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1
Järvensivu, Mika. "IT/Internet, ett hjälpmedel för handikappade." Thesis, University of Gävle, Ämnesavdelningen för religionsvetenskap, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4460.
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<p>Det här examensarbetet handlar om på vilket sätt Internet/IT kan göra livet lättare för handikappade. Arbetet grundar sig på mitt intresse för teknik och vad den kan göra för nytta för både pedagoger, lärare och främst elever i särskolan.</p><p>Jag har bl a undersökt hur Internet/IT används av elever på olika särskolor i Sverige genom att skicka ut e-mail enkäter via e-mail. Med hänsyn till lärarna på särskolorna så har jag inte publicerat vare sig namn eller skolor i arbetet. Detta beror på att jag i min frågeställning inte brytt mig om att få med detta. Det var svaren och inte de svarande som var de väsentliga för arbetet.</p><p>Jag har också tagit del av aktuell information som jag har funnit på Internet samt information från rapporter. Den största delen av informationen kommer just från Internet eftersom den informationen är den mest aktuella.</p><p>Själva arbetet har gått ut på att undersöka på vilket sätt de funktionshindrade kan få hjälp av Internet och informationsteknologin i sin vardag. Man skulle kunna säga att alla människor kan använda informationsteknologin och oavsett vilket handikapp man har, det gäller bara att kunna anpassa den efter människan.</p><br>Examensarbete på Barn- och ungdomspedagogiska programmet vt 1998.
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Brändström, Camilla. "Using the Internet in Education - Strengths and Weaknesses : A Qualitative Study of Teachers' Opinions on the Use of the Internet in Planning and Instruction." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10029.
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The Internet plays a significant role in the lives of young people today. Previous research points to advantages as well as disadvantages of the use of the Internet in a formal educational context. The aim of the current study was to investigate the influence of the use of the Internet on planning and instruction. Five upper secondary school teachers were interviewed face-to-face. Five recurrent themes were identified in the interview data: general opinions on and experience of the Internet, attitudes to teaching and learning, opinions on the use of the Internet as a planning and teaching resource, effects of the use of the Internet on students and teachers, and drawbacks of the use of the Internet in the school. It was found that the teachers think that the Internet is a valuable source of information and an important additional teaching tool. The Internet can e.g. motivate the students, make teaching more fun, and allows variation in teaching. Four major drawbacks of the use of the Internet were reported by the teachers, viz. students' cheating, unreliable information, technical problems, and students' extracurricular activities during lessons.
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Salam, Louay Pierre. "Apports d'un projet d'échanges en ligne à la formation en didactique du français langue étrangère." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENL036.
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Cette recherche a pour objet l'intégration des Technologies de l'Information et de la Communication (TIC) dans la didactique du Français Langue Étrangère en général et dans la formation initiale des enseignants de manière spécifique. Notre travail s'interroge sur l'apport réel du projet le « Français en (1ère) Ligne » à la formation des étudiants de Master FLE de l'université de Grenoble 3. En effet, ce projet les met dans une situation d'apprentissage actif où ils seront amenés à concevoir des activités pédagogiques et à accompagner des apprenants.Notre cadre conceptuel, résolument pluridisciplinaire, fait appel à des bases théoriques en didactique des langues, en analyse des interactions, en sciences de l'éducation, en formation des adultes et en technologies pédagogiques. L'objectif général de la recherche consiste à mieux comprendre le fonctionnement d'une approche active pour la formation aux TIC de futurs enseignants en didactique du FLE et à en évaluer les apports.Nos analyses se déclinent en trois points : le premier consiste à examiner comment les étudiants s'organisent pour concevoir des tâches en ligne et à analyser les activités produites ; le deuxième a pour but d'identifier la construction d'une relation pédagogique en ligne et la pratique de la fonction de tuteur; le troisième vise à déterminer le rôle de l'enseignante partenaire dans la formation des étudiants. Pour cela, adoptant une démarche ethnographique, nous avons récolté plusieurs types et genres de données que nous croisons pour répondre à nos questions de recherche. Les résultats obtenus pour chaque objectif spécifique nous renseigneront de façon complémentaire sur l'objectif général en nous permettant de définir les compétences professionnelles acquises.Cette étude a deux visées : d'une part une visée descriptive, analysant les tâches et les échanges en ligne afin de mieux comprendre les actions des participants, les relations qu'ils construisent entre eux et les compétences qu'ils acquièrent. D'autre part, cette thèse a aussi une visée praxéologique. En effet, la description nous permet de réaliser une modélisation de certaines variables de ce projet. Nous pointons divers facteurs d'efficacité en ce qui concerne la formation des enseignants aux TICE et l'utilisation de celles-ci dans la didactique des langues. Ces éléments nous permettront de mettre en place des recherches-actions<br>This research focuses on the integration of Information and Communication Technology (ICT) in teaching French as a Foreign Language in general and in the initial training of teachers in specific areas. Our work examines the real contribution of the project "le Français en (1ère) Ligne" (F1L) on the training of FFL Master students from the University of Grenoble 3.This project puts them in a situation of active learning where they will be able to develop educational activities and support learners.Our conceptual framework, which is strongly multidisciplinary, draws on theoretical foundations in language teaching, interaction analysis, education science, adult education and learning technology. The overall objective of the research is to better understand the role of an active approach to ICT training for FFL teachers and evaluate the contributions. Our analyses are divided into three points. Firstly, we will examine how students organize themselves to develop online tasks and analyze the activities produced. Secondly we will show how to identify building a pedagogical relationship online and practicing as a tutor. Thirdly, we will determine the role of the associated teacher in training students. To do so, through an ethnographic approach, we collected several types and kinds of data that we crossed to answer our research questions. The results will give us more information on the main objective and will allow us to define the professional skills acquired.This study has two goals: firstly, a descriptive one, analyzing tasks and online interaction to better understand the actions of participants, as well as the relationships they build between themselves and the skills they acquire. Moreover, this thesis has a praxeological aim. The description allows us to produce a model of some of the variables in this project. We point out various factors of efficiency in terms of teacher training in ICT and their use in language teaching. These elements will allow us to implement action research
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Ferreira, Pieter. "HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programme." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16515.
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Thesis (DPhil)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a delivery method and discussed the trade-off between richness and reach in education.
I focused on interpreting and making meaning from the experiences of the educators who participated in the e-learning pilot study. I scrutinised the participants’ electronically submitted journals in which they documented their experiences of the HIV/AIDS and Education module. My aim was to interpret their descriptions of how they experienced their growth as educators and to analyse their views on how the module enabled them to implement courses on HIV/AIDS across the curriculum.
My research methodology was a combination of interpretative and critical research, focusing on interpreting and making meaning from the experiences of the individuals who took part in the study. To produce data I used a cyclical process where the participants performed key roles, giving regular feedback, recording their experiences and contributing to the upgrading of the programme.
HIV/AIDS and its possible impact on education have changed the rules of many aspects of classroom learning programme development, including sex and sexuality education. The Department of Education alone can therefore not sustain quality HIV/AIDS education, and it is imperative that departmental efforts should be augmented by tapping into existing professional development programmes offered by higher education institutions. I also support the international tendency that integrates aspects of HIV/AIDS education into all the Learning Areas because HIV/AIDS affects all aspects of life.<br>AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was om ’n bestaande professionele ontwikkelingsprogram, vir MIV/vigs-onderrig in skole te ondersoek. E-leer as ’n geskikte onderrigmetode het deel van hierdie ondersoek gevorm. Ek het verskeie pedagogiese aspekte ondersoek wat geskikte indiensopleiding vir opvoeders bied, onder andere konstruktivistiese benaderings tot volwasse onderrig-en-leer, assesseringstrategieë, die skep van kommunikasiegeleenthede asook ’n besinning oor die belangrikheid van deelnemers se opinies. Die voordele en nadele van e-leer as ’n geskikte onderrigmetode en die balans wat tussen reikwydte (“reach”) en volheid (“richness”) gehandhaaf moet word, is krities bespreek. Ek het die elektronies ingehandigde joernale, waarin deelnemers hulle ervarings van die HIV/AIDS and Education-module gedokumenteer het, bestudeer om hulle ervarings te ontleed en te vertolk. My doel was om hulle sienings oor hulle persoonlike groei as opvoeders en hoe die module hulle bemagtig het om MIV/vigs-onderrig in alle leerareas oor die kurrikulum heen te kan implimenteer, te dokumenteer.
My navorsingsmetodologie was ’n kombinasie van interpretatiewe en kritiese metodologie en ek het gefokus op die interpretasie en meningvorming van die deelnemers na aanleiding van hulle ervarings. Om data te genereer (produce) het ek ’n sikliese proses gebruik waarin deelnemers sleutelrolle vervul het, soos om gereelde terugvoer te lewer, ervarings aan te teken en bydraes te lewer om die program te verbeter.
MIV/vigs en die moontlike impak wat dit op onderwys en onderrig kan hê, het die reëls van leerprogramontwikkelling verander, met inbegrip van onderrig oor seks en seksualiteit. Die Nationale Departement van Onderwys (NDvO) kan nie alleen MIV/vigs-onderrig van gehalte verseker nie, dit is dus noodsaaklik dat die NDvO se pogings ondersteun moet word. Die NDvO behoort gebruik te maak van bestaande hoër opvoedkundige instansies se professionele ontwikkelingsprogramme. Ek ondersteun ook die internasionale tendens waar MIV/vigs-onderrig in alle leerareas geïnkorporeer word, aangesien MIV/vigs ’n impak op alle aspekte van die lewe het.
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Wiederholm, Tomas. "En fenomenografisk studie om hur gymnasielärare i historia uppfattar internets påverkan på undervisningen." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39236.
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I föreliggande studie undersöks hur en grupp gymnasielärare i historia uppfattar att internet har påverkat deras undervisning. Skolans digitalisering och tillgången till internet som ett ständigt närvarande medium är något som accelererat och på olika sätt kommit att påverka skolan och lärares yrkesutövning. Studien är gjort med en metodologisk utgångspunkt i fenomenografin, där syftet är att åskådliggöra hur lärare själva uppfattar att internet påverkar viktiga delar inom historieundervisningen. Historiedidaktiskt har lärares uppfattningar om historieundervisning tidigare undersökts, men historielärares uppfattningar om digitalisering och internets påverkan på historieundervisningen är däremot inget som tidigare beforskats i någon större omfattning. Därför kan den här studien betraktas som något av en pilotstudie på området. Tidigare forskning kring IKT och digitalisering av skolan har bland annat studerat implementering av En-till-en system och IKT, samt visat på ett gap mellan politiker och beslutsfattares intentioner med digitalisering och IKT implementering och lärares upplevelser av förändringarna. I syfte att belysa en grupp historielärares uppfattningar och fånga de variationer som framträder inom dessa, med utgångspunkt i fenomenografin har samtalsintervjuer använts för datainsamling. Frågorna har varit utformade från en semistrukturerad modell och databearbetningen har gjorts genom en ordagrann transkribering av intervjumaterialet. Studien visar att internet är ett fenomen som alla de intervjuade lärarna upplever sig berörda av på olika sätt i historieundervisningen, ett fenomen de har att förhålla sig till. Variationer i uppfattningar framträder, där för- och nackdelar uppfattas på olika sätt och där lärarna har skiftande uppfattningar beträffande huruvida elevers historieuppfattningar påverkas av internet. En majoritet av de intervjuade lärarna upplever också att deras användning av internet ökat markant över tid. Slutsatser som kan dras är att det finns en ambivalens i uppfattningarna av internets påverkan på historieundervisningen, vilket också är något som får visst stöd i tidigare forskning. I ett längre tidsperspektiv får digitalisering och internet som medium ännu sägas vara ett förhållandevis nytt fenomen, därför kan detta mycket väl påverka lärarnas uppfattningar kring detta. Jag anser därför att det finns ett intresse för forskningen att fortsätta att studera hur digitalisering och internet uppfattas i skolan och hur dessa fenomen påverkar skolan och skolans verksamhet, inte minst historieundervisningen.
