Dissertations / Theses on the topic 'Textbook. eng'

Orientador: Ana Clara Bortoleto Nery<br>Banca: Carlos Roberto da Silva Monarcha<br>Banca: Flávia Obino Corrêa Werle<br>Banca: Vivian Batista da Silva<br>Banca: Juvenal Zanquetta Júnior<br>Resumo: Esta Tese de Doutorado tem como objetivo analisar a constituição de um modelo de leitura escolar instituído pela Coleção de Leitura Escolar: Série Thales de Andrade da Companhia Editora Nacional. Os livros que a compõe são Ler Brincando, Espelho, Vida na Roça, Trabalho, Saudade, Campo e Cidade e Alegria, do autor Thales Castanho de Andrade. Os livros eram destinados para o ensino e aprendizagem nas escolas brasileiras, no século XX. Apresentam características similares entre eles instituindo um modelo de leitura escolar apresentado e agrupado na coleção, definindo-se a partir das idéias educacionais, sociais e culturais do início do século XX. O modelo de leitura era voltado para as escolas isoladas rurais daquele momento. Para a análise foram estudadas a materialidade dos livros (Chartier); documentos editoriais no que se refere às políticas de aquisição dos livros entre Estado e editora; na busca dos leitores pretendidos, encontrados na análise dos dados da editora, do autor e dos próprios livros; e o mercado editorial. Segundo Roger Chartier (1991), suporte teórico-metodológico desta Tese, a metodologia está focada na compreensão, manipulação e estudo de textos, impressos de formas variadas, em seu contexto histórico e social, estudando-se o próprio texto e os impressos que lhe dão suporte. Dessa forma buscou-se compreender o texto a partir dos protocolos de leitura e reconstituir o processo pelos quais o livro adquire sentido considerando as relações estabelecidas entre três pólos: o texto, o objeto que lhe serve de suporte e a prática que dele se apodera. Este trabalho permite entender quais as características dos livros que compõe a Coleção e as formas pelas quais ela institui um modelo de leitura escolar. Este modelo estava presente nas características dos livros, em sua materialidade, assuntos e temas, disposição e desenvolvimento dos textos... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This doctoral thesis aims to analyze the constitution of a school reading model established by the Reading School Collection: Series Thales de Andrade of "Companhia Editora Nacional". The books that comprise it are: "Ler brincando", "Espelho", "Vida na roça", "Trabalho", "Saudade", "Campo e cidade", and "Alegria", from author Thales Castanho de Andrade. The books were intended for teaching and learning in Brazilian schools during the twentieth century. They present similar characteristics among them, instituting a school reading model presented and grouped in the collection, defined from educational, social and cultural values of the early twentieth century. The reading model was designed for isolated rural schools at that time. For the analysis we studied the materiality of books (Chartier); editorial documents regarding policies for acquisition of books between the State and the publishing house; in the search of intended readers, found in the data analysis of the publisher, the author and the books themselves; and the publishing market. According to Roger Chartier (1991), theoretical-methodological support of this Thesis, the methodology is focused on understanding, handling and study of texts, printed in various forms, in their historical and social context, studying the text itself and the folders that support it. Thus, it was sought to understand the text from the reading protocols and to reconstitute the process by which the book makes sense considering the relations among three poles: the text, the object supporting it, and the practice that takes it. This work allows understanding the characteristics of books that make up the Collection and the ways in which it establishes a school reading model. This model was present in the characteristics of books, in their materiality, issues and themes, layout and development of texts and in the educational... (Complete abstract click electronic access below)<br>Doutor

Orientador: Olga Ceciliato Mattiolli<br>Banca: José Sterza Justo<br>Banca: Paulo Roberto de Carvalho<br>Resumo: A violência é um fenômeno social e historicamente construído muito presente no mundo contemporâneo. Trata-se de um fenômeno multifacetado e multideterminado exigindo para sua compreensão estudos interdisciplinares. A violência afeta indistintamente todas as populações e faixas etárias, mas a infância representa um segmento populacional mais desprotegido, no qual diferentes formas de violência se manifestam, a saber: violência física, psicológica, econômica, ideológica e outras. A violência pode manifestar-se na infância de forma explícita ou implícita: na família, na escola, nos meios de comunicação de massa, nos próprios livros didáticos. Esta pesquisa foi desenvolvida no ano de 2004 a partir de uma necessidade da autora de promover um olhar crítico sobre as ilustrações contidas nos livros didáticos de História, mostrando seu grau de importância no contexto geral do livro como veículo de informação e formação do aluno. Assim, o objetivo principal deste trabalho foi identificar a presença de diferentes formas de violência nos livros didáticos, através de análises de ilustrações presentes em uma coleção de livros de História de 5ª a 8ª séries, indicada pelo Ministério da Educação e Cultura para o ano de 2005. O enfoque metodológico pautou-se pelo referencial teórico da Psicologia Sócio-Histórica, em consonância com a concepção do objeto de estudo, e as análises das ilustrações foram feitas segundo os critérios da pesquisa qualitativa. Os resultados das análises evidenciaram que os livros pesquisados trazem de forma explícita e implícita diversas formas de violência nas ilustrações, entre as quais, a violência simbólica e, longe de ser neutro, o livro é um importante instrumento ideológico em sala de aula, ideologia esta que é passada não só pelo texto escrito como também através das imagens.<br>Abstract: Violence is a historically constructed social phenomenon frequently observed in the contemporary world. It is a multifaceted and multi-determined phenomenon that demands interdisciplinary studies. Violence affects all populations and people of all ages alike ; however, infancy is the most unprotected population segment, during which different forms of violence can occur such as: physical ,psychological, economical, ideological and others. Violence can be present during infancy explicitly or implicitly : in the family, at school, in the mass communication media, and even in textbooks. This research was carried out in 2004, when the author decided to cast a critical look into the illustrations found in history textbooks, showing their importance to the general context of the book as information and formation means for students. The main objective of this work was to identify different forms of violence in textbooks through the analysis of the illustrations found in a collection of History books for 5th to 8th graders, and recommended by MEC (Federal Education and Culture Department) for the 2005 school year. The methodology adopted was based on the Socio-Historical Psychology literature related to the object of the study, and the analyses of the illustrations were done according to qualitative research criteria. Results showed that the illustrations in the textbooks contained many forms of implicit and explicit violence, including symbolic violence. Far from being neutral, the textbook is an important ideological instrument used in the classroom; it passes on an ideology not only through the written text but also through images.<br>Mestre

Orientador: Ricardo Ribeiro<br>Banca: Maria Teresa Miceli Kerbauy<br>Banca: Teise do Oliveira Guaranha Garcia<br>Resumo: Esta pesquisa tem como objetivo investigar como ocorre a contratação de sistemas privados de ensino para fornecimento de apostilas a alunos da rede municipal de Ensino Fundamental, bem como de material e treinamento a professores que atuam nas escolas municipais da região de São José do Rio Preto - especificamente entre os 39 municípios com até 50 mil habitantes pertencentes ao Pólo 4 da União Paulista dos Conselhos Municipais de Educação. Para tanto, houve um levantamento de quantos e quais são os municípios que contrataram os sistemas de ensino privados, bem como quais foram os sistemas contratados. A investigação demonstrou que se trata de uma tendência crescente, uma vez que desde a primeira contratação, ocorrida no ano de 1999, constatamos a realização de 18 contratações até 2006. Aliás, nos últimos dois anos analisados (2005/2006) 12 municípios assinaram contratos, um aumento significativo se comparado com os seis contratos firmados entre 1999 e 2004. Abordamos também o tratamento concedido pela mídia à questão da contratação dos sistemas apostilados, visto que ela faz referências à qualidade de ensino advinda desses sistemas, porém não discute ou define essa qualidade. O estudo documental foi realizado a partir dos dados obtidos com um município do Pólo 4, do levantamento da legislação que permite essa modalidade de contrato, do estudo da carta convite que o origina e de seus posteriores aditivos. Constitui ainda parte desta pesquisa o exame do processo de municipalização do Ensino Fundamental, com ênfase nas três diretorias de ensino que possuem municípios pertencentes ao Pólo 4 - D. E. Catanduva, D. E. José Bonifácio e D. E. São José do Rio Preto. A análise da legislação e dos documentos indicou que há legalidade nessa contratação, todavia não podemos ainda afirmar que tal modelo de ensino garantiu uma efetiva melhoria das... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This study aims at investigating the way private teaching systems are contracted in order to provide municipal elementary school students with textbooks, as well as the teachers who work at municipal schools in the region comprising São José do Rio Preto and, more specifically, 39 cities (over 50 thousand inhabitants) belonging to the Paulista Union Pole 4 of the Municipal Educational Councils with materials and training courses. A survey was made in order to show how many cities had hired private teaching systems and which cities they were, an also to show which systems were contracted. The investigation showed that having public schools to contract private companies to develop their teaching material is a growing trend, since 18 contracts of this kind were signed from 1999 to 2006 in those cities. Not to mention that, in the last 2 (two) analyzed years (2005/2006), 12 contracts were signed, a significant increase compared to the 6 contracts signed between 1999 and 2004. The approach given by the press to the fact that municipal schools have been contracting textbook developing companies was also an issue raised by the study; it was found that reference to the quality provided by these systems is made by the press, but a deeper discussion or definition of this quality is not provided. It is still part of this research the examination of the process involving some elementary schools which changed from state to municipal control, with emphasis to three cities belonging to Pole 4 - Catanduva, José Bonifácio and São José do Rio Preto. The documentary study was developed based on a) the data obtained in a city belonging to Pole 4; b) the survey on the laws concerning this kind of contract; c) the study of the invitation letter that originates the contract; and d) the contract later attachments. The analysis of the laws and documents indicated it as being a legal sort of contract... (Complete abstract click electronic access below)<br>Mestre

