Tesis: "Science grade 1"

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Shargel, Matthew Joshua. "Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/shargel/ShargelM0812.pdf.

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How can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? Â· How will digital science notebooks, based on an iPad platform, impact student attitudes and learning outcomes? Â· Will active, guided instruction impact student knowledge acquisition differently than passive, implicit modes of instruction in both iPad based and traditional notebooks? This action research was conducted on sixth grade students in my middle school science classroom. Each grade level at this private independent school consists of 40 students divided into two science sections of 20 students each.

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2

Sikes-Thurston, Erin Patricia. "How does taking Algebra 1 by 8th Grade effect Students' High School Science Course-taking Patterns?" Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95226.

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The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The data will be supplied by the school district of the last two cohorts of graduating seniors who were in the district from the seventh grade on, so the analysis can be conducted on those who were subject to the same opportunities and policies. The demographic information that will be requested are: Free/Reduced Meal students (FRMS) as a proxy for socio-economic status (SES), gender, race, English as a Second Language (ESOL) level, Special Education (SPED), what grade the students took Algebra, and the science classes they took while they were in high school. The research questions will be analyzed using JMP, a statistics program supplied by Virginia Tech to see if there are any significant differences in which groups of students took Algebra 1 by 8th grade and what kinds of science courses they took. The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses.
Doctor of Education
The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were also enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses. The research could be used by school leaders as context for when they examine the participation of students in their upper level science classes. It could also be used by school counselors to better communicate with families about the importance of mathematics preparation and readiness and the impact of those on other college track courses.

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3

Mendoza, Carmen Irene Reyes. "Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D¹) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738.

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4

Guclu, Aysegul. "Eighth Grade Students&#039". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611357/index.pdf.

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The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo
emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of Ç
ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &
Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz, &
Perry, 2002), and Academic Self-Efficacy Scale (ASE) (Jerusalem &
Schwarzer, 1981) were used to collect the data. Confirmatory factor analyses (CFA) were performed for the ERT, anxiety subscale of AEQ, and ASE scale. All of the scales were working as intended. Cronbach alpha coefficients were .85 for test anxiety, .76 for ASE, and ranged from .58 to .75 for ERT scale. Four separate hierarchical regression analyses were conducted to examine the role of gender, cognitive appraisal processes (goal congruence, agency, and testing problem efficacy), academic self-efficacy, and test anxiety in predicting four emotion regulation strategies: task focusing, tension reduction, wishful thinking, and self blame strategies. For all strategies, almost all of the predictors were found statistically significant. Test anxiety was found to be the most powerful predictor for all the dependent variables. Girls tend to use more emotional regulation strategies than boys.

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5

Akay, Guler. "The Effect Of Peer Instruction Method On The 8th Grade Students&#039". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612931/index.pdf.

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The purpose of the research study is to investigate the effect of peer instruction method on the 8th grade students&rsquo
mathematics achievement and mathematics attitudes in transformation geometry (fractals, rotation, reflection, translation) in crowded classrooms (more than 50 students). Besides, in this study it was aimed to investigate the gender differences regarding mathematics achievement and mathematics attitude. The study was conducted during the academic year 2009-2010. The sample was consisted of 112 eighth grade students from a public elementary school in Kü
ç
ü
kç
ekmece district in Istanbul. Two classes, instructed by the researcher, were randomly assigned as experimental and control groups. The experimental group students were taught the subject transformation geometry through peer instruction method, while the control group students were taught the subject transformation geometry conventionally. Mathematics Achievement Test (MAT) and Attitude towards Mathematics Scale (ATMS) were administered to students as measuring instruments. The two-way ANCOVA and two-way ANOVA statistical techniques were performed in order to answer to the research questions. Results indicated that the peer instruction method has significant positive effects on students&rsquo
mathematics achievement and attitudes towards mathematics. Also, it was shown that there is not a significant difference between the female and male students&rsquo
mathematics achievement and mathematics attitudes.

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6

Svensson, Tove. "Lärares användning av IT i skolan : Grad av IT-integrering i undervisningen samt vad som styr detta". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26589.

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IT är idag en naturlig och integrerad del av samhället, samtidigt påvisar flera rapporter och undersökningar att IT inte fått fullt genomslag i skolan och att användning ofta är i form av en ersättare till ett annat verktyg snarare än ett medel för att utveckla undervisningen och pedagogiken. För att påvisa intentionen har styrdokumenten, såsom skollag och läroplan, reviderats och regeringen tillsatt en Digitaliseringskommission vars identifierade delmål är att digitalisera skolan. Dagens skolsystem är decentraliserat, vilket gör att varje kommun beslutar vilka satsningar de vill göra på IT. Syftet med studien är att beskriva på vilket sätt skolans lokala tolkningar av de nationella besluten gällande IT-användning i skolan (i exempelvis läroplanen), eventuellt påverkar hur och i vilken utsträckning lärare integrerar IT i det pedagogiska arbetet. Följande frågeställningar formulerades: Hur lyder skolledningens lokala tolkning av de nationella besluten kring IT i skolan? Påverkar dessa tolkningar lärarnas syn på IT i det pedagogiska arbetet? Hur och i vilken utsträckning använder lärarna IT i sin undervisning? Undersökningen har följt en kvalitativ metod med en deduktiv ansats. Totalt genomfördes åtta stycken personliga intervjuer med informanter på två kommunala gymnasieskolor. Dessa skolor har så kallad 1:1-satsning, vilket innebär en dator per elev och lärare. Resultatet från intervjuerna analyserades sedan i förhållande till den teoretiska referensramen. Där framkom det bland annat att skolledningens vision gällande användandet av IT inte var helt förankrad bland lärarna och därmed inte i enlighet med teorin. Diskussionen visar på både likheter och skillnader mellan denna studies resultat och tidigare forskning. Den stora skillnaden är att IT-användningen i denna undersökning visar sig vara högre än vad tidigare anger och datorn användes inte av de intervjuade lärarna som endast en ersättare till tidigare verktyg. I slutsatsen besvaras studiens frågeställningar och på så vis kan studiens syfte ses som uppfyllt. Skolledningen anser att IT ska vara en naturlig del av skolan, vilket bland annat visar sig genom 1:1-satsningen som ger lärarna rätt förutsättningar att arbeta digitaliserat. Lärarna anser att IT stödjer deras pedagogiska och didaktiska undervisningsmetoder och använder sig regelbundet av IT och digitala lärresurser.

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7

Ottosson, Bixo Elin. "Provide pupils with a personal laptop or tablet? : An examination of one-to-one computing programs effect on pupils’ academic performance in primary school, grade 3". Thesis, Uppsala universitet, UCFS, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448628.

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More and more schools worldwide provide their students with an individual digital tool, investments called 1:1 programs. However, there is still limited knowledge about the causal effects of such programs on students’ education outcomes, especially for high-income countries. This paper examines how the implementation of 1:1 programs affects pupils’ average academic performance in primary school (grade 3) in Sweden between 2014/2015-2018/2019. The data is collected from the Swedish National Agency for Education and the Institute for evaluation of labour market and education policy (IFAU) on school level. I use a difference-in-difference design to estimate the effect of 1:1 programs on pupils’ academic performances. The main results in this study indicate that 1:1 initiatives have a small positive effect on student's academic performances in Swedish and mathematics on average, although the effect varies depending on the subtests investigated.

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8

Bernström, Maria y Elin Pettersson. "RIKTLINJER FÖR BARNMORSKOR VID SUTURERING AV BRISTNING GRAD 1 OCH 2 : En kvantitativ deskriptiv totalundersökning". Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53197.

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9

Miklaszewska, Beata y Malgorzata Gosia Sygdziak. "Art as a form of expression in the teaching of theoretical subjects in grades 1-5". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30773.

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Syftet med denna kvalitativa studie är att undersöka pedagogernas förhållningssätt till bild och användning av bild som en uttrycksform vid undervisningen av de teoretiska ämnena i skolår 1-5. I undersökningen vill vi även diskutera om pedagogernas intresse, erfarenheter eller kunskaper inom bildområdet kan styra eller påverka deras val av implementering av bilden i undervisningen. Undersökningen bygger på kvalitativa intervjuer med sex pedagoger bestående av fyra lärare och två fritidspedagoger alla verksamma inom skolår 1-5. Analysen tolkas med hjälp utav forskarna Skinner, Piaget och Vygotskijs olika teorier om barns utveckling, lärande och inlärning samt av andra teorier relevanta för ämnet och av skolans styrdokument. I undersökningen framgår att alla pedagogerna har en positiv inställning till bild som uttrycksform och att alla pedagogerna arbetar i någon utsträckning med bild i undervisningen. Trots det har vi kunnat urskilja att pedagogernas intresse, erfarenhet samt kunskap påverkar i en viss mån deras sätt att implementera bilden i undervisningen samt påverkar deras förhållningssätt till bild. Vår slutsats blir att det behövs ytterligare mer kunskap samt medvetenhet om hur bilden kan implementeras i olika undervisningsmoment och utgöra en naturlig del av undervisningen.

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10

Karacan, Nurten. "The Effect Of Self-esteem Enrichment Bibliocounseling Program On The Self-esteem Level Sixth Grade Students". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610804/index.pdf.

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This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

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11

Ozguluk, Burcu Sidika. "Testing Response Styles Theory: The Relationship Of Response Styles And Problem Solving To The Depressive Symptoms Of Preadolescents". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610867/index.pdf.

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The present study aimed to test the Response Styles Theory with Turkish preadolescents. Therefore, two phases were followed. In thefirst phase, psychometric properties of Children'
s Response Styles Questionnaire (CRSQ) were examined. In the second phase, the relationship of response styles and problem solving way of children to their depressive symptoms with respect to grade and gender was tested. The sample consisted of 599 children and preadolescents(299 females, 300 males) with a mean age of 11.77 (SD = 1.53), from 4th and 7th grade levels. In this study, Children'
s Depression Inventory (Kovacs, 1980), Children'
s Response Styles Questionnaire (Abela, Vanderbilt, &
Rochon, 2000), Children'
s Action Tendency Scale (Deluty, 1979), and a demographic form were used. Results of the study demonstrated that 7.5 % of the children and preadolescents reported to have depressive symptoms. Seventh graders'
scores were higher than fourth graders for depressive symptoms. there was not any gender difference in depressive symptoms. Seventh grade females had higher scores on the Rumination Subscale of Children'
s Response Styles Questionnaire (CRSQ) than fourth grade females and seventh grade males. Fourth graders scored higher on the Distracting Subscale of CRSQ than seventh graders. Problem solving was not found to be mediating or moderating the relationship between response styles (rumination and distraction) and depressive symptoms. It is concluded that both response styles and problem solving independently contribute to depressive symptoms in preadolescents. Findings were discussed in the light of the literature.

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12

Wang, Yang. "Métaheuristiques pour l'optimisation quadratique en 0/1 à grande échelle et ses applications". Phd thesis, Université d'Angers, 2013. http://tel.archives-ouvertes.fr/tel-00936210.

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Cette thése étudie le problème NP-difficile de optimization quadratique en variables binaires (BQO), à savoir le problème de la maximisation d'une fonction quadratique en variables binaires. BQO peut représenter de nombreux problèmes importants de différents domaines et servir de modèle unifié pour un grand nombre de problèmes d'optimisation combinatoire portant sur les graphes. Cette thèse est consacrée au développement d'algorithmes métaheuristiques efficaces pour résoudre le BQO et ses applications. Premièrement, nous proposons algorithmes de "backbone guided" recherche tabou et d'un algorithme mémétique multi-niveaux sur la base de la technique de la fixation de variables. Ces techniques sont toutes deux basées sur l'idée de la réduction du problème afin de mener à bien une exploitation exhaustive d'une petite région de recherche. Ensuite, nous nous concentrons sur des procédés avancés de génération des solutions initiales préférables et développons des algorithmes combinant GRASP avec la recherche tabou et les algorithmes de path-relinking. En outre, nous résolvons des problèmes, y compris le problème de coupe maximum, de clique maximum, de clique maximale de sommets pondérés et la somme coloration minimum, soit en appliquant directement ou avec une légère adaptation de nos algorithmes développés pour BQO, avec l'hypothèse que ces problèmes sont reformulés en BQO. Enfin, nous présentons un algorithme mémétique basé sur la recherche tabou qui s'attaque efficacement au BQO avec contrainte de cardinalité.

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13

Conrado, Flavia Helena. "ARRANJO, DESCRIÇÃO E DIFUSÃO DO PATRIMÔNIO DOCUMENTAL ARQUIVÍSTICO DA UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL". Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/11046.

