Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-12-15T11:18:36Z No. of bitstreams: 1 aldeirantonionetorocha.pdf: 240014 bytes, checksum: 7cae7506f237ccb024a31942776e356f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T14:13:29Z (GMT) No. of bitstreams: 1 aldeirantonionetorocha.pdf: 240014 bytes, checksum: 7cae7506f237ccb024a31942776e356f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T14:14:31Z (GMT) No. of bitstreams: 1 aldeirantonionetorocha.pdf: 240014 bytes, checksum: 7cae7506f237ccb024a31942776e356f (MD5) / Made available in DSpace on 2016-12-15T14:14:31Z (GMT). No. of bitstreams: 1 aldeirantonionetorocha.pdf: 240014 bytes, checksum: 7cae7506f237ccb024a31942776e356f (MD5) Previous issue date: 2008 / Com o olhar atravessado pelas teorias de enunciação e linguagem propostas por Bakhtin, pela dialogicidade de Paulo Freire, e, especialmente, pela teoria da argumentação de Chaïm Perelman o Olbrechts-Tyteca, este trabalho buscou discutir elementos para uma prática dialógica no Ensino de Química. O objeto principal da investigação foi a utilização de analogias como recurso argumentativo e ferramenta para o processo de aprendizagem-ensino de Química, em salas de aula do Ensino Médio. Diversos aspectos permearam a discussão, dentro os quais, destaquei: o papel da linguagem dentro da sala de aula; a importância das condições prévias dos alunos; a construção do conhecimento científico, a importância do auditório na construção dos discursos, a significação e importância do meio social e cultural no desenvolvimento do conhecimento científico e na formação dos estudantes, e, como foco central, o potencial do uso de analogias como ferramenta para o estudo Química. Com a análise de algumas coleções de livros didáticos de Química, busquei perceber a freqüência e a natureza das analogias utilizadas pelos autores. Outro procedimento foram entrevistas com professores a respeito da maneira como trabalham tais recursos argumentativos. / With the eyes full up by the theories of enunciation and language proposed by Bakhtin and full up with Paulo Freire’s diagolicity and specially full up by the Theory of Argumentation by Clain Perelman d Olbrechts-Tyteca. This research explored concepts like sense, the understanding, the use of a language that brings to the students the capacity to argument among other ideas, all of this was researched with the proposal of understand how the Argumentation Theory can contribute to make the pedagogic practice of the dialogic in the Chemistry teaching. The main object of this investigation was done by the use of analogies to argument about the process in the teaching and learning of Chemistry in the classrooms in the High School. Several aspects permeated the argumentation . Among of them , I emphasized these subjects: the importance of the language in the classroom; the importance in the students’ condition for a previous knowledge; the value of to built a scientific knowledge; the importance of the audience in the building of the discourse; the signification and importance of the cultural and social surrounding in the development of the scientific knowledge and in the students formation. How a central focus, the power of the use of analogies like a tool (point) to study Chemistry. With the analysis of some didactic Chemistry books collection, I got see the frequency, the nature, the power and the limitations in the analogies used by the authors of these analyzed didactic books. Another point was the conversation with some teachers who exposed their knowledge degree about these argumentative recourses.

