Aktyvūs grupiniai mokymo metodai skatina mokinių kritinį mąstymą, padeda ugdyti kūrybiškumą ir daro darbą aktyvesnį, įdomesnį, tokiu būdu padeda formuotis brandžiai, mąstančiai, atsakingai asmenybei, gebančiai savo gebėjimus pritaikyti gyvenime. / Active group work teaching methods promote studets' logical thinking, help to foster creativivy and makes the work stronger, more interesting and in this way contributes to the formation of mature, thinking, responsible personality capable of adapting his abilities in life.

Darbo temos aktualumas – norint pagerinti vaiko mokymą reikėtų taikyti aktyviuosius mokymo metodus, kurie aktyvina mokinio veiklą, bei leidžia mokytojui pasirinkti ir taikyti juos pagal vaiko įgūdžius; kaip veikia aktyvieji mokymo metodai. Tyrimo problema – nepakankamai ištirta aktyviųjų mokymo metodų naudojimas ir jų įtaka paaugliams dailės pamokose. Tyrimo objektas – aktyviųjų mokymo metodų ypatumai dailės pamokose. Tyrimo tikslas – atskleisti aktyviųjų mokymo metodų ypatumus. Tyrimo uždaviniai: 1) atskleisti aktyviųjų mokymo metodų sampratą; 2) aptarti paauglystės amžiaus tarpsnio psichosocialinius bruožus; 3) išanalizuoti aktyviųjų mokymo metodų ypatumus dailės mokymo procese. Tyrimo metodai: atlikta mokslinės literatūros sisteminė analizė, apklausos raštu metodas, matematinės statistikos metodai: chi kvadrato kriterijaus taikymas, kontingencijos koeficientas (C), procentinė duomenų analizė empirinis – individualusis giluminis interviu, mokinių apklausa žodžiu, kokybinė duomenų analizė. / Importance of the topic – in order to improve child‘s learning it is important to use active teaching methods, which make influence on activities a child does, as well as permit to a teacher to choose the most proper methods according to a child skills and abilities. Search problem – practice of active education method is not investigated enough and it’s influence on teenagers in the art lessons. Objective of search is - active teaching methods peculiarity in art lessons. Mail goal of search – reveal active methods peculiarity. Tasks of search: expose active methods conception; discuss adolescence psychological features; analyze active methods peculiarity in a process of art teaching. Research methods: accomplished scientific literature analysis, written poll method, mathematical statistic methods: chi squared test applied, contingency coefficient (C), and empirical percentage data analysis – individual deep interview, oral poll method (oral pupil’s inquest), quality data analysis, and triangulation.

nÃo hà / Este trabalho pretendeu registrar prÃticas educativas da capoeira cearense a partir do inÃcio do sÃculo XXI, perÃodo em que a capoeira obteve maior prestÃgio polÃtico no Brasil e no mundo em virtude das polÃticas patrimonialistas vigentes. A imersÃo nos saberes e modos de ensinar a capoeira foi realizada atravÃs de uma anÃlise sobre as prÃticas educativas do Centro Cultural Ãgua de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevÃncia consistiu em responder ao seguinte questionamento: Do que à constituÃdo o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histÃrico de aspectos dos principais projetos empreendidos pelo grupo que, alÃm da prÃtica ritualÃstica da Capoeira, tambÃm promove cursos de qualificaÃÃo, eventos e espetÃculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relaÃÃes com campos cientÃficos tradicionais da educaÃÃo formal e com os saberes populares tradicionais. Contudo, nÃo se refere a um campo eminentemente disciplinar com estruturas rÃgidas e imutÃveis, mas sim um campo livre de atuaÃÃo de educadores carismÃticos e com perfil de lideranÃa. à um campo em que alguns saberes sÃo postos em evidÃncia de acordo com os interesses coletivos de determinado perÃodo e pela motivaÃÃo oriunda das prÃticas corporais, oferecendo subsÃdios para propostas de ensino ativo e crÃtico. Portanto, concluÃmos que os projetos investigados sÃo aÃÃes educativas coletivas que, atravÃs de recursos pÃblicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indÃgenas, numa perspectiva multicultural. / This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective.