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About to turn 80 and known as the best university of the country according to the General Courses Index (IGC), the Federal University of Rio Grande do Sul (UFRGS) has its origins with Higher Education Schools and Colleges, home of the Higher Education in Rio Grande do Sul, which started working in Porto Alegre in the late 19th century. Due to its academic excellence, UFRGS has produced and accumulated over the years a rich archival heritage. So this research's goal is to identify and to propose an arrangement system for this archival heritage through the digital platform ICA-AtoM to describe and disseminate finding aids guide and inventory. This research is justified by the condition of UFRGS as a higher education institution with a significant importance in the state scenario as a national institution, through education, research and extension developed by it. As theoretical ground for this research, were used references that contemplated the concept of cultural heritage linked with the identification of archival heritage in this context. Also were debated and put into context archives administration themes, as the identification of archives administration as a science, archival functions, emphasizing Arrangement, Description and Diffusion of archives. The context of this study was given through a brief UFRGS historic, of how the Documentation Division was structured and how the archival holdings are organized. This is an applied, descriptive, qualitative research and a case study. The data collection was made through direct observation, as well as bibliographic and documental research. With this study it was able to identify the archival document as archival heritage, to set an arrangement system for UFRGS's archival holdings, to make an archival description and diffusion through the creation of a guide and an inventory and to implement these finding aids on the ICA-AtoM software. As the developed product, there are the guide and inventory of the holdings in custody by the Documentation Division, indispensable instruments for access, conservation and diffusion of the archival heritage. Lastly, it is important to highlight the need to continue this work that was a pioneer in its context of application, and it should be amplified and reevaluated when necessary.
Prestes a completar 80 anos e tida como a melhor universidade do país segundo o Índice Geral de Cursos (IGC), a Universidade Federal do Rio Grande do Sul (UFRGS) tem suas origens nas Escolas Superiores e Faculdades, berços do Ensino Superior no Rio Grande do Sul, que passaram a funcionar em Porto Alegre no final do Século XIX. Devido a sua excelência acadêmica, a UFRGS tem produzido e acumulado, ao longo dos anos, um rico patrimônio documental arquivístico. Assim, esta pesquisa tem como objetivo a identificação e a proposição de uma sistemática de arranjo para esse patrimônio documental, através da plataforma digital -ICA-AtoM, com fins à descrição e à difusão dos instrumentos de pesquisa - guia e inventário. A justificativa para esta pesquisa permeia a condição da UFRGS enquanto instituição de ensino superior com uma importância significativa tanto no cenário rio-grandense como nacional, através do ensino, da pesquisa e da extensão desenvolvidos por ela. Como embasamento teórico para esta pesquisa, foram utilizados referenciais que conceituassem o patrimônio cultural, passando pelo identificação do patrimônio documental arquivístico neste contexto. Também, foram discutidos e contextualizados temáticas da Arquivologia, tais como a identificação da Arquivologia como ciência, as funções arquivísticas, destacando-se o Arranjo, a Descrição arquivística e a Difusão de arquivos. O contexto de estudo foi dado através de um breve histórico da UFRGS, como foi estruturada a Divisão de Documentação e como está constituído o acervo arquivístico. Esta pesquisa é de natureza aplicada, descritiva, qualitativa e configurou-se em um estudo de caso. A coleta de dados foi realizada a partir de observação direta, bem como de pesquisa bibliográfica e documental. Com esta pesquisa foi possível: identificar o documento arquivístico como patrimônio documental e cultural; estabelecer uma sistemática de arranjo para o acervo arquivístico da UFRGS; elaborar a descrição arquivística e a difusão através da criação do guia e do inventário; implementar os instrumentos de pesquisa no software ICA-AtoM. Como produto desenvolvido, está o Guia e Inventário do acervo custodiado pela Divisão de Documentação, instrumentos estes imprescindíveis para o acesso, preservação e difusão do patrimônio documental arquivístico. Por fim, cabe destacar a necessidade de continuidade deste trabalho que foi pioneiro em seu contexto de aplicação, devendo ser ampliado e reavaliado a medida em que se fizer necessário.

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14

Karacabey, Erkan. "Grape Juice Filtration, Thermopyhsical Properties Of Clear Fruit Juices And Pressurized Low Polarity Water (plpw) Extraction Of Polyphenolic Compounds From Grape Canes". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610989/index.pdf.

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Filtration of grape juice was investigated. Effects of process parameters of filtration were examined. The usage of precoating material and filter aid were found to be necessary to prolong the filter life. Filter cake was found to be incompressible with the effect of increasing pressure. Increase in temperature caused increase in flow rate due to the reduction in viscosity. The influences of depectinization and clarification on filtration process were also examined. Depectinization and clarification decreased the resistance and increased the flow rate. Improvement in the quality of the grape juice was observed when these pretreatments were employed. The effects of temperature and soluble solid concentration on physical properties of clarified fruit juices were investigated. High temperature and soluble solid content dependencies of density, viscosity and heat capacity were detected. Experimental data were fitted as a function of temperature and soluble solid content. Models being valid for studied clarified fruit juices were achieved for density and viscosity with the regression coefficients (R2) higher than 0.90. Optimization of the solid-liquid extraction conditions for trans-resveratrol, trans-&
#949
-viniferin, ferulic acid, and total phenolics from milled grape canes has been investigated. Temperature and ethanol concentration were found to be major process variables for all responses. Maximum yields of trans-resveratrol, trans-&
#949
-viniferin, ferulic acid, and total phenolics were predicted as 4.25 mg/g dw, 2.03 mg/g dw, 1.05 mg/g dw, and 9.28 mg/g dw, respectively. Optimization of extraction conditions for antioxidant activity of grape cane extracts measured by the Trolox equivalent antioxidant capacity (TEAC) and the oxygen radical absorbance capacity (ORACFL) assays was carried out using solid-liquid extraction and response surface methodology. Ethanol concentration and temperature employed for the extraction of antioxidant agents from grape cane samples were found to be statistically significant process variables affecting antioxidant activity measured by the TEAC and ORAC methods. trans-Resveratrol and trans-&
#949
-viniferin were extracted from milled grape canes using pressurized low polarity water (PLPW). The extraction temperature was significant for both compounds: extraction at 160oC resulted in a 40% loss of trans-resveratrol compared to 95oC while reduction of trans-&
#949
-viniferin at both temperatures remained at 30%. Increasing ethanol concentration from 0 to 25% increased the extraction of total phenolics and trans-&
#949
-viniferin by 44% and 489%, respectively. Solvent flow rate also influenced trans-&
#949
-viniferin extraction. Effective diffusivities of trans-resveratrol increased by three times with increasing temperature. The modified Gompertz equation satisfactorily explained the extraction of the stilbenes investigated.

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15

Podewils, Tamires Lopes. "A educação ambiental na formação dos licenciados em Ciências Biológicas pela Universidade Federal do Rio Grande - FURG". reponame:Repositório Institucional da FURG, 2014. http://repositorio.furg.br/handle/1/6091.

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Nesta pesquisa, buscamos conhecer e compreender como a Educação Ambiental perpassou a formação dos Licenciados em Ciências Biológicas pela Universidade Federal do Rio Grande – FURG, formados entre os anos de 2007 e 2012. Essa delimitação temporal representa a última modificação no currículo do curso, sendo este vigente até o momento da elaboração deste relatório de dissertação. Para tanto utilizamos como base teórica o Materialismo Dialético, Materialismo Histórico e por vezes a Economia Política, sendo esses os referenciais da teoria marxista de análise dos fenômenos materiais sociais. A análise das informações foi realizada com o aporte teórico de Laurence Bardin, pela Análise de Conteúdo, principalmente no que tange a organização das informações para a realização da análise. Elencamos três objetivos para o desenvolvimento da pesquisa, foram eles: (1) Compreender as contradições desenvolvidas no curso que impõe empecilhos à presença da Educação Ambiental na formação dos professores pesquisados; (2) Descrever as contradições existentes no currículo do curso que dificultam que os saberes da área biológica sirvam como fundamento à compreensão de Educação Ambiental; (3) Compreender os impasses entre a proposta pedagógica do curso e os conhecimentos organizados enquanto currículo para a formação dos licenciados em Ciências Biológicas. Os resultados obtidos com as informações da pesquisa apontam para a ausência da Educação Ambiental na formação dos professores pesquisados, mas que os mesmos desenvolveram, por intermédio de experiências extracurriculares, suas compreensões sobre Educação Ambiental. Ainda como resultado da pesquisa, podemos afirmar que não há uma conexão entre as disciplinas da área biológica e as disciplinas do núcleo comum das licenciaturas, sendo este um aspecto que impede que os saberes da biologia sirvam como aporte a compreensão de Educação Ambiental durante a formação desses professores. Sendo outro resultado importante, o curso de licenciatura em Ciências Biológicas de inúmeras formas propicia uma formação ampla e completa ao profissional biólogo, sendo a constituição do professor deixada em segundo plano. Concluímos com este estudo, que não é possível a formação de um professor agente da transformação social, como pretendida no projeto do curso, se a Universidade como um todo e mais especificamente a gestão do curso de Licenciatura Ciências Biológicas não levarem em consideração que a Educação Ambiental é uma questão da vida, sendo dessa forma necessário que este estudo esteja ligado ao estudo do ambiente e da sociedade como totalidade em movimento, na formação dos professores.
In this research, we seek to know and understand how Environmental Education pervaded the training of licensees in Biological Sciences from the Universidade Federal do Rio Grande - FURG formed between the years 2007 and 2012. This temporal boundary is the last modification to the course curriculum, which is valid until the time of writing this dissertation report. For this we use as theoretical basis Dialectical Materialism, Historical Materialism and sometimes Political Economy, these being the reference of the Marxist theory of analysis of material social phenomena. Information analysis was performed with the theoretical contribution of Laurence Bardin, The Content Analysis, especially regarding the organization of information for conducting the analysis. We list three objectives for the development of research, they were: (1) Understanding the contradictions developed in the course imposing obstacles to the presence of Environmental Education in the training of teachers surveyed, (2) Describe the existing contradictions in the course curriculum that hinder the knowledge of biological sciences serve as the foundation for the understanding of Environmental Education, (3) understanding the impasse between the pedagogical course proposal and knowledge as organized curriculum for the training of licensees in Biological Sciences. The results obtained from the survey information point to the lack of Environmental Education in the training of teachers studied, but that they have developed through extracurricular experiences, their understanding of Environmental Education. Even as a search result, we can state that there is a connection between the disciplines of biological sciences and disciplines of the common core of undergraduate education, this is one aspect that prevents knowledge of biology serve as a contribution to understanding of Environmental Education during training these teachers. As another important result, the undergraduate program in Biological Sciences in many ways provides a broad and thorough training to the professional biologist, with the constitution of the teacher left in the background. We conclude from this study, it is not possible to form a teacher agent of social transformation, as required in the course project, if the University as a whole and more specifically the management of the course Biological Sciences does not take into account that Environmental Education is a matter of life and is thus necessary that this study is on the study of the environment and society as a whole moving in teacher training.

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Alderhorn, Jenny. "Kooperativt lärande i demokratiundervisningen : En systematisk litteraturstudie om elevers lärande i samhällskunskapsämnet och vilken inverkan en elevcentrerad undervisningsmetod har". Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85260.

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”Skolväsendet vilar på demokratins grund”, så inleds nuvarande läroplan (Lgr 88). Skolan har ett demokratiuppdrag som innefattar både att utveckla och förse eleverna med demokratiska förmågor samt att ge dem med kunskap som behövs för att delta aktivt i ett demokratiskt samhälle. Tidigare forskning visar att lärare har svårigheter att lyckas med demokratiuppdraget. Formuleringen i läroplanen är otydlig och meto- der för undervisningen saknas. Demokrati handlar bland annat om samarbete och respekt för andras åsikter. I examensarbetet undersöks huruvida den framgångsrika samarbetsmetoden kooperativt lärande kan användas i demokratiundervisningen, inom ramen för samhällskunskapsämnet, och vilken inverkan den har på elevers lä- rande. Metoden systematisk litteraturstudie har använts och analysen är inspirerad av ett par olika analysmodeller. 13 internationella studier jämförs och analyseras. Hälf- ten av dem är av kvasiexperimentell art – de flesta genomförda på elever mellan åk 1–6. Resultatet visar att kooperativt lärande är en användbar metod för att undervisa elever i demokrati. Metoden kan i sig anses vara demokratisk och tränar på så sätt eleverna i medborgerliga förmågor samtidigt som demokratiska värderingar förmed- las och ämneskunskap kring demokrati bearbetas. Kooperativt lärande kan således fungera som bryggan mellan demokrati- och kunskapsuppdraget.
The first lines in the Swedish curriculum for the compulsory school system (Lgr 88) state "the national school system is based on democratic foundations" (Skolverket, @A8B, s. D). The school has a democracy mission that includes nourishing students democratic abilities and providing them with the knowledge needed to participate actively in a democratic society. Previous research has shown that teachers have difficulties in succeeding with implementing the mission of democratic education. The wording in the curriculum is diffuse and there are no suitable teaching methods. Democracy is, among other things, about cooperation and respect for the opinion of others. This study examines whether the successful cooperative learning method can be used in education of democracy, within the framework of the subject of civic edu- cation, and what impact it has on pupils' learning. The systematic review has been used and the analysis is inspired by a couple of different analytical models. Empiri- cal studies consist of 8L international studies of a quasi-experimental nature – most conducted on pupils in grades 8 through O. The results show that cooperative learn- ing is a useful method when teaching students about democracy. The method itself can be considered democratic and thus trains students’ civic abilities while convey- ing democratic values and processing knowledge about democracy in theory. Coop- erative learning can thus serve as the bridge between the mission of democracy and the mission of knowledge.

