Made available in DSpace on 2018-06-27T19:13:28Z (GMT). No. of bitstreams: 2 Ana Paula Goncalves da Fonte.pdf: 3610212 bytes, checksum: 6f01dc19dac3d3b4759b3ef10be9c017 (MD5) Ana Paula Goncalves da Fonte.pdf.jpg: 3402 bytes, checksum: 82d9444711460fe1d0705b7e124f8eb3 (MD5) Previous issue date: 2009-05-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper features, as its central investigation focus the contributions that Problem Resolution methodology, allied to the building of Image and Definition Concepts, offer to the learning and teaching process of concepts of Combinative Analysis, through a qualitative research, adopting the following methodological procedures: interactive observation in the classroom and work field diary of the teacher-researcher. The research has been developed with 35 students of the sixth semester Math full licentiate course at Pontifícia Universidade Católica, Rio Grande do Sul state, (PUCRS), Uruguaiana campus, on the second semester of 2008. The activities in the classroom followed the steps of problem resolution suggested by Onuchic (1999): Set groups, reading and teacher questions about the problems, taking notes of the results on the chalk board, plenary, consensus and concept formalization. The analysis of the resolutions presented by the students proved the contributions of this teaching strategy choice, for the growing of the Math thought can be proved. That means, the merge of the resolution problem methodology to the building of the concept image and definition give the teacher a more realistic view of the knowledge acquiring process by the student, allowing the teacher to know where there should be the readjustment of the activities adopted and the beginning of new topics. / Este trabalho apresenta como foco central de investigação as contribuições que a metodologia de resolução de problemas, aliada a construção dos conceitos imagem e definição oferecem ao processo de ensino e aprendizagem de conceitos de Análise Combinatória, por meio de uma pesquisa qualitativa, adotando os seguintes procedimentos metodológicos: observação participante em sala de aula e diário de campo da professora-pesquisadora. A pesquisa foi desenvolvida com 35 alunos do sexto semestre do curso de licenciatura plena em matemática da PUCRS-Câmpus de Uruguaiana, no segundo semestre de 2008. As atividades em sala de aula seguiram os passos da resolução de problemas., sugeridos por Onuchic (1999): Formar grupos, leitura e questionamentos do professor sobre o problema, anotação dos resultados no quadro de giz, plenária, consenso e formalização do conceito. A análise das resoluções apresentadas pelos alunos comprovaram as contribuições desta escolha de estratégia de ensino, pois o crescimento do pensar matemático pode ser comprovado. Ou seja, a união da metodologia de resolução de problemas a construção de conceito imagem e definição propiciam a professora uma visão mais real do processo aquisição do conhecimento do aluno, possibilitando ao professor saber onde deveria haver a reestruturação das atividades adotadas e o início de novos assuntos. Palavras-chave: Resolu

The diploma thesis deals with teaching regional geography of Canada at the second stage of Primary school. The main aim is to create a Czech-English textbook (that is a combination of a textbook and a workbook) which corresponds to the principles of the current educational documents (Framework Educational Programme for Elementary Education), modern educational tendencies and tries to maximize the connection among subjects, especially English language. There is a methodological guide for teachers as well. The theoretical part focuses also on the didactic analysis of current educational textbooks and workbooks of geography and English language which include the subject matter. To get a notion of the volume and methods used in teaching ?region Canada?, a research was made by a controlled discussion with Geography and English teachers of the selected schools.

Till hösten 2022 börjar nya läroplaner gälla i den svenska skolan. För gymnasieskolan gäller en av ändringarna hur kunskapsområdet som nu benämns sexualitet, samlevnad och relationer, förkortat SeSaR, ska behandlas. SeSaR kommer även fortsättningsvis vara ett ämnes­övergripande kunskapsområde men då biologiämnet, i synnerhet gymnasiekursen biologi 2, kan anses inneha en av nyckelrollerna i området står just det i fokus här. Denna uppsats avser att besvara frågeställningen: ”Hur förhåller sig de formuleringar och ordval som återfinns i texter om kunskapsområdet SeSaR i läromedel tillhörande gymnasiekursen biologi 2 till hur området uttrycks i styrdokumenten?”. Fyra kapitel i olika läromedel har lästs och analyserats mot styr­dokumenten samt med en queerteoretisk bas. Slutsatsen är att de analyserade läromedlen i sin helhet ej kan anses samstämmiga med hur SeSaR ska behandlas. / By the autumn of 2022, new curricula will come into force in the Swedish school system. Regarding the upper secondary school, one part of the revision concerns how the area that will be called sexuality, coexistence, and relationships, or SeSaR (from the Swedish term sexualitet, samlevnad och relationer) for short, is to be treated. SeSaR will continue to be an inter­disciplinary area of knowledge, but since the biology subject, in particular the upper secondary course called biology 2, can be considered to hold one of the key roles in the area, this is what is in focus here. This essay intends to answer the question: "How does the phrasings and word choices found in texts about SeSaR in teaching materials belonging to the upper secondary course biology 2 relate to how the area is expressed in the governing policies?". Four chapters in different teaching materials have been read and analysed with respect to the governing policies and with a basis in queer theory. The conclusion is that the analysed teaching materials in their entirety cannot be considered consistent with how SeSaR is to be treated.