Orientador: Silvia Regina Quijadas Aro Zuliani<br>Banca: Jorge Megid Neto<br>Banca: Fernando Bastos<br>Resumo: O Programa Nacional do Livro Didático para o Ensino Médio (PNLEM) enquadra-se dentro de uma política pública de avaliação, compra e distribuição de obras didáticas aos professores e alunos de escolas públicas, sendo uma medida recente que atendeu, progressivamente, as disciplinas de Língua Portuguesa, Matemática, Biologia, História, Química, Física e Geografia no Ensino Médio. Referente à Química, os livros didáticos enviados pelas editoras foram submetidos, em 2007, a várias etapas de análise por uma equipe de especialistas da área de Química de universidades públicas e privadas. Como resultado foi elaborado o Catálogo do Programa Nacional do Livro para o Ensino Médio (PNLEM/2008: Química), um documento que apresenta e discute, via resenha, as características das obras aprovadas, seguidas pela ficha avaliativa, no anexo. Entre os eixos orientadores dessa ficha de avaliação há critérios, eliminatórios e classificatórios, referentes à natureza da ciência. Mas, apesar de considerarem a História da Ciência na análise, verificamos que esse aspecto - natureza da Ciência - é relatado de forma vaga nas breves resenhas de alguns livros pelo Catálogo. Dessa forma, investigamos como essas obras de Química apresentam a História da Ciência, sendo escolhido o conceito de susbstância química para tal verificação, uma vez que a construção dessa temática releva uma riqueza histórico-epistemológica ao longo dos anos. A análise desses materiais didáticos foi fundamentada na análise de conteúdo, um viés que possibilitou a construção de categorias para a leitura crítica do material, com subseqüente identificação das características das obras. Os dados obtidos revelam que alguns autores levam em consideração, em maior ou menor grau, aspectos histórico-epistemológicos no tratamento de alguns conceitos, ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The National Program of the Textbook for High School (PNLEM) it's a public politic of evaluation, purchase and distribution of textbooks to the teachers and students of the public schools, being a gradual action for disciplines of the High School, as Portuguese Language, Mathematical, Biology, History, Chemistry, Physics and Geography. In the Chemistry area, its textbooks sent by publishing companies had been submitted, in 2007, to some stages of analysis by a specialists' set of the area of Chemistry of public and private universities. As result was elaborated the Catalogue of the National Program of the Textbook for the High School (PNLEM/2008: Chemistry), a document that presents and argues the characteristics of the textbooks approved followed for the valuation fiche, in the annex. It enters axles of this valuation fiche has criteria, eliminatory and classificatory, referring to the nature of Science. But, although analysis to consider the History of Science, we verify that this aspect - nature of Science - is treaty of vacant form in the brief review of some textbooks by Catalogue. Thus, we investigate as these Chemistry textbooks explore the History of Science, being chosen the chemical substance concept for this verification, a time that the construction of this thematic presents a rich historical-epistemological description. The analysis of these didactic materials was based on the content analysis, a technique that made possible the construction of categories for the critical reading of the material, with subsequent identification of the characteristics of the textbooks. The results show that some authors worked, in greater or minor degree, historical-epistemological aspects in the treatment of some concepts, but is has necessity to review some limited or absent questions, as the discussion on the scientific methodology and the... (Complete abstract, click electronic access below)<br>Mestre

Orientador: Mirian Jorge Warde<br>Banca: Maria do Rosário Mortatti<br>Banca: Claudia Panizzolo<br>Banca: Dirce Charara Monteiro<br>Banca: Maria Rita de Almeida Toledo<br>Resumo: Nesta pesquisa procurou-se compreender a representatividade dos livros escolares no Maranhão Império e a sua representação no ensino, tendo como recorte a sua produção e indicações de uso nas instituições escolares públicas e particulares de instrução primária e secundária. Procurou-se desvelar o universo do livro a partir dos jornais e dos seus agentes como os escritores, tipógrafos, redatores e colaboradores, que usaram este veículo para divulgarem suas idéias, criticar seus adversários e/ou se defenderem de diferentes formas de acusações e, para além disso, nos interessou em especial, verificar a importância da imprensa como lugar privilegiado da sociedade maranhense para reivindicar, criticar e oferecer para compra e doação, livros de diversa natureza e, em particular, os que se destinavam ao ensino das primeiras letras e das cadeiras ensinadas no secundário, com relevo ao Liceu Maranhense. Tratou-se de relacionar a produção, a circulação e as indicações de uso dos livros a um leitor escolarizado, mas também se buscou compreender outros lugares de leitura, exterior às escolas, como o gabinete de leitura, as bibliotecas e as conferências populares e pedagógicas. Relacionou-se a produção, a distribuição e as prescrições dos livros a partir das necessidades e interesses prementes para a organização e o funcionamento das escolas, assim como para a uniformização dos saberes onde os livros exerciam particular importância nesse desiderato. Discorreu-se sobre o processo de adoção, aprovação ou rejeição dos livros pelos órgãos de competência do governo como a Congregação do Liceu ou o Conselho da Instrução Pública e os seus atores como os Presidentes da Província, os Inspetores da Instrução Pública, os Delegados Literários e os professores. Verificou-se a procedência, as temáticas... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: With this research the candidate aimed at analysing the representation of school books in Maranhao Imperio, within the scope of their production and use at public and private primary and secondary schools. The candidate aimed at discovering the world of the book, based on newspapers and related activities as typography, redaction and contributors who use the book to a wide range of purposes. These include publicising their ideas; criticise their opponents and/or defend themselves from different prosecutions. It was interesting to verify the importance of the press as a privileged means of claiming, criticising and offering to sell different types of books e.g. the ones teaching to read and write and topics taught in secondary school. The candidate establishes a link between the production, transmission and use of books to an instructed reader. He also aimed to understand the scope of reading venues outside the school, e.g. the Gabinete Português de Leitura; a Biblioteca Pública Provincial and the private libraries; popular and educational gatherings, amid other social places. The candidate established a link between the production and distribution of school books based on its needs and underlying organisational and functional interests aimed at knowledge standardization. This research also covers the adoption, approval, replacement and veto of school books by Governmental bodies, e.g. Congregação do Liceu or Conselho da Instrução Pública and their stakeholders, particularly the Presidentes da Província, Inspetores da Instrução Pública, Delegados Literários and the teachers. The candidate verified the origin, the themes and the authors of the books used by the scholars in the 1800, notably the maranhenses who wrote books targeting that public. As a result reference is made to theoretical and methodological... (Complete abstract click electronic access below)<br>Doutor

Orientador: Odil José de Oliveira Filho<br>Banca: Vera Teixeira de Aguiar<br>Banca: Maria de Lourdes Zizi Trevisan Perez<br>Banca: João Luís Cardoso Tápias Ceccantini<br>Banca: Juvenal Zanchetta Júnior<br>Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.<br>Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.<br>Doutor

Orientador: Marcos Viera Teixeira<br>Banca: Wagner Rodrigues Valente<br>Banca: Rosa Lúcia Sverzut Baroni<br>Resumo: O objetivo desta dissertação foi analisar duas coleções de livros didáticos de Matemática, destinadas ao Ensino Primário, publicadas nos períodos 1955-1967 e 1967-1973, respectivamente, visando produzir fatos históricos relativos à contextualização dessa produção didática em seu tempo de elaboração, destacando a importância desse instrumento pedagógico em pesquisas que consideram a trajetória do saber matemático numa perspectiva histórica. Nesse sentido, esse estudo se insere na linha de pesquisa História da Educação Matemática, que compreende as relações entre a História da Matemática e a Educação Matemática, e, mais especificamente, como parte do que Chervel (1990) denomina História das Disciplinas Escolares. Na perspectiva de constatar nessas obras, elementos que nos propiciassem condições de estabelecer as concepções de ensino e aprendizagem das suas autoras, bem como valores dominantes da cultura escolar nos respectivos períodos, efetuamos uma análise de conteúdo das obras selecionadas, considerando orientações teóricometodológicas de Bardin, em conjunto com reflexões propiciadas por Chartier e De Certeau quanto aos conceitos de materialidade, representação e apropriação, incluindo análise de legislação educacional, que nos permitiram verificar que a busca por representações sobre o ensino da Matemática e os modos de difusão dessas representações inscreve essa pesquisa também no âmbito da história cultural.<br>Abstract: This dissertation analyzes two collections of mathematics textbooks, for Primary Education, published in the periods 1955-1967 and 1967-1973, respectively, to produce historical facts concerning the contextualization of this didactic production in its time of elaboration, highlighting the importance of this pedagogical tool in researches that consider the way of mathematical knowledge in a historical perspective. So, this study belongs to research line Mathematics Education History, which includes the relationship between the Mathematics History and Mathematics Education and, more specifically, as part of that Chervel (1990) calls School Subjects History. In the perspective to find in these literatures elements that give us conditions to establish the conception of teaching and learning of its authors, as well dominant values of the school culture in their periods, we have made an analysis of the content of the textbooks selected, considering theoretical and methodological guidelines of Bardin, together with reflections offered by Chartier and De Certeau regarding concepts of materiality, representation and appropriation, including analysis of educational legislation, which allowed us to verify that the search for representations on the Mathematics teaching and modes of dissemination of these representations include this research also in the cultural history level.<br>Mestre