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Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
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Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produit<br>This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
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Nogi, Fabio Massaharu. ""A Internet como ferramenta de apoio pedagógico no processo de ensino-aprendizagem em odontologia legal"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/23/23148/tde-11112005-111515/.
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A disseminação e a popularização da Internet a partir dos anos 90 têm determinado alterações substanciais na dinâmica das interações sociais, contribuindo para a formação de uma cultura globalizada, na qual o trânsito de informações e conhecimentos se processa através de novos paradigmas de comunicação. A instituição desses novos modelos de comunicação afeta sobremaneira o campo da educação, pois o processo formativo se estrutura às expensas das relações entre os diversos atores do processo educativo, não se atendo somente à mera transmissão de conteúdos. Diante desse quadro, o impacto da Internet e das NTIC (Novas Tecnologias de Informação e Comunicação) na formação profissional têm sido amplamente discutido em diversas áreas do conhecimento, com o intuito de se instituir diretrizes e protocolos que possam fornecer o arcabouço necessário para a elaboração de projetos de Educação On-Line eficientes. No entanto, a despeito da relevância do tema, existem poucos trabalhos citados na literatura referentes à aplicação da Internet na aprendizagem de conteúdos específicos de Odontologia. No campo da odontologia forense, os mecanismos de consulta científica utilizados não indicaram nenhuma referência nacional ou internacional. O escopo deste estudo foi analisar a viabilidade de utilização da Internet como instrumento de apoio a aulas presenciais no processo de ensino-aprendizagem da Disciplina de Odontologia Legal. Com essa finalidade, procedeu-se à aplicação de um questionário versando sobre o manejo do computador e da Internet nos 2º e 8º semestres, período diurno, da Faculdade de Odontologia da Universidade de São Paulo (FOUSP). Setenta (70) alunos do 2º semestre e quarenta e três (43) alunos do 8º semestre responderam ao questionário. As respostas obtidas, juntamente com a análise da bibliografia consultada e a pesquisa dos principais sites de Odontologia Legal disponíveis na rede, constituíram a base para a formulação de um site orientado primordialmente para o ensino de conteúdos da disciplina de Odontologia Legal.<br>The propagation and the popularization of Internet starting from the nineties have been determining substantial changes in social interaction dynamics, contributing to the formation of a global culture, in which the traffic of information and knowledge are processed through new communication paradigms. The institution of those new communication models affects the field of education excessively, because the formative process is structured through the relationships among the several actors of the educational process it doesnt only assist to the mere transmission of contents. With this in mind, the impact of Internet and of NTIC (New Technologies of Information and Communication) in the professional formation have been discussed thoroughly in several areas of the knowledge, with the intention of instituting guidelines and protocols that can supply the necessary basis for the elaboration of projects of efficient On-Line Education. However, in spite of the relevance of the theme, little work exist has been referred to in the literature to the application of Internet in the learning of specific contents of Dentistry. In the field of forensic dentistry, the mechanisms of scientific consultation here applied didn't indicate any national or international reference. The objective of this study was to analyze the viability of the use of Internet as a support instrument to practical classes in the process of teaching-learning of the Discipline of Legal Dentistry. With that purpose, a questionnaire was distributed regarding the handling of the computer and of Internet among students of the 2nd and 8th semesters, day period, of University of Dentistry of the University of São Paulo (FOUSP). Seventy (70) students of the 2nd semester and forty three (43) students of the 8th semester answered to the questionnaire. The obtained answers, together with the analysis of the consulted bibliography and the research of the mains sites of Legal Dentistry available in the net, constituted the base for the formulation of a site guided for the teaching of contents of the discipline of Legal Dentistry.
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Amorim, Elià SimÃia Martins dos Santos. "A Internet como meio de ensino, aprendizagem e divulgaÃÃo cientÃfica no campo da geografia: estudo de caso sobre a implantaÃÃo do Museu Virtual de Jacobina - Ba." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3939.
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nÃo hÃ<br>O presente trabalho procura discutir a validade do Museu Virtual de Jacobina (BA),
a partir da sua concepÃÃo e implementaÃÃo como meio de ensino, aprendizagem e divulgaÃÃo cientÃfica, considerando-se a escassez de materiais didÃticos dinÃmicos, criativos e atuais no campo da Geografia e as mÃltiplas possibilidades fornecidas pela tecnologia dos computadores, em especial pela internet. Buscou-se no estudo de caso atravÃs de um curso de extensÃo; aos professores licenciados em Geografia e que atuam em classes de ensino fundamental e mÃdio, da rede pÃblica; possibilitar experiÃncias didÃticas e Identificar possibilidades pedagÃgicas de uso do museu virtual como material didÃtico. Os resultados obtidos nos remetem Ãs questÃes de que o ensino da Geografia pode ser repensado, avaliado, modificado a partir da realidade local, pela percepÃÃo do espaÃo, para o desenvolvimento de postura Ãtica e cidadania e neste sentido, o Museu Virtual tornou-se material didÃtico vÃlido e importante<br>The present work looks for to argue the validity of the Virtual Museum of Jacobina
(BA), from its conception and implementation as means of education, learning and
scientific spreading, considering it scarcity of dynamic, creative and current materials didactic in the field of Geography and the multiple possibilities supplied for the technology of the computers, in special for the Internet. One searched in the study of case through an extension course; to the professors permitted in Geography and that they act in classrooms of basic and average education, of the public net; to make possible didactic experiences and To identify pedagogical possibilities of use of the virtual museum as material didactic. The results gotten in send them to the questions of that the education of Geography can be rethink, be evaluated, be modified from the local reality, for the perception of the space, for the development of ethical position and citizenship and in this direction, the Virtual Museum became material valid and important didactic.
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Guillot, Gérald. "Des objets musicaux implicites à leur didactisation formelle exogène : transposition didactique interne du suíngue brasileiro en France." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040011.
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Les musiques afro-brésiliennes font aujourd’hui partie du riche paysage culturel français. Elles sont pratiquées massivement dans le monde associatif et utilisées comme dispositif à fort potentiel pédagogique par un nombre croissant de professeurs de musique. Mais l’analyse de ces productions musicales révèle la disparition du suíngue brasileiro, une organisation microrythmique morphophorique panafricaine qui participe de la fondation du répertoire afro-brésilien. Questionnant les raisons d’une telle absence, on met en œuvre un triple éclairage méthodologique convoquant tour à tour puis en articulation musicologie, didactique des disciplines et psychologie-cognitive. Appuyé sur un cadre de pensée issue de l’anthropologie cognitive et favorisant un dialogue fertile entre Théorie Anthropologique du Didactique et Théorie des Situations Didactiques, on montre que le suíngue brasileiro constitue un objet musical intriqué dans une praxéologie où la perception cognitive de l’enseignant est critique pour en assurer la transmission<br>Afro-Brazilian music are now part of the rich French cultural landscape. They are heavily practiced in the associative world and used as a mean with high educational potential by a growing number of music teachers. But analysis of these musical productions reveals the disappearing of the suíngue brasileiro, a pan-African morphophoric microtiming phenomenon that participates to the founding of the Afro-Brazilian repertoire. Questioning the reasons for this absence, we implements a triple methodological lighting calling together musicology, disciplinary didactics and cognitive psychology. Based on a theoritical framework from cognitive anthropology and enabling a fertile dialogue between Anthropological Theory of Didactics and Theory of Didactic Situations, we show that the suíngue brasileiro is a musical object intricated in a praxeology where cognitive perception of the teacher is critical to ensure its transmission<br>Durante muitos anos, as músicas afro-brasileiras irrigaram uma parte da cultura musical francesa.Participando de uma modificação da educação musical escolar em França, elas estãoassim utilizadas como um dispositivo com um potencial educativo importante (sobretudo noplano do jogo coletivo, e da oralidade), pelo um número crescente de professores de educaçãomusical da escola do 1° grau . No entanto, elas têm características únicas (especialmente musicaise didáticas) que as tornam a priori incompatíveis com o nosso sistema educativo. Naverdade, na mudança de paradigma induzido pela passagem de uma transmissão informal endógenapara um ensinamento formal exógeno, postulo que o conceito de transposição didáticapode ser utilizado como uma ferramenta para a compreensão do ato educativo considerado,com a condição de realizar algumas adaptações. Chamados de "transculturais", alguns saberesfundamentais e implícitos são filtrados pela percepção cognitiva ocidental : é o caso do nossoobjeto de pesquisa, uma organização microrítmica que participa da fundação do repertórioafro-brasileiro. Por isso, acredito que, na sua esperança benevolente para fazer descobrir aoaluno a música do outro, o professor é confrontado com as suas próprias (etno)centrações soba forma de inferências cognitivas e culturais "inadaptadas" sobre aqueles objetos musicaisverdadeiramente exóticos. Essas percepções enviesam sua própria aprendizagem e induzemtransformações duráveis dos saberes no meio ambiente de recepção. Baseado sobre uma perspectivaantropo-cognitiva, a nossa problemática é pluridisciplinar por essência : ela integraconceitos da musicologia, das ciências cognitivas, da antropologia e, claro, da ciência da educação
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SANTOS, Maria Edineuma Martins Dantas dos. "Propaganda na internet: leitura, textualidade e sentido - uma proposta para o 8º ano." Universidade Federal de Campina Grande, 2016. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/189.
