Dissertations / Theses on the topic 'Interdisciplinary approach in education High school teachers'
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Bayer, John A. "Perceptions of science, mathematics, and technology education teachers on implementing an interdisciplinary curriculum at Blaine Senior High." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bayerj.pdf.
Full textSham, Sook-yin Heidi. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance : exploring the collaboration between social worker and teacher /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325892.
Full textKo, Shun-yee, and 高純意. "Project-based learning in a Hong Kong secondary school: perceptions of teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30143779.
Full textSham, Sook-yin Heidi, and 岑淑賢. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance: exploring the collaboration between social worker and teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247696.
Full textRossiter, Daniel J. "Perceptions of mathematics, science, and technology teachers of an interdisciplinary curriculum in a middle school." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002rossiterd.pdf.
Full textSawyer, Thomas Dale. "Interdisciplinary organization at the high school level : a study of perceived desirability and barriers /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135508/.
Full textWinslow, Dorothy A. "A case study of middle school teacher advisory discussions /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115600.
Full textAulgur, Linda McKay. "First and second graders coming to know : the role of students and teachers in an expressive arts school /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842507.
Full textWallace, Michelle L. Ellerton Nerida F. "Characterization of high school mathematics and physics language genres." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3127139.
Full textTitle from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.
Poorman, Yancy. "Teacher perceptions of which school culture factors are most important to effective implementation of a character education program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6019.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2008) Includes bibliographical references.
Miller, Robert John. "An innovative approach to grammar instruction in the high school language arts classroom." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3131.
Full textMarshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.
Full textTitle from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.
Veach, Alan Michael. "Interdisciplinary teaming : what is it and how is it being implemented? /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textFraga-Canadas, Cynthia P. "Investigating Native And Non-Native High School Spanish Teachers’ Language Practices Inside And Outside Of The School Setting: A Mixed Methods Approach." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1214935294.
Full textGodin, Jessica. "High school science teachers and their views on the problem-based learning approach: barriers to implementation." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117188.
Full textDans cette recherche, j'introduis le concept d'apprentissage par la résolution de problèmes (ARP), une innovation appliquée comme faisant partie de la réforme en enseignement des sciences que le Québec, au Canada, a con¬nu au cours des dix dernières années. Au fil de ma recherche, j'explore diverses approches qu'ont utilisées trois enseignants des sciences au secondaire pour l'implémentation de l'ARP dans leur propre enseignement du programme de sciences.Cette recherche se concentre sur trois étude de cas détaillée de trois enseignants en sciences du secondaire, et comprend des entrevues, des observations faites en classe, la co-création et l'implémentation de modules d'ARP, des analyses Stages of Concern et un journal de bord contenant mes réflexions. Quatre découvertes principales ressortent de cette recherche : (1) Les enseignants intègrent certains aspects de l'ARP dans leur enseignement mais ne sont pas conscients du mandat explicite de cette approche, ce qui les empêche de créer des plans de cours conformes à ce mandat. (2) Les enseignants connaissent une certaine déconnection entre l'approche mandatée de l'ARP et les évaluations finales obligatoires de contenu. (3) Les enseignants mentionnent un manque de ressources financières convenables, de temps et de formation comme étant des obstacles externes à une implémentation efficace de l'ARP. (4) Une résistance personnelle au changement et une crainte face à cette nouvelle réforme incomprise sont mentionnées comme étant des obstacles internes. Les obstacles auxquels font face les enseignants qui sont ressortis de cette recherche aideront les concepteurs de programmes d'études du Québec à mieux bâtir de futures réformes, afin de s'assurer qu'elles soient bien comprises des enseignants. Les évaluations mandatées au Québec devraient être structurées de manière à mieux refléter le programme actuellement utilisé. Cela ferait en sorte que les enseignants saisissent la valeur du programme en relation avec la manière dont les élèves seront évalués.
Makonnen, Karyn. "The Interdisciplinary Approach: A Music Education Methods Course Component For Preservice Education and Music Education Majors." Bowling Green State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421884052.