Resumo: Neste trabalho, foram analisados os aspectos conceituais e epistemológicos do tema Eletroquímica contidos nos livros didáticos de Química aprovados pelo Programa Nacional do Livro Didático para o Ensino Médio (PNLEM) em 2007. Essa análise foi efetuada tendo em conta a correção das estruturas conceituais que compõem esse tópico e os obstáculos epistemológicos bachelardianos aí presentes. Foram consideradas quatro categorias de obstáculos, a saber: animistas, realistas, substancialistas e verbais. Os procedimentos de coleta e análise de dados foram baseados em abordagens de natureza qualitativa. Os principais resultados obtidos indicam a presença de algumas distorções conceituais relacionadas, principalmente, com o conceito de potencial ou diferença de potencial do eletrodo e, também, com as descrições realistas relacionadas à previsão das reações redox em processos eletrolíticos. Em particular, o conceito de potencial e seus contornos teóricos merecem maior atenção por parte dos autores dos livros didáticos. Neste caso, observamos que, em pelo menos um manual, o equívoco conceitual cometido comprometeu a compreensão dos sequenciamentos teóricos ulteriores elaborados. Quanto à previsão das reações redox, observamos que metade dos manuais didáticos analisados a abordou, considerando o desenvolvimento de regras e tabelas práticas com o propósito de mostrar ao estudante a influência de diferentes fatores sobre os processos eletrolíticos mais complexos. No entanto, este procedimento engendrou generalizações precipitadas sobre as causas que determinaram a deposição de certo metal sobre um eletrodo ou a tendência de descarga de uma espécie química sobre uma outra. O uso deste procedimento pedagógico também favoreceu interpretações equivocadas quanto à previsão de ocorrência de certos processos eletrolíticos, além de conduzir o leitor a um... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: In this work, we analyzed the epistemological and conceptual aspects of the topic electrochemistry contained in textbooks of chemistry approved by the National Textbook Program for high school (PNLEM) in 2007. This analysis was performed taking into account the correction of the conceptual structures that make up these topics and the Bachelardian epistemological obstacles present in these structures. We considered four categories of obstacles, namely: animist, realistic, substancialistic and verbal. The procedures to collect and analyze data were based on qualitative approaches. The main results indicate the presence of some conceptual distortions mainly related to the concept of potential or difference of potential of the electrode and also to the realistic descriptions related to forecast of redox reactions in the electrolytic process. In particular, the concept of potential and its theoretical field deserve more attention by the authors of the textbooks. In this case, we observed that in at least one textbook the conceptual mistake made affected the understanding of the theoretical issue order further developed. We observed that in half of the analyzed teaching materials the forecast of redox reactions was reported considering the development of practical rules and tables in order to show students the influence of different factors on the more complex electrolytic processes. However, this procedure engendered hasty generalizations about the causes that led to the deposition of some metal on an electrode or a preference for the disposal of a chemical species on another one. In this case, the use of this procedure favored misinterpretations in relation to predict the occurrence of certain electrolytic processes, and lead the reader to a distorted understanding of the production process of scientific knowledge. In summary, we found a significant amount of conceptual distortions... (Complete abstract click electronic access below)<br>Orientador: Márcia Reami Pechula<br>Coorientador: Luciano Fernandes Silva<br>Banca: Jorge Megid Neto<br>Banca: Dácio Rodney Hartwig<br>Mestre

Orientador: Rosa Lúcia Sverzut Baroni<br>Banca: Arlete de Jesus Brito<br>Banca: Maria Ângela Miorim<br>Resumo: Este trabalho faz um levantamento da Coleção História da Matemática para Professores editada pela Sociedade Brasileira de História da Matemática (SBHMat), buscando identificar características das propostas pedagógicas voltadas ao professor das séries finais do Ensino Fundamental. Essa busca foi motivada pela constatação de que o professor de Matemática anseia por integrar a História da Matemática em sua prática docente, mas esbarra na pouca disponibilidade de textos acessíveis e adequados a sua prática docente. O objetivo principal foi desenhar um panorama do material que existe disponível para esse nível de ensino e, mais especificamente, elencar quais livros-texto possuem certos elementos que ajudariam o professor a usar a História da Matemática em sua aula, tais como encaminhamentos de como proceder na aplicação de determinada proposta, atividades e exercícios sugeridos em quantidade suficiente, entre outras. A análise revelou que não existem muitos livros da coleção que se enquadram nestas características, sendo um indicativo do que ainda pode ser feito em um futuro próximo por pesquisadores ou professores da área.<br>Abstract: This work does a literature review in the "Coleção História da Matemática para Professores" (Collection History of Mathematics for Teachers) edited by the Sociedade Brasileira de História da Matemática (Brazilian Society of History of Mathematics - SBHMat), trying to identify which textbooks are able to help the teacher - specifically, that one who teaches in the final years of Elementary School in Brazil - to integrate History of Mathematics in his classroom. This search was motivated by the assumption that Mathematics teachers would like to integrate history in his/her classroom, but has problems with the small availability of accessible and suitable text-books. The main objective was to outline a panorama of the available textbooks, that focus on the last years of Elementary School and, more specifically, point out which textbooks have elements that could help the teacher to use History of Mathematics in his practice, such as suggesting activities and exercises to accomplish tasks. The analysis revealed that does not exists many textbooks with those characteristics in the collection, which one can see as an indicative of possible researches to be carried out by researchers or Mathematics teachers within this area in a near future.<br>Mestre

This thesis explores the research question: to what extent does the idea of 'social science' persist in constructing IR textbooks in our contemporary context? In light of the considerable changes in the discipline's canon catalysed by the Third Debate, it is surprising that there has been no sustained engagement with a large body of textbooks in over a decade. The thesis uses a folklorist approach to review contemporary undergraduate IR textbooks by exploring their family resemblances to Donkeyskin and Bluebeard stories. The thesis finds that many contemporary textbooks resemble Donkeyskin stories, both because they employ a problem/choice structure that works to curtail how IR is defined and because they rely on a number of assumptions about what it means to write a textbook and study IR. However, the thesis also finds that there is a limited but notable body of textbooks that resembles Bluebeard stories in terms of how 'forbidden' assumptions about how IR is defined and what it means to write a textbook are confronted. These two readings of textbooks are complemented by a third aspect of the folklorist approach, a reading of framing gestures. While many textbook authors employ framing gestures that cast authors as curators of the field of IR, reinforcing strict boundaries for participation in the negotiation of the IR canon, there are notable exceptions that cast textbook authors as creators. The effect is to demonstrate and open up for participation the process of negotiating the boundaries of what gets to 'count' as IR.