Nos museus e centros de ciência o conhecimento científico presente na exposição passa por um processo de transformação, que marca a passagem do discurso científico ao discurso de vulgarização, de forma a tornar conceitos presentes na exposição mais acessíveis ao visitante. Considerando a função educativa dos museus e centros de ciência, acreditamos que este processo aconteça também por meio das diferentes estratégias didáticas utilizadas por monitores que realizam a mediação entre o público e as exposições. Na presente pesquisa escolhemos estudar uma destas estratégias didáticas, no caso, o uso de analogias presentes no discurso dos monitores durante a apresentação de conceitos científicos em visitas guiadas na Estação Ciência/SP. Em estudos sobre ensino de ciências em espaços formais de ensino, a utilização de analogias tem sido observada como recurso didático fortemente utilizado na explicação de conceitos científicos na sala de aula. No entanto, esta ainda é uma questão a ser explorada nos espaços não formais, como museus e centros de ciência. O método aqui empregado segue uma abordagem qualitativa de pesquisa, na análise de dados predominantemente descritivos, coletados pelo próprio pesquisador em seu ambiente de estudo. Os dados foram coletados durante os anos de 2008 e 2009 e as apresentações selecionadas para estudo foram gravadas nas exposições A vida debaixo d água- Os mistérios da água e o Corpo Humano, e têm duração de aproximadamente 30 minutos, cada. Os grupos acompanhados pelos monitores durante as visitas guiadas eram de crianças do quinto ou sexto ano do Ensino Fundamental de escolas públicas da cidade de São Paulo. A análise dos turnos selecionados foi feita a partir de um modelo de ensino conhecido como TWA (Teaching With Analogies), que nos serviu de base para elaboração de um método de análise a partir de suas etapas constituintes. Os resultados mostram que a analogia é um recurso utilizado pelos monitores e sua produção pode ser influenciada pelas características pedagógicas do espaço museal, relacionadas ao espaço, ao objeto, ao tempo de atividade e a linguagem. Outros aspectos que parecem influenciar na produção e uso de analogias como recurso didático, referem-se a formação dos monitores e aos objetivos da instituição museal. Cabe, desse modo, entender melhor como as analogias são produzidas nesse contexto de educação em museus e buscar tentativas de elaborar melhores estratégias de utilização dessa ferramenta de linguagem nas situações de mediação, para que possam ser utilizadas de forma eficaz como recurso didático na apresentação de conceitos científicos presentes nas exposições. / In museums and science centers of scientific knowledge in this exhibition is a process of \"transformation,\" which marks the transition from scientific discourse to the discourse to generalize, in order to make concepts in the exhibition more accessible to the visitor. Considering the educational function of museums and science centers, we believe that this process also happens through the different teaching strategies used by monitors carrying out the mediation between the public and exhibitions. In this study we chose to study one of these teaching strategies in the case, the use of analogies found in the discourse of the monitors during the presentation of scientific concepts in guided tours in the Science Center / SP. In studies of science teaching in formal education, the use of analogies has been observed as a teaching resource used heavily in explaining scientific concepts in the classroom. However, this is still an issue to be explored in non-formal settings such as museums and science centers. The method used here follows a qualitative approach, the analysis of predominantly descriptive data collected by the researcher in their study environment. Data were collected during the years 2008 and 2009 and the presentations selected for study were recorded in the exhibition \"Life under water, The Mysteries of Water\" and \"Human Body\", and have approximately 30 minutes each. Groups accompanied by the monitors during the guided tours were children of the fifth or sixth year of elementary public schools in São Paulo. Analysis of selected shift was made from a teaching model known as TWA (Teaching With Analogies), which served as the basis for developing a method of analysis based on component steps. The results show that the analogy is a resource used by the monitors and their production can be influenced by the teaching of museum space, related to space, object, activity time and language. Other aspects that seem to influence the production and use of analogies as a teaching resource, refer to the training of monitors and the objectives of the museum institution. It is thus better understand how analogies are produced in the context of museum education and pursue attempts to formulate better strategies for using this tool of language in situations of mediation so that they can be used effectively as a teaching tool in presenting scientific concepts present in the exhibitions.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-01T12:47:59Z No. of bitstreams: 1 helenarivellideoliveira.pdf: 3943522 bytes, checksum: eda10ddf57d60035d1ac32bff8dd971a (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: primeira letra de cada palavra chave em maiúsculo on 2016-07-02T12:56:48Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-04T10:33:27Z No. of bitstreams: 1 helenarivellideoliveira.pdf: 3943522 bytes, checksum: eda10ddf57d60035d1ac32bff8dd971a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:17:43Z (GMT) No. of bitstreams: 1 helenarivellideoliveira.pdf: 3943522 bytes, checksum: eda10ddf57d60035d1ac32bff8dd971a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:17:52Z (GMT) No. of bitstreams: 1 helenarivellideoliveira.pdf: 3943522 bytes, checksum: eda10ddf57d60035d1ac32bff8dd971a (MD5) / Made available in DSpace on 2016-07-13T16:17:52Z (GMT). No. of bitstreams: 1 helenarivellideoliveira.pdf: 3943522 bytes, checksum: eda10ddf57d60035d1ac32bff8dd971a (MD5) Previous issue date: 2012-03-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa buscou compreender como analogias e metáforas são utilizadas pelo professor como instrumento para favorecer a aprendizagem dos conceitos científicos. Para esse fim, a prática de ensino dos professores tornou-se nosso objeto de exame. Sob orientação teórica da Teoria da Argumentação de Chaïm Perelman, refletimos sobre como aspectos da cultura científica foram determinantes para a assepsia linguística vivenciada hoje na ciência, se tornando também responsável pela distância entre os discursos da sala de aula. A argumentação oferece um contraponto à demonstração asséptica e a analogia surge como um recurso argumentativo capaz de diminuir esse afastamento, uma vez que se apoia em conhecimentos prévios para que novos conceitos sejam apreendidos. Os fatos foram alcançados através da entrevista dialógica e da observação mediada, instrumentos elaborados à luz da pesquisa qualitativa com enfoque histórico-cultural. Nossa análise nos permite afirmar que os professores não têm conhecimento aprofundado sobre o tema, ignorando a existência de fases que regem o uso da aproximação analógica como instrumento de ensino. Nas analogias propostas, o mapeamento de semelhanças e diferenças foi subutilizado, desprezando a ideia de que o consenso é a chave para a criação da relação entre foro e tema. Desconsiderada a complexidade dessa ferramenta argumentativa, a superação da analogia e consequente abstração dos conceitos científicos passam a constituir tarefa exclusiva dos alunos e, por isso, incerta. A escassez de situações em que a analogia realmente constituiu recurso fértil para a aprendizagem provém do próprio modo como o professor se relaciona com seu discurso, o discurso dos alunos e os recursos de ensino, refletindo sua concepção de ciência e educação em Ciências. / This research sought to understand how analogies and metaphors are used by the teachers as a tool to promote the learning of scientific concepts. To this, the teacher’s teaching practice has become the object of our examination. Supported by the theoretical orientation of the Argumentation’s Theory by Chaïm Perelman, we reflect on how aspects of scientific culture were determinants of linguistic asepsis experienced today in science, also becoming responsible for the distance between the discourses of the classroom. The argumentation provides an opposed to aseptic demonstration and the analogy emerges as a reasoning tool able to reduce this distance, since it relies on previous knowledge to new concepts. The facts were obtained through dialogical interview and mediated observation, instruments developed in the qualitative research with approach historical-cultural. The analysis allows us to say that teachers do note have detailed knowledge on the theme, ignoring the existence of phases to use of the analogue approach as a teaching tool. In the presentation of analogies, the mapping of similarities and differences was underutilized, despising the idea that consensus is the key to creating the relationship between and the terms. Despised the complexity of reasoning tool, overcoming the analogy and the subsequent abstraction shall become the exclusive task of the students, therefore, uncertain. The shortage of situations where the analogy really was fertile tool for learning comes from the way the teacher relates to his discourse, the students discourse and tool learning, reflecting their view of science and science education.

