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1
Sandberg, Sofia. "Representation and cultural bias : A study focused on three Swedish ESL-textbooks." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44045.
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In the following essay, a study on three textbooks used for educating pupils in Swedish secondary schools in the subject of English is presented. One aim of the study was to investigate how the selection of texts, both fiction and non-fiction, used for reading and listening comprehension purposes and their respective author representations in three Swedish EFL-textbooks could be considered to represent a broad perspective of the English-speaking world. The categories used to find evidence are based on Kachru’s model of Three Circles of English. Furthermore, an additional aim was to uncover evidence of invisibility- and imbalance and selectivity-biases within each textbook’s content. These biases are originally part of the Sadker et al. framework Seven Forms of Bias. The study results indicate that even though all textbooks provide some examples of the English-language from a global perspective, none manage to present a fully balanced and indiscriminate picture of such. Furthermore, the findings suggest that none of the textbooks succeed in providing learners with an evenly distributed array of texts transpiring in, and authors originating from, countries belonging to Kachru’s inner-, as -and- and expanding circle. Instead, it was found that a majority of texts transpire in, and authors originate from, countries within the inner-circle, which further seem to reinforce the perception of a standard English springing from what is by Kachru referred to as the inner, norm-providing circle. Therefore, based on the findings in this study, it is suggested that further research be carried out. In particular, a more substantial number of textbooks should be analysed in order to ensure that the content of EFL-textbooks used in the Swedish educational system agrees with the standards of the core curriculum for English 5.
2
Esmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.
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The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program&rsquos curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo
sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are
1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo
There is no universal, recipe-like, method for doing science.&rdquo
The frequency of presence of each aspect in books was very low.
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Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.
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The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel’
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
#8217
s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
4
Yang, Chi Cheung Ruby. "Gender representation in Hong Kong primary English language textbooks : a study of two widely-used textbook series." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70055/.
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Gender equality has long been an issue for gender and language research from as early as the 1970s to the contemporary era in the 2010s, and gender stereotyping in textbooks is an issue in many different countries (Davis, 1995; see also Blumberg, 2007, 2008). While secondary English Language textbooks published in Hong Kong have already been investigated by Lee and Collins (2008), primary English Language textbooks have rarely been investigated (but see Au, 1992; Au, 2004). Therefore, the present study investigates gender representation in two widely-used primary English Language textbook series, Step Up and Primary Longman Express, by examining two subgenres that can be widely found in all language textbooks: reading passages and dialogues, and visuals. In other words, textual (lexis and grammar), discourse and visual representations of gender are analysed. A combination of different methods is used in this study. First, to answer the research question of how gender is represented in the reading passages in the Step Up and Primary Longman Express series in terms of lexis and grammar (Research Question A), content, linguistic and discourse analyses are conducted. Then, pragmatics and conversation analysis are used to analyse how the discourse of male and female speakers is represented in the dialogues in the two textbook series (Research Question B). Finally, to analyse the representation of gender in the visuals in the two textbook series (Research Question C), the method of visual analysis is used. To make sure that the quantitative results obtained are significant, the chi-square test is also used and log-likelihood values are calculated. The results of this study are encouraging in that males and females are represented similarly and fairly, and show an improvement over previous textbook studies in gender representation. In textual representation of gender, at the lexical level, though males were represented more often than females in terms of having a higher frequency of occurrence of node words, nomination, and pronouns when counted as ‘tokens’ in the two series, both males and females were portrayed as having jobs outside home and engaging in household chores (even if only playing a supportive role for males). At the formal grammatical level, the ‘generic’ use of masculine pronouns to refer to human beings in general could not be found in the two textbook series either. As regards gender representation in dialogues, the results vary between the two textbook series and across different dialogue subgenres. Male/female invisibility and domination in dialogues do not exist, and there are no instances of gender stereotyping in the analysed dialogues of the two series. Finally, in visual representation of gender, though males were represented more than females in the illustrations in the two textbook series, the phenomenon of gender stereotyping in terms of occupations and activities engaged in the illustrations in the selected books of either textbook series is not prominent.
5
Hall, Sara. "Cultural Representation in Swedish EFL Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34544.
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As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of English as an international language? To answer the research question, this study uses critical discourse analysis as a method for the evaluation. The results indicate that the textbooks show some tendencies of acknowledging the international status of English by including texts from different countries and cultural settings. However, both books still favor representations of Anglophonic countries. Finally, the results suggest that it is important for teachers who use these books to promote critical reflection of how cultures are portrayed.
6
Gråfors, Veronica. "Fett osynlig? : En undersökning om representation av överviktiga och feta kroppar i två läromedel för gymnasieskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26058.
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This exam paper has examined visual portrayals of overweight and fatness in two swedish upper secondary school textbooks, one in physical education and one in social science. The textbooks were analyzed in regard to numeral representation, interacting social categories such as gender and age, depiction in forms of activities and stereotypes and relation to context close to or far away from a swedish context. The analysis showed an underrepresentation of overweight and fat bodies in both textbooks, but the represention of overweight bodies in the textbook on physical education were nearly nil whereas in the textbook on social science there where representations of both overweight and fat bodies. Combined the both textbooks gave a representation of health and youth as not represented by overweight or fat bodies.
7
Ratajczak, Miriam. "Representation of English as an International Language in Swedish and German Textbooks : A Comparative Study of Textbooks in the Subject English used in Swedish and German Upper Secondary Schools." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37121.
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This study is investigating how English as an international language is represented in textbooks of institutionalised second language learning at upper secondary high schools in Germany and Sweden, as well as if and how these representations differ. The method to be used in this essay is a textbook analysis, in which the frequency of references to Inner, Outer and Expanding Circle countries (see Kachru’s (1992) concentric model of World Englishes) is measured. It is thus a comparative study between German and Swedish textbooks, with focus on upper secondary schools and on the representation of English as an international language. The aim of this study is to investigate whether textbooks in the EFL classroom in Swedish and German upper secondary schools present English as an international language.
8
Lima, Ana Carolina Albuquerque de. "O livro didático de Língua Inglesa produzido in-house e o sujeito aprendiz: uma análise discursiva das representações de aprendiz e possíveis implicações na sua constituição identitária." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-11042018-144358/.
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Nas últimas duas décadas, a busca por cursos de idiomas que ensinam a Língua Inglesa aumentou expressivamente; consequentemente, houve crescimento no número de pessoas que são interpeladas pelo livro didático de inglês. Com base no pressuposto de que o recurso pedagógico em questão atua diretamente na produção e circulação de sentidos e, portanto, na constituição identitária do sujeito-aprendiz, nos propomos analisar o funcionamento discursivo de livros didáticos produzidos in-house utilizados por cerca de 7 anos em um curso de idiomas, por meio das representações de sujeito-aprendiz presentes neles. Além disso, convidamos aprendizes em contexto de uso desses livros para responderem um questionário, que tinha como objetivo entender de que modo as representações depreendidas dos livros didáticos contribuem para a constituição identitária desse sujeito. A presente pesquisa encontra-se fundamentada na perspectiva da Análise do Discurso (PÊCHEUX, 1975; ORLANDI, 1999; CORACINI, 2003). De modo geral, observamos que, apesar de tentarem, supostamente, escapar das generalizações dos livros didáticos de Língua Inglesa importados, os materiais nacionais, em determinados momentos, seguem os padrões das produções internacionais. Ademais, percebemos que haveria restrição da diversidade linguística nos livros in-house que foram analisados. A discursividade dos livros didáticos produzidos nacionais e os dizeres do sujeito-aprendiz sugerem que os livros seriam capazes de conter praticamente todas as possibilidades de formulação na língua estudada, para cada um dos diferentes cenários de interação. O aprendiz, teoricamente, saberia o que dizer em determinada situação e seria capaz de prever o que iria receber como resposta, anulando (ou, ao menos, minimizando) as falhas que são inerentes ao processo de comunicação. Haveria, consequentemente, uma tentativa de homogeneização dos sentidos, a partir de representações que apontam para a ficção do controle, da neutralidade e das verdades únicas. Sugere-se, assim, a visão de língua como ferramenta a ser manipulada por um sujeito que teria, na maioria das vezes, consciência do seu dizer; e que aceitaria e reafirmaria a autoridade do livro didático.Over the last two decades, the search for languages courses that teach English as a Foreign Language has increased significantly, therefore, there has been some growth in the number of people who are interpellated by English textbooks. Based on the premise that the pedagogical resource in question takes part in the production and circulation of meanings and, thus, in the learners identity constitution, we intend to analyze the discursive functioning of textbooks produced in-house and used for around 7 years by a determined language course, through the representations of learner on them. We have also invited students in context of use of these textbooks to answer a questionnaire, which aimed at understanding how the representations gathered from these textbooks contribute to that subjects identity construction. This research is grounded in the Discourse Analysis perspective (PÊCHEUX, 1975; ORLANDI, 1999; CORACINI, 2003). In general, we observed that, despite some attempts of, supposedly, escaping from the generalization of imported English textbooks, in-house textbooks, at times, follow the patterns established by international publications. Moreover, we noticed that there might be restrictions of the language diversity in the in-house materials that were analyzed. The discursivity of the national textbooks and the learners discursive sequences suggest that the materials would be able to include all the possible formulations in the language being studied, for each different scenario of interaction. The student, theoretically, would know what to say in a specific situation and would be capable of predicting the answer, precluding (or, at least, reducing) the failures that are inherent to the communication process. There could be, consequently, an attempt to homogenize the meanings, through representations that point to the illusion of control, neutrality and singular truths. It is suggested, then, the view of language as a tool to be manipulated by a subject that would be, most of the times, aware of what he says, and that would accept and reinforce the authority of the textbook.