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Schwarzbold, Karin Christine. "A CAPACITAÇÃO EM EaD COMO FORMA DE PRESERVAR O PATRIMÔNIO DOCUMENTAL ARQUIVÍSTICO DA UNIVERSIDADE FEDERAL DO RIO GRANDE-FURG". Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/11051.

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The research focus of this dissertation is the use of Virtual Environments of Teaching and Learning (AVEA in Portuguese) in training employees aiming at preserving the Universidade Federal do Rio Grande FURG (FURG) documental heritage. We attempted to sensitize the Institution directors about the importance of creating a training course on Distance Education (EaD) model, to study the Moodle environment to develop the proposal of a Pilot Course on Archiving Concepts in the form of Distance Education (EaD), and to disseminate the notions of archiving as a means to preserve the institution memory. This research is considered an applied study for its nature and qualitative regarding the problem of study approach. It is necessary that the institutions understand the need to archive documents in a proper way and that they provide their employees the opportunity to take part in training courses with the view to preserve the institution memory. The course was built and taught by the researcher together with a worker from the IT area and, a professional Archivist with an extensive experience in Conservation and Restauration. It was also possible to create an exclusive class, to the course students, as a partnership with the Brazilian General Controller Office (CGU) to approach the topic Access to Information Law. Particularly in this study, the archival document memory preservation is covered because the course met the proposed objectives and, the students were able to perceive that the care with the documents begins at the very moment of its creation and not only when the document is ready to be stored in the Archive.
Esta dissertação tem como foco de pesquisa o uso de ambientes virtuais de ensino aprendizagem (AVEA) na capacitação de servidores com a finalidade de preservar o patrimônio documental da Universidade Federal do Rio Grande- FURG (FURG). Buscou-se sensibilizar os dirigentes da Instituição sobre a importância da criação de um curso de capacitação na modalidade EaD, estudar a plataforma Moodle para o desenvolvimento da proposta do Curso Piloto de Noções de Arquivo na modalidade EaD e difundir noções de arquivologia como forma da preservação da memória institucional. Esta pesquisa é considerada aplicada, por sua natureza, e qualitativa, quanto à forma de abordagem do problema. É preciso que as instituições entendam a necessidade de arquivar os documentos de forma adequada e que possibilitem aos seus servidores a participação em cursos de capacitação a fim de preservar a memória da instituição. O curso foi preparado e ministrado pela pesquisadora juntamente com um servidor da área de TI berm como uma Arquivista com ampla experiência em Conservação e Restauração. Também foi possível oportunizar a criação de uma turma exclusiva para os alunos em parceria com a CGU a fim de tratar do tema da Lei da Acesso a Informação. Especialmente nesta pesquisa, a preservação da memória documental arquivística está contemplada uma vez que o curso atingiu os objetivos propostos e os alunos puderam perceber que o cuidado com a documentação se dá desde o início, a partir do momento de sua criação e não apenas no momento em que esta passa a ser guardada no arquivo.

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Linder, Emma. "Läromedelsteori i relation till utomhuspraktik i ämnet Biologi : En studie om läromedlens inverkan och lärarnas inställning till ett tillämpande av utomhuspedagogik i biologiundervisningen för årskurs 1–3". Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84577.

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The aim of this study was to illustrate the teachers' attitude to using outdoor pedagogy in biology teaching. But also, to investigate whether the content of the teaching materials influenced their choice. It was also to describe the extent to which outdoor pedagogical exercises / experiments were included in various teaching materials in the subject of biology. Data were collected through a quantitative teacher-oriented online survey and through quantitative teaching material analysis. Results showed that teachers vary and combine the different parts of the teaching aids in their teaching and where the main reputation for having to supplement their teaching, with other material, was based on the concept of necessity. Furthermore, the study's teaching material analysis showed that there was a limited outdoor pedagogical content in the teaching materials. In summary, the study showed that participating teachers were positive about applying outdoor pedagogy in their biology teaching. It also showed that there was a great need for supplementary to outdoor pedagogical content in both study materials of the study and that the lack of resources was seen as the main reason why outdoor pedagogy would not be applied to a greater extent. One implication for the activity is to see and use the schoolyard more as a place for learning through outdoor pedagogy in the subject of biology.
Syftet med studien var att belysa lärarnas inställning till att använda utomhuspedagogik i biologiundervisningen. Men också att undersöka om läromedlens innehåll påverkade deras val. Det var också att beskriva i vilken utsträckning utomhuspedagogiska övningar/experiment ingick i olika läromedel i ämnet biologi. Data samlades in genom en kvantitativ lärarinriktad webbenkät och genom kvantitativ läromedelsanalys. Resultat visade att lärare varierar och kombinerar läromedlens olika delar i sin undervisning och där det främsta anseendet till att behöva komplettera sin undervisning, med annat material, grundade sig i begreppet nödvändigt. Vidare visade studiens läromedelsanalys att det fanns ett begränsat utomhuspedagogisktinnehåll i läromedlen. Sammanfattningsvis visade studien att medverkande lärare ställde sig positiva till att tillämpa utomhuspedagogik i sin biologiundervisning. Det visade också att det fanns ett stort kompletteringsbehov till utomhuspedagogiskt innehåll i studiens båda läromedel och att bristen på resurs sågs som den främsta orsaken till att utomhuspedagogik inte skulle tillämpas i högre utsträckning. En implikation för verksamheten är att se och använda skolgården mer som en plats för lärande genom utomhuspedagogik i ämnet biologi.

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Bazzano, Marcos Gabriel Peñalva. "Erosividade, coeficiente de chuva, padrões e período de retorno das chuvas de Quaraí e Rio Grande, RS". Universidade Federal de Santa Maria, 2005. http://repositorio.ufsm.br/handle/1/5489.

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The rainfall specifics characteristics vary from one region to another. The knowledge of the rainfall potential to cause erosion is necessary to plan agricultural and civil engineering activities. For Quarai and Rio Grande (RS, Brazil), were determined the rainfall erosivity and its relationship with precipitation and rainfall coefficient, rainfall patterns and rainfall return period. Were used rainfall data charts of 38 years of Quarai (1966-2003) and 23 years of Rio Grande (1957, 1959-1978 e 1980-1981). For each erosive rainfall were separated the segments of the rainfall chart with the same intensity and the data registered in worksheet. With the software Chuveros were estimated the mean monthly and annual rainfall erosivity, the EI30 index in the International System of Units and the rainfall patterns. The mean monthly values of precipitation and erosivity index were expressed as percentages of the mean annual values of precipitation and erosivity index, respectively, to obtain the curve of accumulated distribution of precipitation and erosivity index in function of time. The rainfall coefficient (Rc) was calculated. Were performed Pearson correlations and linear regressions between the erosivity index EI30 and the mean annual values of precipitation and rainfall coefficient.. The rainfall return period were calculated for 2, 5, 10, 20, 50 e 100 years. The mean annual values of EI30 for Quarai and Rio Grande were 9292.1 e 5135.0 MJ mm ha-1 h-1 ano-1, respectively. Were obtained the equations EI30 = -754.37 + 13.50 p (r2 = 0.85) e EI30 = - 47.35 + 82.72 Rc (r2 = 0.84) for Quarai. For Rio Grande the equations were not significant. In relation to the total of the rainfalls studied for each place, 44.3% of the number and 90.4% of the volume were erosive in Quarai, and 32.6% of the number and 99.3% of the volume were erosive in Rio Grande. The method of extreme distribution type I was adequate for obtaining the curves of intensity-duration-frequency. The rainfall return periods may be calculated by the equations using the values of the parameters found, or by the figures of intensity-durationfrequency.
As características específicas das chuvas variam de uma região a outra. O conhecimento da potencialidade das chuvas em causar erosão é necessário para planejar atividades agrícolas e de engenharia civil. Para as localidades de Quarai e Rio Grande (RS), foram determinados a erosividade da chuva e a relação com a precipitação e o coeficiente de chuva, os padrões da chuva e o período de retorno da chuva. Utilizaram-se dados pluviográficos de 38 anos de Quarai (1966-2003) e 23 anos de Rio Grande (1957, 1959-1978 e 1980-1981). Para cada chuva erosiva foram separados os segmentos do pluviograma com a mesma intensidade e registrados os dados em planilha. Com o programa Chuveros foram calculadas a erosividade mensal, anual e média das chuvas pelo índice EI30 no Sistema Internacional de Unidades e os padrões de chuva. Os valores médios mensais da precipitação e do índice de erosividade foram expressos como percentagens do valor médio anual da precipitação e do índice de erosividade respectivamente, para obter a curva de distribuição acumulada da precipitação e do índice de erosividade em função do tempo. O coeficiente de chuva (Rc) foi calculado. Foram realizadas correlações de Pearson e regressões lineares simples entre o índice de erosividade EI30 e os valores médios anuais de precipitação e de coeficiente de chuva. O período de retorno foi calculado para 2, 5, 10, 20, 50 e 100 anos. Os valores médios anuais de EI30 para Quarai e Rio Grande foram 9292,1 e 5135,0 MJ mm ha-1 h-1 ano-1, respectivamente. Para Quarai, obtiveram-se as equações EI30 = -754,37 + 13,50 p (r2 = 0,85) e EI30 = -47,35 + 82,72 Rc (r2 = 0,84). Para Rio Grande as equações não foram significativas. Em relação ao total das chuvas estudadas em cada localidade, 44,3% do número e 90,4% do volume foram erosivas em Quarai, e 32,6% do número e 99,3% do volume foram erosivas em Rio Grande. O método da distribuição extrema tipo I foi adequado para obter as curvas de intensidade duração-freqüência. Os períodos de retorno da chuva podem ser calculados através das equações utilizando os valores dos parâmetros achados, ou pelos gráficos das curvas de intensidade-duração-freqüência.

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Barenho, Cíntia Pereira. "Saber local e Educação Ambiental: parcerias necessárias no processo de inserção da maricultura familiar na Ilha dos Marinheiros- Rio Grande/RS". reponame:Repositório Institucional da FURG, 2008. http://repositorio.furg.br/handle/1/2531.