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MARIA EDINEUMA MARTINS DANTAS DOS SANTOS - DISSERTAÇÃO PROFLETRAS - 2016.pdf: 1288453 bytes, checksum: ff4d83a5366330bf4c660870e7841221 (MD5)
Previous issue date: 2016-02-24<br>Capes<br>O objetivo principal desta pesquisa é propor estratégias de leitura e análise textual que
venham contribuir para a promoção do multiletramento, no 8º ano do ensino fundamental, a partir de um trabalho voltado para o gênero multimodal propaganda, com base na sequência didática de Dolz e Schneuwly (2004) e na adaptação desse sequência proposta por CostaHubes e Simion (2014). O interesse pela elaboração da proposta surgiu da reflexão acerca da dificuldade que os alunos apresentam quanto à leitura, que se encontra muito limitada ao processo de decodificação, assim como ao tratamento dado por alguns professores quanto às práticas leitoras em sala de aula, que ainda permanecem muito arraigadas aos métodos tradicionais, ou seja, a um estudo descontextualizado, o que leva apenas a análise de partes do
texto, reduzindo o ensino de línguas ao mero estudo de regras gramaticais. Além disso, nessas aulas, costumeiramente, são utilizados apenas textos impressos, que priorizam tão somente os aspectos verbais, deixando de lado a análise de outros elementos não verbais, tão importantes quanto àqueles, para o entendimento e para a produção de sentido. A metodologia aqui utilizada consiste na realização de uma pesquisa de cunho bibliográfico acerca do tema, aliada à proposta de uma sequência didática, em torno do gênero propaganda, com a finalidade de auxiliar, de forma mais dinâmica, o processo que envolve as práticas de leitura, análise e, consequentemente, produção textual, as quais abordem questões relativas à textualidade, desenvolvidas pela Linguística Textual, buscando, desse modo, ressignificar antigas práticas de leitura, sob a perspectiva inovadora dos multiletramentos, que possibilitem o desenvolvimento e/ou aprimoramento das competências linguísticas e discursivas dos alunos. A escolha pelo gênero propaganda deu-se por causa da sua massiva circulação social, através
das mais variadas mídias, inclusive as digitais, e por sua multimodalidade, ou seja, por
agregar variadas semioses num único texto, fator importante para o seu entendimento. Essa proposta de trabalhar com um gênero da esfera publicitária é uma forma de provocar no aluno a curiosidade investigativa e a capacidade de análise em relação à leitura crítica de textos multimodais que são produzidos socialmente. Para a realização desta pesquisa, alguns autores foram consultados para a fundamentarem teoricamente. São eles: Solé (1998), Leffa (1996, 1999), Koch (1997, 2009, 2012, 2013, 2014), Bakhtin (2011), Marcuschi (2008, 2012), Dolz e Schneuwly (2004), Antunes (2005, 2010), Rojo (2015), Dionísio (2011), entre outros. Também consultamos as orientações dos Parâmetros Curriculares Nacionais (PCNs) de Língua Portuguesa (1998) e de outras fontes.<br>The main objective of this research is to propose strategies of reading and textual analysis that will contribute to the promotion of multiletration in the 8th year of elementary school, starting from a work oriented to the multimodal propaganda genre, based on the didactic sequence of Dolz and Schneuwly (2004) and in the adaptation of this sequence proposed by Costa-Hubes and Simion (2014). The interest in preparing the proposal arose from the reflection about the difficulty that the students present in reading, which is very limited to the decoding process, as well as the treatment given by some teachers regarding the reading practices in the classroom, which still remain very much rooted in traditional methods, that is, a decontextualized study, which leads only to the analysis of parts of the text, reducing the teaching of languages to the mere study of grammatical rules. Moreover, in these classes, usually only printed texts are used, which prioritize only the verbal aspects, leaving aside the analysis of other non verbal elements, as important as those, for the understanding and the production of meaning. The methodology used here consists of the accomplishment of a bibliographic research about the theme, together with the proposal of a didactic sequence, around the propaganda genre, with the purpose of helping, in a more dynamic way, the process that involves reading practices, analysis and, consequently, textual production, which deal with issues related to textuality, developed by Textual Linguistics, thus seeking to resignify old reading practices, under the innovative perspective of multiliteracy, that enable the development and / or enhancement of competences Linguistic and discursive the students. The choice for the propaganda genre was due to its massive social circulation, through the most varied media, including the digital ones, and for its multimodality, that is, to add several semioses in a single text, an important factor for their understanding. This proposal to work with a genre of the advertising sphere is a way to provoke in the student the investigative
curiosity and the capacity of analysis in relation to the critical reading of multimodal texts that are produced socially. For the accomplishment of this research, some authors were consulted to base it theoretically. They are: Solé (1998), Leffa (1996, 1999), Koch (1997, 2009, 2012, 2013, 2014), Bakhtin (2011), Marcuschi (2008, 2012), Dolz and Schneuwly , 2010), Rojo (2015), Dionísio (2011), among others. We also consulted the guidelines of the National Curricular Parameters (PCNs) of Portuguese Language (1998) and other sources.
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Eriksson, Kristian, and Peter Gunnarsson. "Utveckla grundskolans NO-undervisning : Ett skol- och projektledarperspektiv i en inledande fas." Thesis, Linköping University, The Tema Institute, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-17376.
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<p>År 2008 gav myndigheten för skolutveckling regionförbundet Östsam i uppdrag att formulera, utforma och planera ett projekt som ska pågå i flera år med syftet att öka elevers intresse för naturvetenskap och teknik. Detta arbete uppmärksammar ett antal ansvarigas uppfattningar om vad som är relevanta delar i ett sådant projekt. Dessa uppfattningar jämförs med vad aktuell forskning visar. Resultaten pekar på att uppfattningarna hos ansvariga i projektet till stor del är i linje med aktuell vetenskaplig forskning. Detta har vi valt att kalla för en träffbild, som exempelvis innefattar elevers ålder, lärares uppfattningar och ämneskunskaper, ”STS”, ”NOS” och ”Out of School” som viktiga aspekter att ta hänsyn till för att öka elever intresse. Resultaten visar också att det kan finnas behov av att belysa vissa aspekter tydligare. En sådan aspekt är kön/genus. En annan är föräldrar och kamraters påverkan. Resultaten diskuteras utifrån vetenskapliga sammanhang som handlar om elevers intressen för naturvetenskap och teknik.</p>
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Carlan, Francele de Abreu. "O uso de ferramentas de informática e sua implicação em atividades didáticas experimentais para melhoria do ensino de biologia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17302.
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Este estudo relata a utilização da informática como ferramenta auxiliar do professor na prática pedagógica de Biologia no Ensino Médio, envolvendo duas pesquisas: a primeira investigou o nível de conhecimento dos professores de Ensino Médio de escolas públicas e particulares do Município de Santa Maria, Rio Grande do Sul, a respeito de ferramentas de informática e conhecimentos de internet, perfazendo um total de 10 professores. Os professores responderam a um questionário, na forma de entrevista individual, na qual expuseram todas as angústias e experiências frente à utilização das novas tecnologias. Constatou-se o distanciamento da maioria dos professores em relação aos recursos de informática e internet, por não apresentarem intimidade com ferramentas computacionais. Pôde-se constatar, também, que quase todos os professores entrevistados utilizavam a internet apenas para fins sociais e de modo muito limitado (uso doméstico e esporádico, restrito à troca de e-mails) e dependiam do auxílio de familiares para a execução de tarefas mais complexas como a digitação de trabalhos na ferramenta Word. A segunda pesquisa investigou a aplicabilidade da metodologia Webquest e suas implicações no desenvolvimento e utilização de atividades didáticas experimentais de Biologia Molecular em duas turmas de terceiro ano do Ensino Médio. Para isso, foi aplicada uma atividade intitulada "Desvendando o DNA" no formato de Webquest em que os alunos tinham diversas tarefas a serem cumpridas, entre elas a extração de DNA, a construção de uma molécula de DNA em origami e sites previamente selecionados nos quais os alunos deveriam acessar e desenvolver as atividades propostas. Foi aplicado um questionário referente aos conceitos de Biologia Molecular com o intuito de analisar se a metodologia Webquest tem resultados positivos em relação ao desenvolvimento da aprendizagem. Os alunos deveriam responder a um breve questionário de avaliação no qual se manifestam de modo livre em relação às atividades desenvolvidas, com o objetivo de obter informações sobre motivação e interesse associados ao desenvolvimento das atividades. Constatou-se, na aplicação e desenvolvimento da atividade de Webquest, muita motivação e entusiasmo dos alunos num ambiente altamente colaborativo que serviu para troca de saberes que extrapolaram os conteúdos previstos. A atividade de experimentação -extração de DNA-, também despertou bastante curiosidade, pois, conforme relato dos alunos, imaginavam, após extração do DNA, conseguir visualizar a dupla hélice a "olho nu" e não apenas um material de consistência "gosmenta".<br>This work reports to the use of computer as tool auxiliary of the teacher in practical pedagogical of Biology in High School, involving two researches: the first one investigated the level of knowledge of the teachers of High School of public and particular schools of the Santa Maria City, Rio Grande do Sul, regarding of computer science tools and knowledge of Internet, in a total of 10 teachers. The teachers had answered to a questionnaire, in the form of individual interview, in which they display all affliction them and experiences front of the use of the new technologies. One evidenced the distance of the average teachers interviewed in respect about of the use of computer and internet tools with the students, because they don´t show intimacy with the computer science tools. What it was evidenced, too, in elapsing of the work that interviewed teachers used the internet only for social interactions and in very limited way (domestic and sporadical, restricted use to the exchange e-mails) and depended on the aid of familiar for the execution of tasks more complexes as the digitations of works in the Word tool. The second research investigated applicability of the Webquest methodology and its implications in the development and use of experimental didactic activities of Molecular Biology in two groups of third year of High School. For this, was applied an activity entitled "Unmasking the DNA" in the format of Webquest where the students had diverse tasks to be fulfilled, as the DNA extraction, the construction of a molecule of DNA in origami and sites previously selected in which the students would have access and to develop the activities proposals. A questionnaire relating to the concepts of Molecular Biology was applied with intention to analyze if the Webquest methodology have results positive in relation to the development of the learning. The students answered to a questionnaire of evaluation in which they manifested itself in free way in relation to the developed activities, with the objective to get information about motivation and interest associates to the development of the activities. It was evidenced, in the application and development of the activity of Webquest, much motivation and enthusiasm of the students in an environment highly collaborated that served for exchange to know that they had surpassed the studying contents. The activity of experimentation -DNA extraction-, also awaked sufficiently curiosity, therefore, according to report of the students, imagined, after DNA extraction, to obtain to visualize the double helix only using "naked eye" and not only a material of "mucous" consistency.
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Clamer-Meignié, Françoise. "Rencontres numériques réelles et itinéraires potentiels des élèves au collège : proposition d'un outil d'interprétation pour l'enseignement." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2011. http://tel.archives-ouvertes.fr/tel-00796889.
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Au collège, en France, l'apprentissage des usages de l'ordinateur désormais piloté par la certification du B2i (Brevet Informatique et Internet) mais sans formation clairement identifiée, est en filigrane d'usages scolaires multiples souvent distincts des usages non scolaires. Chaque collégien est alors au centre d'une tension entre entre les univers d'usage apparemment inconciliables de la sphère scolaire et de sa sphère privée. Sans guidage ni étayage, il se livre à une sorte de butinage numérique, sans pouvoir transférer les acquisitions qu'il réalise dans chacune des sphères. Le problème didactique que cette recherche cherche à résoudre consiste à identifier et à caractériser des éléments et structures propices à l'émergence d'une cohérence à la globalité des rencontres avec les ordinateurs ou systèmes informatisées et des activités numériques du jeune. dans cette perspective, une première analyse propose une possible organisation scolaire qui tiendrait compte de toutes les activités du collégien, sans exception. Une seconde analyse consiste à objectiver ses rencontres numériques pour qu'elles constituent un objet d'étude pertinent. Enfin, sont examinés des éléments structurants communs, porteur de cohérence. Cette triple investigation permet de proposer un cadre d'interprétation et d'analyse comme outil d'intelligibilité du référent empirique constitué par toutes les rencontres. Cet outil pour l'enseignement est organisé par les tâches, leur technicité... Pour mettre à l'épreuve cette suggestion, une série d'enquêtes a été menée auprès de 203 élèves d'un même établissement. Les usages des outils informatisés ont été repérés ainsi que les conditions de l'opérationalisation de la proposition de cette recherche. Les résultats révèlent qu'il est possible d'adapter l'outil conceptuel d'interprétation des rencontres afin d'aider l'élève à construire, à l'échelle d'un curriculum, son propre itinéraire balisé par des étapes structurantes collectives.