Die Tatigkeit die Leiter der Bildungsanstalten im Anerziehung der aktiven Unterrichtsmetoden.

nÃo hà / Este estudo investiga a prÃtica pedagÃgica de professores de QuÃmica do ensino mÃdio e a relaÃÃo dessas aÃÃes com o processo formador e as influÃncias presentes na aÃÃo pedagÃgica da cada professor em seu exercÃcio profissional buscando tipificar esses profissionais e relacionar tais prÃticas aos preceitos recomendados pelas orientaÃÃes curriculares do ensino mÃdio as quais prevÃem condutas baseadas no ensino ativo/construtivista. Dessa forma busca perceber o grau de conhecimento dos professores sobre essas metodologias e a influÃncia da formaÃÃo inicial e continuada nesse processo, alÃm disso, busca desvelar quais os saberes envolvidos nas prÃticas pedagÃgicas e de onde vem o conhecimento empregado na prÃxis da sala de aula. Utilizou-se o estudo de caso, atravÃs da observaÃÃo-participante como estratÃgia de investigaÃÃo e da entrevista como meio de coleta dos dados. O arcabouÃo teÃrico revisitou o trabalho do professor e suas prÃticas a partir da perspectiva dos saberes docentes e das principais premissas do ensino ativo fundamentado em autores como Tardif e Pimenta, alÃm de teÃricos como Piaget e Vygotsky na revisÃo dos conceitos da Teoria PsicogenÃtica piagetiana e do SÃcio-interacionismo vigotskiano. Na anÃlise dos resultados à possÃvel perceber as influÃncias dos saberes de experiÃncia como uma marca importante no ensino de ciÃncias/quÃmica, alÃm da existÃncia de lacunas na formaÃÃo inicial desses professores quanto aos aspectos do ensino ativo demonstrando um desalinhamento entre as propostas para o ensino de ciÃncias da natureza, previstas pela LDB/96 e a formaÃÃo desses professores. Por fim faz-se a reflexÃo dos achados à luz do processo de alfabetizaÃÃo cientÃfica indicando possibilidades para tornar o ensino de QuÃmica um fator de formaÃÃo social do aluno em seu contexto a partir de um ensino pautado na construÃÃo ativa do conhecimento / This study investigates the pedagogical practice of Chemistry teachers of high school and the relationship of this action with the formation process and the influences present in the pedagogical actions of each teacher in his professional practice so this study seeks to characterize these professionals and relate such practices to the principles recommended by the high school curriculum guidelines which predict a behaviour based on the active â constructivist teaching. Thus understanding the degree of teachersâ knowledge about methodologies and the influence of initial and continuing formation in this process, moreover seeks to reveal what knowledge is involved in the teaching practices and from where it comes. It was used a case study through participant observation as a strategy of research and interviews as a means of data collection. The theoretical framework revisited the work of teachers and their practices from the perspectives of teachersâ knowledge and the main assumptions of active teaching based in authors like Tardif and Pimenta, besides theorists such as Piaget and Vygotsky in the review of the concepts of Piagetâs theory and Vygotskian socio-interactionism. In the analysis of the results it is possible to perceive the influences of experience as an important mark in the science/chemistry teaching besides the gaps in the early training of these teachers concerning to the active teaching aspects which demonstrate a misalignment between the proposals for the teaching of nature sciences, provided by LDB/96 and the training of these teachers. Finally the findings must be observed according to the process of scientific literacy indicating possibilities to make the teaching of Chemistry a factor in the formation of the student in his social context from a teaching based on the active construction of knowledge

The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course design model. In this study I sought to determine if the 2012 CAL design with a particular demographic of student produced "significant" or lasting learning as defined by Fink (2003). In other words, did the 2012 CAL design promote sustained or increased practices of literacy and PYD over time with adolescent remedial literacy learners? Findings were documented through the participants' voices one year after participation in the CAL design. These findings demonstrate metadiscursivity with literacy and personal development in all six of Fink's taxa, thus indicating the design produced significant learning as defined by Fink (2003). All four participants demonstrated evidence of sustained or increased growth in their awareness of their learning practices and purposes, as well as their personal development. A major conclusion of this study was that remedial literacy educators and policy makers who impact the current remedial curriculum designs in secondary schools can no longer assume that students who enter the secondary remedial classroom with a deficiency in literacy do not have the potential for academic success and personal growth. Findings from this study demonstrate that this demographic of student can move from a negative to a positive trajectory and come to see themselves as successful and thriving individuals.