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Dissertação(mestrado)- Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2008.
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A crise pesqueira no estuário da Lagoa dos Patos tem incitado ações de gerenciamento e desenvolvimento, visando à restauração da qualidade ambiental e a inserção de alternativas de renda às populações locais. Neste contexto se estabeleceu o Programa de Manejo Integrado do Estuário da Lagoa dos Patos (Programa Costa Sul), sendo que um dos seus projetos visava à inserção da aqüicultura, através do cultivo do camarão-rosa (Farfantepenaeus paulensis) em cercados abertos, por famílias de pescadores artesanais e agricultores da Ilha dos Marinheiros (Rio Grande - RS). Dentro deste contexto, esta pesquisa investigou como o processo de inserção de maricultura familiar ocorreu na comunidade e como os saberes (científicos e locais) se relacionaram durante o desenvolvimento deste. Os aspectos teóricos da investigação se basearam principalmente nos conceitos de aqüicultura sustentável, na educação ambiental crítica e transformadora, bem como nos aspectos da etnociência e do conhecimento ecológico tradicional. Técnicas de pesquisa qualitativa, participante e da etnografia foram empregadas e os dados foram coletados por meio de vivências e observações dentro dos setores envolvidos (comunidade de pescadores e agricultores, e universidade), acompanhamento de atividades do Programa Costa Sul e de entrevistas semi-estruturadas aplicadas às famílias de cultivadores e aos técnicos e pesquisadores. Os resultados sugerem que o desenvolvimento da maricultura familiar necessita do estabelecimento de maior interlocução entre os atores envolvidos, monitoramento e acompanhamento técnico mais freqüente, processos de avaliação, gestão participativa, acompanhamento social e o desenvolvimento de processos de educação ambiental. Até então, a implementação da maricultura familiar no estuário não alcançou as expectativas esperadas pela comunidade e pela universidade. Os pesquisadores, muito freqüentemente e superficialmente, atribuem os insucessos nos cultivos às resistências dos pescadores e ao desenvolvimento da atividade de maneira descuidada ou inadequada. Por parte dos cultivadores, há incertezas referentes à produção do camarão e ainda não há um bom conhecimento quanto às técnicas e práticas de cultivo. Existem também inseguranças quanto ao monitoramento e aconselhamento técnico-acadêmico e às habituais variações ambientais. No entanto, mesmo havendo incertezas semelhantes entre as atividades aqüicultura e pesca, o conhecimento ecológico local e tradicional acumulado impulsiona para que os cultivadores dêem prioridade às atividades tradicionais (como a pesca), gerando inseguranças às novas atividades. Os resultados evidenciam ainda que os saberes tradicionais e locais possuem grande potencial para contribuir no processo de produção do conhecimento (unindo-se ou complementando o conhecimento técnico-científico) e na implementação da “arte” de maricultura. Porém, as práticas sociais relacionadas à maricultura familiar ainda carecem de processos efetivos de envolvimento e reconhecimento dos diferentes saberes que os cultivadores possuem, e a existência de relações mais horizontais entre técnicos e cultivadores. Estes, além de serem sujeitos-parceiros do processo, precisam ser encarados como agentes socioambientais capazes de provocar mudanças. As relações de dependência e de pouca iniciativa por parte dos cultivadores expressam como o processo de tomada de decisão e manejo vem sendo conduzido pela universidade. Portanto, complementaridades entre os diferentes saberes, formas de gestão socioambiental efetivamente compartilhadas, auxiliadas por processos de educação ambiental crítica indicam um caminho para que a continuidade dos projetos de maricultura familiar sejam melhor sucedidos.
The fishing crises in the Patos Lagoon Estuary has encouraged managing and developmental actions, in order to reestablish the environmental quality and to introduce a new income source to local population. In this context the Integrated Coastal Management Plan (Costa Sul Program) was established, and one of its projects had the purpose of inserting of aquaculture through the cultivation of shrimp (Farfantepenaeus paulensis) in open pen, by artesian fisherman and farmers from the Marinheiros Island (Rio Grande – RS). In this context, this research investigated how the process of inserting family mariculture occurred in the community and how the knowledge(scientific and local) related during its development. The theoretical aspects of this investigation were based specially on the concepts of sustainable aquaculture, transforming and critical environmental education, as well as in the aspects of ethnoscience and traditional environmental knowledge. Qualitative, participant and ethnographic research techniques were employed and the information collected through experiences and observations within the involved sectors (fishing communities, farmers and university), following activities of the Costa Sul Program and semi-structured interviews applied to the cultivating families and to technicians and researchers. The results suggest that the development of family mariculture needs the establishment of a bigger dialog between the involved parts, more frequent technical monitoring and following, evaluating processes, co participant management, social monitoring and the development of environmental educational processes. So far, the implementation of family mariculture at the estuary didn't reach the expectations of community and university. The researchers, most frequently and superficially, attribute the failure in cultivation to the fisherman's resistance and to the development of the activity as being not careful or inappropriate. For those who cultivate, there are uncertainties relating the shrimp production and still there is not a good knowledge regarding the techniques and cultivating procedures. There are also insecurities regarding the technical academical monitoring and counseling and to usual environmental variations. However, even with similar uncertainties between the activities of aquaculture and fishing, the local and traditional environmental knowledge accumulated drives those who cultivate to give more importance to traditional activities (such as fishing), generating insecurities about new activities. The results show that local and traditional knowledge have great potential to contribute in the knowledge generating process (joining or complementing the technical-scientific knowledge) and in implementing the “art” of mariculture. However, social practices related to family mariculture still require effective processes of involvement and recognition of cultivator's different knowledge, and the establishment of more horizontal relations between technicians and cultivators. These, besides being subjects as well as partners of this project, have to be faced as social-environmental agents, capable of making changes. The relations of dependency and low initiative by the cultivators express how the process of decision making and management has been conducted by the university. Therefore, complementation of these different king of knowledge, effectively shared social- environmental management, assisted by critical environmental education indicate a path so the sequence of family mariculture is more successful.

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Brum, Liliani Mathias. "A QUALIDADE DE VIDA DOS PROFESSORES DE CIÊNCIAS E A RELAÇÃO DAS SUAS DISCIPLINAS COM O COTIDIANO DOS ALUNOS EM UMA ESCOLA PÚBLICA NO INTERIOR DO RIO GRANDE DO SUL". Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/3524.

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The teaching of sciences has been a challenge for education, considering that the students do not demonstrate to realize the usefulness of the contents given in classes and the teachers refer themselves to difficulties to carry out assignments at school. The investigation may be a way of promoting a better performance of these professionals in the quotidian of schools and encouraging the teachers and students growth in educational and social level. Before this, the aim of this study was to investigate the science teachers life quality and the relationship of their subject-matters with the student s quotidian. Two distinct populations were studied: 1) science teachers working in a public school in the interior of the state of Rio Grande do Sul and; 2) the students enrolled in the final degrees of the Primary School and in Youth and Adult Education (EJA) at the same school. The teachers filled out a self-applied form with five sets of questions, with information about demographic, economic, occupation characteristics, domestic activities, physical exertion, physical health, mental health and medical diagnoses. The students answered to a semi-structured questionnaire subjected to Content Analysis and Descriptive Statistics. In this research it was observed that the dedication of the science teachers requires long concentration periods in the same task (87%), 71% feel nervous and 41% feel irritated. Regarding to the mental health of the teachers surveyed in this study, it was detected that the most frequent symptoms were feeling nervous, tense or worried (83%). Among the students of the final series of Ensino Fundamental surveyed, 59.9% considered that physical well-being is related to health of organism, 64.7% answered that they may modify their body through physical activity, 72.5% believe that the content learned in sciences can help them to live better, 47.1% would like to see subjects related to health and organism during sciences classes, 80.4% think that those classes could be more interesting if the teachers related the content to the everyday life. Even then, the students participants from EJA , 55.1% considered that the physical well-being is related to health, 53.9% maintain that they feel better with their body from physical activity, 66.3% responded that the content learned in sciences could help them to live better, 76.5% would like to see matters related to health and organisms during science classes and 72.0% think that these classes could be more interesting if the teachers related the content to the quotidian. From the data of this work it was possible to detect that at this school there is a lack in relation to the theme health, because the teachers reported several complaints related to health and the students requested that themes from quotidian are approached in science in science classes mainly the ones related to health and welfare. The knowledge of these evidences can contribute for the building of measures for the reorganization of systematics of working, thereby assisting the teachers and students school performance.
O ensino de ciências tem sido um desafio para a educação, pois os alunos não apresentam perceber a utilidade dos conteúdos ministrados nas aulas e os professores referem-se a dificuldades para desempenharem as suas atribuições na escola. A investigação pode ser uma forma de promover um melhor desempenho desses profissionais no cotidiano das escolas e favorecer o crescimento dos professores e alunos em nível educacional e social. Diante disso, o objetivo desse estudo foi investigar a qualidade de vida dos professores de ciências e a relação das suas disciplinas com o cotidiano do aluno. Foram estudadas duas populações distintas: 1) os professores de ciências em exercício em uma escola pública no interior do Rio Grande do Sul e; 2) os alunos matriculados nos anos finais do ensino fundamental e na Educação para Jovens e Adultos da mesma escola. Os professores responderam a um formulário autoaplicado com cinco blocos de questões, com informações acerca das características demográficas, econômicas, ocupacionais, atividades domésticas, esforços físicos, saúde física, saúde mental e os diagnósticos médicos e os alunos responderam a um questionário semi-estruturado, submetido à Análise de Conteúdo e Estatística Descritiva. Nesta pesquisa foi observado que a dedicação dos professores da área de ciências exige longos períodos de concentração em uma mesma tarefa (87%), 71% sentem-se nervosos e 41% sentem-se irritados. Em relação á saúde mental dos professores pesquisados neste trabalho detectou-se que os sintomas mais frequentes foram sentir-se nervoso, tenso ou preocupado (83%). Entre os alunos pesquisados dos últimos anos do ensino fundamental, 56,9%, consideraram que bem estar físico está relacionado à saúde do organismo, 64,7% responderam que poderiam modificar seu corpo através da atividade física, 72,5% acreditam que os conteúdos aprendidos em ciências podem ajudá-los a viver melhor, 47,1% gostariam de ver assuntos relacionados à saúde e ao organismo durante as aulas de ciências, 80,4% acham que essas aulas poderiam ficar mais interessantes se os professores relacionassem os conteúdos com o cotidiano. Já os alunos participantes da EJA, 55,1%, consideraram que bem-estar físico está relacionado à saúde, 53,9% afirmam se sentir melhor com o seu corpo a partir da atividade física, 66,3% responderam que os conteúdos aprendidos em ciências poderiam ajudá-los a viver melhor, 76,5% gostariam de ver assuntos relacionados à saúde e ao organismo durante as aulas de ciências e 72,0% acham que essas aulas poderiam ficar mais interessantes se os professores relacionassem os conteúdos com o cotidiano. A partir dos dados desse trabalho foi possível detectar que nessa escola existe uma carência em relação ao tema saúde, pois os professores relataram diversas queixas em relação à saúde e os alunos solicitaram que temas do cotidiano sejam abordados nas aulas de ciências principalmente os relacionados à saúde e ao bem-estar. O conhecimento dessas evidências pode contribuir para construção de medidas para a reorganização da sistemática de trabalho auxiliando assim o desempenho escolar dos professores e alunos.

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22

Ånesjö, Marcus. "Är det en likvärdig bedömning? : En enkätundersökning om likvärdig bedömning i samhällskunskap för årskurs 1-3". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84876.

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Syftet med denna undersökning är att synliggöra vilka former av arbets- och bedömningsmetoder som lärare väljer att använda sig av för att bedöma elevernas kunskaper och genom detta studera hur dessa kan betraktas som likvärdiga i ämnet samhällskunskap, årskurs 1-3. Syftet är även att synliggöra hur lärare som undervisar i ämnet, årskurs 1-3 uppfattar ramfaktorer, och ställa detta mot tidigare forskning huruvida faktorer kan påverka lärares förutsättningar att bedöma eleverna likvärdigt. I en enkätundersökning har lärare som undervisar i samhällskunskap, årskurs 1-3, svarat på frågor om bedömningsmetoder och vilka ramfaktorer de anser påverkar förutsättningar för bedömning. Lärare i undersökningen använder framförallt muntliga och skriftliga bedömningsmetoder, vilket indikerar på hög validitet och reliabilitet. Ramfaktorer som lärarna anser ha störst påverkan på deras möjlighet till att genomföra bedömningar är de pedagogiska- samt de administrativa ramarna. En likvärdig bedömning är svår att uppnå på grund av avsaknad av bedömningsstöd för årskurs 1-3. Lärarnas svar i undersökningen, gällande ursprungskälla av bedömningsmaterial samt användandet av bedömningsmatriser skiljer sig åt, vilket kan peka på skillnader av lärarnas tolkningar av styrdokumenten.
The purpose of this study is to highlight the forms of work- and assessment methods, that teachers choose to use to assess pupil’s knowledge and thereby study how these can be considered equivalent in the subject of social studies, grades 1-3. The purpose is also to make visible how teachers who teach the subject perceive framework factors, and set this against previous research on which factors affect teachers' ability to assess students equally. In a survey, teachers who teach in the grades 1-3 answered questions about assessment methods and which framework factors they consider to affect the conditions for assessment. The teachers mainly used oral- and written assessment methods, which indicates high validity and reliability. Framework factors that teachers consider to have the greatest impact on their ability to assess pupil’s are the pedagogical- and administrative frameworks. Equivalent assessment is difficult to achieve due to the lack of assessment support for grades 1-3. The teachers answers in the survey, that their source of assessment material and the use of assessment matrix differ, which may indicate differences in the teachers' interpretations of the governing documents.

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23

Hiller, Sheldon. "Desenvolvimento de material didático de apoio de astronomia para professores do segundo ciclo do ensino fundamental". Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2879.

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Produto: Astronomia no II ciclo do ensino fundamental
Visando elaborar um material didático de apoio para atender as principais dificuldades dos professores no planejamento de suas aulas sobre Astronomia, foi realizado um estudo de trabalhos publicados por pesquisadores dessa disciplina, procurando identificar os principais obstáculos a serem transpostos no ensino dessa disciplina. A partir dos resultados obtidos no estudo, foi elaborado um material de apoio didático destinado ao ensino da Astronomia no segundo ciclo do Ensino Fundamental, para ser submetido à avaliação de uma amostra de professores da rede pública estadual do município de Passo Fundo (RS). Esse material pretende ser um referencial de consulta adicional para orientar o trabalho docente, proporcionando ao professor, tanto quanto possível, informações atualizadas, orientações pedagógicas que ampliam conhecimentos e alertam para concepções alternativas detectadas por outros autores, além de trazer sugestões de atividades práticas e de observação, ao abordar os conteúdos de Astronomia nessa fase de escolarização.
Aiming to develop a didactic material support to help to solve the main teachers´ difficulties when planning their Astronomy classes, we made a study about the papers published by researchers in this discipline, trying to identify the main obstacles to be overcome in the teaching of this discipline. From the results obtained in the study, we designed a didactic support material for the Astronomy teaching in the middle school to be submitted for the rating of a sample of teachers in the public schools in the city of Passo Fundo (RS). This material intends to be an additional consultation referential to guide the teaching work, providing to teacher, as much as possible, updated informations, educational guidelines that expand knowledge and point to alternative conceptions detected by other authors, besides to bring suggestions for practical activities and observation, when approaching Astronomy subjects in this school phase.