Full textJacob, Deborah Wester. "The Effects of an Interdisciplinary Program upon Students' Achievement, Attendance, and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278539/.
Full textTop, Ercan. "Secondary School English Teachers&." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.
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perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
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selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
Sandberg, Vicki Ranes. "Relationships between curricular structure and empowerment of rural middle level teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036853.
Full textHeitz, Sarah Lindsey. "A Mindfulness Approach to Help Teachers And Staff Provide Support to High School Students| A Self-Instructional Curriculum." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261874.
Full textA Mindfulness Approach to Help Teachers and Staff Provide Support to High School Students is a self-instructional curriculum with the goal of providing a reference guide that can be used to demonstrate to students the care that they need and deserve. Research shows that students’ academic success and emotional well-being improve when students experience positive interactions with high school personnel. This self-instructional PowerPoint design aims to: (a) accommodate high school personnel’s busy schedules; (b) facilitate learning at their own pace; (c) navigate between sections that are beneficial for their needs; and (d) provide a user friendly application of mindfulness in a high school setting. The content includes: definitions, rationale, vignettes, and resources to enhance this learning opportunity.
Kloes-Corwin, Regina. "The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom| A Transformative Approach Discussing Professional Learning with Teachers and Administrators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10793169.
Full textProfessional learning environments and professional development practices among educators throughout the United States have experienced a great deal of attention in the need for changes toward collaborative learning models and professional learning opportunities that engage in hands-on work focused on student learning and the growth of teachers’ practice to help students develop their ability to think critically. This qualitative phenomenological study explored middle and high school teachers’ and administrators’ previous professional learning experiences through the practice of School-Based Instructional Rounds and Student Shadowing. The research focused on exploring the impact, if any, on transforming teaching strategies that provide deeper learning experiences for students in college and career readiness. A transformative framework under the theory of Mezirow’s transformative learning theory and Knowles’s adult learning theory using a constructivist paradigm and grounded theory approach informed the exploration of worldviews from the data of this research study.
The participants who took part in School-Based Instructional Rounds included 8 high school and middle teachers and administrators in 3 school districts representing 4 Southern California schools. In-person interviews support the research findings in this study. The participants represented in the Shadow a Student Challenge consisted of school leaders and a teacher who work in public and private middle and high school districts in the states of Ohio, Pennsylvania, Virginia, and Rhode Island. Document analysis and personal interviews support the research findings of this study. Professional learning experiences of School-Based Instructional Rounds and Student Shadowing were explored within the lived experiences of teachers and administrators professional learning practices. Perceptions of deeper learning opportunities in middle and high school classrooms were examined, connecting professional development and the transformation of deeper learning instructional practices. This study will contribute to the body of literature on the value of implementing School-Based Instructional Rounds and the Shadow a Student Challenge as hands-on professional learning practices for teachers and administrators toward supporting the adoption of engaging, meaningful, and relevant strategies for 21st-century learning skills in middle and high school classrooms.
Nguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.
Full textWhitney, Robert Louis. "Environmental science activities for use within the ninth grade houses of Lancaster High School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1326.
Full textWilliams, Cynthia Savage. "A Quantitative Modeling Approach to Examining High School, Pre-Admission, Program, Certification and Career Choice Variables in Undergraduate Teacher Preparation Programs." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5109/.
Full text賴晴 and Ching Lai. "Learning to teach nature of science: a video-based approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329836.
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Nthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.
Full textKefeli, Hande. "Exploring The Perceptions Of Teachers, Students, And Parents About The New 4-year Anatolian High School English Program." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609742/index.pdf.
Full textHart, Maura A. "Implementing change in instructional delivery of classroom curriculum a phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/42/.
Full textWaldron, William Blain. "An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students an urban school district's approach /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085488036.
Full textTitle from first page of PDF file. Document formatted into pages; contains xi, 143 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: N.L. McCaslin, Comprehensive Vocational Education Program. Includes bibliographical references (p. 112-116).