Doctor Educationis / Three questions are central to this thesis: First, can the practice of teaching be made safe from luck through the controlling power of knowledge and reason? Second, even if it can be made safe from luck, should it be? Third, if it is neither possible nor desirable to exclude luck from teaching, what knowledge and personal qualities will put practitioners in the strongest position to face the contingencies of luck and, more especially, to face those conflicts which arise as a consequence of circumstances beyond the practitioner's control? Martha Nussbaum's account of luck and ethics in Greek philosophy and tragedy prompts the questions and provides, with Aristotle, many of the conceptual tools for answering them; Thomas Nagel's work on moral luck provides the categories for a more refined account of luck and its place in teaching. With respect to the first two questions, I argue that as a human practice teaching is open to the vicissitudes of fortune and cannot be made safe from luck, except at the expense of its vitality. Like other human practices, teaching is mutable, indeterminate and particular. Both its primary and secondary agents (teachers and pupils) and the practice itself are vulnerable to luck in four categories: constitutive, circumstantial, causal and consequential. But teaching is not just a matter of luck; it is a public practice in which some people are put into the hands of others for specific purposes, usually at public expense. If we have no way of holding practitioners accountable for their actions, the practice loses credibility. Any money or trust put into it is simply a gamble. For these and other reasons, the drive to exclude luck from practice is strong. Yet strong luck-diminishment projects are themselves a threat to the vitality of the practice. During the twentieth century two strong luck-diminishment projects have been especially detrimental to teaching: one rooted in the science of management, the other in the empirical sciences. Both have resulted in a proliferation of unfruitful and often trivial research projects, to misconceived programmes of teacher education, to distorted notions of knowledge and excellence in teaching, and to self-defeating and impoverished practice. Luck-diminishment projects rooted in logic are more or less threatening to vital practice, depending on how far they are committed to instrumental reasoning and a science of measurement. These are blunt and controversial claims. A central task of the thesis is to refine and defend them. The refinement proceeds by way of a contrastive analysis of strong luck-diminishment projects and others which are more responsive to the indeterminacy of practice. With respect to the final question, I argue that there are at least three sets of necessary conditions for a flourishing practice in the face of luck. One concerns what Aristotle calls the virtues of intellect and character. Central among these are practical rationality (conceived non-instrumentally), situational appreciation, and the knowledge required for an intelligent pursuit of the definitive ends of teaching. A second set concerns enabling institutions. A third concerns the kind of community best able to nurture those qualities necessary for vital and excellent practice. All three sets are themselves vulnerable to reversal. Keeping the practice of teaching alive and ensuring that it remains true to its definitive ends is thus a matter of sustained struggle.

Magister Artium (Psychology) - MA(Psych) / In the majority of the schools in South Africa (SA), learners commence education in English. This English milieu poses a considerable challenge for English second-language speakers. In an attempt to bridge the gap between English as the main medium of instruction and the nine indigenous languages of the country and assist with the implementation of mother-tongue based bilingual education, this study focuses on the cross-validation of a monolingual English test used in the assessment of multilingual or bilingual learners in the South African context.