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24

Lorang, Gérard. "Trois exemples d'étude de processus stochastiques : 1) un théorème de Schilder pour des fonctionnelles browniennes non régulières : 2) étude d'une fonctionnelle liée au pont de Bessel : 3) régularité Besov des trajectoires du processus intégral de Skorohod". Nancy 1, 1994. http://www.theses.fr/1994NAN10055.

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Dans la première partie, on établit un équivalent exact d'une fonctionnelle du mouvement brownien qui n'est pas régulière. Plus précisément, on étudie une distance holdérienne entre le brownien b et une fonction fixée f. Dans la deuxième partie, on donne des estimations d'une fonctionnelle liée au pont de Bessel. Ce résultat permet d'étudier le comportement asymptotique du noyau de transition d'une classe de semi-groupes de type hyperbolique. Dans la troisième partie, on montre que, sous des hypothèses de régularité convenables sur l'intégrant, le processus intégral de Skorohod possède la même régularité Besov que les trajectoires browniennes

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25

Roger, Isabelle. "Les processus de métropolisation dans les capitales régionales européennes (agglomération de 500 000 à 1 000 000 d'habitants). Les cas de Bordeaux, Bristol, Montpellier, Saragosse et Toulouse". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2007. http://tel.archives-ouvertes.fr/tel-00130928.

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Depuis trois décennies, les villes sont devenues le réceptacle majeur de la mondialisation de l'économie. Les mutations urbaines liées à ce contexte ont transformé leurs rôles et fonctions : ce phénomène appelé processus de métropolisation a fait l'objet d'études pluridisciplinaires depuis le début des années 1990. La définition du concept de métropolisation s'est d'abord construite pour les grandes métropoles. Mais les villes de taille inférieure ont subi également des mutations profondes. L'objet de la thèse consiste à analyser les transformations subies par les métropoles dont l'agglomération est comprise entre 500 000 et 1 million d'habitants et à apprécier si elles s'apparentent à des processus de métropolisation. A partir d'une analyse comparative de cinq capitales régionales européennes, les mutations urbaines sont saisies au regard des évolutions démographiques, socio-économiques et politiques. Les manifestations de la métropolarisation montrent que ces villes jouent aussi un rôle moteur dans le développement de leurs pays notamment grâce à leur insertion dans des dynamiques internationales. Toutefois, ces capacités demeurent fragiles car fortement dépendantes de mouvements économiques généraux et des politiques publiques.

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26

Vintzel, Céline. "Les armes du gouvernement dans la procédure législative : étude comparée : Allemagne, France, Italie, Royaume-Uni". Paris 1, 2009. http://buadistant.univ-angers.fr/login?url=https://www.dalloz-bibliotheque.fr/pvurl.php?r=http%3A%2F%2Fdallozbndpro-pvgpsla.dalloz-bibliotheque.fr%2Ffr%2Fpvpage2.asp%3Fpuc%3D7982%26nu%3D17%26selfsize%3D1.

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La singularité de la procédure législative française, si souvent affirmée, est-elle un mythe ou une réalité? Jusqu'à la révision constitutionnelle de juillet 2008, le Gouvernement français possède-t-il la panoplie d'armes la plus puissante qui soit pour assurer sa domination dans le processus législatif et y a-t-il recours de manière abusive? L'étude comparative des différentes étapes de l'élaboration de la loi dans les régimes parlementaires allemand, britannique, français et italien nous apprend que la thèse de l'anomalie du parlementarisme rationalisé français, qui repose inconsciemment sur l'idée selon laquelle le régime parlementaire serait un régime de séparation et d'équilibre des pouvoirs, doit être infirmée. Tous les Gouvernements de référence disposent de moyens procéduraux équivalents pour faire aboutir leurs projets de loi. Le cumul du fait majoritaire et de la mise en œuvre du parlementarisme rationalisé ne doit pas être analysé, en tant que tel, comme une singularité dans le mode d'exercice du pouvoir gouvernemental. La culture institutionnelle constitue un paramètre à prendre en compte, à côté du degré de rigidité de la majorité et du parlementarisme rationalisé, pour déterminer les atouts dont un Gouvernement dispose pour faire aboutir son programme législatif

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27

Lombard, Alix. "Les variations actuelles du niveau de la mer : Observations et causes". Phd thesis, Université Paul Sabatier - Toulouse III, 2005. http://tel.archives-ouvertes.fr/tel-00079969.

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Alors que depuis un peu plus de 2000 ans, le niveau moyen de la mer a peu varié, ce niveau s'est élevé d'environ 2 mm/an au cours du 20ème siècle. Cette hausse soudaine est attribuée au réchauffement climatique d'origine anthropique enregistré depuis plusieurs décennies. Depuis une douzaine d'années, on mesure de façon globale et précise les variations du niveau de la mer grâce aux satellites altimétriques Topex/Poseidon et Jason-1. Ces observations indiquent une hausse moyenne globale d'environ 3 mm/an depuis 1993, valeur sensiblement plus grande que celle des dernières décennies.
Diverses observations disponibles depuis peu nous ont permis de quantifier les contributions des divers facteurs climatiques à la hausse observée du niveau de la mer : expansion thermique de la mer due au réchauffement des océans, fonte des glaciers de montagne et des calottes polaires, apport d'eau des réservoirs continentaux. Le bilan de ces nouvelles observations nous permet d'expliquer en partie la hausse observée du niveau de la mer. En particulier, nous montrons que l'expansion thermique des océans n'explique que 25% de la hausse séculaire du niveau de la mer enregistrée par les marégraphes depuis 50 ans, tandis qu'elle contribue à la hauteur de 50% à la montée du niveau marin au cours de la dernière décennie. Parallèlement, des études récentes estiment que la fonte des glaciers de montagne et des calottes polaires pourraient contribuer pour environ 1 mm/an à l'élévation du niveau de la mer au cours de la dernière décennie.
De plus, la forte variabilité régionale des vitesses d'évolution du niveau de la mer révélée par les observations altimétriques de Topex/Poseidon résulte en grande partie de l'expansion thermique. Nous mettons également en lumière l'importante variabilité spatio-temporelle décennale de l'expansion thermique des océans au cours des 50 dernières années, qui semble dominée par les fluctuations naturelles du climat. De plus nous posons pour la première fois la question du lien qui existe entre les fluctuations décennales de l'expansion thermique des océans et la contribution climatique des eaux continentales au niveau de la mer. Enfin, une analyse préliminaire des observations gravimétriques de la mission spatiale GRACE sur les océans nous permet d'évaluer les variations saisonnières du niveau moyen de la mer liées aux variations du bilan de masse d'eau des océans.

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譚文雄. "A Study on Revising Competence Indicators of“Using Technology and Information” of Grade 1-6 in “Science and Technology Learning Areas” of the Document of “Grade 1-9 Curriculum Guidelines”". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97508224180400219912.

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碩士
臺北市立師範學院
科學教育研究所
91
There are competence indicators listing in the core competence of “Using Technology and Information” of the document of “Grade 1-9 Curriculum Guidelines.” Some of these indicators are not matched the goals stating in the “Science and Technology Learning Area”. The researcher would like to revise those indicators by using Delphi techniques. There were 12 experienced elementary teachers who were invited to answer the questionnaires. The researcher developed an open-ended questionnaire to collect the teachers’ opinions about what elementary students should learn in Technology and Information. Based on these opinions and literatures reviewed, the researcher developed a closed-ended questionnaire to ask the Delphi members to evaluate the competence indicators of “Using Technology and Information”. With twice evaluations, the members of Delphi group agreed that new competence indicators were practical and appropriate. There were 31 competence indicators that were confirmed. By doing so, teachers can easily work and clearly understand the indicators, that provide guidelines for developing curriculum and designing teaching strategies.

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29

Shu-Miao, Ding y 丁淑妙. "Analysis on Life Education in Science and Technology Textbooks For Phase II of Grade 1-9 Curriculum". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87281370552850377704.

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碩士
國立臺北教育大學
生命教育與健康促進研究所
99
This paper uses a content analysis to examine the indicators that measure the students' competence regarding the life education-related content in Science and Technology textbooks for Phase II of Grade 1-9 Curriculum, and compares them with the corresponding categories of such content. It also scrutinizes the different degree of importance attached to each life education category by the three MOE-approved textbook versions. The study presumably will help the teachers adopt an integrated teaching style by introducing life education-related content in a Nature, Science and Technology lesson. Listed below are the conclusions of the study: 1.Since the Science and Technology is a highly relevant discipline with life education, it is advisable to introduce life education-related content in a Science and Technology lesson. 2.Although life education is a common topic for the three text book versions, the degree of importance attached to it varies depending on the publisher as well as the volume of textbook 3.Moral Thinking and Reflection is the most frequently discussed life education topic in the Science and Technology Textbooks for Phase II of Grade 1-9 Curriculum, followed by Personality and Spiritual Development. The topic least mentioned is the Realization of Ultimate Care. 4.The Version A textbook contains the highest percentage of life education-related materials, followed by Version C and Version B. 5.Among the 7 major life education categories, Bioethics and the Ethics of Technology generally receives the most mention in the three Phase II textbook versions (38.5 %) 6.The three versions of Phase II Science and Technology textbooks put varying degrees of emphasis on the 32 subcategories of life education-related materials. While Ecological Ethics receives the most mention, some subcategories are missing from the textbooks.

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30

Wu, Peihan y 吳姵涵. "Analysis On Life Education In Science And Technology Textbooks For Phase Ⅲ Of Grade 1-9 Curriculum". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51186006704404442196.

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碩士
國立臺北教育大學
生命教育與健康促進研究所
100
The present study employs the content analysis method to examine life education related textbooks and instructions of the Nine-year integrated nature science and life technology curricula at third-stage. The research was based on the Content Analysis Catalog of Life Education of Grades 1-9 Curriculum to compare and analyze various Editions of life education domain inside the third phrase of Grades 1-9 curriculum. We then discuss the distributions and differences of life education issues of these Editions, and find out the life education issues of each Edition. According to our results, there are three topic domains which cover the general concept of life education in all the textbooks of nature science and life technology curricula; however, the distribution of each subcategory was not equal. Most instructions contain issues of Life and Death Education, Ethics of Life and Technology, and Personality and Spiritual Development; nevertheless very rare materials include Religion and Life as well as Philosophy and Life. The distribution of life education related contents was varied across Kang Hsuan Edition, Newton Edition, and Nan Yi Edition. Compared with the other two, it was much diverse in the Kang Hsuan Edition. Newton Edition includes lesser information related to life education, surrounding Ethical Thinking and Reflection and Ethics of Life and Technology. Nan Yi Edition comprises of the most life education instructions, not only in Personality and Spiritual Development, but also in Life and Death Education and Ethics of Life and Technology. Hence we suggest: 1. On the basis this study, one could comprehensively include life education in the field of nature science and life technology curricula. 2. To list life education as an evaluation criterion of teaching instructions. 3. To organize the conference or seminar of life education to promote the teachers’ teaching skills and understandings. Key words: life education related instructions, nature science and life technology curricula, textbook

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31

Tung, Yu-Chien y 董宇堅. "Science and Technology Teaching in Grade 1~9 Curriculum: A Study of Elementary School Teachers’ Professional Competence". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/70451240216481683570.

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碩士
國立嘉義大學
國民教育研究所
91
The purpose of this research is to explore the professional competence elementary school teachers concentrating in Science and Technology field are expected to have based on the implementation of Grade 1~9 Curriculum. This study first reviews related literature in order to establish a solid understanding of the background of the topic. The researcher then developed a questionnaire accordingly. Employing the Delphi Technique, the questionnaire was administered back and forth for three times to three target groups of people: scholars and specialists at teacher education institutions, education executives who specialize in educational researches, and elementary school teachers who are practically engaged in the teaching of Science and Technology. The findings of this survey research shows that, based on the implementation of the Grade 1~9 Curriculum, Science and Technology teachers in elementary schools are expected to be equipped with the following eight dimensions of professional competence: (1) curriculum and teaching material development (including 11specific items), (2) instructional methods (including 25 specific items), (3) teaching resource application (including 12 specific items), (4) instructional content and attitudes (including 13 specific items) (5) self-reflection and conceptual analysis (including 9 specific items), (6) classroom management (including 9 specific items), (7) understanding of the natural science (including 6 specific items), and (8) others (including 5 specific items). According to the statistic results of the mean of every specific item, this research concluded its findings with 38 critical skills, 33 important skills, and 19 related skills as the elements of the competence of elementary school Science and Technology teachers. Finally, based on the research findings, the researcher further discussed the outcome of the survey, derived several suggestions for teacher education, and offered possible orientation for further studies.