Siamoo, Peter N. "Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/984.
Full textHelm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.
Full textÖsterlind, Karolina Halldén Ola. "Begreppsbildning i ämnesövergripande och undersökande arbetssätt : studier av elevers arbete med miljöfrågor /." Stockholm : Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1321.
Full textLaborde, Ilia M. "Rediscovering San Cristóbal Canyon : constructing better student ecological perspectives using technology and a model of global education in a central Puerto Rican secondary school pilot project /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11975337.
Full textTypescript; issued also on microfilm. Accompanying materials in Spanish. Sponsor: Robert Taylor. Dissertation Committee: Robert McClintock. Includes bibliographical references (leaves 125-135).
Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.
Full textMoro, Elisiane da Costa. "Ilhas interdisciplinares de racionalidade promovendo aprendizagem ativa." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/996.
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Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul
This work was developed within the research area "Educational Foundations and Strategies in Science and Mathematics Teaching" which aims: to investigate, evaluate and implement educational strategies in the light of education foundations. The objective of this study is to evaluate the use of the methodology "Interdisciplinary Islands of Rationality" about the theme "The electrical discharges in Brazil" in high school students’ learning. This proposal also aims to promote active learning in investigative and interdisciplinary environment through the development of an Interdisciplinary Island of Rationality (IIR). It also seeks to motivate students to study and understand Science and Mathematics challenging them to an investigative behavior. The research problem met the following question: can the Interdisciplinary Islands of Rationality promote active learning, interdisciplinarity and investigative attitude of high school students, as well as to develop Scientific and Technological Literacy (STL)? In the academic year of 2013, a IIR was applied in the Physics course to a class of third year of high school in a public school in Caxias do Sul, state of Rio Grande do Sul, in the third quarter of the school year as a pilot project and, applied again with the same theme in the first semester of the school year of 2014 with another third grade class of high school in the same school. This work was developed based on the proposal of Gerard Fourez that aims to provide to the students a Scientific and Technological Literacy, considering the need to make scientific contents meaningful for students, as well as useful for their lives. The learning theory chosen to support the evidence of the occurrence of learning by the students due to the application of the methodology was the Theory of Meaningful Learning by David Ausubel. Both in 2013 as in 2014, students demonstrated willingness to learn, actively participating in the activities that were suggested during the development of the IIR. Students had the opportunity to analyze and discuss the main consequences caused by the electrical discharges in Brazil, from the social, economic, environmental and scientificpoint of view. This phenomenon is in constant study by researchers of our country. Studies of the National Institute for Space Research (INPE) show that 57 million electrical discharges fall per year in Brazil, a world record. The development of the IIR encouraged the investigative behavior and the research, promoting the use of digital technologies and proposing the contextualization and the interdisciplinarityin a simple and natural way, taking into account the previous knowledge of students. They reached the goals of Scientific and Technological Literacy according to the perspective of the methodology, demonstrating mastery of the situation, autonomy in the production of knowledge and good communication of the thought situation. The students attempted to relate the scientific content with the situations experienced in their daily lives. The analysis of the observations and the productions of the students has shown that they were more active and creative in their learning process, managing to appropriate of the content about the theme in an interdisciplinary way. Students also showed evidences of a meaningful learning according to Ausubel’s theory.
Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Full textBascheira, Deise Angélica Pasquali. "Ensino de história e projeto integrado : possibilidades para a geração de aprendizagens significativas no ensino médio." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1096.
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This dissertation presents a directed research for History teaching in the High School and a work offer that favors learning through interdisciplinary projects, because it makes oneself respected which that methodology type puts young people and teachers before challenging educational practices. Objectives of this work: to examine the History discipline role in integrated projects, to analyze as they contribute to make the significant historical knowledge and to contribute to the thoughtful individuals training to their reality. The theme of this research is concern about the relevance of History classes for High School students. It investigates the integrated projects contribution, as an alternative to a significant learning in History, and the starting point is the experience analysis and presentation of a school. The sample consists of narratives from 88 students and two teachers involved with the project “Family Relations Ransom – where I live and where I came from”, fulfilled in 2011. For that analysis it chose itself the indicators perspective of a significant learning, presented by Seffner. It follows that the interdisciplinary activities break disciplines frontiers and defenses among people. For that, it is necessary attitude and posture interdisciplinary by teachers.
