeras litografias temáticas e a posterior resolução de uma Ficha de Trabalho final para cada um dos seis parâmetros litográficos explorados. Para o desenvolvimento da investigação as litografias foram divididas em seis grupos temáticos: A Litografia e a Propaganda; Os Artistas Gravadores; A Litografia ao serviço da História e da Administração; Litografias Humorísticas e Ideológicas; A Litografia Alegórica; A Litografia Revolucionária. No processo de análise das fichas correspondentes às temáticas foram observadas oito categorias/tipos de respostas elaboradas pelos discentes: Sem resposta; Errada; Vaga/incompleta; Função Informativa Geral; Juízo de Valor; Intenção de Propaganda; Técnicas/processos; e Domínio dos Conhecimentos; as quais sustentam o desenvolvimento da investigação Os resultados obtidos, a partir do estudo das diversas fichas de trabalho, constitui-se como o foco deste projeto de investigação histórico-educativo. Desta forma, a análise das respostas dos discentes, a compreensão das suas dificuldades, o desenvolvimento do nível das respostas, a alternância de categorias entre as respostas dos alunos constituiu-se como elemento fundamental para a elaboração das conclusões da investigação à pergunta de investigação: Qual é a importância da litografia contrarrevolucionária e a revolucionária (1800-1834) na construção do conhecimento histórico dos alunos? Lithography, as a primary source, from the beginning of the XIX century, presents itself as a useful content in what concerns the development of knowledge about this historical period (1807-1824). In order to ascertain the evolution of the construction of historical knowledge, lithography asserts itself as the contemporary source that provides students with more sensorial and emotional experiences which allows an effective historical understanding of the following period –between 1807 to 1824. This research intends to verify the formation of historical knowledge of students through the construction of this knowledge from lithographs. The multiple visions, understandings and explanations of the various pupils, about lithographs, and the confrontation of the same historiographic formulations, constitute a base element of educational content in the development of this research project. The research was based on the study of the responses of a group of 21 students from the 11th grade, in Braga. The project was developed through the study of numerous thematic lithographs and the subsequent resolution of a final worksheet for each of the six lithographic parameters explored. For the development of the investigation the lithographs were divided into six thematic groups: Lithography and Propaganda; The Recording Artists; Lithography at the service of History and Administration; Humorous and Ideological Lithographs; The Allegorical Lithography; The Revolutionary Lithograph. In the analyzing process of the worksheets corresponding to the themes, eight categories / types of answer were studied: No answer; Wrong; Vague / incomplete; General Information Function; Value judgment; Intention of Propaganda; Techniques / processes; Knowledge; which support the development of research. The results obtained from the study of the various worksheets constitute the focus of this historical-educational research project. Thus, the analysis of the students ‘answers, the understanding of their difficulties, the development of the level of the answers, the alternation of categories among the students’ responses constituted a fundamental element for the elaboration of the conclusions of the research to the research question: What is the importance of counter-revolutionary and revolutionary lithography (1800-1834) in the construction of historical knowledge of students?

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Almeida, Érica Brígida Guedes de. "O património histórico como estratégia pedagógica para a construção do conhecimento histórico." Master's thesis, 2014. http://hdl.handle.net/1822/37960.