9
Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.
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The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.
10
Biazetto, Flávia Cristina Bandeca. "As confluências das tradições literárias escritas e orais nos livros didáticos: um estudo das representações das literaturas africanas, afro-brasileira e indígenas nos materiais do Programa Nacional do Livro Didático 2014." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-02022018-104235/.
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O objetivo desta tese é analisar as representações do campo literário (Bourdieu, 1996), notadamente das produções africanas, afro-brasileiras e indígenas, divulgadas nos livros didáticos de Português mais distribuídos pelo Programa Nacional do Livro Didático (PNLD) 2014. Para isso, partimos da noção de que os livros didáticos são um gênero do discurso, cuja organização e seleção textual expressa um projeto autoral (Bunzen, 2005, 2009). A partir daí, foi possível compreender o papel das antologias dentro da proposta pedagógica de cada uma das coleções que compõem nosso corpus. Como uma etapa inicial, realizamos uma quantificação e tabulação do número de textos literários e não literários concernentes ao nosso recorte. Esses dados foram descritos, analisados e comparados à luz de perspectivas teóricas da área de Estudos Comparados de Literaturas de Língua Portuguesa e, tendo por base, também, o projeto autoral dos materiais analisados. Os resultados obtidos, em diálogo com a exigência legal do decreto 11645/08, mostram a tentativa de publicar textos oriundos das tradições oral e escrita do campo literário, divulgando duas naturezas distintas de produções literárias por meio dos materiais de Ensino Fundamental 2, e também demonstram que a presença de tais produções literárias nas coletâneas dos materiais didáticos é incipiente. Verificamos ainda distinções quanto aos processos de reconhecimento social, de acordo com a perspectiva de Honneth (2003) entre o legado da tradição oral e o da escrita para a composição do campo literário. Ao enfocar as especificidades e as representações de ambas as tradições, foi possível identificar a carência de propostas de leitura que fossem capazes de introduzir, na formação do jovem leitor, a engenhosidade e a complexidade das narrativas orais. Tal constatação se opõe aos resultados referentes às representações da tradição escrita, em que se notam iniciativas de expor autores e obras representativos das literaturas nacionais especificamente afro-brasileiros e indígenas e africanos de países de Língua Oficial Portuguesa.The aim of this thesis is to analyze the literary field (Bourdieu, 1996) representations, notably the African, Afro-Brazilian, and Indigenous productions printed in the best seller Portuguese language textbooks for Brazilian National Textbook Program (PNLD) 2014. For such we start at the notion that textbooks are a discourse genre, whose text selection and organization convey an auctorial project (Bunzen, 2005, 2009). From that; it was possible to understand the role anthologies play within the pedagogical proposal of each one of the series that composed our corpus. At the first moment we quantified and tabulated the number of literary and nonliterary texts that belonged to our scope. These data have been described, analyzed and compared under theoretical perspectives of Comparative Studies of Literature in Portuguese Language, and also having the authorial projects of the analyzed resources as basis. The outcome obtained in line with legal demand of 11645/08 decreed shows an attempt of publishing texts from oral and written traditions from the literary field, promoting two different natures of literary production through Secondary School (Ensino Fundamental 2) resources, and also demonstrates that the presence of such literary productions within the anthologies is incipient. We also verified differences in the processes of social recognition, according to Honneth (2003), between the oral and written traditions to the composition of the literary field. When focusing the peculiarities and representations of both traditions, it was possible to identify the lack of reading proposals that were able to introduce in young readers formation the ingenuity and complexity of oral narratives. Such conclusion is opposite to the results regarding the representation of written tradition, in which initial notes show representative authors and texts of national especially Afro-Brazilian and Indigenous literatures and from African countries where Portuguese is an official language.
11
Souza, Gleice Keli Barbosa. "?Os esquecidos da Hist?ria? e a Lei 11.645/08: continuidades ou rupturas? Uma an?lise sobre a representa??o dos povos ind?genas do Brasil em livros did?ticos de Hist?ria." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/244.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This research aimed to identify and analyze the space that occupies indigenous issues in teaching history in the face of changes and / or stays caused by Law 11,645 / 2008 institution. Such writing was produced in order to raise and broaden the discussion of the silenced and marginalized history of indigenous peoples of Brazil. The research presents a qualitative approach to documentary character, which we use as the main document analysis texts and images contained in the textbook collections History Society & Citizenship and History of the Third Millennium Caves approved by PNLD 2008 and 2011 and intended for Primary Education II (6 th to 9 th year). Given that textbooks are important tools in the consolidation and spread of representations. The analysis of the sources allowed us to discuss about the privileged approaches and despised in the history of Brazil present in textbooks, as well as see that the representation of indigenous peoples in textbooks of history yet has undergone positive changes, but it is necessary that the results advances in academic research and historiography can reach the readership of textbooks.
A presente pesquisa objetivou identificar e analisar o espa?o que a tem?tica ind?gena ocupa na historiografia did?tica em face das transforma??es e/ou perman?ncias provocadas pela institui??o da Lei 11.645/2008. Tal escrita foi produzida com o intuito de suscitar e ampliar a discuss?o sobre a hist?ria silenciada e marginalizada dos povos ind?genas do Brasil. A pesquisa apresenta uma abordagem qualitativa de car?ter documental, na qual utilizamos como principais documentos de an?lise os textos e imagens contidas nas cole??es did?ticas Hist?ria Sociedade & Cidadania e Hist?ria das Cavernas ao Terceiro Mil?nio aprovadas pelo PNLD de 2008 e 2011 e destinadas ao Ensino Fundamental II (6?ao 9?ano). Haja vista que os livros did?ticos s?o instrumentos importantes na consolida??o e propaga??o de representa??es. A an?lise das fontes nos permitiu problematizar sobre as abordagens privilegiadas e desprezadas na hist?ria do Brasil presente nos livros did?ticos, assim como constatar que a representa??o dos povos nativos nos manuais did?ticos de Hist?ria ainda tem sofrido positivas mudan?as, mas faz-se necess?rio que os resultados dos avan?os nas pesquisas acad?micas e historiografia possam alcan?ar o p?blico leitor dos livros did?ticos.
12
Wilhelmson, Mika. "Representations of culture in EIL : Cultural representation in Swedish EFL textbooks." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21120.
Full textAbstract:
The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.
13
Salman, Rania Camille. "The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799522/.
Full textAbstract:
Critical examinations of cultural groups and the ways in which they are presented in schools are missing from current elementary and middle school curricula. Issues of this nature often fall under the umbrella of “multicultural education” or “cultural pedagogy,” but this rhetoric is dismissive in nature. Constructing the non-Western child as “culturally deprived,” “culturally disadvantaged,” or “at-risk” perpetuates an “us/colonizer” versus “them/colonized” mentality. The purpose of this study was to examine critically how the Middle East and its people are represented in U.S. social studies textbooks. Through the use of qualitative content analysis, 10 elementary and middle school social studies books from Florida, Texas, and Virginia were analyzed. Drawing largely from the postcolonial Orientalist work of Edward Said (1978/2003), this study unveiled the ways in which American public schools other children, specifically children of Middle Eastern or Arab descent. Othering occurs anytime an institution in power constructs a certain reality for a marginalized group of people.
14
Olsson, Jessica. "1970s and 1980s Representations of British Cultural Identity in Textbooks used in ESL Education in Swedish Upper-secondary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40886.
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The aim of this study is to examine how British culture and British cultural identity is discursively constructed and represented in two texts, including images accompanying the texts, found in two textbooks used in the foundation course for English as a second language in the Swedish upper-secondary school, the textbooks published in the 1970s and the 1980s respectively. The aim also includes to see if British cultural identity is represented in a stereotypical manner and to see which views on culture are present in the texts. The methods used in the study are discourse analysis based on Laclau and Mouffe’s discourse theory, and Hall’s visual analysis. Two theories are applied to the material, these are Laclau and Mouffe’s discourse theory and Hall’s theory of stereotyping. The result of the present study shows that there are several representations of British cultural identity in the 1970s text and that all are stereotypical. In one of the representations, British cultural identity is understood as someone who is an Englishman which entails amongst other things being brought up in England as a real Englishman. The other representations of British cultural identity included the identities English people, Englishmen and cockneys. The identity English people includes both of the identities Englishmen and cockneys. The representation of English people is that background, class and the way you speak are important and that English people check each other’s background and class by listening to one another’s speech. The representation of Englishmen includes that they are upper-class proper Englishmen who speak the Queens English whereas cockneys are represented as lower-class people who speak a vulgar sort of English. In the 1980s text there are two representations of British cultural identity. The first one of these, which was found to be represented in a stereotypical manner, is constituted by the group identity pupils with British cultural background within a culturally and nationally diverse class in Britain. This representation is culturally exclusive since only pupils with British cultural background are included in this representation. The second representations of British cultural identity found in the 1980s text is a British class made up by a group of pupils with culturally and nationally diverse backgrounds. This representation was deemed to be non-stereotypical and culturally inclusive since this representation of British cultural identity is culturally diverse.