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Blanc, Christophe. "Étude de la validité de l'évaluation interne conduite en cours préparatoire, en français et en mathématiques." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB255/document.
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Bien que située au cœur de l'activité quotidienne de l'enseignant dans sa classe, l'évaluation interne est une forme d'évaluation peu étudiée. La thèse s'intéresse à la partie la plus explicite de cette évaluation constituée par l'ensemble des épreuves soumises par chaque enseignant aux élèves à des fins d'évaluation, et qui servent de support aux jugements évaluatifs portés dans les « livrets scolaires ». Plus précisément, nous étudions la validité de cette évaluation selon trois dimensions : une dimension de conformité, permettant d'apprécier comment l'évaluation remplit le cahier des charges institutionnel ; une dimension psycho-didactique, permettant d'apprécier en quoi chacune des épreuves est susceptible - ou non - de remplir les objectifs qui lui sont assignés ; une dimension didactique permettant de juger comment l'ensemble des épreuves assure la couverture conceptuelle des champs disciplinaires concernés. Notre travail est centré sur les évaluations internes conduites aux premier et troisième trimestres par des enseignants de Cours Préparatoire en français et en mathématiques, plus particulièrement dans les sous-domaines à fort enjeu socio-scolaire que constituent la lecture, les nombres et le calcul. Pour étudier la première dimension, nous sommes amené à expliciter les référentiels utilisés par les enseignants pour conduire l'évaluation. Une analyse du lien entre ces référentiels et les livrets scolaires utilisés par les enseignants est entreprise. Elle renseigne sur la conformité de l'évaluation à la demande de l'institution scolaire. Concernant la dimension psycho-didactique, centrale dans notre travail, l'enjeu est de prendre en compte, pour chaque épreuve, les éléments qui auraient pu échapper à l'analyse proprement conceptuelle de la tâche et qui pourraient cependant s'avérer des déterminants majeurs du comportement de réponse des élèves. Cela suppose l'explicitation d'un cadre de référence - celui de l'approche psycho-didactique - qui permette effectivement d'analyser chaque épreuve et le fonctionnement cognitif potentiel des élèves confrontés à ces épreuves. La détermination de référentiels de nature didactique (ou épistémo-didactique) qui permettent d'analyser le contenu des tests utilisés par chaque enseignant constitue la base de l'analyse de la validité au sens de la troisième dimension (validité de couverture du test). La conjugaison des dimensions psycho-didactique et didactique de la validité de l'évaluation permet une double analyse, globale et locale, des tests et des épreuves. La validité d'un test est dépendante de la validité des épreuves qui le constitue. La conclusion la plus saillante est que la validité des épreuves et la validité des tests, dans bien des cas, ne sont pas assurées. Cela conduit à remettre en cause les jugements évaluatifs prononcés suite aux passations de l'évaluation. Ce résultat plaide en faveur d'une analyse de la validité conjuguant approche didactique du contenu des tests et approche psycho-didactique des épreuves composant le test<br>Internal assessment is not often studied as a form of assessment although it is the teacher daily school activity. This thesis focuses on the most explicit part of this assessment i.e. all the tasks given to the pupils by their teacher in order to assess them. These tasks are used for evaluative judgment written in the « school report book». More precisely, we study this assessment validity depending on three distinct issues: a conformity issue that allows us to understand how assessing may fulfill the institutional specifications; a psycho-didactics issue that allows us to see how each task is likely to fulfill the assigned goals' or not; a didactics issue that allows us to grasp how the tests may conceptually cover the concerned disciplinary fields. This thesis explores internal assessments in French and Mathematics conducted by 1st grade teachers during the first and third terms. We particularly focus on reading, numeracy and arithmetic that are subfields with high socio-educational stakes. In order to examine the first issue, we explain the reference frameworks used by teachers when giving the test. French school programs are central in this area. We investigate how those reference frameworks and school reports are linked. It shows how assessment conforms to the academic institution. When focusing on our main issue, the psycho-didactic one, we emphasize for each task on the elements that could have been missed by the conceptual analysis of the task but yet could turn out to be key factors in the pupils answering behaviors. It means a new reference framework needs to be accounted for: the psycho-didactic approach brings the analysis tools for each task and for the potential cognitive functioning of the pupils who perform those tasks. In order to construct the validity analysis of the test from our third issue (test cover validity), we point out the didactic (or epistemo-didactic) frameworks that allows us to analyze the content of the tests given by each teacher. In combining the psycho-didactic and didactic approaches of assessment validity, we are able to conduct a double analysis, a global one and a local one, of both tasks and tests. The validity of a test depends on the validity of its tasks. The results mainly show that the tasks validity and the tests validity are often not ensured, which leads to question the value of evaluative judgment following the assessment. This advocates for a validity analysis combining a didactic approach of the test content to a psycho-didactic approach of the tasks
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Bernad, Karine. "Une contribution à l'étude de conditions et de contraintes déterminant les pratiques enseignantes dans le cadre de mises en oeuvre de parcours d'étude et de recherche en mathématiques au collège." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0338.
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Cette recherche se situe dans le cadre de la théorie anthropologique du didactique (TAD) dont elle utilise la notion de parcours d’étude et de recherche (PER) ainsi que le modèle des praxéologies. La problématique étudiée est celle de la détermination d’éléments de l’équipement praxéologique d’un enseignant, utiles pour la réalisation du projet de mise en œuvre d’un PER monodisciplinaire et finalisé par l’étude des programmes de mathématiques français en vigueur durant la période 2013-2015. Nous étudions les conditions et contraintes influant sur le processus de transposition didactique interne que conduisent deux enseignants, depuis l’appropriation d’un document qui leur est fourni, et dans lequel sont décrites les organisations mathématiques et didactiques visées, jusqu’à la réalisation didactique dans la classe. Cette enquête développe une étude clinique, permettant l’analyse des dimensions des praxéologies didactiques que ces enseignants activent, dans lesquelles apparaissent leurs rapports personnels aux mathématiques, à leur enseignement et leur apprentissage et au métier d’enseignant. Celles-ci, confrontées à l’étude de l’équipement praxéologique d’un troisième enseignant offrant des conditions favorables à la réalisation d’un PER, mettent en évidence un modèle épistémologique dominant et révèlent des besoins infrastructurels mathématiques et didactiques<br>The framework of this research is the anthropological theory of the didactic (ATD), from which it uses the notion of a study and research path (SRP) as well as the model of praxeology. It studies the determination of the elements of a teacher’s a praxeological equipment which is considered useful in the implémentation of a monodisciplinary SRP, for the French mathematics programs’ teaching beetween 2013-2015. The study is divided into two related questions. Firstly, which didactic praxeologies could be regarded as useful to achieve the objectives of the project under consideration ? Secondly, what is likely to explain the difficulties encountered in the diffusion and reception of such didactic praxeologies with teachers ? We study the conditions and constraints on the internal didactic transposition’s process that two teachers undertook starting from the appropriation of a provided document, describing the targeted mathematical and didactic organizations, up to its implementation in the classroom. This inquiry develops a clinical study, allowing to analyze the dimensions of the didactic praxeologies activated by teachers, in which their personal relations to mathematics, and to mathematics teaching and learning and to the teaching profession arise. These didactic praxeologies, when confronted with the study of the third teacher’s appropriate praxeological equipment, highligth a dominant epistemological model and reveal needs for the development of mathematical and didactic infrastructures
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Al, Wohaib Mona. "Modélisation et formalisation de l'aspect et du temps verbal arabe et français : implémentation didactique vers le français sur Internet." Thesis, Besançon, 2012. http://www.theses.fr/2012BESA1011/document.
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Notre thèse s'adresse aux francophones qui veulent apprendre l'arabe, son lexique, sa syntaxe et sa sémantique. L'une des difficultés majeures que rencontre l'apprenant dès qu'il entre en contact avec notre langue, est le traitement des aspects et des temps, localement et dans l'ensemble de l'énoncé. Dans le cadre, d'une description des aspects et des temps nous sommes contraints de faire une étude générale de la morphologie verbale et des catégories grammaticales de l'arabe standard. Mais nous devons aussi travailler sur les mêmes structures en français qui est la langue source de nos apprenants afin de mettre en regard les deux systèmes linguistiques. Le second visage de ce travail est nettement plus technologique. Nous avons insisté sur les interfaces des leçons que nous présentons sur Internet afin de montrer comment elles participent de façon active à la compréhension des contenus par les apprenants<br>Our thesis is intended for francophones wishing to learn Arab, its lexicon, its syntax and its semantics. One of the main difficulties which the learner encounters as soon as he enters into contact with our language is the treatment of aspects and of tenses, bath locally and throughout the whole statement or text. The description of aspects and tenses requires us to make a general study of the verbal morphology of the grammatical structures of standard Arab. But we are also brought to work on the same structures in French which is the source language of the learners in order to make a comparative study of the two language-systems. The second face of this work is considerab1y more technical. We have insisted on the interfaces of the lessons that we present on Internet in order to show how they contribute in an active way to the understanding of the contents by the learners
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AMORIM, Eliãn Siméia Martins dos Santos. "A Internet como meio de ensino, aprendizagem e divulgação científica no campo da geografia: estudo de caso sobre a implantação do Museu Virtual de Jacobina - Ba." http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/2993.
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AMORIM, Eliã Siméia Martins dos Santos. A internet como meio de ensino, aprendizagem e divulgação científica no campo da geografia: estudo de caso sobre a implantação do Museu Virtual de Jacobina - Ba. 2007. 183f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Londrina-PR, 2007.<br>Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-06-28T13:46:42Z
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Previous issue date: 2007<br>The present work looks for to argue the validity of the Virtual Museum of Jacobina (BA), from its conception and implementation as means of education, learning and scientific spreading, considering it scarcity of dynamic, creative and current materials didactic in the field of Geography and the multiple possibilities supplied for the technology of the computers, in special for the Internet. One searched in the study of case through an extension course; to the professors permitted in Geography and that they act in classrooms of basic and average education, of the public net; to make possible didactic experiences and To identify pedagogical possibilities of use of the virtual museum as material didactic. The results gotten in send them to the questions of that the education of Geography can be rethink, be evaluated, be modified from the local reality, for the perception of the space, for the development of ethical position and citizenship and in this direction, the Virtual Museum became material valid and important didactic.<br>O presente trabalho procura discutir a validade do Museu Virtual de Jacobina (BA), a partir da sua concepção e implementação como meio de ensino, aprendizagem e divulgação científica, considerando-se a escassez de materiais didáticos dinâmicos, criativos e atuais no campo da Geografia e as múltiplas possibilidades fornecidas pela tecnologia dos computadores, em especial pela internet. Buscou-se no estudo de caso através de um curso de extensão; aos professores licenciados em Geografia e que atuam em classes de ensino fundamental e médio, da rede pública; possibilitar experiências didáticas e Identificar possibilidades pedagógicas de uso do museu virtual como material didático. Os resultados obtidos nos remetem às questões de que o ensino da Geografia pode ser repensado, avaliado, modificado a partir da realidade local, pela percepção do espaço, para o desenvolvimento de postura ética e cidadania e neste sentido, o Museu Virtual tornou-se material didático válido e importante
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Herminio, Maria Helena Garcia Barbosa. "O processo de escolha dos temas dos projetos de modelagem matemática /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91074.