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Relatório de estágio de mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico O presente estudo foi desenvolvido em contexto de intervenção pedagógica supervisionada no âmbito do mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico e foi implementado em dois contextos escolares cooperantes de diferentes níveis de ensino, nomeadamente, numa turma do 3.º e 5.º ano de escolaridade. Este debruçou-se sobre o estudo do património histórico de Braga, mais concretamente, em que medida o património local poderá constituir uma estratégia pedagógica para a construção do conhecimento histórico. Neste sentido, formularam-se as seguintes questões de investigação: “Quais as potencialidades do estudo do património histórico como estratégia pedagógica para a construção do conhecimento histórico?”, “Que conhecimentos os alunos constroem a partir do estudo do património histórico local?” e “Que fontes os alunos consideram mais relevantes e valorizam no estudo da História Local?”. As estratégias pedagógicas desenvolvidas e os recursos didáticos privilegiados foram constantemente adaptados a cada contexto atendendo a uma abordagem construtivista, segundo o modelo de aula oficina. O uso de fontes patrimoniais e a realização de visitas de estudo a alguns monumentos históricos da cidade, vestígios arqueológicos e locais de interesse, constituíram os recursos didáticos e as estratégias pedagógicas preferenciais e comuns em ambos os contextos. Tendo como pressupostos a relevância do contacto direto com fontes patrimoniais para o conhecimento, consciencialização e valorização do património local fomentaram-se estas estratégias, tendo sido previamente construídos instrumentos (fichas de trabalho; guiões de visita), suportes materiais áudios (podcasts) com informações pertinentes acerca dos vários locais a visitar na cidade de Braga e jogos didático-pedagógicos com vista à sistematização e consolidação dos conhecimentos dos alunos na fase final do estudo. A partir da recolha e análise dos dados foi possível averiguar as conceções que os alunos possuem acerca do património histórico e patrimonial de Braga, assim como, quais as inferências e deduções que os alunos realizam a partir do contato direto com fontes patrimoniais. A análise realizada em torno das respostas apresentadas pelos alunos permitiu averiguar os níveis de significância histórica que os alunos atribuem a alguns dos monumentos históricos visitados. This project was developed in the context of pedagogical intervention supervised, as an internal part of the Masters in Teaching 1st and 2nd cycle of Basic Education, and implemented in two school cooperating school contexts with different levels of education, namely, in a 3rd and 5th classes. It focused in Braga’s historical heritage study specifically to understand how the local heritage can be a pedagogical strategy for the construction of historical knowledge. In this way, the following research’s questions emerged "What are the strengths of the historical heritage’s study as a pedagogical strategies for the construction of historical knowledge?", " What is the knowledge constructed by the students from local historical heritage’s study? " and "Which are the sources considered as most relevant and valued to study the local history by the students?" The developed teaching strategies and teaching resources privileged were constantly adapted to each context serving a constructivist approach, according to the model workshop classroom. Taking for granted the importance of direct contact with heritage’s sources for knowledge, awareness and appreciation of local heritage ( architectural and archaeological ) were implemented strategies that improved contact with local heritage’s sources , having been previously built tools ( worksheets , visit’s guides) and audio’s material ( podcasts ) with relevant information from the various places to visit in the city of Braga and didactic and educational games aiming the systematization and consolidation of student’s knowledge in the final phase of the study . From data’s collection and analysis it was possible to find the conceptions that students have about the Braga’s historical and patrimonial heritage, as well as the inferences and deductions which students realize from direct contact with these heritage’s sources. The analysis performed from the answers given by the students allowed to find levels of historical significance that students attribute to some of the historical monuments visited.

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Martins, Miguel Pereira. "Motivar para Questionar: a História como disciplina estimuladora do pensamento crítico." Master's thesis, 2020. http://hdl.handle.net/10362/111911.

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As diretrizes mais recentes, promulgadas pelo Ministério da Educação e pelo Conselho da Europa, fazem referência ao Pensamento Crítico enquanto finalidade em diferentes níveis de ensino. Neste contexto, considera-se essencial que hoje o jovem, à saída da escolaridade obrigatória, seja um cidadão capaz de pensar crítica e autonomamente. De modo a concretizar este objetivo, por um lado, seguiu-se a linha da teoria focada no Pensamento Crítico no contexto educativo, que propõe que o discente se torne alguém que questione ativamente as ideias que lhe são apresentadas, que reflita cuidadosamente sobre elas e seja capaz de selecionar aquelas que lhe pareçam mais razoáveis e sustentadas em evidências fiáveis. Por outro lado, assentou-se a prática letiva em diversos princípios da Educação Histórica, que defende o trabalho com fontes históricas como um meio privilegiado de explorar a natureza do conhecimento histórico e a sua metodologia – um conhecimento que lida com diversos pontos de vista, muitas vezes contraditórios, e, que, por isso, tem que os questionar e analisar criticamente de forma a fazer uma interpretação sustentada e fundamentada. Desta forma, definiu-se como objetivo um ensino da História reflexivo, motivador de perguntas desafiadoras perante a informação das fontes históricas, de forma a estimular o desenvolvimento, por parte dos alunos, do seu Pensamento Crítico. O relatório que aqui se apresenta é o resultado do trabalho desenvolvido ao longo da Prática de Ensino Supervisionada, focada no desenvolvimento do Pensamento Crítico por parte dos alunos. The latest guidelines, promulgated by the Ministry of Education and the Council of Europe, advocate Critical Thinking as a main goal in diferent levels of education. In this context, it is today considered essential that young students, when leaving compulsory education, should be citizens capable of autonomous and Critical Thinking. In order to achieve this goal, on the one hand, the line of theory focused on Critical Thinking in the educational context, wich advocates that the student becomes someone capable of actively question the ideas that are presented to him, someone that reflects carefully about those ideias, and is able to select those that seem more reasonable and based upon reliable evidence. On the other hand, the teaching practice was based upon several principles of History Education, wich advocate working with historical sources as a privileged means of exploring the nature of historical knowledge and its methodology – a kind of knowledge that deals with diferent points of view, wich are often contradictory, and, therefore, must be questioned and critically analysed, in order to do a sustained interpretation. Hence, a reflective History education was set as a goal, capable of motivating the making of challeging questions in face of the information provided by historical sources, in order to stimulate the development, by the students, of their Critical Thinking. The report presented here is the result of the work developed throughout the Supervised Teaching Practice, focused on the development of Critical Thinking by the students.