U radu je razmatrana mogućnost efikasnijegosposobljavanja učenika da razumeju složenedru&scaron;tvene odnose i razviju delatne socijalneve&scaron;tine. Akcenat je na udžbenicima razrednenastave koji integri&scaron;u dru&scaron;tvene sadržaje.Zagovaraju se modeli kojima se dru&scaron;tvenisadržaji u udžbeniku prirode i dru&scaron;tva oblikujukombinacijom ekspozitornog i induktivnogizlaganja, uz recepciono-estetički, egzemplarnoparadigmatski,problemsko-otkrivajući imultimedijalno-vi&scaron;eizvorni pristup.Cilj empirijskog dela bio je da se utvrdi da li, i ukojoj meri udžbenik učestvuje u usvajanjudru&scaron;tvenih znanja, razvijanju socijalnih ve&scaron;tina,stavova i vrednosti savremenog sveta. Izneta jepregledna analiza prisutnosti i načina izlaganjadru&scaron;tvenih sadržaja u udžbenicima razrednenastave od 1945. do 2012. godine, utvrđeni sustavovi nastavnika o uspe&scaron;nosti njihoveprezentacije u udžbeniku koji se koristi, isagledana su mi&scaron;ljenja učenika u pogleduusvajanja dru&scaron;tvenih sadržaja iz udžbenikaprirode i dru&scaron;tva. Rezultatima istraživanjakonstatovano je da udžbenik razredne nastavenije prevazi&scaron;ao tradicionalni koncept, i da jeekspozitorno izlaganje informacija u gotovomvidu jo&scaron; uvek opredeljujući način kojim sepredstavljaju dru&scaron;tveni sadržaji. Zaključuje se da je za efikasnije usvajanje i razvijanjedru&scaron;tvenih znanja, ve&scaron;tina i vrednosti potrebnametodička transformacija načina kojima se oniprezentuju u udžbeniku; zbog čega surecepciono-estetički, egzemplarnoparadigmatski,problemsko-otkrivajući imultimedijalno-vi&scaron;eizvorni model predloženikao adekvatna praktična re&scaron;enja u savremenomudžbeniku prirode i dru&scaron;tva.<br>This paper discusses the possibility of moreeffective training of students to understand thecomplex social relationships and develop socialresponsibility operative skills. The emphasis ison class teaching textbooks in which socialcontent is integrated. This paper suggestsmodels in which the social contents in thetextbook of nature and society are modeled as acombination of inductive and expositorypresentation, and the receptive-aesthetic,exemplary-paradigmatic, problem-solving andmultimedia-multiple sources accessing. The aimof the empirical part was to determine whether,and to what degree textbooks participate in thedevelopment of social skills, learning behaviorand values of the modern world. An overviewanalysis of presence and the mode ofpresentation of social content in the textbooksof class teaching from 1945 until 2012 ispresented. Teachers&#39; attitudes about theeffectiveness of their presentation in thetextbooks being used were identified, andstudents&rsquo; opinions regarding the adoption of thesocial nature of the content of textbooks wereperceived. The results of the research concludedthat the textbooks of class teaching has not overcome the traditional concept, and theexpository presentation of information in theform of cash yet decisive manner that thepresent social content. It is concluded that theeffective development of social knowledge,skills and values requires methodicaltransformation of the mode of presentation ofcontent, having receptive-aesthetic, exemplaryparadigmatic,problem-discovering andmultimedia-multiple sources model proposed asadequate practical solutions to contemporarytextbook of nature and society.

1989 was the year when Polish history textbooks were freed from the control of the communist state. It was also the time when Pandora’s Box was opened and diverse but often conflicting memories and narratives were released into the public sphere. They were promoted not only by domestic but also transnational actors and international organisations. So far the relationship between textbook narratives and networks of actors who influenced textbook production in postcommunist Poland has not been studied. Hence, this thesis investigates how textbook narratives evolved between 1989 and 2015 and which institutions and individuals influenced the process of narrative production, and how. While chapter one presents the methodology used, chapter two sketches textbook development in the context of the politics of history, changing procedural arrangements for textbook production and the evolving textbook publishing market. Textbook narrative analysis, presented in chapter three, illuminates how the representation of the Second World War - especially the images of Poles, Germans, Jews and Soviets - transformed. Chapter four analyses the actors that influenced history textbook narratives. It shows how Solidarity members, who had opposed communist narratives of history in the 1980s, took over key positions within state institutions in 1989 and created their own narratives about the war. In the following years, textbook narrative polyphony rather than one united narrative existed, especially in textbooks produced after a 1999 education reform. Yet this narrative polyphony did not last long. When another reform was implemented in 2009, nationalist-conservatives were in conflict with liberal conservatives, aligned with the then governing Civic Platform party. Only narratives of liberal-conservatives found their way into textbooks.

Предмет рада је анализа семантичке категорије теличности као дистинктивног обележја аспектуалног значења у француском и српском језику. Теличност представља једно од семантичких, односно инхерентних аспектуалних особина глаголских лексема или синтагми и означава постојање крајње тачке у одвијању глаголске радње. У теорији концептуалне семантике (Jackendoff 1996) теличност се дефинише као ограничење Путање, једне од основних концептуалних категорија, која заједно са категоријама Догађај и Време чини структуру глаголске ситуације.Циљ рада је анализа начина на које теличност учествује у стварању аспектуалног значења у француском и српском језику. У анализи су посматране семантичке класе глагола кретања, као и класе глагола извођења, стварања и трошења код којих важну улогу у изражавању теличности има директни објекат. Примењена метода контрастивне анализе открива да између француског и српског језика у начинима изражавања теличности највећа сличност постоји код глагола кретања: у француском ограниченост осе путање обележавају предлози &agrave; и jusque (+&agrave;/en), док предлог vers указује на неограниченост путање; у српском, ограниченост путање и достизање циља у току кретања изражавају предлошко-падежне конструкције са акузативом, док предлошко-падежне конструкције са дативом означавају да циљ у току кретања није достигнут и да је путања неограничена. У оба језика уочава се семантичка усклађеност између типа глаголске ситуације и предлога у француском, односно предлошко-падежних конструкција и глаголског вида у српском језику: уз ателичне глаголске ситуације у француском, односно неограниченотрајне глаголе у српском јављају се синтагме уведене предлогом, односно предлошко-падежном конструкцијом који такође означавају неограничену осу путање у процесу кретања (marcher/nager/courir vers &ndash; ходати/пливати/трчати према ка); уз глаголе који означавају тренутне радње, у француском теличне глаголске ситуације, а у српском глаголе свршеног вида, јављају се синтагме уведене предлогом, односно предлошко-падежне конструкције које указују да је оса путање у току кретања ограничена (arriver/venir/entrer &agrave; &ndash; стићи/доћи/ући у). Код семантичких класа глагола извођења, стварања и трошења у француском и српском језику, међутим, уочава се извесна разлика у погледу изражавања теличности. У француском језику концептуализација објекта као ограниченог или неограниченог учествује у изражавању теличности, те се глаголске ситуације у којима је објекат изражен као неограничен интерпретирају као ателичне (lire des romans/&eacute;crire des lettres/manger des oranges), док се глаголске ситуације које подразумевају постојање објекта актуализованог као ограниченог, целовитог појма, посматрају као теличне (lire les romans/&eacute;crire les lettres/manger les oranges). И у српском језику уочава се улога директног објекта у односу на теличност, али је она у вези са градилачким процесима. Код семантичких класа српских глагола извођења, стварања и трошења телични карактер глаголске ситуације обележава се непостојањем трећег члана видске опозиције у оним случајевима када перфективни облик глагола означава да је радња у потпуности протекла кроз објекат, односно када објекат настане или нестане у целости током глаголске радње (читати &ndash; прочитати &ndash; *прочитавати / писати &ndash; написати &ndash; *написавати / трошити &ndash; потрошити &ndash; *потрошивати). Уколико је објекат модификован или трансформисан, могуће је продужити радњу и тада постоји трећи члан видске опозиције (писати &ndash; уписати &ndash; уписивати). У оба језика, дакле, на концептуалном нивоу уочавају се истоветне појмовне категорије које се на структурно-језичком плану формализују на различите начине.<br>Predmet rada je analiza semantičke kategorije teličnosti kao distinktivnog obeležja aspektualnog značenja u francuskom i srpskom jeziku. Teličnost predstavlja jedno od semantičkih, odnosno inherentnih aspektualnih osobina glagolskih leksema ili sintagmi i označava postojanje krajnje tačke u odvijanju glagolske radnje. U teoriji konceptualne semantike (Jackendoff 1996) teličnost se definiše kao ograničenje Putanje, jedne od osnovnih konceptualnih kategorija, koja zajedno sa kategorijama Događaj i Vreme čini strukturu glagolske situacije.Cilj rada je analiza načina na koje teličnost učestvuje u stvaranju aspektualnog značenja u francuskom i srpskom jeziku. U analizi su posmatrane semantičke klase glagola kretanja, kao i klase glagola izvođenja, stvaranja i trošenja kod kojih važnu ulogu u izražavanju teličnosti ima direktni objekat. Primenjena metoda kontrastivne analize otkriva da između francuskog i srpskog jezika u načinima izražavanja teličnosti najveća sličnost postoji kod glagola kretanja: u francuskom ograničenost ose putanje obeležavaju predlozi &agrave; i jusque (+&agrave;/en), dok predlog vers ukazuje na neograničenost putanje; u srpskom, ograničenost putanje i dostizanje cilja u toku kretanja izražavaju predloško-padežne konstrukcije sa akuzativom, dok predloško-padežne konstrukcije sa dativom označavaju da cilj u toku kretanja nije dostignut i da je putanja neograničena. U oba jezika uočava se semantička usklađenost između tipa glagolske situacije i predloga u francuskom, odnosno predloško-padežnih konstrukcija i glagolskog vida u srpskom jeziku: uz atelične glagolske situacije u francuskom, odnosno neograničenotrajne glagole u srpskom javljaju se sintagme uvedene predlogom, odnosno predloško-padežnom konstrukcijom koji takođe označavaju neograničenu osu putanje u procesu kretanja (marcher/nager/courir vers &ndash; hodati/plivati/trčati prema ka); uz glagole koji označavaju trenutne radnje, u francuskom telične glagolske situacije, a u srpskom glagole svršenog vida, javljaju se sintagme uvedene predlogom, odnosno predloško-padežne konstrukcije koje ukazuju da je osa putanje u toku kretanja ograničena (arriver/venir/entrer &agrave; &ndash; stići/doći/ući u). Kod semantičkih klasa glagola izvođenja, stvaranja i trošenja u francuskom i srpskom jeziku, međutim, uočava se izvesna razlika u pogledu izražavanja teličnosti. U francuskom jeziku konceptualizacija objekta kao ograničenog ili neograničenog učestvuje u izražavanju teličnosti, te se glagolske situacije u kojima je objekat izražen kao neograničen interpretiraju kao atelične (lire des romans/&eacute;crire des lettres/manger des oranges), dok se glagolske situacije koje podrazumevaju postojanje objekta aktualizovanog kao ograničenog, celovitog pojma, posmatraju kao telične (lire les romans/&eacute;crire les lettres/manger les oranges). I u srpskom jeziku uočava se uloga direktnog objekta u odnosu na teličnost, ali je ona u vezi sa gradilačkim procesima. Kod semantičkih klasa srpskih glagola izvođenja, stvaranja i trošenja telični karakter glagolske situacije obeležava se nepostojanjem trećeg člana vidske opozicije u onim slučajevima kada perfektivni oblik glagola označava da je radnja u potpunosti protekla kroz objekat, odnosno kada objekat nastane ili nestane u celosti tokom glagolske radnje (čitati &ndash; pročitati &ndash; *pročitavati / pisati &ndash; napisati &ndash; *napisavati / trošiti &ndash; potrošiti &ndash; *potrošivati). Ukoliko je objekat modifikovan ili transformisan, moguće je produžiti radnju i tada postoji treći član vidske opozicije (pisati &ndash; upisati &ndash; upisivati). U oba jezika, dakle, na konceptualnom nivou uočavaju se istovetne pojmovne kategorije koje se na strukturno-jezičkom planu formalizuju na različite načine.<br>The subject of this dissertation is the presence,position and role of literary texts in thetextbooks of French as a foreign language.Though in the last few years a lot has beenwritten about the importance of using literarytexts in foreign language teaching and itsadvantages in comparison to other types ofteaching material, French glotodidacticianspoint to the fact that literary texts are used incontemporary communication-orientedtextbooks as any other texts, with the primarypurpose of developing language skills. In orderto prove this hypothesis, the textbooks ofnational and French authors in use inelementary and high schools in Serbia areanalysed. As reading, that is, understanding atext is a prerequisite to any further work on thetext, special attention is given to readingstrategies and models which facilitate students&rsquo;access to literary texts used in textbooks. Thecomparative approach allows us to gain insightinto similarities and differences in choosingFrench authors and their work represented intextbooks, the position of literary texts inteaching unit, the ways they are presented andthe accompanying activities. These criteria areused in the analysis of all textbooks: the ones byour and French authors both for elementaryschools, and for high schools.