No description available.

A dynamic research strategy was employed to track the development of mental models of simple DC circuits and reasoning patterns of students learning these concepts for the first time. The medium for research and instruction was a computer tutorial that allowed students to explore their ideas and beliefs as they manipulated simple materials. The study utilized structured observations generated from videotaped data and transcribed analysis of students' verbal commentaries. Verbal protocol analysis (Ericsson and Simon, 1994) provided data for the development of conceptual maps (Dykstra, Boyle, and Monarch, 1992) from which students' conceptual frameworks and mental models were inferred. The sequence and types of changes the models underwent were illustrated by the changes in the conceptual maps as the subjects progressed from a naive understanding towards a more scientific understanding. Both assimilation and accommodation occurred to different degrees: from the acquisition of a single, simple idea (or separation of a single, minor idea) to the development of elaborate and inter-related ideas. In both cases, the process was not simple nor straight forward. Rather, the process is better described as a painful negotiation and renegotiation of conflicting beliefs. The "path" from naive towards expert understanding goes in both directions, with subjects moving backward (toward personal theories) as easily, if not more so, as forward (toward expert understanding). Studying conceptual change in physics learning is necessary in order to develop appropriate instructional materials and strategies that take into account students' preconceptions and how those preconceptions change during instruction. / Ph. D.

Orientador: Roberto Nardi / Banca: Eduardo Adolfo Terrazan / Banca: Washington Luiz Pacheco de Carvalho / Resumo: As relações entre linguagem e ensino de ciências têm sido objeto constante de pesquisa nos últimos anos, tendo se constituído numa promissora linha de investigação na área de Educação em Ciências. Dentre essas pesquisas, destacam-se os estudos sobre a utilização das analogias e metáforas enquanto recurso didático mediador entre os procesos de ensino e de aprendizagem. No caso específico da pesquisa em Ensino de Física, muitos dos pesquisadores têm mostrado interesse no levantamento de fenômenos físicos que podem ser comparados através do uso dessas figuras de linguagem. Entretanto, as condições de produção das analogias e/ou metáforas pelo professor ou pelo aluno são ainda pouco estudadas, e a partir desta constatação é que esta pesquisa foi desenhada. Com o intuito de avançar nos estudos nessa linha, procura-se aqui responder a questões do tipo: como as analogias e metáforas são utilizadas nas aulas de física? / Abstract: The relation between language and science teaching has been a constant object of research in the last years, becoming a promising research line in Science Education. Among these researches, come up studies on the use of analogies and metaphors as mediator didatic resource between teaching and learning processes. In the specific case of the research in physics teaching, many of the researchers has showed interest in raising physical phenomena that can be compared through the use of these language figues. However, the analogies and/or metaphors production conditions by teachers or students are still little studied and that verification was important for the design of this research. Aiming to improve the studies in that way, we tried here to answer questions like: hos are analogies and metaphors used in physics classes? / Mestre

Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space. These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens. Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.

Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-03-31Bitstream added on 2014-06-13T19:26:05Z : No. of bitstreams: 1 bozelli_fc_me_bauru.pdf: 2084552 bytes, checksum: 78300e8834ebe9e5ef2a97749ae92d16 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / As relações entre linguagem e ensino de ciências têm sido objeto constante de pesquisa nos últimos anos, tendo se constituído numa promissora linha de investigação na área de Educação em Ciências. Dentre essas pesquisas, destacam-se os estudos sobre a utilização das analogias e metáforas enquanto recurso didático mediador entre os procesos de ensino e de aprendizagem. No caso específico da pesquisa em Ensino de Física, muitos dos pesquisadores têm mostrado interesse no levantamento de fenômenos físicos que podem ser comparados através do uso dessas figuras de linguagem. Entretanto, as condições de produção das analogias e/ou metáforas pelo professor ou pelo aluno são ainda pouco estudadas, e a partir desta constatação é que esta pesquisa foi desenhada. Com o intuito de avançar nos estudos nessa linha, procura-se aqui responder a questões do tipo: como as analogias e metáforas são utilizadas nas aulas de física? / The relation between language and science teaching has been a constant object of research in the last years, becoming a promising research line in Science Education. Among these researches, come up studies on the use of analogies and metaphors as mediator didatic resource between teaching and learning processes. In the specific case of the research in physics teaching, many of the researchers has showed interest in raising physical phenomena that can be compared through the use of these language figues. However, the analogies and/or metaphors production conditions by teachers or students are still little studied and that verification was important for the design of this research. Aiming to improve the studies in that way, we tried here to answer questions like: hos are analogies and metaphors used in physics classes?