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Pinto, Fernanda Luísa Gaspar Marques. "O nascimento fora do matrimónio na freguesia de Santa Cruz da Ilha Graciosa (Açores) : 1790-1840." Master's thesis, 2016. http://hdl.handle.net/10362/18467.

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Esta dissertação é um estudo demográfico e social da freguesia de Santa Cruz (Ilha Graciosa), que tem como propósito analisar o fenómeno do nascimento fora do matrimónio na referida freguesia no período de 1790 a 1840. A presente investigação integra, ainda, a relação do conhecimento da ilegitimidade com o crescimento populacional e a emigração, bem como a eventual ligação entre crianças expostas e ilegítimas. Com o objectivo de entendermos este comportamento e de conhecer as suas causas, encetamos uma recolha de dados através, essencialmente, de duas fontes, Registos de baptismo (1790-1840) e de um Rol de confessados (1839). Os resultados decorrentes desta investigação foram posteriormente enquadrados numa dinâmica envolvente, num primeiro nível, na ilha Graciosa e num segundo nível numa abordagem mais englobante e comparativa, com outros estudos, outros locais. Assim, e porque o contexto económico e demográfico, e a geografia física e humana se traduzem nas mentalidades e comportamentos, foi importante conhecê-los. Do mesmo modo, estudamos o tema da ilegitimidade e da demografia histórica na Europa e em Portugal, em particular, no arquipélago dos Açores. Tendo em conta a complexidade do tema abordado e sempre numa perspectiva de valorização do mesmo, procedemos sempre que possível, à sua confrontação com outros estudos similares. Deste modo, é com a exploração de todas estas variáveis que procedemos à sua interpretação. Da mesma forma, ambicionamos que o nosso contributo para o seu conhecimento, se traduza no interesse de futuros trabalhos, fornecendo elementos para novas reflexões, mais abrangentes. Assim sendo, de uma forma resumida evidenciamos o essencial que decorre de toda a nossa análise. Um primeiro ponto, diz respeito aos desequilíbrios demográficos que a população da Graciosa apresentava (elevadas taxas de natalidade e uma mortalidade reduzida). Outra realidade, traduzia-se por uma idade tardia ao casamento e um elevado celibato. Outro pressuposto é que a freguesia de Santa Cruz, desde meados do século XVIII, sofreu grandes saídas de elementos do sexo masculino (emigração). Será, provavelmente, a emigração, uma das explicações para tão elevados níveis de ilegitimidade. Quer isto dizer, que todos estes aspectos inter-ligados, originaram o fenómeno da ilegitimidade: a emigração conduziu à escassez de homens, que por sua vez dificultou o acesso ao matrimónio, aumentou a idade média ao primeiro casamento, resultando muitas vezes no celibato. This dissertation is a demographic and social study of Santa Cruz (Graciosa Island) parish, which aims to analyze the phenomenon of birth outside marriage during the period from 1790 to 1840. This research integrates the knowledge of illegitimacy ratio with the population growth and migration, as well as the possible link between children and illegitimate. In order to understand this behavior and to know its causes, we enter into a data collection by, essentially, of two sources, baptism records (1790-1840) and parish census of the inhabitants (1839). The results arising from this investigation were later included in a dynamic environment, a first level, on Graciosa Island and a second level in a comprehensive and comparative approach, with other studies and other places. Therefore, and because the economic and demographic context, and the physical and human geography are the mindsets and behaviors, it was important to meet them. Likewise, we studied the theme of illegitimacy and historical demography in Europe and in Portugal, in particular, in the archipelago of Azores. Taking into account the complexity of this issue and whenever possible with view to enhancing to its confrontation with other similar studies. Thus, it is with the exploitation of all these variables that will lead to its interpretation. Similarly, our ambition is that our contribution to their knowledge, results in the interest of future works, providing elements to new reflections, and more comprehensive one. As a result, we briefly showed the essential that stems from our analysis. The first point concerns the imbalance that the population of Graciosa featured (high birth rates and low mortality). Another reality, is a late age at marriage and the high permanent celibacy. Another assumption is that the parish of Santa Cruz, since the mid-18th century, suffered heavy emigration of male elements. Therefore it might be probably the emigration one of the explanations for such high levels of illegitimacy. This means, that all these aspects connected each other led to the phenomenon of illegitimacy: emigration contributed to the shortage of men, which in turn hindered access to marriage, increased the average age at first marriage, resulting often in celibacy.