15
Brusokaitė, Evelina. "Gender representation in EFL textbooks." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130731_151659-54206.
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The aim of the research was to determine gender representation in the Lithuanian, British and Argentinian EFL textbooks. To achieve the aim, EFL textbooks circulated in Lithuania (Super English 4), the UK (Speakout) and Argentina (My Life 2) were analyzed with regard to social and linguistic aspects of gender representation. The methods chosen for the study were content analysis and the calculation of the relative frequency of occurrence. The results revealed that the Lithuanian EFL textbook depicts females in a stereotyped way with regard to household duties and frequently uses compound nouns and proverbs or sayings comprising a word man which is used in its generic meaning. Moreover, the content analysis of illustrations in the British EFL textbook revealed that males dominate the labour market. Furthermore, the analysis of verbs used to define gender in the British EFL textbook demonstrated that females are involved in more various mental processes in relation to males. In the Argentinian EFL textbook females are excluded from the field of IT; however, they are not associated with the domestic sphere. In addition, the Argentinian EFL textbook can be treated as the best-balanced textbook with regard to gender-biased use of language. Further studies can examine other aspects of gender representation and cover wider range of EFL textbooks.Šio tyrimo tikslas buvo nustatyti lyties įvaizdžius anglų, kaip užsienio kalbos, vadovėliuose, išleistuose Lietuvoje, Didžiojoje Britanijoje ir Argentinoje. Vadovėliai buvo nagrinėjami atsižvelgiant į socialinius ir kalbinius lyties vaizdavimo aspektus. Vadovėlių pasirinkimas buvo pagrįstas galimybe palyginti lyčių įvaizdžius ir kalbines jų raiškos priemones skirtinguose regionuose. Tyrime buvo naudojami kiekybiniai ir kokybiniai tyrimo metodai. Turinio analizės metodas buvo naudojamas analizuojant kalbines priemones bei paveikslėlius kontekste; kiekybiškai buvo skaičiuojamas tiriamas santykinis dažnumas. Tyrimo rezultatai atskleidė, kad anglų kalbos vadovėlis, išleistas Lietuvoje, pasižymi stereotipiniu moters vaidmens įvaizdžio pateikimu. Moteris yra vaizduojama plaunanti indus, dengianti stalą, gaminanti valgyti, prižiūrinti ir auklėjanti vaikus. Be to, anglų kalbos vadovėlyje, išleistame Lietuvoje, yra didžiausias skaičius sudurtinių daiktavardžių bei patarlių ar posakių, kurie susideda iš bendrai vartojamo abiems lytims žodžio man, taip sumenkinant moters įvaizdį. Anglų kalbos vadovėlis, išleistas Didžiojoje Britanijoje, daug dėmesio skiria su darbu susijusiai veiklai, taip pat pateikia platesnį spektrą profesijų, kuriose yra vaizduojami veikėjai. Tačiau turinio analizė atskleidė, kad vyrai yra labiau matomi darbo rinkos vaizdavime. Taip pat moterims priskiriamos profesijos yra daugiausiai susijusios su menine veikla, tokia kaip dainavimas, vaidyba ir dizainas. Lyčių... [toliau žr. visą tekstą]
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Martins, Cristiane da Silva Lima. "Entre textos e imagens: representa??es femininas em livros did?ticos de hist?ria (2008 ? 2014)." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/711.
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This dissertation aims to analyze the representation of women in history textbooks directed to the last years of Elementary School (8th and 9th grades), used in the public schools of Brazil, approved by the Programa Nacional do Livro Did?tico (PNDL) [The National Program of Textbook] in 2008, 2011, and 2014. Among the questions contained in the dissertation, there is the concern about the way in which the performance of women as historical agents was built up over the years in didactic materials. The analysis focuses on the texts and images included in the following textbooks: Hist?ria, Sociedade & Cidadania (2006), Projeto Ararib? (2007), and Estudar Hist?ria: Das origens do homem ? era digital (2011), since textbooks are important tools in the process of consolidation and propagation of representations. Hence, we sought to think the sphere of women?s representation in the textbooks created after a period of educational reforms: the process of evaluation of the textbooks undertaken by PNDL, which has started in the beginning of 1996; the elaboration of the Par?metros Curriculares Nacionais (PCNs) [National Curriculum Parameters], in 1998; and the Diretrizes Curriculares Nacionais (DCNs) [National Curriculum Guidelines], in 2013. Furthermore, we have tried to problematize what will be, from now on, the possibilities of change, also in history textbooks, after the approval of the Base Nacional Curricular Comum (BNCC) [National Curricular Common Base] in 2017. The analysis of the sources allowed us to verify that most of the contents, in the textbooks, continue to privilege the political and economic aspects. In this way, the approaches on women, when mentioned, appear in complementary texts, separated from the main subject. The study of representations, as proposed by Roger Chartier, was the basis for the construction of the analyzes that constitute this work.
Este trabalho tem por objetivo analisar as representa??es sobre as mulheres nos livros did?ticos de hist?ria direcionados aos ?ltimos anos do Ensino Fundamental (8? e 9? ano) utilizados nas escolas p?blicas do Brasil, aprovados pelo Programa Nacional do Livro Did?tico - PNLD em 2008, 2011 e 2014. Entre as quest?es contidas na disserta??o est? presente a inquieta??o em rela??o ? forma como a atua??o das mulheres enquanto agentes hist?ricos foi constru?da ao longo dos anos nos materiais did?ticos. O foco principal das an?lises recaiu sobre os textos e imagens contidas nos seguintes livros did?ticos - LD Hist?ria, Sociedade & Cidadania (2006), Projeto Ararib? (2007) e Estudar Hist?ria: Das origens do homem ? era digital (2011), haja vista que os livros did?ticos s?o ferramentas importantes na consolida??o e propaga??o de representa??es. Desse modo, procurou-se pensar a esfera da representa??o das mulheres nos livros escolares produzidos ap?s um per?odo de reformas educacionais: o processo de avalia??o dos livros did?ticos empreendidos pelo PNLD, que teve in?cio em 1996, a elabora??o dos Par?metros Curriculares Nacionais - PCN (1998), das Diretrizes Curriculares Nacionais - DCN (2013). Al?m disso, buscou-se problematizar quais ser?o, daqui para frente, as possibilidades de mudan?a tamb?m nos livros did?ticos de Hist?ria ap?s a aprova??o da Base Nacional Comum Curricular - BNCC (2017). A an?lise das fontes nos permitiu constatar que a maior parte dos textos, nos LD, continua privilegiando os aspectos pol?ticos e econ?micos. Desse modo, as abordagens sobre as mulheres, quando mencionadas, aparecem em textos complementares, separadas do corpo principal do conte?do. O estudo das representa??es, tal como proposto por Roger Chartier, foi a base para a constru??o das an?lises deste trabalho.
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Tietz, Wendy M. "The Representation of Gender in Introductory Accounting Textbooks." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1173483294.
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Bica, Luis Manuel Peliz Marques. "Funções em livros didáticos: relações entre aspectos visuais e textuais." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11377.