Mello, Filho Nilson Ramos de. "Aplicação e avaliação de técnicas de agroecologia e compostagem como dinamizadores da educação ambiental nos currículos e espaços escolares." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1191.
Full textThis dissertation present one proposal to develop and implement teaching situations, using composting and agro ecology as a dynamic way to environmental education in the school resume, in two municipal schools from Pinhais, Paraná. Searching to form future citizens responsible and compromised with the destiny and the environmental quality of the community that they live, have been develop themes of practice application of composting and the principles of agro ecology as dynamic ways to the environmental education. This themes were explore in a transversal way looking the holistic approaching of the men relation, nature and society. The treated themes were: composing – using tree different techniques; teaching methodology – apply learning as beans germination; caring about the mothers present – vessels of spice; and organization the school gardem. Each methodology was develop with the elementary school classes, in two municipal schools from Pinhais, totalizing 805 students and 49 teachers acting in the process. Have been realized a survey about the resume contends and their respective knowledge area, in the elementary teaching in the municipality of Pinhais, trying to found the relations between the transversal themes and how it could be work in an interdisciplinary way . As a result was noted that the composing techniques using cages have been the ones that have better adapted to the school dynamic, and presented results Satisfactory in relation of C/N of 11/1, in six months of composing. About the propose dynamics apply by the research, after analyze and compared with the resume contents and areas of knowledge, had demonstrate a big possibility of interdisciplinary application. This had demonstrate that the addressed theme in a transversal way has adherence as the Resume and allow a dynamic environmental education in this way. About the theme organizing the garden, it is noticed that is necessary to have a server that is face to planning , implementing, taking care and organizing the transversal themes e it practices, so the projects could in fact run in the school. In the way that the structure is post annually, the teachers don ́t have conditions to develop projects and transversal themes to the environmental education, for presenting one about huge workload to win the traditional resume contends, and for feel insecure in relation to the environmental themes and it implication of practical development.
Fernandes, Márcia. "Uma investigação sobre escalas a partir de uma perspectiva interdisciplinar." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/514.
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The current paper aims to analyze the role of disciplinary actions in shaping the formaction of the concept of the scale of the student. In order to do so, the literature, didactics about the subject, the position of the docents who work in the areas and the legislation established by the National Curricula Parameters were investigated. The research is held in the line of Epistemology and Language, of the Post Graduation Program in Education at the University of Caxias do Sul, coordinated by Professor Doctor Jayme Paviani and monitored by Professor Doctor Francisco Catelli who works in the investigation of alternative approaches in the teaching of sciences. In the first chapter an analysis of the research object, "Scale", is made in order to search for elements in the history of Mathematics and Physics and relate them with Education, especially concerning the of knowledge building. In the second chapter an investigation on the literature about interdisciplinarity is held, consulting mainly to authors Jayme Paviani and Olga Pombo, to examine the presence of the concept of interdisciplinarity in the construction of knowledge. In the third chapter the aim is to identify the process of building, reading and interpretation of the scale object in the perspective of mathematics and physics teachers of high school, verifying their conceptions about this object, and in what it contributes on the pupils´ formation. It was observed even before the beginning of this research that the scale object was not clear enough for the High School student who often has difficulty in building it and interpreting it. It was then necessary to answer the question: "What arguments give support of implementation of actions interdisciplinary teaching of scales and measures in high school?" In order to understand the way in which the scale object is being developed, an analysis of didactic materials was made, having books of Math and Physical aproved in the National Program of Didactic Book, and delivered for teachers and students of public high schools selected as samples.So that we could find out the positioning of the docents about the way the concept of scale is worked, a semi-structured interview was conducted with a group of mathematics and physics teachers who work with these books every day. From the analysis of their answers it was verified how they believe their pupils learn, not only this concept, but the fundamental definitions of the student´s formation, and, if they believe that interdisciplinary actions can foster the improvement in grasping concepts. Through this research it was possible to notice that the concepts of scale and of measure are often seen only as tools and not as ways of communication or representations. These concepts do not belong to a unique subject, that is why the interdisciplinarity is needed, a concept which is not enough developed in the school context. The realization of the need to broaden the view camp of science gives scientific relevance to the research, going beyond the knowledge of only one subject and interacting with other areas. Furthermore, this investigation is pedagogically relevant as it intends to contribute for the bridging of an important gap existing in the process of teaching-learning of Mathematics and Physics, the limited awareness of teachers and pupils of the inherent character of the concepts of scale and measure, a character that gives them the due extension.