Ciljevi nastave engleskog kao stranog jezika u Japanu prolaze kroz velike promene dolaskom globalizacije i informacionih tehnologija, a jedna takva promena jeste uvođenje engleskog jezika na osnovno&scaron;kolskom nivou. Engleski kao strani jezik postaje obavezan u japanskom obrazovnom sistemu. Prema japanskoj obrazovnoj politici učenici počinju da uče engleski jezik u 5. razredu. U Srbiji situacija je drugačija u tom smislu da je engleski jezik obavezan predmet od 1. razreda osnovne &scaron;kole.U ovoj doktorskoj disertaciji poku&scaron;aćemo da saznamo koje su to metode i tehnike u upotrebi u nastavi engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i u Srbiji. Isto tako, poku&scaron;ačemo da utvrdimo njihovu adekvatnost u smislu postizanja zadatih ciljeva, a samim tim i zaključaka u vezi sa ispunjeno&scaron;ću ciljeva nastave stranih jezika &ndash; plana i programa propisanih od strane Ministrastva prosvete u obe države.Cilj ovog istraživanja jeste definisanje aktivnosti koje se koriste na časovima, interakcije između učenika i nastavnika, upotreba maternjeg jezika na času, kao i komunikacije na osnovu savremenih metodolo&scaron;kih težnji u nastavi engleskog jezika Na osnovu teorijsko-metodolo&scaron;kog okvira, ova studija ima za poku&scaron;aj da defini&scaron;e i uporedi način na koji nastavnici uvode aktivnosti na časovima engleskog, a koje se u smislu komunikacije odnose na osnovno&scaron;kolske politike u Japanu i Srbiji. Relevantno istraživanju, kori&scaron;ćen je metod triangulacije, te su podaci sakupljani putem opservacije časova, intevjua i ankete za nastavnike u elektronskom obliku. Takođe, izvr&scaron;ena je i komparativna analiza udžbenika odobrenih od strane oba ministarstva, a koji su u upotrebi u obe države.Opservacije časova engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i anonimno anketiranje nastavnika i intervjui pokazali su kod učenika motivaciju za učenje na visokom nivou, ali metode i aktivnosti kori&scaron;ćene na časovima zajedno sa visokim procentom upotrebe maternjeg jezika (japanskog) dovode do nedostatka komunikacije na času, a samim tim i nedostatka prave komunikacije na engleskom jeziku. Istim istraživanjem u Srbiji do&scaron;lo se do zaključka da je motivacija učenika za učenje engleskog jezika na visokom nivou, kao i da nastavnici teže &scaron;to manjoj upotrebi maternjeg jezika na času, osim kada je to zaista neophodno, kao &scaron;to su obrade gramatičkih jedinica i njihova obja&scaron;njenja, te da se u &scaron;kolama u Srbiji na časovima engleskog jezika teži animaciji učenika, podizanjem motivacije na najvi&scaron;i nivo.Na osnovu dobijenih podataka izneti su zaključci i sugestije kako bi se pomoglo nastavnicima engleskog jezika, kao i implikacije za dalja istraživanja.<br>The goals of EFL teaching in Japan haverecently undergone drastic change, withglobalization and information technology&rsquo;sarrival, one such change being the introductionof English at the elementary-school level.English as a foreign language (EFL) in Japan isbecoming a mandatory subject in compulsoryeducational system. According to Japaneseeducational policy, students are required to startlearning the English language in the fifth grade.In Serbia, the situation is different, meaning thatEFL has been introduced as a mandatory subjectfrom the first grade of elementary school.In this doctoral thesis we are primarilyinterested in discovering the methods andtechniques used in English language teaching inelementary schools in Japan, as well as inSerbia, and their adequacy in terms of achievingthe aims, and therefore fulfillment of thecurricula and syllabi regulated by Ministries ofeducation in both countries.The aim of this study is to define theactivities used in the classes, interactionbetween students and teachers, the use of themother tongue in class, as well ascommunication on the basis of contemporarymethodological aspirations in EFL Teaching.Based on the theoretical-methodologicalframework, this study attempts to define andcompare the ways teachers introduce classroomactivities in English that are communicative intheir given policy contexts in elementaryschools in Japan and Serbia. Using a qualitativedescriptive &ndash; triangulation method, relevant tothis study, data were gathered by classroom observations, interviews and also a survey forteachers in electronic form were conducted. Inaddition, comparative analysis of textbooksapproved by the Ministries and in use in bothcountries, was conducted.Observations of English lessons inprimary schools in Japan, as well as ananonymous survey of EFL teachers revealed thestudents&rsquo; motivation to learn English is at highlevel, but the methods and activities used inclasses with a high percentage of use of themother tongue (Japanese) lead to the lack of realEnglish communication in the classroom. Otherfindings in Serbia revealed the students&rsquo; highmotivation for learning English and teacherstending to reduce the use of the mother tonguein class, except when necessary, for presentingand explaining grammar, thereof, Englishclasses in Serbian schools tend to animatestudents, raising their motivation to the highestlevel.According to the data obtained,conclusions and suggestions were made in orderto help EFL teachers, and recommendations forfuture research and practice in both countrieswere also given.