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32

Weng, Chyuan-Jyh y 翁全志. "On the Study of Multimedia Courseware and Test for Competence Indicators (Science and Technology) of Grade 1-9 Curriculum". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05346103344960805378.

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碩士
國立交通大學
網路學習學程碩士班
91
Revolutionary changes in education have a lot to do with Grade 1-9 Curriculum, Integrated Curriculum, Competence Indicators, and Information Technology Education. Multiple Intelligences has got more and more attention in improving students’ learning ability. This research examines many studies in which competence-indicators-oriented materials are on focus. Some related courses in the area of Science and Technology, such as astronomy and space, could be recreated by easy-to-access software and presented in multimedia rather than in printed. The paper-test could as well be rearranged in the same method. That the research wants to look at is how students respond to those different modes of text displaying and assessment. From our experimental study, the statistic result shows that students can do better on computer-based multimedia type test than the paper-base test. This implies that students who with poor reading ability find hard time in decoding narrative questions on paper-base test usually get help while the questions get a lot more understandable on computer-based multimedia type test. Form this experimental study we conclude that both multimedia courseware and test presentation play an effective role for helping students to understanding and to learn the subject course.

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33

Su, Jing-long y 蘇進龍. "A study of the sixth grade students’ literacy in Science and Technology area under Grade 1-9 Curriculum in southern Taiwan – A case of the agricultural knowledge". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/31322965748206713435.

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碩士
國立臺南大學
材料科學系自然科學教育碩士班
96
The purpose of this research is to understand the agricultural knowledge of current sixth grade students in southern part of Taiwan. By analyzing the results of test paper, named “sixth grade student’s agricultural knowledge in southern Taiwan test paper”, students’ agricultural knowledge can be realized in the initial stage, and continued by considering different variables of student’s background and surroundings, which helps to explain the relation between performances of students’ agricultural knowledge and those variables. Research objects were sixth grade students who allocate in Tainan county, Tainan city, Kaoshiung county and Kaoshiung city; 720 samples from 25 primary schools were selected through the method of stratified random sampling and randomly cluster sampling. Analytic approaches were efficiently adopted in the study, which include description statistics, t-test, one-way ANOVA and Scheffé post-hoc comparison. The main consequences are found in the research as follows: 1. The sixth grade students in southern Taiwan present slightly insufficient agricultural knowledge. 2. Different genders of sixth grade students demonstrate significant differences of their agricultural knowledge; girls are superior to boys. 3. Different discipline-oriented students equip with different level of agricultural knowledge; mathematics-oriented students are superior to other disciplines-oriented ones. 4. Also, different social levels of family affect student’s agricultural knowledge obviously; students who come form middle-high or middle social level families are superior to other levels. 5. There are no significant differences in students’ agricultural knowledge, although students come from different scales of school. 6. Furthermore, the study also provided that students come from different schools in objective areas present less differences in their agricultural knowledge.

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Pillai, Sharmila. "Integrating learner culture into the elementary curriculum : the case of grade 2 science in the Amharic speaking regions of Ethiopia". Thesis, 2002. http://spectrum.library.concordia.ca/1717/1/MQ68362.pdf.

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This thesis study investigates the integration of traditional indigenous knowledge into an elementary school curriculum in the Amharic speaking regions of Ethiopia. The main question it addresses is whether science education in this developing country builds on the learners' schemas, culture and environment, to learning leading to eventual marginalisation. My study is in two phases. The first is a content analysis of a Grade 2 Science textbook used in the Amharic-speaking areas around Addis Ababa. The second is a classroom observation, which I conducted in four schools in September 2001, comparing the findings of the content analysis to actual teacher language and behaviour at the point of delivery. The overall findings suggest that the inclusion of indigenous content taught via Amharic can be an effective bridge between students' local understandings of phenomena in their home culture and "Western" scientific ways of looking and knowing.

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35

Chiu, Hueiling y 邱惠伶. "A Study of Earth Science education infusing into Grade 1-9 Curriculum, taking Native Educational Textbooks of Hualien Connty as examples". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/22601148292903843198.

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碩士
國立花蓮師範學院
鄉土文化研究所
91
The main purposes of this study are to investigate the content percentage of native history, geography, nature, art, and language in the native educational textbooks of Hualien County, and to explore the earth science proportional parts of the Grade 1-9 Curriculum in the elementary textbooks. As a result, pictures describing the native geography are very important characteristics in the textbooks of the third and forth grades, but the figures and photos captions are not clear enough to reader. In addition, the topics in the textbooks intensively emphasize local industries and traffic network as well as foresight in the future. Unfortunately, issues of industrial pollutions were not been discussed in the textbooks, except Hsulin, Shoufeng, Wanrung, and Juoshi. On the basis of this study, the native educational textbooks of Hualien are the beginning for the teachers to edit the textbooks by themselves. Those native educational textbooks provide excellent opportunities for students to learn from the life. Additionally, unique geological background of Hualien and interactions between humanity and environment constitute the main proportions of the textbooks that are coincident with the spirit of native education. There are two suggestions proposed by the analyses of textbooks in this study. One is the preventions for natural hazards and environmental management policies that are crucial to increment into the contents of textbooks. The other is that the activities design of a single topic has got to consolidate for integration in the learning areas of the Grade 1-9 Curriculum.

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36

Chang, Chih-Cheng y 張志成. "Content Analysis of the Competence Indicators - Grade 1-9 Science and Technology textbooks and the National/Regional Basic Competence Test in Natural Science for junior high school students". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40668345108055311557.

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碩士
國立臺灣師範大學
化學系在職進修碩士班
100
“Science and Technology”, in addition to being one of the important learning fields for Junior High School Students, is one of the examination subjects in National/Regional Basic Competence (BCT) for entering the Senior High Schools. The study aimed at analysis of phase IV of Grade 1-9 Curriculum Competence Indicators in each version of Science and Technology textbooks, the correlations and differences between the items of BCT(2005~2011) and Competence Indicators in the topic of Science and Technology. Focusing on the comparison between male and female students’average correct rates of the question items, the study also investigated this concerning “Science and Technology” examination in BCT. Study results showed that the rates of Competence Indicators in the textbooks are quite different. And the differencies vary according to the different versions of textbooks. But study results showed that both the rates of Competence Indicators and the questions items of the different topic region of “Science and Technology” in BCT are not fluctuant during all these years. Overall, for all the “Science and Technology” examinations in BCT, Male students are superior than female students in the average correct rates. But, the situation in each topic regions of “Science and Technology” learning area are quite different.

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37

pei-juan, lee y 李佩蓉. "Contents and Competence Indicators Analysis of Grade 1-9 Science and Technology Textbooks – about”Chemical Reaction”, “Oxidation-Reduction” and “Acid, Base, Salt”". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/28216923752287926000.

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碩士
臺北市立教育大學
科學教育研究所
94
The main purpose of the research was to analyze the contents and competence indicators of Science and Technology textbooks about ”chemical reaction”, “oxidation-reduction” and “acid, base, salt” of Grade 1-9 at the three subjects contents situation of north-south relation and presents the situation. The target was to analyze Science and Technology textbooks and teachers’ Guide based on the "content-analysis method" covered from Book 1 to Book 12 of Kanshuan version, Nani version and Book 1 to Book 6 of Newton version. The analysis refers to the comparison of the allocation of various textbooks in terms of Process Skill, Science and Technology Cognition, and Cerebration Intelligence . The tool of the research was " item analysis table" and ”competence indicators analysis table”. Apparently, the tool of the research were "item-analysis table" and ” competence indicators analysis table” as a "unit". The research was mainly quantity-oriented and also adapting the number of times and percentage to analyze the allocation. According to the results, the main findings were as follow: 1. Various editions in various subjects competence indicators choice not special connection; The whole said, competence indicators had obvious stressing in several projects, as Process Skill approximately concentrates to the organization and the correlation, Science and Technical Cognition concentrates to the understanding matter and the correlation understanding. 2. Various editions had the active arrangement in various subjects content which it likes, for example: The subject # 225, to the nail rusts; Subject #226, by purple Korea vegetable juice acid, base color change. 3.Subjects contents relation overhead construction integrity, the subject content links up compares the teaching thin goal to have makes the joint.

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38

Paili, Lu y 呂百理. "A Study on Junior High School Science and Technology Teachers’ Attitudes Toward and Understanding Of the Implementation of the Grade 1~9 Curriculum". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/64878319731256392598.

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碩士
國立臺灣師範大學
教育研究所
90
The main purpose of this research was to understand junior high school science and technology teachers’ attitudes toward and understanding of the implementation of the Grade 1~9 Curriculum. In terms of the questionnaire, we composed the “Survey Questionnaire on Junior High School Science＆Technology Teachers’ Attitudes Toward and Understanding of the Grade 1~9 Curriculum” as our survey tool. Our formal survey questionnaire respondents were 800 Science＆Technology teachers from 141 sampled schools in Taiwan’s north, central, south, east, and off-island regions. The data we obtained was run through the following statistical analysis tests: frequency distribution, independent-sample t-test, one-way independent-sample ANOVA, and Scheffe’s post-hoc comparison. We conducted these statistical tests with a significance level of α=0.05. Based on the results of our findings, we reached the following conclusions: 1) Teachers’ Knowledge: a) Science＆Technology teachers’ comprehensive understanding of the content of the Grade 1~9 Curriculum lay between “understanding for the most part” and “complete understanding.” b) Science＆Technology teachers’ comprehensive understanding of the content of the Science＆Technology course lay between “understanding for the most part” and “complete understanding.” c) 1) “Accumulated time spent taking part in the Grade 1~9 Curriculum upgrade seminars,” 2) “Accumulated time spent taking part in Science＆Technology course upgrade seminars,” 3) “Served as a curriculum committee member,” 4) “Served as an Science＆Technology group convener,” etc., factors, influenced Science＆Technology teachers’ comprehensive understanding of the Grade 1~9 Curriculum guideline’s content and the Science＆Technology course guideline’s content. 2) Teachers’ Attitudes: a) Science＆Technology teachers’ total attitude toward the Grade 1~9 Curriculum implementation was extremely positive. b) Science＆Technology teachers’ total attitude toward the content of the Grade 1~9 Curriculum was extremely positive. c) “Gender,” “educational level,” etc., factors, affected Science＆Technology teachers’ total attitude toward the content of the Grade 1~9 Curriculum. d) Science＆Technology teachers’ attitudes toward this course’s content were positive. e) “Presently serving as an Science＆Technology group convener,” etc., factors affected Science＆Technology teachers’ attitudes toward this course’s guideline. f) There were differences in Science＆Technology teachers’ attitudes about whether the Grade 1~9 Curriculum affected teachers’ professional development. g) There were differences in Science＆Technology teachers’ attitudes about whether the Grade 1~9 Curriculum affected the effectiveness of student learning. h) 72.8% of Science＆Technology teachers did not believe that implementing the Grade 1~9 Curriculum could reduce student academic pressure. i) Over half of Science＆Technology teachers─52.9%─did not believe that the Basic Achievement Test would benefit the cultivation of the Ten Basic Abilities . j) Most of the Science＆Technology teachers were willing to accommodate the educational reforms brought by the implementation of the Grade 1~9 Curriculum; the force dragging against the Curriculum is already becoming smaller and smaller. k) Junior high school Science＆Technology teachers didn’t feel very positive about all the effort made by school administrative personnel and other teachers to accommodate the Grade 1~9 Curriculum. Based on our research conclusions, this research proposes the following suggestions, which should have reference value for the implementation of the Grade 1~9 Curriculum: 1) Observe students’ academic pressure and look for ways to relieve this pressure. 2) Reorient the role and function of the Basic Achievement Test. 3) Assist and supervise each junior high school put on the Grade 1~9 Curriculum development activities. 4) Set up a rewards system for educational personal upgrading their education; encourage teachers to move on to a higher level in their education. 5) Encourage teachers to act as school curriculum development committee members or Science＆Technology group conveners.

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Huang, Cing-long y 黃慶隆. "A Study of Elementary In-service Teachers’ Understanding about the Competence Indicators Concerning the Nature of Science in the National Grade 1-9 Curriculum". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/37355487912860644098.