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Previous issue date: 2009-04-28Secretaria da Educação do Estado de São Paulo
The objective of this study was to investigate the visual and textual aspects of the theme function, in a general way, and of the similar function in particular, in textbooks of Mathematics for the 1st grade of Brazilian high school. Thus, we see which is the focus given to the conceptual development of the similar function, specially its graphical representation, and how are promoted as the joints between the algebraic parameters and their visual correspondings from the mathematical and visual points of view. In order to achieve our goals, we developed a set of criteria for research that led to carry out a qualitative analysis of three textbooks from 1st grade of high school, approved in 2005 by the National Books Program for the High School of the Ministry of Education and Culture. The research was based on the theory of Records of Semiotic Representation of Raymond Duval. The investigation criteria were as objective to indicate if the books provided a global concern expressed by Duval. In all the work we were always attentive to official recommendations, notably regarding to the contextualization and interdisciplinary of the concept of study. We also analyze the exercises of the books about similar function in order to check if they remained consistent with the expositive treatment, as well as they promoted conversion activities which show phenomena of congruence and non-congruence. The results showed that only two books, one more than the other, promoted global understanding and presented a diversity of records. These books also showed consistency between the theoretical text and the exercises, many of them contextualized. As far as the exercises, the research has shown that these books also had some exercises with non-congruence phenomena
O objetivo deste trabalho foi investigar os aspectos visuais e textuais do tema função de forma geral, e da função afim em particular, em livros didáticos de Matemática da 1ª série do Ensino Médio brasileiro. Para tanto, verificamos qual o enfoque dado ao desenvolvimento conceitual da função afim, em especial sua representação gráfica, e como são promovidas as articulações entre os parâmetros algébricos e seus correspondentes visuais dos pontos de vista matemático e visual. Para atingir nossos objetivos, desenvolvemos um conjunto de critérios de investigação que permitiram realizar uma análise qualitativa em três livros didáticos da 1ª série do Ensino Médio aprovados em 2005 pelo Programa Nacional de Livros para o Ensino Médio do Ministério de Educação e Cultura. A pesquisa foi fundamentada na teoria dos Registros de Representação Semiótica de Raymond Duval. Os critérios de investigação tiveram como objetivo indicar se os livros propiciavam a apreensão global defendida por Duval. Em todo o trabalho estivemos sempre atentos às recomendações oficiais, notadamente no que diz respeito à contextualização e interdisciplinaridade do conceito em estudo. Também analisamos os exercícios dos livros sobre função afim para verificar se mantinham coerência com o tratamento expositivo, bem como se promoviam atividades de conversão onde se manifestassem fenômenos de congruência e de não-congruência. Os resultados mostraram que apenas dois livros, um mais que o outro, promoviam a apreensão global e apresentavam diversidade de registros. Estes livros mostraram também coerência entre o texto teórico e os exercícios, muitos deles contextualizados. Quanto aos exercícios, a pesquisa mostrou que estes livros também apresentaram alguns exercícios com fenômenos de não-congruência
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Hu, Jiayi. "L'enseignement des fractions à l'école primaire en Chine : approches pédagogiques, didactiques et ethnomathématiques." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2070/document.
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Dans cette étude de recherche, nous nous intéressons particulièrement au concept mathématique de fraction et à son enseignement-apprentissage dans un contexte de culture chinoise. Le concept de fraction est abstrait et difficile à comprendre par les élèves, en Chine, il est enseigné formellement en Classe Niveau 3 et Classe Niveau 5 à l’école primaire.L’objectif de notre recherche est, dans un premier lieu, de faire une introduction sur l’origine et le développement du concept de fraction en Chine ancienne et de montrer les représenations concernant la fraction dans les textes historiques.Dans un deuxième lieu, est d’analyser les représenations et les arrangements des contenus concernant le concept de fraction dans les manuels scolaires chinois selon le Standard du curriculum de mathématiques pour l’instruction obligatoire 2011. Pour cela, nous avons analysé deux éditions de manuels scolaires de mathématiques qui sont utilisés par les écoles publiques dans les trois provinces du nord-est de la Chine.Dans un troième lieu, nous voullons connaître la conception pédagogique et les méthodes d’enseignement des enseignants dans l’enseignement du concept de fraction en salle de classe. Ainsi, nous avons construit les données vidéographiques à travers des observations sur terrain et les vidéos enreginstrés par maison d’édition.Les analyses des données construites sur les manuels scolaires et les vidéos du cours de fraction nous montrent que, d’une part, la signification de la fraction la plus présente dans les manuels scolaires de Classe Niveau 3 et Classe Niveau 5 à travers les activités analysées est Partie d’un tout. D’autre part, la représenation des contenus concernant le concept de fraction dans les manuels soclaires et les arrangements du cours dans l’enseignement de fraction sont bien respectés les suggestions du Stadard du curriculum pour l’instruction obligatoireIn this study, we are particularly interested in both the mathematical concept of fraction and such concept’s teaching-learning in Chinese culture terms. The concept of fraction is more than abstract and thus difficult for students to understand. Accordingly, this certain notion is designed for Grade 3 and Grade 5 in primary school.The first aim of our research is to make an introduction to the origin and development of the concept of fraction in ancient China and to present the various representations of the fraction in historical record.We also plan to analyze the representations and content arrangements in terms of the concept of fraction in Chinese textbooks, based on the Curriculum standard of mathematics for compulsory education 2011. In this part we analyzed two editions of mathematical textbooks which are used by public schools in the three northeastern provinces of China.In addition, we want to know the designs and practices of pedagogy by teachers in teaching the concept of fraction in the classrooms. Thus, we constructed the video-graphic data through field observations and the videos documented by the publishing company.By reviewing the data gleaned from the textbooks and the videos of the mathematical classes, we find that the the most prevalent concept under the name of fraction in the textbooks of Grade 3 and Grade5 is “part-whole”. Another finding is that the contents of the concept of fraction in the textbooks and the pedagogy of fraction in the mathematical classrooms are in agreement with the Curriculum standard of mathematics for the compulsory education
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Ilyas, Hamzah. "Critical thinking : its representation in Indonesian ELT textbooks and education." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12688/.
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My original contribution to knowledge consists in generating a new critical thinking framework that can be used to investigate the elements of critical thinking in textbooks. The framework, however, can also be used as a guideline for teachers who are concerned with the development of learners’ critical thinking skills. Critical thinking has been included in an Indonesian government document as an educational objective; however, it is currently neglected and not seriously disseminated in schools. This study attempts to investigate to what extent critical thinking has been manifested in textbooks in Indonesia and to what extent Indonesian senior secondary school students are ready for the teaching of critical thinking skills. To this end, the study investigates the elements of critical thinking contained in Indonesian ELT textbooks and students’ responses to modified materials containing elements of critical thinking. Three methods are adopted: content analysis, qualitative analysis of students’ written responses, and interviews. Predetermined analytic categories are used to analyse nine Indonesian ELT textbooks used by senior secondary schools. The categories have been created as a result of evaluating, examining, and synthesising Bloom’s and Freeman’s critical thinking taxonomies, critical thinking strategies from empirical studies, critical thinking programmes created by critical thinking authorities and critical thinking tests. The findings of the content analysis show that the textbooks examined do contain a few elements of critical thinking. Critical thinking questions occupy 15.81% of all of the questions analysed. As the literature has stated that facilitating students’ critical thinking needs to be progressive, the findings suggest that most activities in the textbooks can be used at a basic level in scaffolding to promote students’ critical thinking skills and that more critical thinking activities must be developed by teachers. Promoting Indonesian students’ critical thinking skills is possible as the findings of materials implementation and interviews indicate that the students have the potential to be critical. The findings also show that students are ready to accept the teaching of critical thinking skills.
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Holmqvist, Petra, and Liselotte Gjörup. "The Representation of Gender and Gender Roles in English Textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33819.
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Detta examensarbete undersöker representationen av kön och könsroller i engelska läroböcker. Målet är att få en bild av hur kvinnor och män beskrivs i böckerna, och i vilken utsträckning de visar jämställdhet mellan könen. Studien innefattar en undersökning av sex läroböcker, av vilka två publicerades under 1970-talet. För att ge en tydligare bild av vår undersökning är tidigare forskning angående könsrelaterade problem och läromedel integrerad i texten. Resultaten visar att det finns en obalans mellan antalet kvinnliga och manliga protagonister, att manliga författare är överrepresenterade och att de kvinnliga karaktärerna oftast har ett stereotypisk yrke eller inget alls. Detta examensarbete kommer att visa att de utvalda engelska läroböckerna inte lever upp till de kraven som ställs i styrdokumenten. Avslutningsvis innehåller detta examensarbete några praktiska idéer om hur man kan arbeta med könsrelaterade problem i klassrummet.This dissertation investigates the representation of gender and gender roles in English textbooks. The aim is to see how women and men are described and to what extent the textbooks show equality between the sexes. The study comprises the examination of six textbooks, two of which were published in the 1970s. Previous research concerning gender issues and textbooks is integrated to give a clearer picture of our investigation. The results show that there is an imbalance in the number of female protagonists, an over-representation of male authors and that occupations for female characters are mainly stereotypical or non-existent. This dissertation will show that the textbooks selected do not live up to the requirements in the policy documents. Finally, the dissertation contains some practical ideas on how to work with gender issues in the classroom.
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Jeminovic, Zulijana, and Maida Ejupovic. "How Muslim women are represented in Swedish textbooks : A comparative study of religion textbooks between 1970s and the 2000s." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7175.
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This study is based on a comparative qualitative analysis of religion textbooks in elementary schools. The aim is to investigate how Muslim women have been represented in religion textbooks used as educational material in Swedish schools, between the 1970s and the 2000s. This study rests on the social constructivist theory which implies that reality is what we make it. In order to do a comparative qualitative analysis, three deductive stereotypes have been applied: the oppressed, the submissive and the uneducated. However, an additional, inductive stereotype was identified during the analysis of the material: the independent. The text analysis showed that Muslim women were mostly represented as oppressed and submissive, having no right to their own opinions, lives or bodies and simply needing to be covered to get accepted by the Muslim society. However, it was also possible to conclude that similar representations of Muslim women could be found in textbooks from the 1970s and 2000s.
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Frenning, Henric. "An International Language? -Cultural Representation in English textbooks for Swedish Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31656.