За потребе израде ове докторске дисертације најпре је направљен&nbsp; интерактивни електронски уџбеник биологије за IV разред гимназије природно-математичког смера, а затим је анализирана ефикасност његове примене у односу на&nbsp; традиционалну наставу. Педагошко истраживање је спроведено на узорку од 167 ученика (85 ученика у експерименталној и 82 ученика у контролној групи). Ученици Е групе су садржаје из наставне теме Основи молекуларне биологије у IV разреду гимназије реализовали применом интерактивног електронског уџбеника, индивидуалним обликом рада, док су ученици К група исте садржаје обрадила традиционалним наставним методама и фронталним обликом рада док су код куће учили из штампаног уџбеника.Експериментална и контролна&nbsp; група су уједначене на почетку истраживања на основу успеха ученика из биологије на крају III. разреда гимназије и на основу резултата иницијалног теста.Након реализације наведене наставне теме ученици обе групе су радили финални тест, а након 75 дана ретест. Такође су спроведене анкете за ученике Е групе и професоре биологије који раде у гимназији о о примени електронског уџбеника у настави биологије. Након тога су статистички обрађени и&nbsp; aнализирани резултати тестова и анкета.Ученици Е групе су остварили бољи успех на финалном тесту и ретесту од ученика К групе. Разлике у њиховом постигнућу на финалном тесту и ретесту (у корист Е групе) су статистички значајне како на појединачним когнитивним нивоима (познавање чињеница, разумевање појмова и примена знања), тако и на тестовима у целини.Резултати финалног теста су потврдили већу ефикасност наставе биологије уз примену електронског уџбеника у односу на традиционалну наставу. Резултати ретеста су потврдили већу трајност (квалитет) знања из биологије усвојеног применом електронског уџбеника у односу на знање стечено традиционалним метода рада. Веће постигнуће ученика Е групе на финалном тесту и ретесту у односу на ученике К групе је резултат примене електронског уџбеника и индивидуалног облика рада у настави биологије.Ученици Е групе и професори биологије који раде у гимназији су изнели&nbsp; позитивне ставове о примени електронског уџбеника у настави биологије. То показује да они прихватају увођење иновативних модела рада у наставу.Веће постигнуће ученика Е групе на финалном тесту и ретесту у односу на ученике К групе као и позитивни ставови ученика и професора о примени електронског уџбеника у настави биологије у гимназији препоручују израду и коришћење електронских уџбеника урађених према важећим наставним програмима у настави биологије и других предмета.<br>Za potrebe izrade ove doktorske disertacije najpre je napravljen&nbsp; interaktivni elektronski udžbenik biologije za IV razred gimnazije prirodno-matematičkog smera, a zatim je analizirana efikasnost njegove primene u odnosu na&nbsp; tradicionalnu nastavu. Pedagoško istraživanje je sprovedeno na uzorku od 167 učenika (85 učenika u eksperimentalnoj i 82 učenika u kontrolnoj grupi). Učenici E grupe su sadržaje iz nastavne teme Osnovi molekularne biologije u IV razredu gimnazije realizovali primenom interaktivnog elektronskog udžbenika, individualnim oblikom rada, dok su učenici K grupa iste sadržaje obradila tradicionalnim nastavnim metodama i frontalnim oblikom rada dok su kod kuće učili iz štampanog udžbenika.Eksperimentalna i kontrolna&nbsp; grupa su ujednačene na početku istraživanja na osnovu uspeha učenika iz biologije na kraju III. razreda gimnazije i na osnovu rezultata inicijalnog testa.Nakon realizacije navedene nastavne teme učenici obe grupe su radili finalni test, a nakon 75 dana retest. Takođe su sprovedene ankete za učenike E grupe i profesore biologije koji rade u gimnaziji o o primeni elektronskog udžbenika u nastavi biologije. Nakon toga su statistički obrađeni i&nbsp; analizirani rezultati testova i anketa.Učenici E grupe su ostvarili bolji uspeh na finalnom testu i retestu od učenika K grupe. Razlike u njihovom postignuću na finalnom testu i retestu (u korist E grupe) su statistički značajne kako na pojedinačnim kognitivnim nivoima (poznavanje činjenica, razumevanje pojmova i primena znanja), tako i na testovima u celini.Rezultati finalnog testa su potvrdili veću efikasnost nastave biologije uz primenu elektronskog udžbenika u odnosu na tradicionalnu nastavu. Rezultati retesta su potvrdili veću trajnost (kvalitet) znanja iz biologije usvojenog primenom elektronskog udžbenika u odnosu na znanje stečeno tradicionalnim metoda rada. Veće postignuće učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe je rezultat primene elektronskog udžbenika i individualnog oblika rada u nastavi biologije.Učenici E grupe i profesori biologije koji rade u gimnaziji su izneli&nbsp; pozitivne stavove o primeni elektronskog udžbenika u nastavi biologije. To pokazuje da oni prihvataju uvođenje inovativnih modela rada u nastavu.Veće postignuće učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe kao i pozitivni stavovi učenika i profesora o primeni elektronskog udžbenika u nastavi biologije u gimnaziji preporučuju izradu i korišćenje elektronskih udžbenika urađenih prema važećim nastavnim programima u nastavi biologije i drugih predmeta.<br>For the use of the issue of this doctoral thesis was first developed an interactive electronic textbook for biology IV discharge gymnasium of the science stream, and&nbsp; then analyzed the efficiency of its use in relation to traditional teaching. Pedagogical&nbsp; research was conducted on a sample of 167 students (85 students in the experimental and 82 students in the control group). Students E groups are the content of teaching topics Fundamentals of molecular biology in the fourth grade of&nbsp; high school r ealized by using an interactive electronic textbooks, individual form of work, while students K group of the same content processed by traditional teaching&nbsp; methods and frontal form of work while at home learning from printed textbooks.Experimental and control groups were matched at baseline based on the success of students in biology at the end of III. year of high school, and based on the results of the initial test.Аfter the realization of that teaching topics the students of both groups were doing the final test, a retest after 75 days. They also conducted a survey of students E group and biology professors who work in the gymnasium of the implementation of electronic textbooks in teaching biology. After that, statistically&nbsp; processed and analyzed the results of tests and surveys.&nbsp;Students E group have achieved better results in the final test and retest students K group. The differences in their attainment of the final test and retest (in favor of group E) were statistically si gnificant both at the individual level cognitive (knowledge of facts, understanding the concepts and application of knowledge), and the tests as a whole.Results of the final test confirmed the greater efficiency of teaching biology with the use of electronic textbooks in comparison to traditional teaching. Retest results have confirmed high durability (quality) knowledge of biology adopted using the electronic textbook in relation to the knowledge gained by traditional methods. Higher student achi evement E group at the final test and retest compared to students in K group is a&nbsp; result of implementation of electronic textbooks and individual forms of work in teaching biology.E group students and professors of biology who work in high school&nbsp; are expressed&nbsp; positive views on the implementation of electronic textbooks in teaching biology. This&nbsp; shows that they accept the introduction of innovative models of work in the&nbsp; classroom.Higher student achievement E group at the final test and retest compared&nbsp; to students in K group and positive attitudes of students and teachers on the&nbsp; implementation of electronic textbooks in teaching biology in high school suggests the design and use of electronic textbooks performed according to the current curriculum in teaching biology and other subjects.

Предмет проучавања докторске дисертације је заступљеност античке прошлости у уџбеницима историје на простору данашње Србије, у Краљевини СХС и Краљевини Југославији, у периоду између два светска рата од 1918. до 1941. године. Рад се бави и проучавањем утицаја античких вредности на васпитање и образовање српске омладине. Основни предмет истраживања у раду су уџбеници на српском језику са тематиком из области античке прошлости, који су се користили у средњим школама у периоду између два светска рата. Поред уџбеника и наставних планова и програма, у раду је представљен и шири друштвени контекст изучавања античке прошлости, најзначајнији професори и предмети на свим смеровима, где се проучавала античка прошлост на Универзитету у Београду. Радом су пропраћени и поједини чланци о античкој прошлости и просвети, који су се појављивали у периодици тога доба.<br>Predmet proučavanja doktorske disertacije je zastupljenost antičke prošlosti u udžbenicima istorije na prostoru današnje Srbije, u Kraljevini SHS i Kraljevini Jugoslaviji, u periodu između dva svetska rata od 1918. do 1941. godine. Rad se bavi i proučavanjem uticaja antičkih vrednosti na vaspitanje i obrazovanje srpske omladine. Osnovni predmet istraživanja u radu su udžbenici na srpskom jeziku sa tematikom iz oblasti antičke prošlosti, koji su se koristili u srednjim školama u periodu između dva svetska rata. Pored udžbenika i nastavnih planova i programa, u radu je predstavljen i širi društveni kontekst izučavanja antičke prošlosti, najznačajniji profesori i predmeti na svim smerovima, gde se proučavala antička prošlost na Univerzitetu u Beogradu. Radom su propraćeni i pojedini članci o antičkoj prošlosti i prosveti, koji su se pojavljivali u periodici toga doba.<br>The theme of study of this doctoral thesis is to what extent the antique past was included in the textbooks for history which were published and used in the area of present Serbia, The Kingdom of Serbs, Croats and Slovenes and The Kingdom of Yugoslavia in the period between the two world wars from 1918. to 1941. The thesis deals with studying of influence of the antique values on upbringing and education of Serbian youth. The basic theme of research in the thesis are the textbooks written in Serbian dealing with the antique past and which were used in secondary schools between the two world wars. Besides the textbooks, and teachers&rsquo; plans and syllabus broader social context of studying antique past, the most important teachers of the subject at all the streams studying the antique past at the University of Belgrade are presented in the thesis. The thesis includes some articles about the antique past in education which were published at that time.