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Orientador: Marcelo de Carvalho Borba<br>Banca: Otávio Roberto Jacobini<br>Banca: Arlete de Jesus Brito<br>Resumo: Esta pesquisa buscou compreender quais são as dimensões envolvidas no processo de escolha dos temas dos projetos de Modelagem Matemática, quando os alunos são os responsáveis por essa tomada de decisão. O estudo foi desenvolvido com alunos do primeiro ano do curso de Ciências Biológicas da Unesp, campus de Rio Claro, na disciplina Matemática Aplicada, onde uma das vertentes da disciplina era a Modelagem Matemática. Fizemos uso da metodologia de pesquisa qualitativa utilizando procedimentos de observação não estruturada, análise documental das versões entregues pelos alunos, filmagem das aulas nos momentos destinados à Modelagem, dos encontros extra-classe e das entrevistas feitas após a apresentação oral do trabalho com cada grupo. Esses procedimentos nos permitiram levantar, a partir, principalmente, da fala dos alunos, dimensões que apontam o motivo desta escolha. As dimensões são: "pessoal"; "sócio-crítica"; "palavra do professor" e "matemática". Tais dimensões não são auto-excludentes e nem únicas. É possível que temas diferentes se encaixem em algumas das dimensões já levantadas ou que novas dimensões sejam criadas. Sendo assim, esta pesquisa se torna uma das peças que compõem o mosaico de pesquisas em Modelagem Matemática e abre caminhos para novas perguntas que não foram respondidas nesta pesquisa.<br>Abstract: This survey sought to understand what are the dimensions involved in the process of choice of themes project modeling mathematics, when students are responsible for this decision. The study was developed with students of the first year of the course of biological sciences of UNESP, campus Rio Claro, in the subject applied mathematics, where one aspect of discipline was the mathematical modeling. We use qualitative methodology using procedures of not structured observe; documentary analysis based on the versions delivered by students, filming classes at times for modeling, meetings outside the class and interviews made after the oral presentation of work with each group. These procedures have allowed us to raise from mainly speaking pupils, dimensions that point the reason for this choice. The dimensions are:"personal", "socio - criticize","word of professor" and "mathematics". Such dimensions are not auto - exclusive and unique. It is possible that different themes squeeze in some of the dimensions already raised or new dimensions are created. Therefore, this search becomes one of the parts that make up the mosaic of research in mathematical modeling and break a path for questions that have not been answered in this search.<br>Mestre
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Ahmad, Faten. "Etude des déterminants anthropo-didactiques de l'usage des jeux à l’école maternelle dans l’enseignement des mathématiques." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0238/document.
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L’objectif de la thèse est d’étudier l’usage du jeu dans l’enseignement des mathématiques à l’école maternelle ; il s’agira de :* Décrire le rôle du jeu à visée didactique dans le domaine des mathématiques en grande section d’école maternelle. Permet-il de construire les connaissances ? À quelle condition ? Donne-t-il un sens aux connaissances visées ? Nous décrirons ces situations dans la perspective de la théorie des situations didactiques qui considère la situation comme un système au sein duquel interagissent un certains nombre de sous-système (Brousseau, 1998) : l’élève, le maître, la connaissance ;* Caractériser les types de jeu et définir les fonctions des divers jeux utilisés à l’école maternelle à la fois du point de vue externe – analyse didactique du jeu – et interne (du point de vue des enseignantes et des élèves) et nous examinerons les rapports entre les fonctions déclarées (par les professeurs), les attentes qu’ils entretiennent à l’égard des jeux qu’ils proposent… et les fonctions effectives des jeux que nous dégagerons à partir d’une analyse didactique classique.Tel sera le point central de la thèse : examiner le niveau de recouvrement entre les fonctions déclarées (attendues, espérées…) en terme d’acquisition de connaissances nouvelles, ou de renforcement de connaissances déjà acquises… et les fonctions effectivement assurées par ces jeux ; par exemple, le jeu de l’oie ne permet pas d’enseigner la suite numérique puisque précisément cette connaissance est nécessaire pour pouvoir jouer : ainsi, le jeu de l’oie permet un renforcement, un exercice de connaissances déjà-là et non de créer les conditions de leur acquisition. Il s’agira ensuite d’examiner (ou de discuter) les effets de ces éventuels décalages.La thèse permet de repérer trois styles dominants dans l’usage du jeu : un style didactique motivationnel spontané sous la direction subtile des enseignantes (ouvert, essais et erreurs, stratégies centrées sur l'élève) ; un style directif (les tâches données et les activités sont conduites pas à pas par l'enseignant qui conduit et étaie une démarche tout en attendant un résultat précis) ; un style associatif incitatif (non directif, très centré sur les élèves et leur capacité de travail en groupe, où l’enseignante fait confiance aux élèves et a un rôle essentiel pour faciliter les apprentissages)<br>Our work confronts the educational aspect proposed by Brougère and didactic aspect defined by Brousseau. Our goal is to study the educational situations and particularly the role of "didactic game" for pre-primary students in learning mathematics; identify the types of play on all games observed and classify them taking into account variables, through a hierarchical cluster analysis or HCA, in three different categories of functions: interest function, function of contextualization, function of confrontation; to look for the link between the functions reported by teachers and effective functions, by our own analysis of games. This analysis allows us to identify three styles dominating the use of game: the spontaneous motivational teaching style under the discreet direction of the teachers (open, trial and error, student-centered strategies); the directive style (the given tasks and the activities are carried out step by step by the teacher who leads and underpins an approach while waiting for an accurate result); the incentive associative style (non-directive, very focused on students and their ability to work in groups, where the teacher relies on students and has a key role to facilitate learning)
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Torezin, Flávia Roberta. "O Conceito de Interesse na Educação Brasileira: Um Estudo em Livros-Texto e Períodicos." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10532.
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Previous issue date: 2006-07-28<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>The aim of the present work is to understand how Brazilian education has been dealing with the notion of interest. Since the 19th century, with a special emphasis in the beginning of the 20th, interest has been an intellectuals concern, and today it is still one of teachers major causes of concern and complaint. Therefore, the effort to investigate the historical development of this concept in the Brazilian education through its methods and uses seems to justify in theory and practice. This investigation makes us partly understand how psychology was inserted in the organization of the Brazilian education and how theories and teachers have been coping with matters related to students interest, teaching methods, and the curricular organization. The study focus is on the concept of interest investigation in works of authors who dedicated themselves to the study of the interest, psychology and didactics textbooks and newspaper and magazine articles on secondary school education. Based on the obtained data analysis, we reach the conclusion that those authors discussions, whose proposition was to study the interest, are not always good references to the Brazilian literature, for they are much closer to the common sense than to the original notions created by John Dewey, Edoaurd Claparède, Edward Lee Thorndike, Albert Gates and Ovide Decroly, all reference authors in the study of the interest. The insertion of psychology in the organization of secondary school education was more perceptible in the means of teaching, methods and techniques and in didactics than in the curricular studies.<br>O objetivo, neste trabalho, é compreender como a noção de interesse tem sido tratada pela educação brasileira. Desde o século XIX, e com maior intensidade no começo do século XX, o interesse tem sido preocupação de intelectuais e permanece, atualmente, como uma das principais preocupações e reclamações dos professores. Por isso, parece se justificar, teórica e praticamente, o esforço de investigar o desenvolvimento histórico deste conceito na educação brasileira, pelos modos de seus usos. Esta investigação permite compreender, em parte, como ocorreu a inserção da Psicologia na organização do ensino brasileiro e como teorias e professores têm tratado as questões relacionadas ao interesse do aluno, aos métodos de ensinar e à organização curricular. Este estudo centrou-se na investigação do conceito de interesse em: obras de autores que se dedicaram a estudar o interesse; livros textos sobre psicologia e didática; e artigos de periódicos referentes ao ensino secundário. Pode-se concluir, com base nas análises dos dados obtidos, que as discussões de autores que se propuseram a estudar o interesse nem sempre são referências para a literatura brasileira, por aproximarem-se mais do senso comum e se distanciarem das noções originárias elaboradas por John Dewey, Edoaurd Claparède, Edward Lee Thorndike, Albert Gates e Ovide Decroly, autores de referência para o estudo do interesse. A inserção da Psicologia na organização do ensino secundário ocorreu mais no que diz respeito aos meios de ensinar, métodos e técnicas, pela didática, do que pelos estudos do currículo.
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Häggström, Therese. "Konsten att undervisa i förskolan : En vetenskaplig essä om undervisning i förskolans kontext." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38754.
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This essay is about the teaching of preschool children. Teaching as a term is recently included in the preschool's curriculum and as it is a loaded concept in the preschool world, it affects the practice of preschool teachers. The purpose of this essay is to try to investigate what the concept of teaching means from the perspective of the preschool. My research questions are as follows: * What does teaching in preschool mean? * How is teaching done in practice at preschool? * What is good teaching and how is it created? To get answers to these questions, I have done participatory observations where I observed two experienced preschool teachers in their work with the children. This text is written in the form of an essay which is also seen as a research method. By starting from self-perceived situations that remain and gnaw at me, and reflect on these from different perspectives, I can develop my understanding and my practice when it comes to teaching in preschool. The essay discusses the introduction of the teaching concept into the world of preschool, which is considered problematic since the concept is often linked to the school's practice and to mediation education. Depending on how understanding of teaching as a concept is done, there are perceived differences affecting how the preschool teacher performs his or her teaching. The essay also discusses how different theories on homing processes and children's influence affect the teacher's teaching. It also appears that different teaching environments can be distinguished in preschool´s activities and these are created by the preschool teacher based on different theories of practice. The kind of teaching environment offered to children affects the cognitive content of the activity thus the quality of the teaching. Quality and measurability are also in the essay discussed in the context of preschool. One point of view that is highlighted is that the introduction of the concept of teaching and a more goal-oriented approach has to do with society's need for quality assurance. From a perspective of quality that is instead characterized by the ability to perform a good judgment, a more conscious understanding of teaching in the preschool becomes important. One of the conclusions is thus that the art of teaching in preschool has practical knowledge to do, which requires experience and ability to reflect in a thoughtful manner.
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Herminio, Maria Helena Garcia Barbosa [UNESP]. "O processo de escolha dos temas dos projetos de modelagem matemática." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91074.
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herminio_mhgb_me_rcla.pdf: 461910 bytes, checksum: 56e286f8b1d70de7f13a1f4cf88c0907 (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Esta pesquisa buscou compreender quais são as dimensões envolvidas no processo de escolha dos temas dos projetos de Modelagem Matemática, quando os alunos são os responsáveis por essa tomada de decisão. O estudo foi desenvolvido com alunos do primeiro ano do curso de Ciências Biológicas da Unesp, campus de Rio Claro, na disciplina Matemática Aplicada, onde uma das vertentes da disciplina era a Modelagem Matemática. Fizemos uso da metodologia de pesquisa qualitativa utilizando procedimentos de observação não estruturada, análise documental das versões entregues pelos alunos, filmagem das aulas nos momentos destinados à Modelagem, dos encontros extra-classe e das entrevistas feitas após a apresentação oral do trabalho com cada grupo. Esses procedimentos nos permitiram levantar, a partir, principalmente, da fala dos alunos, dimensões que apontam o motivo desta escolha. As dimensões são: “pessoal”; “sócio-crítica”; ”palavra do professor” e “matemática”. Tais dimensões não são auto-excludentes e nem únicas. É possível que temas diferentes se encaixem em algumas das dimensões já levantadas ou que novas dimensões sejam criadas. Sendo assim, esta pesquisa se torna uma das peças que compõem o mosaico de pesquisas em Modelagem Matemática e abre caminhos para novas perguntas que não foram respondidas nesta pesquisa.<br>This survey sought to understand what are the dimensions involved in the process of choice of themes project modeling mathematics, when students are responsible for this decision. The study was developed with students of the first year of the course of biological sciences of UNESP, campus Rio Claro, in the subject applied mathematics, where one aspect of discipline was the mathematical modeling. We use qualitative methodology using procedures of not structured observe; documentary analysis based on the versions delivered by students, filming classes at times for modeling, meetings outside the class and interviews made after the oral presentation of work with each group. These procedures have allowed us to raise from mainly speaking pupils, dimensions that point the reason for this choice. The dimensions are:”personal“, “socio - criticize”,”word of professor” and “mathematics”. Such dimensions are not auto - exclusive and unique. It is possible that different themes squeeze in some of the dimensions already raised or new dimensions are created. Therefore, this search becomes one of the parts that make up the mosaic of research in mathematical modeling and break a path for questions that have not been answered in this search.