Borg, Carola. "Utbildning för hållbar utveckling ur ett lärarperspektiv : Ämnesbundna skillnader i gymnasieskolan." Licentiate thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8057.
Full textFaria, Daniel Da Silva. "Análise e proposta de temas ambientais para o ensino de química no nível médio." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1272.
Full textEsta pesquisa teve como objetivo elaborar um recurso educacional, contendo propostas de temas ambientais para o ensino da disciplina de Química do primeiro ano do Ensino Médio. A escolha dos temas ambientais se deu após análise dos três livros didáticos mais utilizados no universo das 30 maiores escolas estaduais de Curitiba e Região Metropolitana, o que levou à avaliação dos temas ambientais, segundo as seguintes categorias: temas conectados ao conteúdo programático; temas não conectados ao conteúdo programático e temas que apresentam conexão com outras disciplinas. Os dados da referida análise proporcionaram a elaboração de quatro tabelas, as quais elencam os temas ambientais apresentados nos livros volume um dos três autores analisados, a relação desses temas com o conteúdo programático do primeiro ano do ensino médio, os assuntos (água, energia, atmosfera, resíduos e materiais tóxicos e litosfera) que abrangem os temas apresentados e, por último, as sugestões interdisciplinares baseadas nos temas apresentados. A escolha dos temas ambientais utilizados na elaboração do recurso educacional foi baseada em dois aspectos: temas ambientais de grande relevância para a humanidade e/ou temas que aparecem com menor frequência nos livros didáticos analisados. Os temas selecionados e abordados no recurso educacional são: Tratamento de água para abastecimento, Contaminação radioativa do solo e Fontes de energia. As propostas de trabalho sugeridas no recurso educacional estão embasadas nos pilares da contextualização, temas geradores e interdisciplinaridade, em uma proposta que incentiva o educando a buscar o conhecimento a partir da pesquisa e do debate. O recurso educacional foi distribuído nas escolas que fazem parte do universo dessa pesquisa, acompanhado por um questionário a ser respondido pelo professor de Química que trabalha com o primeiro ano do Ensino Médio. O questionário objetivou verificar o grau de importância da aplicação de temas ambientais para o professor e com que frequência ele utiliza esses temas em suas aulas; a opinião do professor em relação aos temas ambientais tratados nos livros didáticos e a opinião com relação ao recurso educacional elaborado no que tange à conexão com o conteúdo programático para o primeiro ano do Ensino Médio. Também se buscou avaliar se os temas desenvolvidos estão adequados para os alunos do primeiro ano e se as sugestões de abordagem interdisciplinar são suficientes para a aplicação no processo ensino e aprendizagem. Após a análise das respostas dadas ao questionário, é possível inferir que os professores consideram importante a abordagem ambiental nas aulas de Química, mas utilizam pouco dessa abordagem. Os professores dividem-se na questão da adequação dos temas ambientais contidos no livro didático ao conteúdo programático da disciplina. Praticamente 90% dos professores responderam de forma positiva à aplicação do recurso educacional, declarando que as propostas estão condizentes e conectadas ao conteúdo programático do primeiro ano do Ensino Médio e que permitem uma ampla abordagem interdisciplinar.