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Culture and language are intrinsically linked, and the question of how to approach teaching culture whilst teaching a language is always going to be one teachers have to ask themselves. A textbook is a tool which is meant to aid teachers and remove some of the burden of decision-making from their shoulders. A good textbook should thus give a teacher all of the tools needed to teach a language, including answers to the aforementioned question. This study was a content analysis of four English Language textbooks used in Swedish high schools. The main focus was on how these textbooks present different cultures. This was then contextualized by comparisons with previous research, with cultural theories, and by a comparison with the guidelines which are presented in the Swedish curriculum. The study found that the textbooks contain little representation of cultures which are not natively English-speaking or which exist outside of the so-called Inner circle of English language, and that even when non-Inner circle cultures are represented, they are either viewed through and Inner circle lens or as a minority culture in an Inner circle context. Furthermore, the literature which is included in the books adheres strictly to the English literary canon as it is generally defined. The textbooks thus do not encourage the teaching of English as an international language, and they therefore go against the guidelines of the Swedish curriculum. They are also representative of a global issue of conservatism in ELT which has been highlighted previously by other authors—and to the existence of which they provide further and current proof.
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Blankenship, Chastity Lynn. "Student perceptions of race and gender representations within college textbooks." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4848.
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This study examines introductory textbooks images across a variety of disciplines, with particular focus on the ways in which race and gender are shown. This study goes beyond a basic analysis of textbooks, however, and also explores student perceptions of textbook images. My data show that compartmentalization of gender and race into certain themes still occurs within some textbooks. Specifically, white men were more likely to be depicted as hard workers and contributors to the field than any other race and gender. Despite these results, students seemed mixed on the importance of textbook images with many students focused on the extent their textbook was useful for class.ID: 030422889; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 144-152).
Ph.D.
Doctorate
Sociology
Sciences
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Dobson, Akemi. "Cultural nationalism and representations of Japanese culture in language textbooks /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16825.pdf.
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Feronha, Maria de Lourdes Amante. "Gender issues in the visual representations of brazilian efl textbooks." Florianópolis, SC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76269.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-16T08:49:16Z (GMT). No. of bitstreams: 1 199021.pdf: 5052848 bytes, checksum: 4eadc1edeeb3924b9a98a1370e73cd11 (MD5)
Estudo investigativo de questões relacionadas a gênero em representações visuais. Observa como a mulher (em contraste com o homem) é representada em ilustrações e cartuns usados em livros didáticos de inglês, editados e impressos no Brasil. Visa revelar os discursos subjacentes à questão do gênero e analisa as representações visuais quantitativa e qualitativamente, considerando a linguagem verbal (fala) e não-verbal (desenho) na contrução da identidade e do papel dos participantes representados pictoricamente. Cartuns e ilustrações, aqui denominados representações visuais, apresentam características comuns no que se refere à forma (formato e estilo) e ao conteúdo (tema e significado) e são analisados como 'narrativas visuais' conforme Camargo, 1990 com base nos conceitos de ideologia, dominação e poder, são fundamentais para a abordagem linguística adotada _ Critical Language Study (Fairclough, 1989). A identidade e o papel dos participantes nas representações visuais são estabelecidos a partirdos signos verbais e não verbais. As representações de participantes masculinos, conteúdo (qualidade) e número (quantidade), são usadas para efeito de contraste com as representações de participantes femininos. A combinação dos signos verbais e não verbais é observada para investigar como ocorre a interação desses signos no macrocosmo das representações visuais, bem como o papel por eles desempenhado na construção da identidade e no papel dos participantes. Os dados qualitativos referentes a conotações e valores positivos ou negativos implícitos nas representações visuais são usados para determinar e comparar o conteúdo, enquanto os dados quantitativos referentes a freqüência e número, fornecem suporte à discussão em termos de contraste. Cinco séries de livros didáticos de inglês editados entre 1985 e 1995, contendo um total de 2.644 páginas foram o objeto de investigação. Das 2.414 representações visuais investigadas, 1.672 representam pictoricamente participantes do sexo masculinos, enquanto 773 representam participantes do sexo feminino. A análise qualitativa das representações revela diferenças no que se refere ao estatus e prestígio subjacentes aos papéis desempenhados pelas mulheres nas situações representadas pictoricamente. Os participantes do sexo masculino são freqüentemente representados em situações e profissões que envolvem prestígio e poder, em oposição às participantes do sexo feminino, que na maior parte das representações estão envolvidas com tarefas domésticas ou desempenhando funções às quais se atribui menor estatus social. A abordagem teórica segue a visão e o modelo de Kress e Leeuween (1990) para a leitura de imagens e ressalta a importância e a função de cartuns e ilustrações, bem como a necessidade de abordá-los mais abrangente e criticamente em sala de aula, uma vez que tais representações refletem uma ideologia, aqui entendida como 'um conjunto sistemático de idéias organizadas a partir de um ponto de vista' (Kress e Hodge, 1979). O estudo revela que como produtos de uma ideologia, as representações visuais não se restringem a tornar os textos mais atraentes e leves para o aluno, mas também transmitem, disseminam e reforçam valores e ideologias dominantes; tendendo portanto, a desfavorecer e desvalorizar a mulher no que se refere à divisão de gênero.
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Meneses, Leonel Ricardo Machado. "Representações mobilizadas nas turmas de 1º ano do Colégio de Aplicação da Universidade Federal de Sergipe no ensino de função afim e quadrática." Pós-Graduação em Ensino de Ciências e Matemática, 2014. http://ri.ufs.br/jspui/handle/riufs/8906.
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The object of mathematical study titled function is present in several everyday situations, being used by several areas of knowledge. In this way, the acquisition of its concept becomes fundamental for the development of the individual’s cognitive that is in contact with the mathematics in and out of school. Thus, with the work presented here, it was aimed to analyze the mathematical representations mobilized by the students of the 1st year of high school from Colégio de Aplicação of the Universidade Federal de Sergipe (CODAP/UFS) during the teaching of affine and quadratic function. For this purpose, this study was based on Duval's theory of the registers of semiotic representation (2003, 2009, 2011) as well as the guidelines of the Parâmetros Curriculares Nacionais (BRASIL, 1999, 2002, 2006). In addition to that, it was taken as source the textbook Matemática: Contexto & Aplicações (DANTE, 2010), adopted by the participant groups of the research, as well as photocopies of the four (4) participating students' notebooks and 51 (fifty-one) protocols from a sequence of activities composed of 04 (four) problems that were developed with the students themselves. Among the obtained results, it was pointed out that, as in the 499 (four hundred and ninety-nine) activities categorized in the textbook as in the 108 (one hundred and eight) categorized in the students' notebooks, it was required the semiotic transformation of conversion in the majority of them, this is: 446 (four hundred and forty-six) activities, 89.38%, and 83 (eighty-three), 76.85%, respectively. In addition, the activities proposed by the textbook and those contained in the students' notebooks did not prioritize the back and forth feature of the registers among the conversions, disrupting, according to DUVAL (2003, 2009, 2011), the process of acquiring the concept of function. Moreover, in both research instruments it was noticed that, in conversions in which the graphic records were necessary, they were practically not presented, causing important losses in the process of acquisition of the concept of function. Therefore, among the main results obtained with this sequence of activities, it was highlighted that the vast majority of the individuals used in the research used algorithmization processes to perform most conversions. Finally, many of the students used case-by-case analysis and demonstrated that they were not able to identify and use the relevant visual variables to perform the conversions.O objeto de estudo matemático intitulado função está presente em várias situações do cotidiano, sendo o mesmo utilizado por diversas áreas do conhecimento. Dessa forma, a aquisição de seu conceito torna-se algo fundamental para o desenvolvimento do cognitivo do indivíduo que esteja em contato com a matemática dentro e fora da escola. Assim, com o trabalho ora apresentado, objetivou-se analisar as representações matemáticas mobilizadas pelos alunos do 1º ano do ensino médio do Colégio de Aplicação da Universidade Federal de Sergipe (CODAP/UFS) durante o ensino de função afim e quadrática. Para tal efeito, o estudo embasou-se na teoria dos registros de representação semiótica de Duval (2003, 2009, 2011) bem como nas orientações dos Parâmetros Curriculares Nacionais (BRASIL, 1999, 2002, 2006). Além disso, tomou-se como fonte o livro didático Matemática: Contexto & Aplicações (DANTE, 2010), adotado nas turmas participantes da pesquisa bem como fotocópias dos cadernos de 04 (quatro) alunos participantes e 51 (cinquenta e um) protocolos de uma sequência de atividades compostas por 04 (quatro) problemas as quais foram desenvolvidas com os próprios alunos. Entre os resultados obtidos, destacou-se que tanto nas 499 (quatrocentas e noventa e nove) atividades categorizadas no livro didático quanto nas 108 (cento e oito) categorizadas nos cadernos dos alunos foram requeridas nelas, majoritariamente, a transformação semiótica de conversão, a saber: 446 (quatrocentas e quarenta e seis) atividades, 89,38%, e 83 (oitenta e três), 76,85%, respectivamente. Somado a isso, as atividades propostas pelo livro didático e as contidas nos cadernos dos alunos não priorizavam a característica de ida e volta de registros entre as conversões, prejudicando, segundo DUVAL (2003, 2009, 2011), o processo de aquisição do conceito de função. Ademais, em ambos os instrumentos de pesquisa notou-se que, em conversões em que eram necessários os registros gráficos, praticamente não foram apresentadas, proporcionando importantes perdas no processo de aquisição do conceito de função. Dessa forma, entre os principais resultados obtidos com essa sequência de atividades destacou-se que a grande maioria dos sujeitos usados na pesquisa recorreu a processos de algoritimização para executar a maioria das conversões realizadas. Por fim, muitos dos alunos usaram análise pontual e demonstraram não saber identificar e usar as variáveis visuais pertinentes para realizar as conversões.