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Jörgensen, Joanna. "Systematiskt kvalietsarbete i förskolan : En kvalitativ studie baserad på förskollärares tillvägagångssätt, förutsättningar och perspektiv." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100190.
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Denna kvalitativa studie har som syfte att undersöka förskollärares tillvägagångssätt och förutsättningar gällande systematiskt kvalitetsarbete. Studien samlade in empiri med hjälp av förutbestämda intervjufrågor utformade utifrån tidigare forskning för att besvara studiens syfte och frågeställningar. Resultat som uppsatsen genererar är att respondenterna är eniga om att det systematiska kvalitetsarbetet dels är något som enligt läroplanen ska genomföras, dels är en vital faktor för utveckling av verksamheten och för barnens progression. De är också eniga om att de erhålls goda förutsättningar för att genomföra detta, bland annat av rektorer och av olika verktyg. Den insamlade empirin åskådliggör att respondenternas verksamheter är grundade i barnens intressen. Studien visar att det systematiska kvalitetsarbetet genererar hög kvalitet i verksamheterna.
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Silveira, Luiz Henrique Alves da. "Avaliação do conhecimento dos residentes de um programa de residência multiprofissional em saúde, referente ao “contrato didático”." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/29028.
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Este estudo teve como objetivos analisar as relações de ensino e aprendizagem, nos espaços de formação em saúde, através da avaliação do conhecimento dos residentes de um Programa de Residência Multiprofissional em Saúde, no que se refere ao Contrato Didático, a importância atribuída ao mesmo, bem como a participação dos residentes na elaboração das regras que norteiam as relações entre docentes e discentes nestes espaços de formação. Foi realizada uma pesquisa com abordagem quantitativa e qualitativa. Primeiramente, foi aplicado um questionário, junto aos residentes de primeiro ano (R1) das quatro ênfases da Residência Integrada em Saúde do Grupo Hospitalar Conceição (RIS/GHC), a saber: Atenção ao Paciente Crítico, Oncologia e Hematologia, Saúde Mental, Saúde da Família e Comunidade. Posteriormente, dez residentes, que participaram da primeira fase, foram convidados para integrarem um grupo, que foi submetido a entrevistas semi-estruturadas, gravadas, a fim de que fossem aprofundadas as questões sobre a temática em estudo. Através da análise de conteúdo das respostas, foi possível compreender como se estruturam as relações, nos espaços de ensino e aprendizagem em serviço da RIS/GHC, o conhecimento dos residentes com relação ao Contrato Didático, e como sentem sua participação na elaboração das regras que normatizam a sua formação em serviço na Residência. A análise dos questionários e das entrevistas possibilitou também perceber as dúvidas e os anseios dos residentes, bem como sua percepção sobre a relação didática. Embora alguns residentes tenham referido conhecer importantes aspectos sobre o Contrato Didático, eles não se sentem participantes ativos nos espaços de discussão e nas decisões tomadas em relação ao processo de formação, o que implica a necessidade de uma permanente revisão de práticas e conceitos, de modo que os saberes formalmente constituídos oportunizem debates que incluam os temas aprendizagem e ação docente, pois é o Contrato Didático que poderá possibilitar algumas das respostas necessárias para os rumos do processo de ensino e aprendizagem, nos espaços de formação existentes.<br>This study aimed to analyze the relationship of teaching and learning in the areas of health education, by assessing the knowledge of residents of a Multidisciplinary Residency Program in Health, with regard to the Didactic Contract, the importance attached to it, and the participation of residents in drawing up rules that guide the relationships between teachers and students in these training spaces. A search was conducted in the quantitative and qualitative approach. First of, a questionnaire was applied, along with first year residents (R1) of the four emphases of the Integrated Health Residency Grupo Hospitalar Conceição (RIS/GHC), namely: Critical Patient Care, Oncology and Hematology, Mental Health, Family Health and Community. Later ten residents who participated in the first phase of search were invited to integrate a group that was subjected to semi-structured interviews were recorded, to deepening the subject under investigation. Through content analysis of answers was possible to understand how are structured the relations in the training spaces of teaching and learning in-service in RIS/GHC, the knowledge of residents in relation to the Didactic Contract, and how they feel their participation in the drafting of rules that regulate their in-service training at residence. The analysis of the surveys and interviews also allowed to realize the doubts and anxieties of the residents as well as their perception about the didactic relationship. Although some residents reported to know of important aspects of the Didactic Contract, they do not feel active participants in the forums for discussion and in the decisions taken in relation to the training process, which implies the need for constant review of practices and concepts, so that formally knowledge established enables discussions including the topics of learning and teaching action, it is the Didactic Contract will might pointing directions for the teaching and learning, in existing spaces training.
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Dervis, Philip. "Enseignement des sciences, méthode scientifique, la formation de l’esprit critique : contribution à une anthropologie des pratiques de l’enseignement des sciences à l’ère du numérique." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3087/document.
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« Penser global, agir local » cette formule employée lors du premier sommet sur l’environnement en 1972, semble synthétiser l’esprit du développement durable. A l’heure d’Internet comment une vision globale du Monde influence-t-elle l’action locale que représente l’enseignement des sciences ? Pour rendre compte de ce que pourrait être la vie d’un enseignant de science à l’heure du numérique, nous avons mené une étude ethnographique participante en redevenant professeur de physique-chimie dans un collège du Haut-Var. Durant ces années, tout en occupant une vraie place dans la vie de l’établissement, nous avons interrogé l’objet science, son histoire, ses acteurs, sa médiatisation, sa présence dans notre environnement, à l’école, et des enjeux de société qu’il représente. Et bien sûr, époque et moyens obligent, en s’inspirant de ce qui existait sur le Web, nous avons mis en place et entretenu un blog pédagogique de science : Découvrir et mesurer le Monde<br>“Think global, act local” this formula used at the first environmental summit in 1972, seems synthesize the mind of sustainable development. Today, at Internet age, when we teach science, is required to have a global vision of the world for local action teaching. At Internet time, how a global vision of the World influences local action like science teaching? For report what could be the science teacher life in this digital age, we conducted an ethnographic participant study by becoming a physical chemistry professor in a middle school in the Haut-Var, in France. During those years, while occupying a real place in the life of the school, we questioned the science object, its history, its actors, its media coverage, and its presence in our environment, school and his social challenges. And of course, require time and resources, drawing from what existed on the Web, we have set up and maintained a blog pedagogical science: Discover and measure the World
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Gustrin, Anna. "Lärande och bedömning i seminarieform : - ett examensarbete på A3-nivå om arbetet med seminarier inom ämnet biologi i grundskolans senare år." Thesis, Linnaeus University, School of Engineering, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78.
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<p>Denna studie utgår ifrån ett sociokulturellt perspektiv på lärande och syftet med studien är att undersöka huruvida seminarier som arbets- och bedömningsform kan främja intresset för olika moment inom naturvetenskap i allmänhet och biologi i synnerhet, samt att undersöka huruvida seminarier även kan fungera som ett bra bedömningsverktyg.</p><p> </p><p>De metoder som användes i studien var enkät och intervju. Studien utfördes i tre moment. Först genomfördes seminarier inom ämnet biologi i en årskurs 8. Därefter besvarades en enkät av ca. 60 elever från seminarieromgången. Slutligen genomfördes två gruppintervjuer, en med elever och en med lärare. </p><p> </p><p>Resultaten visar att det verkar finnas en koppling mellan seminarieformen och ett ökat intresse, men att kopplingen endast går att göra till intresset för det specifika ämnesområde som tas upp under seminariet. Det är möjligt att detta i förlängningen kan leda till ökat intresse för biologi, men det skulle krävas ytterligare undersökningar för att ta reda på detta. Resultaten visar också att seminarier för vissa elever är en uppskattad bedömningsform och att lärarna tycker att den fungerar bra som komplement till skriftliga metoder. Tydliga kriterier framhålls som viktiga av både elever och lärare.</p><br><p>This diploma work leans on the socio-cultural perspective on education, represented by, among others, Vygotskij. The purpose of this work is to investigate whether seminars could work as a reliable alternative to written exams and to investigate if seminars as a method could enhance interest in different parts of natural sciences, in particular Biology.</p><p> </p><p>The methods used in this study were survey and interviews. The study was carried out in three major parts: seminars were performed in secondary school with children aged 14; a survey regarding these seminars was held and finally, group interviews, one with teachers and one with pupils, were conducted. The interviews focused on the perception of the seminars as a method of learning and evaluation.</p><p> </p><p>The results show that there may be a connection between seminars and an increased interest in specific topics within the field of Biology. However, this connection is so far only significantly detectable for the specific topic of these seminars and can as of now not be stretched to include Natural sciences, or even Biology. Therefore there is room for further investigations to confirm this hypothesis. The results also show that seminars are appreciated among teachers and a large number of students and that both these groups see seminars as a complement to other more traditional forms of teaching and written examinations.</p><p>Key words: seminar, seminars, assessment, interest, Biology, natural sciences, secondary school, upper level of compulsory school, senior level of compulsory school<strong></strong></p>
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Jägbrandt, Sanna, and Sofia Lindqvist. "Höja kompetens och medvetenhet inom miljöfrågor : En utveckling av ett utbildningsmaterial för Sandvik AB." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-253037.