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碩士
國立花蓮教育大學
科學教育研究所
94
A Study of Elementary In-service Teachers’ Understanding about the Competence Indicators Concerning the Nature of Science in the National Grade 1-9 Curriculum Abstract This study intends to investigate elementary school teachers’ understanding about the Competence Indicators concerning the nature of science (NOS-CI) by developing a two-tier instrument, and analyze what factors may influence teachers’ understanding. Researcher developed A-form and B-form questionnaires by modifying Treagust (1988) design for reaching study goals. Samples were selected from the teacher poll of Taipei County and Taipei Municipal in terms of purposive sampling principles. There were 354 copies of A-form and 346 copies of B-form collected. The collected data was analyzed by independent t-test and one-way ANOVA statistically. Research results include: 1. Results from A-form and B-form are similar. In A-form, there is 86.4% of teachers thought they understand NOS-CI well. In B-form, there is 84.29%. Yet, the percentage of teachers with truly understanding upon NOS-CI is 41.2% in A-form and 42.0% in B-form. In summary, 85.3% of sampled teachers thought they understand NOS-CI well, yet the percentage with truly understanding is only 39.3%. 2. The last three items in both A-form and B-form are questions asking teachers if the description of items might influence their selection of answers. 87.4% of teachers answered yes. It could be inferred that the percentage of teachers with truly understanding of NOS-CI could be lower than the results showed. 3. In terms of theory-laden points of views, it is teachers’ inherent perspectives that shape teachers’ interpretation concerning NOS-CI. Such an interpretation is very possible distorted and inconsistent with what science educators in mind who designed those NOS-CI with in-depth purposes. No wonder most of teachers thought they understand NOS-CI well, however it is not. 4. Different factors which are associated with teachers’ background were analyzed in order to seek which factors have critical impacts upon teachers’ understanding of NOS-CI. Research results will be discussed in detail and recommendations will be proposed in the thesis. Keywords: nature of science, Competence Indicators, two-tier instrument

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40

Hsu, Kuei-Yuan y 許桂原. "Study of Web-based Instructional Strategies for Developing the Presenting, Communicating and Sharing Abilities in the Grade 1-9 Science and Living Technology Curriculum". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/87731035307198572415.

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碩士
國立高雄師範大學
工業科技教育學系
92
This study was to explore the web-based instructional strategies and web-part mechanism for developing the presenting, communicating and sharing competences among students of the 1st-9th grades integrated curriculum. Meanwhile, the purposes of this study were to offer a foundation of tools which we could integrate kinds of instructional strategies and web-part mechanism into the function of template genie applied to the web-based instructional material editing. Thus, they will benefit in two ways -- one was to carry out the objectives of 1st-9th integrated curriculum and to promote the studying motive and effect for students. Literature review and questionnaire were applied to this study. Thirty-six teachers with computer background from the Science snd Living Technology fields were recommended as the research objects. This study took a mean approach for analyzing and using one-way analysis of variance for comparing with the differences of learning stages among the web-based instructional strategies and web-part mechanism. The results of this study were: 1. The most appropriate web-based instructional strategies to develop the presenting, communicating and sharing abilities were ordered by discussion method, collaborative learning and problem solving. According to the results of questionnaire survey, discussion method was the most appropriate for the 1st-2nd grades web-based instruction; for the 3rd-6th grades, discussion method, collaborative learning and problem solving were the most appropriate; and for the 7th-9th grades, were discussion method and collaborative learning. 2. The most appropriate web-part mechanism to develop the presenting, communicating and sharing abilities were ordered by multi-media webpage, discussion section, internet virtual community, chatting room, guestbook, internet notebook, bulletin board, net meeting and web-based hard disk. According to the results of questionnaire survey, multi-media webpage was the most appropriate for the 3rd-4th grades, multi-media webage and discussion section were the most appropriate for the 5th-6th grades, and multi-media webage, discussion section and web-based social group were the most appropriate for the 7th-9th grades. 3. The most appropriate web-based instructional software tools to develop the presenting, communicating and sharing abilities were ordered with Frontpage, Powerpoint, Word, audio-video recording, and mobile device. According to the results of questionnaire survey, Word, Powerpoint, and Frontpage were the most appropriate software tools for web-based instruction in the 5st-9th grades. 4. To the differences of learning stages for appropriate web-based instructional strategies and web-part mechanism, no significant differences were found for the web-based instructional strategies, but significant differences revealed in the internet virtual community and discussion section between the 1st-2nd grades and 7th-9th grades learning stages. However, significant differences in Word and Powerpoint existing between the 1st-2nd grades and 7th-9th grades, and Powerpoint between the 1st-2nd grades and 5th-6th grades.

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41

Chen, Yan-Hong y 陳彥宏. "Analysis of Infusing Environmental Education Subjects into Grade 1-9 Curriculum : Take Science and Technology Domain Textbooks in Junior High Schools as an Example". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/uw8e47.

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碩士
國立臺北科技大學
技術及職業教育研究所
98
The purpose of this study was to investigate the current content of environmental education contained in Science and Technology textbooks used in junior high school. To reach the purpose of this study, the research was aimed at the analysis of the varied-version textbooks of Science and Technology from Volume One to Volume Six of three publishers which contained Kang-Hsuan, Han-Lin and Nan-Yi. These textbooks were approved by Ministry of Education for junior high school used. Analysis of the contents of the five constructs in the environmental education subjects of the Year-Nine Integrated Curriculum involved investigation of twenty topics used for the analysis of environmental education modules and distribution. In the study, the essential content of enviornmental education was investigated through the analysis of the varied-version textbooks. We detect the following points with respect to the analysis: I、 the content analysis of enviornmental education Our study revealed that the proportaion of enviornmental education contents in each company’s version tends to be forty percent. As for the five constructs of enviornmental education, most versions covered easily the construct of “enviornmental knowledge” and “enviornmental awareness and sensibility,” while “enviornmental skills” and “enviornmental experience” were the least mentioned ones. In 20 topics, most versions covered the construct of “the experience of the natural environment” and “the relationship between human beings and the enviornmental pollution and damagement,” “enviornmental and ecological basic conceptions,” “enviornmental problems searching,” “enviornmental protection in life” and “enviornmental ethics.” However, all editions ignored the three topics: “the participation and cooperation in the enviornmental activity,” “enviornmental skills” and “the rights and welfare for animals.” II、 the quantitative analysis of enviornmental education (I) Enviornmental awareness and sensibility aspect 1. The subject matters of the topic on “the experience to the natural enviornment are extremely abundant. 2. The subject matters of the topic on “appreciating with natural beauty” appear to be less. 3. The topic on “ the relationship between human beings and the enviornmental pollution and damagement” take a certain place in varied-version textbooks. (II) Enviornmental knowledge aspect 4. There are many charpters describing about the topic on “ the enviornment and the ecological basic conceptions.” 5. The topic on “the investigation of global enviornmental issues” focus on “understanding of the environmental activity in the locality and the global enviornmental issues.” 6. The topic on “enviornmental protection in life” showed mostly green concept of enviornmental protection. 7. The topic on “enviornmental justice and the sustainable generation development” expose mainly the sustainable development. 8. The topic on “enviornmental rules, policy, organization and an international convention” bring the realization for students to know the rules and organization for enviornmental education. (III) Enviornmental value and behavior aspect 9. The topic on “enviornmental ethics” emphasizes the human-centre ethics and the ecological-centre ethics. 10. The topic on “enviornmental justice and generation justice” focuses on the sustainable development. 11. The topic on “enviornmental rights” emphasizes the rights for human beings to share the basic ecological enviornment. 12. The topic of “the rights and welfare for animals ” focuses on the needs of sympathetic treatment from human beings. (IV) Enviornmental action skills aspect 13. The topic of “enviornmental problems investigating” is shown by group discussion or activities in each version. 14. The topic of “enviornmental action skills” is run short of its contents in each version. 15. The topic of “enviornmental action planning” emphasizes to map out the enviornmental issues. 16. The topic of “enviornmental action plans executing” emphasizes to work the plans out and solve the enviornmental issues. (V) Enviornmental action experience aspect 17. The topic of “the experience of the enviornmental friendship action” emphasizes that we need to show the attaintment of the enviornmental friendship. 18. The topic of “the experience of the participation in resolving environmental problems about one’s home, campus or community” emphasizes to act it out so as to improve the environmental problems around us. 19. The topic of “the experience of the participation in searching the global environmental problems” focuses on the investigation about the global enviornmental issues. 20. The topic of “the experience of buildind up citizen presentation and cooperation” aims to promote one’s experience about their local perception, presentation and cooperation. According to our reference survey and research results, we proposed several suggestions to teachers, publishers, Ministry of Education, and other researchers.

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42

李冠樺. "Content Analysis of Grade 1-9 Science and Technology textbooks and the study of the relations between the Basic Competence Test in Natural Science for junior high school students and the Competence Indicators". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/19845570918371224760.

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Su, Wen-Ying y 蘇文瑛. "Study of Encountered Problems and Solving Strategies for Primary School Teachers Engaged on Course of Science and Technology under the Grade 1-9 Integrated Curriculum". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/87777280171521288704.

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碩士
國立高雄師範大學
工業科技教育學系
92
The purpose of this study is to explore the encountered problems and solving strategies for primary school teachers engaged on the course of Science and Technology under the Grade 1-9 Integrated Curriculum. The purposes are: 1.To address the encountered problems for primary school teachers engaged in the course of Science and Technology after the standardized Science and Technology curriculum was applied. 2.To analyze the factors which influence the encountered problems by primary school teachers engaged in the course of Science and Technology. 3.To examine the solving strategies responding to the encountered problems by primary school teachers engaged in the course of Science and Technology. 4.To analyze the factors which influence the solving strategies taken by primary school teachers engaged in the course of Science and Technology. 5.To address whether different solving strategies taken is correlated to the severity of encountered problems. Literature analyses and questionnaires were applied to this study. The population for this study is the teachers engaged in the Science and Technology curriculum in the primary schools in Kaohsiung County with a total number of 1317 persons. The questionnaire entitled "Questionnaires of Encountered Problems and Solving Strategies for Primary School Teachers Engaged in Science and Technology Curriculum" was designed. Information obtained form questionnaires were subject to statistical analyses including frequency distribution, mean value, t test, single-factor analysis of variance, Scheffe’s ex post method and kai square test, etc. The summarized results were briefly described below. 1.In Kaohsiung County, the primary school teachers engaged in Science and Technology curriculum have encountered fewer problems in aspect of "human relations", more in "teaching resources". The extent of encountered problems is under less serious situation. 2.Genders of teachers showed no significant difference in many aspects of encountered problems except in aspect of “professional knowledge” that bothered females more seriously than in males. Besides, there are differences shown among the teachers from different educated backgrounds, teaching grades, position in school administration and their seniority. Teachers who are responsible for administration have more serious problems encountered in aspects of “school administration” and “human relations”; teachers who attended to workshop more often encountered fewer problems in aspects of “professional knowledge” and “teaching resources”; teachers with experiences in teaching Nature and Science also encountered fewer problems. 3.When encountered problems, strategies were taken to solve problems in an order of 1) ask for suggestions from experienced colleagues; 2) postpone and look for the way to solve problem; 3) change one’s attitude and face the problem again; 4) consider the severity and decide what to do; 5) refuse to either face or solve the problem. 4.There are significant differences among the strategies taken by the teachers with different educated backgrounds and with severity extent of situations. The summarized results of this study are expected to provide objective suggestions for education administration agency, teaching-credit culture agency, primary school and teachers engaged in Science and Technology curriculum and contribute as a reference.

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44

LIN, HSIU-CHUAN y 林秀娟. "Grade 1-9 Social Science Competence Indicators or Benchmarks and Examination Test Analysis of the Basic Competence Test of Social Studies for Junior High School". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11803483801416944463.