Циљ рада јесте да се на основу теоријско-пројективне и емпиријске анализе теоријскизаснује систем наставе руског језика и то уњеговој препаративној, оперативној иевалуационој димензији. Дато истраживањеусмерено је на сагледавање типолошкиходлика система наставе руског језика ујединству његових конституенти у нижимразредима основне школе и у том склопуначела лингводидактичког обликовања свихкомпонената макроструктуре уџбеника, причему није изостављена ни његоваметаструктура: приручници за наставнике ирадне свеске. Кад је реч о курикулуму,имамо у виду све његове димензије, посебноекстензитет, интензитет и редоследнаставних садржаја.<br>Cilj rada jeste da se na osnovu teorijsko-projektivne i empirijske analize teorijskizasnuje sistem nastave ruskog jezika i to unjegovoj preparativnoj, operativnoj ievaluacionoj dimenziji. Dato istraživanjeusmereno je na sagledavanje tipološkihodlika sistema nastave ruskog jezika ujedinstvu njegovih konstituenti u nižimrazredima osnovne škole i u tom sklopunačela lingvodidaktičkog oblikovanja svihkomponenata makrostrukture udžbenika, pričemu nije izostavljena ni njegovametastruktura: priručnici za nastavnike iradne sveske. Kad je reč o kurikulumu,imamo u vidu sve njegove dimenzije, posebnoekstenzitet, intenzitet i redoslednastavnih sadržaja.<br>The goal of this paper is to, on the grounds ofprojective and empirical analysis, build thesystem of Russian language teaching in itspreparational, operational and evaluationaldimensions. The research is oriented towardcomprehension of typological features ofteaching system within the sum of itsconstituents in lower grades, as well as theprinciples of lingvodidactic shaping of all thecomponents of macrostructure andmetastructure of a textbook, including teachermanuals and workbooks. When it comes tocurriculum, the author kept in mind all of itsaspects, especially extensity, intensity andsequencing of educational content.

碩士<br>銘傳大學<br>應用日語學系碩士班<br>102<br>Japanese in expression are varied subject to genders. There are many categories for the male and female wording. This paper focus on the sentence end expression used by male and female. Through the Japanese textbook, the learners get to know the culture, habit and language; as a result of it, to the learners, the textbook is very important. This paper is going to analyze the wording between male and female in categories, frequency and how they use them base on the Japanese textbooks used in Taiwan colleges. Also, to analyze the sentence end expression shows up in which occasion. As to the occasion, there are grammar, interpersonal situation kinds. Here is finding. The higher frequency use of sentence end expression in female than in male. Therefore, of Taiwan Japanese textbooks, the female wording at sentence end is emphasized. Nevertheless, from the aspect of genders, it is intended to high frequency for the occasion in opposite sex sentence end expression in comparison with the occasion in same sex sentence end. Furthermore, in regard to the polite and direct styles, the polite style sentence end expression shows up often. At the last, in regard to the interpersonal situation, it is found that sentence end expression is used often in occasion of opposite sex.

印刷教科書是現時中學廣泛應用的教材。近年來，創新的電子教科書逐漸被關注。然而，通過電子教科書對學生習得成果的影響以及電子教科書的教育預設用途性（educational affordance）的認知仍然有限。是次研究旨在調查在香港中學推行電子教科書對學生學習化學的影響。研究中採用名為「離子、離子鍵合與結構」的試用電子教科書章節。這項研究提出三個研究問題：（1）評鑑高品質的化學電子教科書應考慮什麼評估準則？（2）以電子教科書作為教具進行化學課堂時教師和學生有什麼顧慮？（3）電子教科書是否有效地幫助學生學習離子鍵和離子化合物的性質？如何及為什麼能達到這個成果？<br>透過研究建構了一份包含了課程和技術特點的電子教科書質素評鑑清單，當中包括了如動畫，圖像，內容排版和對回答問題時相應的建設性反饋（constructive feedback）等元素。本研究採用了前測-後測準實驗設計。是次研究對象為兩所香港中學的兩組中四學生（N = 27），實驗組使用了試用的電子教科書，而對照組則維持使用由香港出版的傳統化學教科書來進行課堂。試驗實施後，學生們進行了後測以評估他們在化學科的習得成果，並回答了有關對電子教科書的態度（attitude）、感知易用性（perceived usability）、流動電腦自我效能感（mobile computing self-efficacy）及流動電腦焦慮感（mobile computeranxiety）的評估問卷。隨後進行了針對評估學生技能表現（psychomotor skills）的離子模型建構實作測試。透過半結構式訪談，收集了關於在化學課堂中使用電子教科書學習化學時師生們的顧慮和相應的教育預設用途性。<br>研究發現，實驗組的學生相比對照組的學生表現得較為出色。教師和大部分學生對電子教科書予以正面的評價。他們對電子教科書的認受性可能是因為 流動電子產品在香港日益流行。但師生們同時表達了他們對以電子教科書進行常規化學課的擔憂， 如課堂管理（classroom management ）和注意力分散（distractions）等。教師的講授和示範在香港化學課堂中推廣使用電子教科書學習仍然是不可缺少的。而電子教科書的量身定制（customisation）將是教師今後的重要職責之一。本試用電子教科書提供了若干的教育預設用途性。為了進一步提高電子教科書的學習效能，師生們強烈建議增設度身訂造的電子筆來書寫筆記和引入更多的化學練習來鞏固習得成果。學生們亦反映了其中一個電子教科書的教育預設用途性是鼓勵他們進行課前預習，研究顯示使用電子教科書的學生比使用傳統印刷教科書的學生更積極學習。研究所得亦對香港化學教育的意義和啟示進行了討論。<br>Printed textbooks are popular instructional materials in secondary schools. In recent years, electronic textbooks (e-textbooks) have been promoted as an innovation. However, little is known about the effects of using e-textbooks on students’ learning outcomes and the educational affordance of e-textbooks. The purpose of this study was to investigate the effects of using an e-textbook on Hong Kong students’ learning of chemistry in secondary school. An e-textbook chapter entitled Ions, Ionic bonding and Structure was developed. The study was guided by the following three research questions: (1) What evaluative criteria should be considered in the design of a high-quality chemistry e-textbook? (2) What are teachers’ and students’ concerns when using e-textbooks in the chemistry classroom as a teaching-learning aid? (3) Is the e-textbook effective in helping students learn the properties of ionicbonding and ionic compounds? How and why?<br>A checklist was constructed to evaluative the quality of the curricular and technical features of the electronic chapter, such as animations, graphics, content layout, and constructive feedback generated by questions. A pretest – posttest quasi-experimental design was used in this study. Two groups of secondary-4 students (N = 27) from two Hong Kong schools participated; the experimental group used the e-textbook chapter while the comparison group used a traditional chemistry textbook published in Hong Kongto have lessons. After the intervention, the students took a posttest to assess their chemistry achievement and responded to a questionnaire to assess their attitudes towards the e-textbook, perceived usability, mobile computing self-efficacy and mobile computer anxiety. A performance test was administered to assess students’ psychomotor skills at constructing ionic models. Semi-structured interviews were also conducted to collect teacher and student views regarding the concerns about using e-textbook in a chemistry classroom and educational affordance of the e-textbook for learning chemistry.<br>Results showed that the students in the experimental group performed better than their counterparts in the comparison group. Both the teacher and most of the participating students evaluated the e-textbook positively. One possible reason for the increase in the likelihood of using e-textbooks in Hong Kong may be the increasing popularity of mobile devices. However, the teacher and students expressed some concerns about using the e-textbook in their regular chemistry lessons, such as classroom management and distractions. Teacher’s instruction and demonstration during the chemistry lesson in Hong Kong classroom is still essential to assist the use of an e-textbook for learning. Customisation of e-textbooks will be one of the most important parts of the teachers’ duties in the future. The trial e-textbook chapter was perceived as useful with various educational affordances. Teachers and students strongly suggested that a customised electronic pen for writing notes and more exercises for reinforcement of chemistry learning be included to further enhance the e-textbook’s effectiveness. The e-textbook offered the educational affordance to motivate them to study before lessons. The students who used e-textbooks in the study were more likely to study actively than the students who used traditional printed textbooks. The significance and implications of these findings for chemistry education in Hong Kong are discussed.<br>Chiu, Yuen Ki Ricky.<br>Thesis Ed.D. Chinese University of Hong Kong 2016.<br>Includes bibliographical references (leaves ).<br>Abstracts also in Chinese.<br>Title from PDF title page (viewed on …).<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.

碩士<br>中原大學<br>工業與系統工程研究所<br>106<br>Reading is the basis of acquiring knowledge. In the process of 12-year compulsory education, textbooks are the required material for students to prepare different grade assessments. For junior high school students, the textbooks are also the fundamentals of the comprehensive assessment programs that is the entrance examination of senior high school are based on textbooks. The assessment type and context are like the Program for International Student Assessment (PISA) that focus on assessment of the reading comprehension. The compiled styles of textbooks are extremely crucial for learning autonomy. Well compiled textbooks enhance students reading comprehension, studying attention and efficiency. There were many studies to discover the process, essential and influence of reading comprehension. However, the literature of reading comprehension about textbooks was scarce. In addition, there were many scholars who studied applying mind mapping to assist teaching different courses for different grade students. Nevertheless, the studies of using mind mapping to teach geography for junior high school students are lack. A lot of research works have been done in exploring learning attention and reading comprehension by using eye-tracking as the major measure instruments, though there has been relatively little research applied Electroencephalogram (EEG) to gathering information. Therefore, this study attempts using EEG to collect attention information of junior high school students while they read geography textbooks. The purpose of this study is to examine if the use of mind mapping would improve the reading comprehension of junior high school student. In this study, an experiment was conducted to examine the influence of different compiled types of textbooks for reading comprehension and learning attention. The participants consist with 34 male junior high school students and 32 females, respectively. The reading materials are two different compiled modes of textbooks, one is text only while the other is text with 3-level mind maps. Through EEG to track and record participants’ a variety of attention and efficiency, then give a test of the articles to recognize the reading comprehensive. Finally, t-test is used to analyze results for the data. The experiment results reveal that appending 3-level mind maps in textbooks will improve reading comprehension and assistant low-achievement students significantly. The results and conclusions of this study can be a reference for future design of related teaching materials for teachers and publishers.