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Sandvik AB bedriver en verksamhet som ger upphov till störningar på miljö och människors hälsa och innefattas därför av lagkrav och andra bestämmelser för att göra dessa störningar så små som möjligt. Företaget arbetar mot visionen ”we set the industry standard” (”vi sätter industristandarden”) som visar på att de även inom hållbarhetsområdet siktar mot att överträffa lagkraven och uppnå högre satta mål för att kunna vara en ledande aktör på marknaden. På Sandvik i Sandviken har ett behov av en internmiljöutbildning uppmärksammats för att säkerställa företagets fortsatta arbete mot att uppfylla kraven och att öka kunskaper och kompentenser hos medarbetarna. Detta för att främja företagets fortsatta arbete mot att bli konkurrenskraftiga, såväl gentemot kunder som på arbetsmarknaden. Med detta som bakgrund syftar arbetet till att skapa en bild och förståelse av de anställdas kunskaper och kompetenser inom yttre miljö. Arbetet utgörs av en undersökning som återfinns i rapporten, som ligger till grund för den produkt som sedan utvecklats i form av ett utbildningsmaterial. Undersökningen har genomförts med hjälp av intervjuer med chefer och medarbetare vars arbetsuppgifter innefattar ansvar för miljöarbete. Intervjumaterialet har analyserats tematiskt utifrån de didaktiska frågorna vad, varför, för vem och hur. I analysen av intervjuerna framkommer teman för vad en miljöutbildning för företaget ska innehålla, varför detta innehåll är relevant och varför en miljöutbildning behövs, vilka det är som arbetar på företaget och deras förutsättningar samt hur en miljöutbildning kan utföras. Enligt produktutvecklingsprocessen har resultatet av undersökningen tillsammans med dokument- och litteraturstudier och fokusgrupper med medarbetare i sin tur legat till grund för utbildningsmaterialet. Det framlagda förslaget är uppdelat i sex olika block (introduktion, avfall, energi, vatten och avlopp, utsläpp till luft samt buller, utsläpp tillmark) som alla behandlar miljöaspekter som framkommit som viktiga i undersökningen. Blocken rekommenderas att genomföras ett i taget, kontinuerligt under en längre tid. Dessutom föreslås fokus ligga på deltagarnas interaktion med varandra för att främja lärandet.<br>Sandvik AB conducts a business which can cause harm on the environment as well onthe human health. In order to decrease these disturbances, the company is controlled by legal requirements and regulations. The company strives against the vision “we set the industry standard” which can be interpreted as if they aim to exceed the legal requirements, also in the sustainability area. These intentions seek to make the company a leading actor in the field. At Sandvik in Sandviken attention was paid to the need of an environmental education, in order to ensure the continuous environmental work of the company. But also, to be able to meet the requirements and increase the knowledge and competences of the employees. This would be done to support the company’s continued work towards becoming competitive, both against customers and the labor market. The project was aiming to create an image and understanding of the employees’ knowledge and competencies in the external environment. At first, a study was conducted to form the basis of the product which has been developed in the form of an educational material. To complete the study, interviews have been held with employees whose duties include responsibility for environmental work at their unit. A thematical analysis has been done based on the interview material, using the didactic questions what, why, for whom and how. In the analysis of the interviews, themes emerge for what an environmental education for the company should contain, why this content is relevant and why an environmental training is needed. The analysis also showed who is working at the company, their prerequisites and how an environmental training could be carried out. According to the product development process the result of the study, together with documents and literature studies and focus group interviews with employees has been the basis for the educational material. The proposal presented is divided into six different blocks (introduction, waste, energy, water and sewage, emissions to air together with noise and emissions to land) which all deal with environmental aspects that have emerged as important in the study. The blocks are recommended to be carried out one at a time, continuously for a long time. In addition, it is proposed to focus on the participants’ interaction with each other to promote learning.
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Hansson, Johan. "Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33421.
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This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated. It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.
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Moshi, Susan. "Teknikprogrammet på gymnasiet och få kvinnliga elever som söker : En studie om orsakerna till den låga andelen kvinnliga elever på teknikprogrammet." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-151894.
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Denna undersökning syftar till att se vilka anledningar som finns till kvinnliga elevers val, eller snarare bortval av utbildning inom teknik, och vad som kan vara de bakomliggande faktorerna som bidrar till eller avgör att få kvinnliga elever väljer teknikprogrammet. Utbildningsvägar med tekniska inriktningar lockar fortfarande endast ett fåtal kvinnliga elever. Kvinnliga elever som går på teknikprogrammet och naturvetenskapsprogrammet har tillfrågats om vilka faktorer som påverkade dem vid deras gymnasieval. Studien har genomförts på tre gymnasieskolor inom Stockholms län (två kommunala skolor från olika kommuner och en fristående skola). Metoderna för studien var enkätundersökning till lärarna, gruppintervju med eleverna och enkätundersökning med frågor till kvinnliga elever på teknikprogrammet och naturvetenskapsprogrammet. Studien visar att hierarkiska strukturer i kulturella koder för programmen var framstående, såsom hur könsfördelningen ser ut på programmen. De kvinnliga eleverna på teknikprogrammet anser att öppet hus och föräldrarnas åsikter har påverkat deras val av teknikprogrammet. Teknikintresset har även visat sig avgörande liksom innehållsmässiga faktorer i högstadiets teknikundervisning, vilket har medfört att eleverna väljer bort teknikprogrammet. Studien påvisar ett troligt samband mellan lågt självförtroende inom teknik och de kvinnliga elevernas gymnasieval, eftersom de saknar tillit till sin egen förmåga inom teknik och anser att de saknar kunskap om vad teknik är. Av studien framkommer möjliga metoder för att utöka antalet kvinnliga elever på teknikprogrammet anordnande av öppet hus och förändring av den kulturella koden för teknikprogrammet genom att betona kvinnliga förebilder inom teknik. En annan möjlig väg till att minska segregerade gymnasieval till teknikprogrammet är att skapa nya inriktningar som passar kvinnliga elever på teknikprogrammet.<br>This survey aims to identify the reasons for female students' choices, or rather discontinuation of education in technology, and what are the main reasons affecting them in their selection that contribute to make female students choose or not choose the technology program in the upper secondary school selection process. Educational pathways with technical focus still attract only a few female students. The female students who are currently studying the technology program and the science program have been asked about the factors that influenced them in the upper secondary school choice process. The study has been conducted at three secondary schools in Stockholm county (two municipal schools from different municipalities and one free school). The methods of the study were a web questionnaire questions to the teachers, group interviews with the students and a web questionnaire questions to female students on the technology program and science program. The study shows that hierarchical structures in cultural codes for the programs were prominent, such as how gender distribution looks like at programs. The female students at the technology program consider that open-houses and parents' opinions have heavily in their decision process. Technical interest has also been crucial as well as substantial factors in upper level lower secondary school technical education, and thus students opt out the technology program. The survey shows the low ability beliefs have strong connection with female students' choices for their future education because they do not belief in their own ability in technology and they consider that they have lack knowledge about what technology is. Conclusion could be made that possible ways for increase the number of female students in the technology program through the open house, and the change of the cultural code of the technology program by emphasizing female role-models in technology world. Another possible way to avoid segregated upper secondary school program choices could create new specializations in the technology program to attract female students.
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Mokhfi, Atika. "Étude d'un dispositif d'enseignement à distance en libre accès sur le web : une approche didactique du travail enseignant dans le supérieur : le cas du dispositif Thermoptim-UNIT à l’école MINES ParisTech." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3005.
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La thèse porte aussi bien sur les portails de ressources en accès libre sur le Web et l’introduction des technologies en éducation. Elle s’appuie sur une approche anthropologique du didactique qui s’intéresse à la diffusion des connaissances dans la société et qui offre un cadre de référence à l’analyse du fonctionnement de systèmes didactiques instrumentés par les technologies. Notre étude porte sur le dispositif Thermoptim-UNIT et son portail de ressources pédagogiques numériques diffusées en libre accès sur le Web. Pour étudier les effets de l’introduction de ce dispositif dans l’enseignement de la discipline, nous considérons d’abord la place de l’enseignement de la thermodynamique appliquée aux systèmes énergétiques dans la situation particulière de l’école MINES ParisTech, pour comprendre comment et sous quelles conditions et contraintes s’opèrent la diffusion et la transposition de cette science au niveau de la société. Nous examinons ensuite le rôle joué par l’introduction progressive des technologies éducatives dans l’enseignement de la discipline. Notre méthodologie s’appuie dans un premier temps sur l’analyse des traces de l’activité sur le portail, puis sur des enquêtes par questionnaires et entretiens auprès des utilisateurs. En s’intéressant plus particulièrement aux effets du dispositif sur le travail des enseignants, notre étude s’organise autour de deux axes de recherche majeurs : les effets du recours aux technologies et aux technologies éducatives sur la transposition didactique de la thermodynamique appliquée aux systèmes énergétiques, ainsi que les effets perceptibles et déclarés de l’utilisation du dispositif sur l’enseignement de la discipline<br>This work lies within the framework both of a research on open access Web portals and of the introduction of educational technologies. It is based on the anthropological theory of the didactic that studies knowledge diffusion in society and offers a reference framework to analyse the functioning of didactic systems instrumented by technologies. Our research studies the Thermoptim-UNIT portal and its open access educational resources portal. In order to study the effects of introducing this educational setting on the teaching of the discipline, we first consider the situation of teaching thermodynamics applied to energetic systems in the specific context of MINES ParisTech graduate school, to understand how and under which conditions and constraints the diffusion and transposition of this science are operating in society. We then examine the role played by the progressive introduction of educational technologies on teaching the discipline. Our methodology first relies on the analysis of activity traces on the portal, then on questionnaire surveys and user interviews. Looking more specifically at the effects of the educational setting on teachers’ work, our study is organised into two major research axes: 1/ the effects of technologies and the use of learning technologies on the didactical transposition of thermodynamics applied to energetic systems; 2/ the perceptible and declared effects of the use of this setting for teaching the discipline
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Vingadessin, Nadia. "Approche sociolinguistique et sociodidactique de l’anglais dans l’espace créolophone et plurilingue de l’île de La Réunion." Electronic Thesis or Diss., Rennes 2, 2023. http://www.theses.fr/2023REN20002.
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Nos recherches concernent l'apprentissage - l'enseignement de l'anglais et les modalités d'évaluation en vigueur au sein d'établissements secondaires de l'île de La Réunion, département français de l'océan Indien. II s'agit d'un milieu plurilingue, où le français demeure la langue officielle dominante et reste donc le principal médium des savoirs transmis par l'école. Bien que le créole soit parlé par une grande majorité et reconnu comme langue régionale depuis plus de deux décennies, il a du mal à acquérir une véritable place dans les institutions scolaires. Il ne cesse d'être stigmatisé et ce, même lorsqu'il renégocie ses frontières avec le français dans des productions interlectales. Rares sont les établissements scolaires de l'île qui intègrent cette réalité linguistico-culturelle et socioculturelle dans une perspective d'adaptation de l'enseignement. Dans ce contexte sociolinguistique particulier, les formes interlinguales classiques en langue anglaise, à l'école, se mêlent au créole réunionnais aussi bien à l'oral qu'à l'écrit et les productions interlectales en langue française influent sur l'apprentissage de l'anglais et sur son évaluation. L'évaluation de la compréhension de la langue anglaise, réalisée en langue française, au sein des lycées par exemple, démontre des compétences fragiles en langue française, notamment en stratégies de lecture et d'analyse qui influent à leur tour sur la compréhension de la langue étrangère et l'appropriation des savoirs dans cette langue. Les investigations qualitatives menées sur le terrain mettent ainsi en évidence l'inadéquation d'un système éducatif français monolingue exclusif, incompatible avec les spécificités sociolinguistiques des apprenants de La Réunion<br>Our research deals with English language teaching and learning, and the effective assessment modalities in secondary schools situated in Reunion Island, a French overseas department in the Indian Ocean. It is a multilingual milieu where French remains the dominant official academic language and the main medium of knowledge transmitted by school. Although creole is spoken by most of the population and has been recognized as a regional language for more than two decades, the language is still struggling for acceptance in educational settings. It continues to be stigmatized, even though its boundaries with the French language through interlectal productions are constantly being renegotiated. The schools rarely adopt this cultural linguistic and sociocultural reality aiming at a new perspective of teaching adaptation. Reunionese creole language orally as well as in the written language; moreover, French interlectal productions have an impact on English teaching and on its assessment. For example, fragile French language skills, particularly in reading and analyzing strategies are revealed by assessing the English language comprehension skills from French language in High schools. These low French skills consequently have a significant influence on understanding a foreign language and acquiring knowledge in this new language. The mainly qualitative investigations achieved in this environment highlight the incompatibility between an exclusive monolingual French educational system and the specific sociolinguistic patterns of the Reunionese learners
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Yaaii, Nigatu Bayissa. "Étude comparative de quelques caractéristiques phonotactiques et morphosyntaxiques de l'afaan-oromo, de l'amharique et du français afin d’analyser l’interférence chez les apprenants du FLE en milieu académique éthiopien." Electronic Thesis or Diss., Mulhouse, 2024. http://www.theses.fr/2024MULH2906.