This research aimed at developing an educational resource for Chemistry teaching, including proposals for the teaching of environmental issues for the first year of high school. The choice of the specific environmental issues occurred after analysis of the three textbooks most used among 30 public schools in Curitiba and its metropolitan region. The environmental issues were analyzed and classified under the following categories: themes connected to the curriculum; topics not connected to the program content and themes that have connection with other disciplines. From this analysis, data was organized in four tables which summarize the environmental themes presented in the first volume of each author’s book, and relate them to the first year of high school curriculum, to the main issues (water, energy, air, waste and toxic materials, and lithosphere) associated with the presented topics and; in addition, we propose interdisciplinary didactic suggestions based on the topics presented. The choice of environmental themes used in this educational didactic resource was based on two aspects: environmental issues of great importance for humanity and/or themes that appeared less frequently in the textbooks which were analyzed. The selected topics addressed in the educational didactic resource are: drinking water treatment, radioactive contamination of soil, and energy sources. The suggested educational resource is based in the pillars of contextualization, generating themes and interdisciplinarity, in a proposal that encourages the students to seek for knowledge based on research and debate. The educational resource was distributed in schools that took part in this research, accompanied by a questionnaire to be answered by the first year of high school chemistry professor. This questionnaire aimed at verifying: the importance of applying environmental issues in teacher’s opinion, and how often teachers use these themes in their classes; the teacher's opinion in relation to environmental issues discussed in textbooks; and teacher’s opinion regarding both the educational resource developed in this work and its connection to the curriculum of high-school first year. We also sought to assess whether the developed themes are suitable for first-year students and if the interdisciplinary approach proposed was suitable for application in the classroom. After analyzing the replies to the questionnaire, it can be inferred that teachers agree with the importance of an environmental approach in chemistry class, yet they do not often follow this approach. With respect to the adequacy of the environmental topics contained in the textbooks with the syllabus of the course, teachers have mixed opinions. Nearly 90% of teachers responded positively to the implementation of the proposed educational resource, declaring that is consistent and connected to the curriculum of the first year of high school, and that it allows a broad interdisciplinary approach.
Silva, Milene Dutra da. "Ciência e arte na sala de aula: mediações possíveis entre arte urbana, Joseph Wright e o ensino de óptica geométrica." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1264.
Full textEste trabalho se propôs a repensar o ensino de alguns tópicos da óptica a partir das relações entre ciência e arte, entendidas como expressões humanas inseparáveis e instrumentos de compreensão do mundo. O referencial teórico possibilitou reflexões sobre o processo ensino-aprendizagem, sobre as relações entre Ciência a Arte como áreas do conhecimento humano construídas sócio historicamente e sobre o papel da criatividade e da imaginação no ensino de ciências. Baseando-se nestas relações, foi desenvolvida uma unidade didática alternativa para transposição de conceitos da óptica geométrica no ensino médio. A intervenção teve como concepção norteadora a pedagogia dialógico-problematizadora de Paulo Freire e se utilizou dos três momentos pedagógicos Estudo da Realidade, Organização do Conhecimento e Aplicação do Conhecimento, que são proposição dos pesquisadores J.A. Angotti e D. Delizoicov. Foi desenvolvida em três etapas e envolveu seis turmas de três colégios estaduais em Curitiba. O tema gerador foi a Arte Urbana (especialmente o grafite), presente no universo dos nossos educandos. A discussão gerada abordou o conceito de Ciência e a problematização foi feita utilizando-se a tela “An Experiment on a Bird in the Air Pump” (1766), de Joseph Wright of Derby. A estratégia de pesquisa foi do tipo observação participante e o tratamento de dados pelo método comparativo constante. Os dados foram obtidos no estilo cooperativo e a categoria geral definida para análise foi a das “Perspectivas tidas pelos sujeitos”, pois esta é consoante com a concepção freiriana de educação centrada nos sujeitos envolvidos e suas vivências. A pesquisa possibilitou concluir que são promissoras as possibilidades de incrementar o ensino de Física numa abordagem que busque reflexão sobre o papel da Ciência na construção coletiva e histórica do conhecimento, enriquecida pelas suas relações com a Arte; tanto na dimensão pedagógica quanto na acadêmica de pesquisa.