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Klementová, Kateřina. "Renesanční tanec: zrcadlo kultury raně novověké společnosti." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-352957.

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The main focus of the dissertation is 15th century Italian court dance, which was one of the prime manifestations of the emerging aristocratic society all across renaissance Europe. The dissertation draws on a detailed research into original dance notations and works on dance theory of dance masters Domenico da Piacenza, Antonio Cornazana and Guglielmo Ebreo/Giovanni Ambrosio and contains first-time Czech translations of important parts of these works. The text first addresses general issues (occasions and locations for dancing, dance education and the role of the dance master, functions of dance in a given historical period, intellectual and philosophical framework of early dance treatises) and moves on to analyse specific features of period dance theory and provides a description of ractical aspects of the realization of dance choreography (basic steps and movements, figures, spatial dance forms etc.). The dissertation contains a reconstruction of one such dance choreography. A certain journey into related fields and later historical periods are chapters on the aesthetic of movement (required posture, position of the head, facial expression, hand gestures etc.) and period etiquette (acceptance of social hierarchy in dance and beyond, ways of showing respect and greetings, asking to dance and...

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Beer, Leilani. "The role of the priests in Israelite identity formation in the exilic/post-exilic period with special reference to Leviticus 19:1-19a." Thesis, 2021. http://hdl.handle.net/10500/27842.

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Bibliography: leaves 289-298 Source-criticism of the Pentateuch suggests that the priests (Source P) alone authored the Holiness Code – the premise being that Source P forms one religious, literate and elite group of several. Through the endeavor to redefine Israelite identity during the Neo-Babylonian Empire of 626–539 BCE and the Achaemenid Persian Empire of 550–330 BCE, various ideologies of Israelite identity were produced by various religious, literate and elite groups. Possibly, the Holiness Code functions as the compromise reached between two such groups, these being: the Shaphanites, and the Zadokites. Moreover, the Holiness Code functions as the basis for the agreed identity of Israel as seen by the Shaphanites and the Zadokites. Specifically, in Leviticus 19:1-19a – as being the Levitical decalogue of the Holiness Code, and which forms the emphasis of this thesis – both Shaphanite and Zadokite ideologies are expressed therein. The Shaphanite ideology is expressed through the Mosaic tradition: i.e., through the Law; and the Zadokite ideology is expressed through the Aaronide tradition: i.e., through the Cult. In the debate between the supremacy of the Law, or the Cult – i.e., Moses or Aaron – the ancient Near Eastern convention of the ‘rivalry between brothers’ is masterfully negotiated in Leviticus 19:1-19a. Old Testament and Ancient Near Eastern Studies D. Phil. (Old Testament)

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Dissertations / Theses on the topic 'Historical sources; History; pandemic'

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