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Cette recherche se concentre sur les erreurs globales relevées dans les corpus collectés auprès des apprenantsdu français de l’université d’Arsi. À travers une étude comparative, l'objectif principal de cette recherche est,d'une part, d'examiner si les erreurs constatées sont dues à l'interférence des langues premières (L1) et,d'autre part, de déterminer si ces erreurs apparaissent à chaque niveau linguistique. Il s'agit donc d'évaluer sicette interférence affecte l'acquisition de la langue cible au niveau phonétique, morphologique et syntaxique.Au contexte de la didactique, certaines stratégies d'enseignement, introduites par un certain nombred'auteurs, sont proposées afin d’enseigner la production des sons uniques, la formation et l’assemblage desmots<br>This research focuses on global errors found in corpora collected from learners of French at the University ofArsi. Through a comparative study, the main aim of this research is, on the one hand, to examine whether theerrors noted are due to interference from the first languages (L1) and, on the other, to determine whetherthese errors appear at each linguistic level. The aim is therefore to assess whether this interference affects theacquisition of the target language at the phonetic, morphological and syntactic levels. In the context ofdidactics, certain teaching strategies, introduced by certain authors, are proposed to teach the production ofsingle sounds, word formation and word
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Teixeira, Joana Patrícia de Lima. "Os recursos multimédia como catalisadores da aprendizagem do português e do espanhol na sala de aula." Master's thesis, 2016. http://hdl.handle.net/10362/20314.
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Os multimédia tornaram-se num utensílio de uso corrente no nosso ambiente social, mais do que uma moda, trata-se de um fenómeno de massas. Ao longo destas páginas apresentaremos as várias atividades desenvolvidas em sala de aula, tendo em conta as metodologias, os materiais didáticos e as estratégias aplicadas. Este trabalho prático tem como base uma investigação teórica suportada por uma reflexão sobre os resultados alcançados e uma avaliação da eficácia das propostas desenvolvidas para o melhoramento da motivação na sala de aula.
Os multimédia podem ter uma função motivadora quando utilizados de forma criteriosa no contexto educativo, possibilitando desta forma, o envolvimento do aluno no ato comunicativo potenciando a sua atenção, o seu interesse e consequentemente a sua participação na aula. Esta motivação facilita a sua aprendizagem, pois implica a participação do aluno de uma forma ativa, real e espontânea.
Este Relatório pretende analisar qual o contributo do uso de recursos multimédia, na aprendizagem do Português (10º ano do Ensino Secundário) e do Espanhol (8.º ano do 3.º Ciclo), em contexto de sala de aula, como possíveis catalisadores do sucesso escolar, às respetivas disciplinas.<br>Multimedia have become a daily use in our social environment, more than that, it has become a social phenomenon. Through these pages we are going to introduce several teaching activities undertaken in the classroom, bearing in mind teaching methodologies, aids and applied strategies. This work is the basis of a careful academic research sustained by a critical reflection about the achieved outcomes, as well as, an assessment of effectiveness of the proposals developed for the motivation improvement in the classroom.
Multimedia can be motivating when used in an insightful and precise manner in the educational environment. Thus enabling the student’s communication and involvement enhancing his attention, interest and subsequently his participation in class. This motivation facilitates the student’s learning process as it implies the student’s participation in real, spontaneous active manner.
This Report wishes to access the contribution of using multimedia to learn Portuguese (10th grade High School) and Spanish (8th grade – 3. ºCiclo), in the classroom context, as a possible catalyser of educational attainment of the referred subjects.
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Simon, Florian. "Der Einfluss von Betreuung und Betreuenden auf die Wirksamkeit von Schülerlaborbesuchen: Eine Zusammenhangsanalyse von Betreuungsqualität, Betreuermerkmalen und Schülerlaborzielen sowie Replikationsstudie zur Wirksamkeit von Schülerlaborbesuchen." 2019. https://tud.qucosa.de/id/qucosa%3A37051.
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Die Studie zeigt die positiven affektiven Wirkungen des außerschulischen Lernortes Schülerlabor und repliziert damit frühere Arbeiten in diesem Bereich. Darüber hinaus wird der Einfluss von Betreuenden und Betreuung auf die Wirksamkeit von Schülerlaboren erstmals im Rahmen einer systematischen Untersuchung betrachtet und ein Wirkmodell abgeleitet.
Die Besonderheit der vorliegenden Studie ist es, dass sie über diese allgemein formulierten Zusammenhänge hinaus aufzeigt, wie sich neben dem Professionswissen von Betreuenden auch die soziale Kompetenz auf die einzelnen Aspekte von wahrgenommener Betreuungsqualität auswirkt und wie diese wiederum affektive und kognitive Zielvariablen beeinflussen.
Analysiert wurden die Angaben von 1490 Lernenden (Klassenstufe 9 bis 13 / Fragebogen im Pre-Post-Design) und 13 Betreuenden (Professionswissenstest).
Methodisch erfolgte die Auswertung der Hypothesen durch Pre-Post-Vergleiche mittels Signifikanztests unter Angabe der Effektstärke. Die Untersuchung der Zusammenhänge wurde im Rahmen der Forschungsfrage durch Mehrebenenanalysen durchgeführt, mit denen Regressionen unter Beachtung der hierarchischen Struktur der Stichprobe möglich sind. Ein Strukturgleichungsmodell setzt die gefundenen Zusammenhänge miteinander in Verbindung und prüft diese im Sinne eines Gesamtmodells.:1. Einleitung
Teil I: Theoretischer Rahmen & Forschungsstand
2. Lernort Schülerlabor
3. Forschungsgegenstand
Teil II: Ziele & Konzeption der Studie
4. Hypothesen & Forschungsfrage
5. Konzeption & Methodik der Studie
6. Statistische Analyseverfahren
7. Prüfung der Erhebungsinstrumente
Teil III: Empirische Forschungsergebnisse
8. Ergebnisse der Hauptuntersuchung
9. Zusammenfassung, Diskussion und Empfehlungen
Anhang
Verzeichnisse & Abspann
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Michelotto, Carolina Machado. "A criatividade como recurso à transposição didática interna: fatores inibidores no ambiente escolar." Master's thesis, 2018. http://hdl.handle.net/10284/6821.
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Este trabalho de investigação-ação foi realizado em uma escola de Ensino Fundamental brasileira. Sua intenção foi pesquisar de forma qualitativa a criatividade no momento da transmissão de conhecimentos do professor ao aluno (transposição didática interna), além de atingir alguma mudança na comunidade escolar do estudo. Para isso criou-se um mecanismo dividido em três ciclos de trabalho, contendo os seguintes instrumentos para levantamento de dados: inquéritos por questionário com professores, observação direta durante reuniões de planejamento de professores e focus group com alunos. Verificou-se que os professores compreendem a importância da criatividade e desejam ter maior espaço para o seu desenvolvimento. O maior fator motivador para eles é fazer progresso no próprio trabalho, verificando o aprendizado do aluno. Por outro lado, enfrentam insegurança, medo de errar e principalmente grande dificuldade em lidar com o tempo e o excesso de conteúdos. O trabalho gerou resultados positivos no ambiente escolar, pois as professoras passaram a adotar atitudes mais confiantes durante o planejamento, sugerindo atividades novas e demonstrando satisfação quando as ideias surgiam. No focus group, os alunos relataram, com apreciação positiva, diversas atividades que foram criadas durante as reuniões, significando que foram colocadas em prática e tiveram validade.<br>This action research study was developed in a Brazilian elementary school and and its aim was to use qualitative research approach to examine creativity at the moment of teacher-student knowledge transmission (internal didactic transposition), in addition to achieving some change in the school community studied. For that purpose, a system divided into three work cycles was created. It contained the following instruments for data collection: questionnaire surveys with teachers, direct observation during teacher planning meetings and focus groups with students. It was identified that teachers seem to understand the importance of creativity and wish to have a greater opportunity to develop it. Their biggest motivational factor is to make progress on their own work, checking their students learning progress. On the other hand, teachers also face insecurity, are afraid of making mistakes and most of all they find great difficulty in dealing with time and excessive content to work with the students. The present study generated positive results in the school environment, since the teachers began to adopt more confident attitudes during planning sessions, such as suggesting new activities and demonstrating satisfaction when new ideas were introduced. In the focus group, students reported positive evaluations for several activities that were designed during meetings, implying that those were both utilized and valid.
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"Proceedings of the tenth international conference Models in developing mathematics education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79236.
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This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm
It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future.
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"Turning dreams into reality: transformations and paradigm shifts in mathematics education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79243.
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This volume contains the papers presented at the International Conference on “Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education” held from September 11-17, 2011 at Rhodes University, Grahamstown, South Africa. The Conference was organized jointly by Rhodes University and The Mathematics Education into the 21st Century Project - an international educational project founded in 1986. Our Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on our Project home page http://math.unipa.it/~grim/21project.htm .
In this year, 2011, we celebrate the 25th anniversary of the founding of our Project, when Manmohan Singh Arora suggested the idea to Fayez Mina and myself around a swimming pool in Bahrain (of all places!) That first meeting was, however, typical of the multi-cultured and global character of our Project and it’s subsequent conferences throughout the world.
These Proceedings begin with the Plenary Papers and then the other contributions in alphabetical name order of the principal authors. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world.
38
Paditz, Ludwig, and Alan Rogerson. "Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany." 2009. https://slub.qucosa.de/id/qucosa%3A1658.
Full textAbstract:
This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm
It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future.
39
Paditz, Ludwig, and Alan Rogerson. "Turning dreams into reality: transformations and paradigm shifts in mathematics education: Proceedings of the eleventh international conference; September 11 - 17, 2011; Rhodes University, Grahamstown." 2011. https://slub.qucosa.de/id/qucosa%3A1659.
Full textAbstract:
This volume contains the papers presented at the International Conference on “Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education” held from September 11-17, 2011 at Rhodes University, Grahamstown, South Africa. The Conference was organized jointly by Rhodes University and The Mathematics Education into the 21st Century Project - an international educational project founded in 1986. Our Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on our Project home page http://math.unipa.it/~grim/21project.htm .
In this year, 2011, we celebrate the 25th anniversary of the founding of our Project, when Manmohan Singh Arora suggested the idea to Fayez Mina and myself around a swimming pool in Bahrain (of all places!) That first meeting was, however, typical of the multi-cultured and global character of our Project and it’s subsequent conferences throughout the world.
These Proceedings begin with the Plenary Papers and then the other contributions in alphabetical name order of the principal authors. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world.