A summary of the stages of a qualitative research on Education, developed at UTFPR, Brazil, is presented. The purpose of this work is to rethink Education on some topics of Optics, on the basis of the relationship between Science and Art, which are understood here as inseparable human expressions and representations of the world. Based on this relationship, an alternative didactic unit was developed, aiming the transposition of concepts on Geometrical Optics in high school. The intervention was based on the dialogical and problem-posing approach due to Paulo Freire, and it was applied to six classes at three State high schools in Curitiba. The generative theme was Street Art, ubiquitous in the universe of students. The generated discussion involved the concept of Science and questioning was made using the painting “An Experiment on a Bird in the Air Pump”, by Joseph Wright of Derby (1766). The research strategy was participant observation, and data were processed by constant comparative method. The data were obtained from the cooperative style and the general category set for analysis was that of “Perspectives taken by subject”, since this is consonant with the Freirian conception for education centered on the involved subjects and their experiences. The research made it possible to conclude that the possibilities are promising to increase the teaching of Physics in an approach that aims to reflect on the role of science in building collective and historic knowledge, enriched by their relationships with art; both in pedagogical and academic research.
"Integrating the curriculum: how do secondary school teachers' beliefs influence the integration?" 2003. http://library.cuhk.edu.hk/record=b6073584.
Full text"August 2003."
Thesis (Ed.D.)--Chinese University of Hong Kong, 2003.
Includes bibliographical references (p. 278-291).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
"中國大陸統整課程的教師信念: 兩所學校的個案研究." Thesis, 2007. http://library.cuhk.edu.hk/record=b6074177.
Full textThe education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes?
The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system.
This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs.
張爽.
呈交日期: 2006年11月.
論文(哲學博士)--香港中文大學, 2007.
參考文獻(p. 369-384).
Cheng jiao ri qi: 2006 nian 11 yue.
Adviser: Lam Chi Chung.
Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007.
Can kao wen xian (p. 369-384).
Zhang Shuang.
Boccuti, Raymond J. "An investigation of interdisciplinary curricula at the high school level /." Diss., 2000. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9980923.
Full textChisu, Cecilia Kutas. "Ethnography of an integrated primary mathematics curriculum in a teacher training school in Hungary." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442025&T=F.
Full textCrocker, Cathy. "Interdisciplinary education in a high school : perspectives from teachers of a ninth grade course /." 1996. http://wwwlib.umi.com/dissertations/fullcit/9708551.
Full textLee, Meng-yun, and 李孟芸. "The Perspectives of Special Education Teachers on the Inclusive Education Approach in a Taichung City Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/m259zy.
Full text南華大學
國際暨大陸事務學系公共政策研究碩士班
101
The research takes resource class teachers in a junior high school in Taichung city for subjects, aiming at discussing both of the situation in carrying out Inclusive education and the difficulty. The research uses Qualitative Research Method, gaining the subjects’ inner viewpoints by deep interview, then summarize and analyze them according to their background with hoping to realize the true need and expectation of special education teachers who are close to teaching students. Different from most of foreign and domestic documents which focus on general education teachers, the research proposes the conclusion and advice which are based on the standpoint of special education teachers. Hope it could be a reference or advice for related departments when improve every measure or revise adaptable strategies in the future.
"Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49083.
Full textDissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2018
Choiniere, Barbara Anne. "The Complexities of the Work Experiences of Urban Middle School Teachers on Interdisciplinary Teams: An In-Depth Phenomenological Interview Study." 2010. https://scholarworks.umass.edu/open_access_dissertations/227.
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