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碩士
國立臺北教育大學
社會科教育學系碩士班
95
The study is mainly to investigate the relevancy of social studies examination test of the Basic Competence Test for junior high school and Competence Indicators or Benchmarks as well as the opinions of social studies teachers toward the Basic Competence Test. Based on such, it will, on one hand prepare the other approach for the Basic Competence Test in the future, and also remind social studies teachers in elementary school to ready with the needed instruction for future Basic Competence Test of junior high school. The study will base mainly on analysis method, and derive its materials from the social studies examination test held in 2005 and the examination questions of the Basic Competence Test published by the Ministry of Education in 2005, and then correlate them with the Basic Competence Test Competence Indicators or Benchmarks published by Grade 1-9 Curriculum (temporary) outline. As a result, it is hoped that the approach of the examination questions of the Basic Competence Test can be concluded. Meanwhile, the study is complemented with questionnaire in order to appreciate the opinions of social studies teachers of elementary and junior high school from Taipei County. The study has compiled its own “research questionnaire for the status quo of implementation and Competence Indicators or Benchmarks interpretation regarding the Basic Competence Test of junior high school” as its tool of investigation, while stratified random sampling and simple random sample are employed. At the end, 38 copies of valid questionnaires are retrieved, and the information obtained from the investigation is processed with computer software SPSS 10.0 to conduct frequency distribution, average difference, standard difference, t test, and single factor variant analysis and other statistic analysis for information processing. Following discoveries are achieved as found it from all of the analysis results: 1. From the analysis of examination questions of the two Basic Competence Test held in 2005, most of them are capable of locating their corresponding indicators in the social studies Competence Indicators or Benchmarks. Nonetheless, there remain some questions whose Competence Indicators or Benchmarks cover rather than too much content and are not precise in its use of language, as a result, it is difficult to locate accurate relevant Competence Indicators or Benchmarks for correspondence. 2. The relevant Competence Indicators or Benchmarks of examination questions of social studies for junior high Basic Competence Test are mostly allocated to the first and second axes of themes, seconded by the sixth and seventh axes, while the least occurs benchmarks would be the Competence Indicators or Benchmarks found with the fifth axis of theme. 3. In contrast to the previous joint examination test, the examination question of social studies in the Basic Competence Test for junior high is considered to be more lively, close to life, and pay more attention to student’s ability to read chart and make use of their ability to analyze. For future approach rendering examination question, aside from continuously stressing the notion of localization, the content of examination questions to cultivate our students to become contemporary citizens with ideas of law and order as well as financial management and also international vision would surely be the focus. 4. Furthermore, the idea to be able to interpret appropriate and have it applied to the area of social studies in their instruction would be the most needed capability of the elementary and junior high school for the time being. 5. According to the results of the questionnaire, most of the teachers consider that the Grade 1-9 Curriculum Competence Indicators or Benchmarks can hardly accommodate to the demands of the curriculum of social studies, and they hope to simplify the tough and sophisticated wording of elaboration in the Competence Indicators or Benchmarks. Also, they also desire that these Competence Indicators or Benchmarks can be amended timely in order to cope with the modernization of our national development. Based on the above-mentioned research, substantial and feasible suggestions are put forth for further reference of either educational institute or relevant research in the future.

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Yen, Chin-Po y 顏進博. "A Study on Junior High School Science and Technology Education Teachers’ Job Stress and Coping Strategies Toward the Implementation of the Grade 1~9 Curriculum". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/46310529633836098459.

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碩士
國立彰化師範大學
工業教育學系
91
The purposes of this study were to investigate junior high school Science and Technology education teachers’ job stress and coping strategies toward the implementation of Grades 1-9 Curricula, and to explore the relationship between job stress and coping strategies. Interview and Survey research were conducted for this study. The main research tool was a questionnaire entitled “Junior high school science and technology education teachers’ job stress and coping strategies toward the implementation of the Grades 1-9 Curricula.” The subjects included 900 teachers randomly drawn from junior high schools around the island. A total of 563 valid questionnaires were collected, and made the return rate 62.55%. The data were processed through descriptive statistics, and methods such as t-test, one-way ANOVA, and Pearson product-moment correlation. The conclusions were as follows: 1. Job stress of junior high school science and technology education teachers implementing the grades 1-9 curricula was rated moderate. “Task overload” was ranked the highest of the stress while “curricula design” the lowest. 2. Frequency of using stress coping strategies by teachers was above average. “Emotion adjustment” was the most frequently used strategy; while “Searching support” the least. 3. There were significant differences in terms of job stress levels regarding “age”, “duty”, “accumulated hours of on the job training (OJT)”, “trial implementation” and “school size.” Male teachers appeared to have more job stress in “teaching activities” than female teachers. Teachers who were advisors, or having accumulated more than 71 hours of OJT, or teaching at schools with 61 or more classes, showed higher “task overload” stress. Teachers working at schools that were not implementing new-curricula, or having accumulated more than 71 hours of OJT, revealed higher “time management” stress. 4. Stress coping strategies showed significant differences in terms of “age” and “trial implementation.” Teachers aged between 41 and 50 years old used “problem solving” stress coping strategies more frequently than those who were under 30 did. Teachers with 36 to 70 hours OJT utilized stress coping strategies more frequently than those who with 9 to 18 and 19 to 35 hours did. Teachers with 36 to 70 and more hours of OJT used “logical thinking” stress coping strategies more frequently than those with 9 to 18 hours did. 5. The “job stress” and “the frequency of using stress coping strategies” for teachers whether doing implementation of the Grades 1-9 Curricula, revealed significant difference. 6. There appeared negative correlation between “job stress” and “the frequency of using stress coping strategies” for teachers doing implementation of the Grades 1-9 curricula. Based on the results and conclusions, several suggestions concerning educational administration organizations, junior high schools, science and technology teachers, and future researchers were proposed.

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46

朱聖發. "The Study of Web-based Instructional Strategies for Developing the Abilities of Planning, Organizing and Practicing In the Grade 1-9 Science and Living Technology Curriculum". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/5ctvhw.

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碩士
國立高雄師範大學
工業科技教育學系
93
The purpose of this study was to explorer the teaching strategies and web-based instructional mechanism appropriate for junior and elementary schools’ teachers as the reference for teachers doing information-infused teaching. The results of this study intend to develop students’ planning, organizing and implementing abilities. The abilities of planning, organizing and practicing belong to the abilities of psychological process. They exist in the process of learning and application of all aspects of knowledge. An individual can be able to apply experiences to analysis the characteristics of questions and to make up plans for solving questions; to make use of potential ability to consider planning the achievement steps. Questionnaires were applied in this study. The researchers analyze the characteristics of web-based instructional strategies. And, they combine the characteristics with the related mechanism of web-based strategies. According to this integration of the above, they develop questionnaires. Through the questionnaires and informal expert discussion, research how to cultivate the abilities of plan, organization and achievement. According to the production of this study, the experts majored in Science and Living Technology field take The Collaborative Learning, The Problem Solving, Demo Method, The Discussion Method, Cognitive Strategies, Heuristic Method, Topic Explorer Method as good web-based instructional strategies to develop the abilities of planning, organizing and practicing. Multi-media web page, discussion section, chatting room and internet community were better mechanism to develope the abilities of planning, organizing and practicing.

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47

Cheng, Lee-mei y 鄭麗美. "A study of the integration of CD-ROM storybooks into the teaching of “Grade 1~9 Science and Technology” and nature writing – An example of “the organism reproduction” learning unit". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/46016058483132093467.

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碩士
國立臺北教育大學
自然科學教育學系碩士班
96
Pre- and post-test results of a single group were adopted for this study, purpose of which is to integrate scientists’ CD-ROM storybooks into the curriculum of “Grade 1~9 Science and Technology” in the sixth grade of elementary school. The study then examines the effects of students’ nature writing and learning performance by applying the “natural science conception scale”, “nature writing evaluation scale”, “learning achievement test”, and “integration of CD-ROM storybooks into nature writing questionnaire”. In this study, ninety-six students were sampled and drawn from four sixth grade classes in a Taipei municipal elementary school. Qualitative and quantitative research methods were used to collect and analyze data simultaneously. The results of this study show that after the introduction of scientific CD-ROM storybooks, the students’ natural science learning and writing ability were enhanced. The students are able to describe their feelings about nature and to express themselves in nature writing after three nature writing classes. Positive relationships existed between the student’s scientific perception and learning achievement, as well as between the nature writing times and student’s scientific perception. And both relationships have nothing to do with gender. From the nature writing analysis, this study found that the integration of CD-ROM storybooks and multimedia teaching aids helps students to express their natural science knowledge in nature writing, to increase their comprehensive learning about nature, and to enhance their ability to write about nature. Through introductions by teachers, classroom discussions, natural science experiments, viewing environmental films, writing’s outline suggestion and classical works appreciation and analysis, students learn to write on nature, to express their conception of nature through writing, and to care for the life, environment, earth and nature. According to the findings of this study, the following suggestions were also made: Firstly, the literary and comprehensive teaching fields should be combined and integrated with core courses by incorporating nature writing into the elementary school course; Secondly, scientific CD-ROM storybooks should use role-playing performance patterns and compose easily understandable learning list, then induce students to express appropriate criticisms and thoughts. Teachers should provide students with more encouragement and support by creating a stable and free writing environment. Lastly, CD-ROM storybooks should be used to inspire students to write on nature and be accompanied by natural science experiments, environmental film watching, and the introduction of natural science books which should be familiar to students.

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Chien, Wen-Chuan y 簡文娟. "The influence of ”Grade 1-9 Integrated Curriculum “ on junior high school teachers and how can they improve it---Take the example of science and civil technology teachers in 14 schools in keelung and Taipei". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/20387502834129860641.

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碩士
中原大學
化學研究所
90
What it so-called ” Grade 1-9 Integrated Curriculum ” What is “ Grade 1-9 Integrated Curriculum “ indeed? I believe that many parents feel confused about this. In the meantime, have teachers known well about ” Grade 1-9 Integrated Curriculum ” ? During the whole teaching procedure, teachers not only play the center part of planning but also hold the key of, education reform, so we have to understand what teachers think about “ Grade 1-9 Integrated Curriculum ” . The followings are the goals of this research: 1.To discuss if teachers know well about “ Grade 1-9 Integrated Curriculum ” and the govern mental propaganda. 2.To discuss the difference of teacher’s ideas and recognition among difference ages. 3.To understand the possible frustrations when teachers face the new curriculum. 4.To understand how teachers deal with their mental situation. 5.To discuss if teachers are able to design the proper teaching materials. 6.To understand if we (they) have the complete ways of solving problems? 7.According to all the result of this study, I want to offer some suggestions on the reference of the government. “ Grade 1-9 Integrated Curriculum ” of this study were sent to 14 junior high schools in Taipei and keelung , and 107 effective feedback are received. According to the analysis, I got the conclusions as the followings: 1.Most teachers don’t think they have enough time to design the teaching materials. 2.Most teachers don’t think they have enough ability to design the teaching materials. 3.When trying “ Grade 1-9 Integrated Curriculum “ , the teachers think that the willingness of students to study automatically (on their own) is low. 4.Teachers think they can promote their own teaching abilities by many kinds of ways，including the teaching training or the reading society. 5.The governmental propaganda to the parents and the teachers is not enough. 6.When teachers try the new curriculum, they come across the problems such as too many students in a class, too much pressure for students to enter a good school, the low willingness of students to study automatically, the lack of time for teachers to design their teaching plans and prepare for their teaching. 7.The homework of “ Grade 1-9 Integrated Curriculum “ will become students, heavy burden. 8.The teachers from 30-40 don’t agree with the idea that the homework of “ Grade 1-9 Integrated Curriculum “ will became students’ heavy burden. 9.50% teachers have not got ready for “ Grade 1-9 Integrated Curriculum “ in phychological situation and professional skill. 10.21.7% teachers have already got ready for the new curriculm in phychological situation and professional skill, among them, the senior teachers take the more percentage. 11.More percentage of senior teachers agree that they have time to design teaching material. 12.More percentage of younger teachers don’t agree that they have the abilities to design teaching material. 13.More percentage of senior teachers don’t agree with thy way of internet propaganda, and they can accept thy way of printing handbooks. 14.When the school authority develop course development committee , only few teachers are willing to attend it. According to the conclusion above, I will offer ten suggestions as the followings: 1.In the aspect of curriculum , I suggest the government should help teachers promote their professional ability in order to fulfill freedom in teaching. 2.In the aspect of the school resources, I suggest the government should develop teaching as the leadership and shorten the classes to be fewer students in one class. 3.From the cooperation of teaching among teachers, I suggest the government should build the data bank and provides resources to teachers in order to save time. 4.To fulfill one’s expectations, I suggest teachers should create the idea to learn all their life. 5.In the aspect of the parents resources, I suggest the school authority and teachers should communicate with parents well, thus parents will help the school and teachers promote the education but not to stop them. 6.From the communication, I suggest the government should hear more the voices of basic teachers. 7.For passing informations, I suggest the authority should improve the way of distributing informations in order to interest teachers, parents and students. 8.To educate the (pre) teachers, I suggest the authority should change the educational curriculum to fit the teachers of each teaching field. 9.To create complete ways of solving “ Grade 1-9 Integrated Curriculum ” problems. 10.If we have the same system of entering schools, it’s hard (for us) to fulfill education revolution. I suggest the government should pay more attention to this.

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Magerman, Ruben Clive. "Effects of an argumentation-based instruction on grade 10 learnersâ understanding of the causes of pollution at a river site". Thesis, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3465_1319195566.

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This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educatorsâ understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learnersâ understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulminâs (1958) Argumentation Pattern (TAP) and Ogunniyiâs (1995) Contiguity Argumentation Theory (CAT).

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50

Alrubaish, Sarah. "Role of zinc transporter LIV-1 protein in high-grade serous ovarian cancer". Thèse, 2018. http://hdl.handle.net/1866/21364.

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Tesis sobre el tema "Science grade 1"

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