São Cristóvão, SE
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Souza, Mateus Coqueiro Daniel de. "Análise das contribuições dos objetos educacionais digitais para a construção do conhecimento em matemática na educação básica." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/45/45135/tde-27082016-153913/.
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Este trabalho tem por objetivo analisar de que forma os Objetos Educacionais Digitais (OED) recursos recentemente integrados a algumas coleções de livros didáticos adquiridas pelo Ministério da Educação podem contribuir para a construção do conhecimento em Matemática. Para tanto, foi estabelecido um referencial teórico constituído por autores que conceberam teorias e desenvolveram pesquisas visando a construção do conhecimento em Matemática. Esses autores se entrelaçam, se relacionam e se complementam. Com base em tal referencial, foram estabelecidos os critérios para a análise. O primeiro diz respeito à relação aluno OED tarefa, e está relacionado ao modo como o OED contribui para que as capacidades cognitivas dos alunos sejam mobilizadas e eles construam o conhecimento. O segundo, baseado na Teoria dos Registros de Representação Semiótica, está associado ao modo como os OED trabalham as diferentes representações de um mesmo objeto matemático. Por fim, o terceiro critério foca em como o contexto utilizado no OED possibilita ao aluno estabelecer relações entre diferentes conceitos da Matemática ou mesmo de outras áreas do conhecimento. Os resultados mostraram, dentre outras coisas, que os OED lidam com dois ou mais registros de representação diferentes, porém sem levar os alunos a coordená-los e que, na maioria deles, estão presentes situações que permitem aos alunos atribuir significados aos conteúdos matemáticos.This study aims to examine how the Digital Educational Objects (OED) newly integrated features to some collections of textbooks acquired by the Ministry of Education can contribute to the construction of knowledge in mathematics. Therefore, it was established a theoretical framework consisted of authors who conceived theories and research developed to aim the construction of knowledge in mathematics. These authors intertwine, are closely relate and complement each other. Based on this framework, the criteria for analysis were established. The first, concerns the relationship student - OED - task, and is related to how the OED contributes to the cognitive abilities of students are mobilized and they build knowledge. The second, based on the Theory of Semiotics Representation Registers, is associated with how the OED work the different representations of the same mathematical object. Finally, the third criteria, focuses on how the context used in the OED enables students to establish relationships between different concepts of mathematics or even other areas of knowledge. The results showed, among other things, that the OED deal with two or more registers of different representations, but without having students to coordinate them, and in most of them, there are situations that allow students to assign meanings to the mathematical contents.
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Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.
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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
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Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.
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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.
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Shadowwalker, Depree Marie. "Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228169.
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This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt's ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.
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Loureiro, Lalita. "A Cup of Tea Please - a studie of cultural representation in English textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33998.
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The aim of this essay is to study how cultures are presented in English textbooks for A-level students in Sweden. The aim is divided into three research questions, what does culture in English teaching mean, how is the English-speaking world presented in the textbooks and is the image that is presented stereotyped or does it try to challenge it?The study comprises of four textbooks from 1998-2008. The theoretical frame used in the essay is Edward Said’s Orientalism. Results show that much of the focus is on countries from the inner circle of the English-speaking world and that foreign cultures are mostly represented in topics such as racism and ethnicity. People from minority cultures also appear in a context, where they are presented as unique since they do not fit in the average stereotype image connected with their culture. Hence minorities come to symbolize “the other”. The exercises in the textbooks focus to some extent on reflection about culture and comparisons between different countries, and their habits. The majority of the texts focus on the Western world, that is the US and Great Britain either because of the geographical location of the texts or because of the author.
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Zarza, Jena Amber. "Representations of Feminist Theory and Gender Issues in Introductory-Level Sociology Textbooks." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748392.
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A review of sociological literature reveals a long history of the study of gender, and an increased popularity in the application of feminist theories and ideas to sociological research. As transmitters of the discipline, introductory-level textbooks have been heavily studied over the past quarter-century to assess the accuracy with which they portray the field of sociology. In order to update the literature available on the topic, this study analyzed the current cohort of top-selling, introductory-level sociology textbooks for coverage of feminist theory and gender issues. Each of the ten textbooks was read cover-to-cover and coded for both latent and manifest data using a coding sheet. The researcher found a notable increase in the incidences of both feminist theories and gender issues within the current cohort of textbooks. The specific treatment of each topic varied widely across books, and within each book the topics were presented one-dimensionally and were ghettoized to feminized chapters. Definitions of feminist theory and feminism within the books primarily described liberal feminism and little else, and discussions of both feminist theory and gender were most heavily featured in the gender and family chapters. Generally, the gender issues present in the textbook sample were mostly to do with women, and erased non-binary experiences of gender. Additionally, an intersectional approach to discussions of gender was applied about one-third of the time. This study concludes that the current textbook cohort is still far from the ideal model, and the feminization and marginalization of these topics is likely due to the textbook production cycle and the specific phenomenon of textual isomorphism.
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Barnard, Marelize. "The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/22032.
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In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking.
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Mohamed, Moftah A. S. "The representation of the Orient in English language textbooks used in Libyan secondary schools." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6920/.
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This qualitative study seeks to explore how 'the Orient' and its culture are characterised in English Language textbooks used in Libyan secondary schools. The study analyses language and images used in the textbooks. This analysis reflects and draws upon the discourses of Post-Colonialism and Orientalism. The language used in the textbooks is analysed using an adapted framework of Fairclough's (1989) approach to Critical Discourse Analysis (CDA) and images are analysed using a Critical Image Analysis (CIA) framework derived from analytical approaches developed by Kress & van Leeuwen (2006) and Scholes (1985). The study establishes, among other things, that the role of the textbooks is not only to support educational processes, but to convey implicitly and explicitly the dominant culture in a systematic way. This resonates with the Post-Colonialism discourse which contends that knowledge production is restricted to the western countries where these textbooks are produced and published. The analysis indicates a substantial degree of cultural betrayal, stereotypical images and structures of non-western cultures, particularly in regard to 'the Orient'. The images and language structures indicate a positive depiction of the West while 'the Orient' and its cultures are presented in a negative manner in many instances. Overall, the study argues that altering the existing misrepresentations and pre-assumed and pre-conditioned reality, whether linguistically or visually, is a key means for the elimination of misconceptions, categorisations and essentialisations of 'the Orient'.
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Antar, Susan. "Kristen ortodoxi i svenska läroböcker : En analys av framställningen av ortodoxi i fyra läroböcker innan den nya läroplanen. LGR11 och GY11 och fyra efter." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25355.
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The purpose of this study was to gain understanding of orthodox Christianity in Swedish educational material. The aim was to compare the presentation of orthodox Christianity towards pupils before the new curriculum and after. With the help of an analytical approach by Bergström and Boreu ́s and the interpretation strategy by Quentin Skinner, I have studied material used in school for the subject religion. I have limited my educational material in one way. The material that I have chosen is produced from the year 2003 until 2012. The goal is to recognize how orthodox Christianity is presented to Swedish pupil ́s. The result will contain a discussion about the ways a specific religion is represented in school, what kind of picture is created for this religion and if there is a difference in these presentations in a period of time.
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Irsyadillah. "The ideological representations of introductory financial accounting textbooks : an examination through a postcolonial lens." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/76dd2d1c-b9b0-49ae-bb6a-69f36768ed35.
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Silva, Carlos Antônio da. "A noção de integral em livros didáticos e os registros de representação semiótica." Pontifícia Universidade Católica de São Paulo, 2004. https://tede2.pucsp.br/handle/handle/11241.