本論文的研究目的在於對外語教科書語篇中的語言和圖像模式構建互動意義的多模態描述，同時，為了能幫助教科書設計者和外語教育者培養學生的多模態識讀能力。<br>本論文選取了6本上海教育出版社2002年至2006年出版的廣州外語教科書。基本理論框架是系統功能多模態語篇分析。 本論文主要探討了兩個問題：（1）採用Martinec & Salway (2005) 的圖文關係框架和Martin & White (2005) 的評價系統來解構由圖文關係構建的態度意義；（2）綜合運用了系統功能多模態語篇分析理論，評價系統，和多聲互動理論來分析外語教科書語篇中多模態介入和分級資源構建的多聲互動性質。<br>研究結果表明：隨著學生年級的升高, 英語水準的提高，他們對圖片的興趣及其日益成熟的認知能力, 各種圖文資源，多模態介入手段，和多聲互動類型的數量明顯隨之下降，他們較少依賴圖像來理解文本。教科書設計逐漸由基於圖像變為基於文本的設計。“圖附文”（242, 37.8%）在6本教科書中的13中圖文關係中占主導地位。圖像在態度意義構建中起到和文本評價資源一起聯盟讀者來達到教學目標的基本作用。另一方面，高亮顯示（756, 14.84%），長焦鏡頭（體現呈現物和觀察者之間的公眾關係）（382, 34.98%）和前焦鏡頭 （392, 23.52%）在外語教科書語篇中吸引讀者的注意力到多模態文本中是最常用的手段。高亮顯示，插圖，共建語篇，對話泡，和標籤使得編寫者、故事角色、和讀者三種聲音之間的意義協商成為可能。由所給的圖像和文本資源實現的介入意義的分級是視情況而定，或取決於這些多模態資源的內在屬性。語篇多聲互動還與視覺交際中的眼神接觸、社會距離、和視角等參數緊密相連。<br>本論文對於初中外語教科書的多模態評價意義分析具有理論和教學啟示。本論文嘗試在理論上擴展評價分析應用於多模態語篇中，探討了圖文符際互補構建態度意義。本論文對教學語篇的多模態描述以及對不同範疇的定量分析對外語教科書設計，外語教學具有一定的現實意義。<br>關鍵字： 系統功能多模態話語分析，英語課本語篇，評價系統<br>The overall objective of the thesis is to offer a semiotic and discursive account of the interactive meaning construal in visual-verbal inter-semiotic resources of English as a Foreign Language (EFL) textbooks in Mainland China. The motivation behind the present study is to offer insights for textbook designers and EFL teachers to assist them in cultivating students’ multimodal literacy.<br>The data include six junior high school EFL textbooks currently used in Guangzhou, published by the Shanghai Education Press in 2002 and 2012. The general theoretical orientation of the study is Systemic Functional-Multimodal Discourse Analysis (SF-MDA). The research design comprises two complementary sub-studies. The first phase of the study adopted SF-MDA, Martinec and Salway’s (2005) framework of image-text relations, and Appraisal Theory (Martin and White, 2005) to deconstruct the “attitudinal” meanings construed in visual-verbal resources of EFL textbooks. The second phase incorporated SF-MDA, Appraisal Theory, and voice studies to model the semantic dimensions of “engagement” and “graduation” with a particular reference to multi-voiced interaction through multimodal engagement devices in EFL multimodal textbook discourse.<br>The major findings of the current study reveal that with students’ grade advancement, improved English proficiency, their interest in visual images, and their increasing cognitive maturity, the total amount of visual styles, image-text relations, multimodal engagement devices, and voice interaction types significantly decreased, and students relied less on visual images to understand verbal texts. Textbook design gradually changed from image-based to text-based. “Image subordinate to text” (242, 37.8%) plays a leading role among thirteen categories of image-text relations in the six textbooks. Images have an essential function for attitudinal meaning construal in aligning readers to achieve pedagogical goals with verbal appraisal resources. On the other hand, highlighting (756, 14.84%), long (public) (382, 34.98%), and frontal angle (392, 23.52%) are the most common devices to engage readers in the multimodal text in EFL textbook discourse. Highlighting, illustration, jointly-constructed text, dialogue balloon, and labeling enable meaning negotiation among multiple voices such as editor voice, character voice, and reader voice. The gradability of engagement value realized by the given visual-verbal resources is case-sensitive, or is determined by the “intrinsic property” (Chen, 2009) of these multimodal resources. The multi-voiced interaction closely relates the three parameters of eye contact, social distance, and point of view in visual communication.<br>This multimodal appraisal analysis of junior high school EFL textbooks has both theoretical and pedagogical implications. The current study has made an attempt to extend appraisal analysis to multimodal EFL textbook discourse (Chen, 2009), and to examine visual-verbal resources in encoding attitudinal meanings. The semiotic description of multimodal affordance with the quantitative measurement of different categories in textbook discourse shed some lights on EFL textbook design, and foreign language teaching and learning. (446 words)<br>Key Words: Systemic Functional-Multimodal Discourse Analysis, EFL textbook discourse, Appraisal Theory.<br>Lai, Haiyan.<br>Thesis M.Phil. Chinese University of Hong Kong 2014.<br>Includes bibliographical references (leaves ).<br>Abstracts also in Chinese.<br>Title from PDF title page (viewed on …).<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.

Orientação: Maria Nubélia Silvestre Bravo ; co-orientação: Maria Cecília Martins Ferreira da Silva<br>Nesta dissertação investigamos o uso do manual escolar na sala de aula, em consonância com as mudanças das práticas pedagógicas resultantes da existência de novos recursos digitais agregados ao manual escolar, tais como o e-manual, os CD-ROM e DVDs e, as plataformas educacionais na Internet, em particular, a Escola Virtual, da Porto Editora. O leitmotiv da realização desta investigação é avaliar a utilização destes recursos, quer nas práticas pedagógicas inovadoras por parte dos docentes, quer na contribuição para melhorar a aprendizagem dos alunos. No sentido de melhor compreender e analisar o impacto da integração dos recursos digitais no ensino-aprendizagem, escolhemos os recursos da Porto Editora, visto tratar-se de um estudo de caso centrado numa escola que adotou estes recursos. A partir de um enquadramento metodológico que procura ultrapassar as dicotomias entre as abordagens quantitativas e as abordagens qualitativas, centramos o nosso estudo numa unidade didática, Astronomia, lecionada no 7º ano de escolaridade, na disciplina de Ciências Físico-Químicas. Com base num modelo heurístico, os dados recolhidos através de questionários a professores e alunos numa escola onde a investigadora estagiou, referente a este conteúdo, indicam que a utilização dos referidos recursos digitais no ensino-aprendizagem, fomentou a motivação para a realização de atividades propostas, facilitou a compreensão e a aprendizagem de conceitos e motivou os alunos para o estudo na disciplina de Ciências Físico-Químicas. Não podemos deixar de enfatizar a exploração do manual interativo, como um elemento extremamente inovador, e simultaneamente potenciador da disseminação de conhecimentos em espaços não convencionais de ensino, pela possibilidade de autoaprendizagem, respeitando as particularidades dos alunos. No entendimento de uma postura de abertura e de investigação permanente e, conscientes de que o ensino-aprendizagem engloba inúmeros fatores, apontamos alguns trajetos investigativos possíveis que poderão, eventualmente, despontar, a partir deste estudo.<br>In this dissertation we scrutinize the use of the school manual in the classroom, in line with the changes in pedagogical practices resulting from the existence of new digital resources added to the school manual, such as the e-manual, such as CD-ROMs and DVDs and educational platforms on the Internet, in particular, the Virtual School, from Porto Editora. The leitmotiv of this research is to evaluate the use of these resources, both innovative pedagogical practices used by the teachers and their contribution to improve learning. In order to better understand and analyze the impact of the integration of the digital resources in the teaching-learning process, we choose the resources of Porto Editora, as it is a case study centered on a school which adopted these resources. From a methodological framework which seeks to overcome the dichotomies between the quantitative and qualitative approaches, we focused our study on a teaching unit, astronomy, taught in the 7th year of schooling, in the discipline of Physics-Chemistry Science. Based on a heuristic model, the data collected through questionnaires to teachers and students from several schools in the center of the country, concerning this content, indicate that the use of these digital resources, in the teaching-learning process, has fostered the motivation for the suggested activities, facilitated the understanding and learning of concepts and motivated students to the study of this subject of Physics-Chemistry program. We should emphasize the use of the interactive manual, as an extremely innovative element, and simultaneously a dissemination of knowledge enhancer in non-conventional teaching spaces, because of the potential of self-learning, respecting the particularities of pupils. In the understanding of a position of openness and permanent research, aware that the teaching-learning process encompasses numerous factors, we point out some possible investigative approaches that may likely emerge from this study.