The Master Thesis is focused on summarizing of theoretical pieces of knowledge in the process of learning and teaching in an elementary school (the second stage according to Czech educational system). The thesis is also concerned about the role of locomotion in this process as well as the usage of movement activities in a foreign language teaching process. Theoretical resources were verified by the research investigation and a pedagogical experiment which proved a positive influence of a motion to the effectiveness of teaching in a particular research group. In compliance with the gathered information there was a file of various activities created, which offers methodical and didactic description of those activities and game. These are suitable for the usage of movement activities during the teaching of German language on the elementary schools. This activity file should inspire all German language teachers.

Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais. / This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.

XXI amžius Europoje susijęs su dideliais pokyčiais, kurie labiausiai pastebimi ekonomikoje, socialiniame gyvenime. Naujausios technologijos keičia visuomenės socialinius santykius, požiūrį į verslą. Švietimo sistemai žiūrint tiek Europos, tiek ir Lietuvos lygiu kilo svarbus uždavinys - ugdyti jaunimą, suprantantį, kas yra verslas, efektyviai įsiliejantį į visuomeninį gyvenimą, ir gebantį savo įgūdžius ir žinias pritaikyti prie besikeičiančios ekonominės ir visuomeninės aplinkos. Jaunimo verslumo ugdymas tapo viena svarbiausių ugdymo krypčių šiandien. Darbe tirta problema apibrėžia keletą klausimų: •kaip mokytojai susipažinę su verslumo ugdymo samprata, verslumo ugdymui skirtų mokymo priemonių įvairove ir galimybėmis jas taikyti bendrojo lavinimo mokyklose; •kaip mokytojai verslumo ugdymui skirtas mokymo priemones praktiškai taiko gimnazijoje. Baigiamojo darbo tikslas- išanalizuoti verslumo ugdymui skirtų mokymo priemonių praktinį taikymą gimnazijoje. Tyrimo objektas– verslumo ugdymui skirtų mokymo priemonių taikymas gimnazijoje. Pagrindiniai baigiamojo darbo uždaviniai: atskleisti verslumo ir verslumo ugdymo sampratas; pagrįsti verslumo svarbą švietime; išnagrinėti verslumo ugdymui skirtas mokymo priemones ir jų praktinio taikymo švietimo įstaigose galimybes;išanalizuoti verslumo ugdymui skirtų mokymo priemonių taikymo gimnazijose ypatumus. Darbe taikyti metodai:mokslinės literatūros analizė; dokumentų, analizė; apklausa. Pirmoje darbo dalyje pateikiama verslumo ir... [toliau žr. visą tekstą] / 21st century ir relevant with a big change in Europe. These changes are most noticeable in ecomomy and social life. New technologies changes social relationship between members of community together with the approach to a bussiness. With the lapse of time the Lihuania and Globe system of education get an important task – to educate young people, who realises what is the business and these, who sufficiently joins to societal life and to apply its skills and knowledge to continously changing status of economy and society. Today youth entrepreneurship education has become one of the most important directions of development. The problem of the thesis defines some questions: •how teachers familiar with the concept of entrepreneurship education, entrepreneurship development training for a variety of instruments and to use them to secondary schools; •how teachers applies various methods of entrepreneurship education to gymnasiums. The aim of thesis is – to analyze the application of entrepreneurship education measures for the practical application of gymnasium. The object of the research - application of entrepreneurship education measures to gymnasiums. The main tasks of the thesis are: to reveal a conception of entrepreneurship and entrepreneurship education; to base the importance of entrepreneurship in education; to examine the teaching tools for entrepreneurship education and its possibilities to apply it to educational institutions; to analyze the application features of... [to full text]

Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais. / This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.