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Previous issue date: 2004-04-23Teaching and learning Integral considered basic in the field of Mathematics Education courses, for many times it has focused on a traditional methodological practice based on: definitions, theorems, properties, examples and tests. That methodology has been contributing to a very high rate of abandonment and failure. In teaching this subject, even if we have new technologies used as didactic tools, the textbook is still very important. In this paper, we have chosen Integral to analyze how two chosen textbooks treat this content, based on the Registers of Semiotic Representation by Raymond Duval. It is a qualitative analysis, based on a careful exam of two selected works. We chose those books used in universities nowadays, which have different approaches and readers. The book is a textbook which brings a lot of registers of representation. The analysis allows a deeper study of textbooks, showing future teachers and students that the books have great information and if we know how to use them they can be a valuable tool for the learning process. We tried to show several registers used by authors, the treatments and conversions between registers, which are very important to knowledge acquisition, according to Duval s theory. We look back to the registers used when presenting conceptions, examples and tests, through a more careful analysis. The results show that books can be better studied in a way the student gets a wide comprehension, through conversions, with graphic displays of concepts in a situation of context and motivation both for students and teachers
O ensino e aprendizagem de Cálculo Diferencial e Integral considerado básico nos cursos da área de Ciências Exatas, muitas vezes tem sido focado, ao longo dos anos numa prática metodológica tradicional baseada em: definições, teoremas, propriedades, exemplos e exercícios. Essa metodologia tem contribuído para um índice muito alto de abandono e repetência. No ensino desta disciplina mesmo com as novas tecnologias usadas como ferramentas didáticas, o livro didático ainda tem uma importância fundamental. Neste trabalho escolhemos o tema Integral para analisar como dois livros didáticos tratam este conteúdo, à luz da teoria dos Registros de Representação Semiótica de Raymond Duval. Trata-se de uma análise qualitativa, baseada num exame cuidadoso das duas obras selecionadas. A escolha destes livros recaiu naqueles usados atualmente em universidades, que possuem abordagens diferenciadas e que foram destinados a públicos diferentes. O livro é um manual que traz muitos registros de representação. A análise foi feita de forma a permitir que eles possam ser melhor explorados, indicando a futuros professores e alunos que os mesmos são ricos em informações e que se bem utilizadas podem se constituir em um instrumento valioso para a aprendizagem. Procuramos mostrar os diversos registros usados pelos autores, os tratamentos realizados e as conversões, entre os registros, que segundo a teoria de Duval, para a aquisição do conhecimento são de fundamental importância. Voltamos o olhar para os registros utilizados ao apresentar conceitos, exemplos e exercícios, com uma análise mais criteriosa. Os resultados mostram que se os livros forem bem explorados, podem levar o aluno a um maior entendimento, através da utilização das conversões, com visualização gráfica dos conceitos em uma situação contextualizada e motivadora, tanto para os alunos como para os professores
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Seidel, Chalet K. "Representations of Journalistic Professionalism: 1865-1900." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1264199952.
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Hsia, Yuk Wah. "A utilização do livro didático pelo aluno ao estudar integral." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11096.
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Previous issue date: 2006-10-20This paper investigated student s use of the text book when learning the mathematical object Integral. Its aim was to map the indications of strategies used by students in order to: 1. situate the proposed theme in the student book; 2.extract the main ideas and the strategies used by the author, summarizing them in a scheme; 3. solve the exercises proposed in the book. It was also the focus of this paper to identify how students delivered their written production - whether they presented linked ideas, through changes in registers of semiotic representation, according to Duval s viewpoint, when referring to learning cognitive aspects. Therefore, a task plan has been created, to be performed by the students of the Undergraduate Mathematics Course of a private institution in Great São Paulo. The participating groups were a second semester group, who have not learned Integral yet, and a fifth semester group, who have already had contact with the concept. A comparative study of the different strategies adopted by each group has been developed. The achieved results revealed that there has been no meaningful difference between the productions of the two groups. The data also revealed that the students performed the tasks with enthusiasm and commitment. The theoretical basis and the book chosen turned out to be efficient tools in the analysis of the protocols. Results showed that the students as a whole could find the theme in the index, performed the required schema, highlighting the topics they judged essential and, while solving the proposed exercises, looked for subsided in the examples and exercises solved in the text, making use of several registers of representation. Although not included in the scope of this investigation, several of the students manifestations suggested the pertinence of reading the text book as a preliminary activity in the mathematical concept of learning
Esta pesquisa procurou investigar como o aluno utiliza o livro didático, ao estudar o objeto matemático Integral . Buscou-se mapear os indícios das estratégias que o aluno lançava mão: para situar o tema proposto, no livro didático indicado, para extrair as idéias principais e estratégias utilizadas pelo autor, resumindo-as num esquema, para resolver exercícios propostos pelo livro. Buscou, ainda, identificar como o estudante apresentava sua produção escrita, se apresentava idéias encadeadas, por meio de mudanças de registros de representação semiótica, sob a ótica de Duval, ao se referir aos aspectos cognitivos da aprendizagem. Para tal, foi elaborado um roteiro de tarefas a serem desenvolvidas por alunos do Curso de Licenciatura em Matemática, de uma instituição particular da Grande São Paulo. Participaram do experimento, um grupo de alunos do 2º semestre, que ainda não estudaram Integral e um grupo de 5º semestre, que já tiveram contato com o conceito. Com isso, pretendia verificar se as estratégias utilizadas por um grupo ou por outro grupo seriam diferentes. Os dados obtidos revelaram que não houve diferenças perceptíveis entre as produções de um ou de outro grupo. Os dados revelaram também que os estudantes desempenharam as tarefas com entusiasmo e seriedade. A fundamentação teórica e o livro escolhido mostraramse ferramentas eficazes na análise dos protocolos. Ficou evidenciado que os alunos na sua totalidade, localizava o tema consultando o índice, confeccionaram um esquema pedido, destacando os tópicos que julgaram essenciais e ao resolver o exercício proposto, buscaram subsídios nos exemplos e exercícios resolvidos no texto, utilizando vários registros de representação. Embora, não sendo escopo de nossa investigação, varias manifestações dos estudantes apontaram para a pertinência da leitura do livro texto como uma atividade preliminar no ensino aprendizagem de um conceito matemático
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Wells, Roberta. "An investigation into representations of girlhood in girls' popular magazines and school textbooks 1900-1930." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240838.
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NASCIMENTO, FABIO JOSE DA SILVA. "WATERS OF DISCORD: THE REPRESENTATIONS OF HYDROELECTRICITY IN GEOGRAPHY TEXTBOOKS FOR THE BRAZILIAN HIGH SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32135@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Essa pesquisa analisa as abordagens mais presentes sobre a hidroeletricidade em livros didáticos atuais de Geografia, referendados pelo Ministério da Educação para o Ensino Médio. Para esse fim, foram selecionadas as seguintes obras: Magnoli (2012); Araújo et al. (2015); Moreira e Sene (2012); Lozano et al. (2012). Neles são identificados discursos sobre os usos e apropriações das águas de bacias hidrográficas, em particular na Amazônia. Também reconhece a pluratividade dos usos em ambientes de bacia, como realidade na dinâmica regional amazônica concernente à relação território-territórios (Haesbaert, 2010) e indica quais fontes geradoras de eletricidade são apontadas como as mais promissoras substitutas da hidroeletricidade. O início das investigações é destinado às pesquisas telematizada (Yin, 2005) e documental, ambas concatenadas à revisão de literatura. Foram realizadas entrevistas por pautas com docentes da rede pública do Maranhão e Pará, áreas historicamente influenciadas pela edificação de grandes barramentos fluviais. Esses procedimentos forneceram subsídios voltados à indicação de oportunidades de aperfeiçoamento dos impressos didáticos examinados, no encerramento das discussões.
This research analyzes the most current approaches to hydroelectricity in current Geography textbooks, endorsed by the Ministry of Education for Secondary Education. For this purpose, the following works were selected: Magnoli (2012); Araújo et al. (2015); Moreira and Sene (2012); Lozano et al. (2012). In them are identified discourses on the uses and appropriations of waters of watersheds, in particular in the Amazon. It also recognizes the pluracy of uses in basin environments, as a reality in the Amazon regional dynamics concerning the territory-territory relationship (Haesbaert, 2010) and indicates which electricity generating sources are identified as the most promising substitutes for hydroelectricity. The beginning of the investigations is destined to telematicized (Yin, 2005) and documentary research, both linked to the literature review. Interviews were conducted with teachers from the public network of Maranhão and Pará, areas historically influenced by the construction of large riverbanks. These procedures provided support for the indication of opportunities for improvement of the didactic forms examined at the close of the discussions.
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Skliar, Olga S. "Gender Representations And Gender Bias In Elt Textbooks Published In The Middle East: A Case Study Of Elt Textbooks Published In Turkey And Iran." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12608555/index.pdf.
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In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive social change may be initiated by constant revision of cultural and ideological implications in educational media and subsequent exclusion of integrated biased meanings and linguistic forms reinforcing social inequities.
This research study deals with gender representations and gender discriminatory meanings in ELT textbooks. It focuses on the ways gender-related social inequalities are reflected in texts and illustrations in two ELT series published by the Turkish Ministry of National Education and the Iranian Ministry of Education.
Critical discourse analysis was chosen for investigation of gender issues integrated in the content of the textbooks. The study examined representations of female and male characters at code level in the pronoun and noun systems, at sentence level in reading passages and dialogues, and in visuals.
The study revealed imbalance in representations of woman and man, and gender-related stereotypes in all examined categories of both ELT series. In both Turkish and Iranian textbook sets, traditional female and male roles depicting women as mothers and housewives and men as breadwinners were emphasized more than modern ones sustaining gender egalitarianism in public and family spheres. In contrast to women, men took active parts in all essential social fields, and bigger numbers of males than females were involved in texts and illustrations. Authors&rsquogender did not have a big influence on the results obtained by the current research. It was suggested that gender-related ideologies and stereotypes are shared, supported, and unconsciously reproduced by both women and men in a society.
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Desai, Manushi. "Education Meets Gender : Tracing the Beginning of Learning Gender, the Search for Identity and Representation in Indian Textbooks." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169083.
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Gender equality is something that most countries around the globe are trying to achieve. Education is one of the major factors that can bring about significant change as it can shape young minds to nurture a more equal future. This thesis aims to look at a very specific but important part of the education system: textbooks, by investigating them through the lens of intersectionality and gender roles. The purpose is to identify what the status of Indian textbooks is in terms of gender and intersectional awareness and identify gaps if there are any so that necessary interventions could be designed. The intersections that I will be specifically looking at are gender, religion, caste, disability, and age. I will also be investigating whether these textbooks represent gendered and intersectional identities and if so, in what capacity.
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Grande, André Lúcio. "O conceito de independência e dependência linear e os registros de representação semiótica nos livros didáticos de Álgebra Linear." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11123.
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Previous issue date: 2006-08-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to investigate which semiotic representation registers are most used in Linear Algebra textbooks in the presentation and study of the topic linear independence. The mathematics textbook is a resource much used by the teachers in its work. They present many representation registers, which can to be analyzed qualitatively to assess their potential contribution to the teaching-learning process. To this end, five Linear Algebra textbooks were selected for an analysis which involved the diagnosis of the representation registers used in the definition of linear independence, as well as the examples and exercises proposed for its study. The theory used in the analysis of these textbooks was Raymond Duval´s theory of Registers of Semiotic Representation, which highlights the importance of changes between registers in the learning of mathematical objects. In each textbooks, the registers present were classified and analyzed, along with the possible transformations of registers as carried out in the resolution of the examples and considered exercises. As result, scarcity of the use of some registers of representation it was evidenced in the chapters that approach the slight knowledge of independence and linear dependence, as for example, the geometric one to determine if a set of vectors is linearly independent or not, and the register of the natural language, in the resolution of examples and considered exercises that involve demonstrations. The analysis also indicated a lack of attention to conversions between registers in the examples and proposed exercises of analyzed textbooks
Esta pesquisa tem como objetivo investigar nos livros didáticos de Álgebra Linear quais são os registros de representação semiótica mais utilizados no estudo das noções e atividades propostas sobre independência linear. O livro didático é um recurso muito utilizado pelos professores no seu trabalho, o qual apresenta muitos registros de representação que podem ser analisados qualitativamente para a contribuição no processo de ensino-aprendizagem. Para isso, foram selecionados cinco livros didáticos de Álgebra Linear que se diagnosticou os registros de representação utilizados na definição, exemplos e exercícios propostos a respeito de independência linear. A teoria utilizada na análise dos livros didáticos foi a dos Registros de Representação Semiótica de Raymond Duval, que destaca a importância da mudança de registros na aprendizagem dos objetos matemáticos. Em cada obra, os registros foram classificados e analisados, bem como as possíveis transformações de registros realizadas na resolução dos exemplos e exercícios propostos. Como resultado, constatou-se nos capítulos que abordam as noções de independência e dependência linear uma escassez da utilização de alguns registros de representação, como por exemplo, o geométrico para determinar se um conjunto de vetores é linearmente independente ou não, e o registro da língua natural, na resolução de exemplos e exercícios propostos que envolvem demonstrações. Além disso, verificou-se a falta de conversão de registros nas definições, exemplos e exercícios propostos dos livros didáticos analisados
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Olsson, Fredrik. "Post-Colonial Reading: Cultural Representations of Ethnicity and National Identity in English Textbooks for Swedish Upper Secondary School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28232.
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The aim of this study is to examine if English textbooks offer a cultural perspective of the English-speaking world in accordance with Swedish ordinances and recent research. The research question is: How is the English-speaking world culturally represented in English textbooks for Swedish upper secondary school course A in terms of ethnicity and national identity? The study comprises four textbooks from 2000 or later. The analysis is carried out within the framework of post-colonial theory. Four aspects are focused on: the ideological point of view, the representation of ethnicity, the representation of national identity and how these issues correspond to the ordinances. The results display that the books contain almost no biased stereotypes and that they fulfil several, if not always all, of the requirements of the English syllabus. All books include texts that provide balanced information about the ways of living, the cultural traditions and the historical conditions of a few selected countries. There are also exercises and activities that encourage intercultural understanding. However, the focus is mainly on the West and the view of culture is remarkably often based on national and monolithic assumptions. In particular, the positive values of cultural and ethnic diversity are still not fully acknowledged. In order to develop international solidarity and greater understanding and tolerance of other people, a higher degree of post-colonial and diasporic writing is needed. Above all, cultural issues have to be allowed to imbue the entire material.
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Bergqvist, Anna. "Models of chemical bonding : Representations Used in School Textbooks and by Teachers and their Relation to Students´Difficulties in Understanding." Licentiate thesis, Karlstads universitet, Avdelningen för kemi och biomedicinsk vetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15376.
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This thesis focuses on how school textbooks and teachers present models of chemical bonding in upper secondary schools in Sweden. In science, as well as in science education, models play a central role, but research has shown that they often are difficult for students to understand. In science education, models are presented to students mainly through textbooks and teachers, and textbooks influence teachers’ teaching. The aim of this thesis was to investigate how textbooks and teachers present models of chemical bonding with respect to students’ difficulties in understanding. To analyze representations of models, an analytical framework based on research reports of students’ difficulties in understanding related to models in general and chemical bonding in particular was developed. The chapters of chemical bonding in five chemistry textbooks were analyzed. Further, ten Chemistry teachers’ lesson plans about chemical bonding and semi-structured interviews with the teachers concerning their teaching were analyzed. This analysis concerned teachers pedagogical content knowledge (PCK) of teaching chemical bonding, with focus on knowledge of students’ difficulties in understanding and teaching strategies that take these difficulties into account. The results show that the teachers could specify examples of students’ learning difficulties, but the teaching strategies to promote the students’ understanding were limited. This indicates a deficient interaction between knowledge of difficulties in understanding and teaching strategies, two essential components of teachers’ PCK. Further, the models of chemical bonding represented in the textbooks and by the teachers might cause students’ difficulties in understanding. This indicates a gap between research of students’ difficulties in understanding and teaching practices as well as textbooks’ development. Further, the teachers’ representations of models were strongly influenced by the textbooks. Implications for textbooks’ authors, pre-service as well as in-service teachers are addressed.Papper 2 "Upper secondary teachers knowledge..." ingick i lic.uppsatsen som manuskript med titeln: "Swedish upper secondary teachers’ pedagogical content knowledge to teach chemical bonding". Nu publicerad.
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Mirfakhraie, Amir Hossein. "Curriculum reform and identity politics in Iranian school textbooks : national and global representations of "race", ethnicity, social class and gender." Thesis, Vancouver : University of British Columbia, 2008. http://hdl.handle.net/2429/992.
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This study interrogates whose knowledge about the self and the other is represented to Iranian students in the 2004 and in selected pre-2004 editions of elementary and guidance school textbooks by analyzing how issues of identity politics, diversity, “citizenship” and development inform the construction of Iranian national identity since the introduction of various curriculum reforms (i.e.: global education) after the Revolution of 1978-79. I draw upon antiracism and transnationalism as discourses of analysis through which the West-East dichotomy is (re)evaluated and interrogated within the context of Edward Said’s notion of Orientalism and Boroujerdi’s (1996) conceptualization of “Orientalism in reverse”. I utilize deconstruction, discourse and qualitative interpretative content analyses as methods of investigating how “race”, ethnicity, social class and gender are configured in representations of sameness and difference. I “look at style, figures of speech, settings, narrative devices, historical and social circumstances, not the correctness of the representation nor its fidelity to some great original” (Said, 1978, p. 28). I argue that the ideal citizen and Iranian national identity are constructed by references to conflicting discourses of mustāżafīn (the oppressed), jīhād-i sūzandagī (the Reconstruction Jīhād), ‘ashayir (nomadic tribes), Ummat-i Islamī (Islamic Nation/Community), Īrān-dūstī (loving Iran), the Aryan migration, velayat-e-faqih and colonialism. In their discursive formations, nationalist, anti-imperialist, Islamic, middle-class and Orientalist narratives construct a homogenized Iranian citizenry who has always been active in regional/global relations of power. The ideal citizen is represented through the invocation of two types/sets of “shifting collectivities” that identify it as “white”, male, Shi’a, Aryan-Pars, progressive, independent, pious and a leader in the Islamic world. The first set divides between Shi’a-Persians and non-Shi’a and non-Persians. The second set of binary oppositions represents the ideal citizen in relation and in opposition to the West and the East in their multiple and historical forms. These textbooks are assimilationist texts that act as “border patrolling” and “stignatizing” discourses. They are also forms of “textual genocide” that exclude the voices and histories of national and global minorities and acts of discrimination committed by Iranians against women and minority religious and ethnic groups as official knowledge about friendly/enemy insiders and outsiders.
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Paget, Christine Leigh. "An investigation into the representation of African Americans in grade eight United States history textbooks approved by the California State Board of Education in 2005." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2321.
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As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.