No description available.

Cross-curricular teaching is a teaching method in which one or more subjects are used within another subject to make clear links to those subjects. This is to attract pupils that are otherwise maybe not interested in this subject. The aim of this work is to see how this teaching practice is organised these days by asking teachers about their work from a constructivist point of view. For this work written interviews with teachers from Flanders and Sweden have been conducted to see how teachers work in an international context. The results point out that although the teaching practice is different in both regions, the way the teachers think is very similar.

Graphicacy is the fundamental human capability of communicating through still images. Graphicacy has been described as the fourth ace within education, alongside literacy, numeracy and articulacy. However, it has been neglected, both within education and the research field. This thesis investigates graphicacy and students learning, structured around 3 objectives: establishing what graphicacy is and how it is used in the school curriculum; demonstrating the wider significance of design and technology teaching and learning by collecting evidence of the importance of graphicacy across the curriculum; and establishing how the abilities to understand and create images affect students learning. A literature review was conducted focused on three areas. Firstly, identifying the meaning of graphicacy, elements contained within it and relevant prior studies including its use in different subject areas and image use within teaching. This formed the foundations for a new taxonomy of graphicacy. Secondly, the levels of drawing and developmental stages children go through were investigated and the need for further research on children s abilities aged 11 to 14 was identified. The well balanced arguments concerning the nature versus nurture debates are described. Thirdly, the methodology used to measure graphicacy, and map the results to reflect levels of different competencies were reviewed. A naturalistic and often opportunistic approach was followed in this research. The research methodology was based on the analysis of textbooks and later, on research within practice. The research included the development, validation and use of the taxonomy of graphicacy; case studies in Cyprus, the USA and England on identifying graphicacy use across the curriculum; and the creation of continuity and progression descriptors through the analysis of students work. This work covered: rendering, perspective drawing, logo designing, portrait drawing and star profile charts. Research methodologies developed and implemented for conducting co-research and the Delphi studies are also described. Through interviews with experts, the taxonomy was validated as an appropriate research tool to enable the identification of graphicacy use across the curriculum. These research studies identified links between design and technology and all other subject-areas studied. Similar patterns of graphicacy use were identified across 3 schools, one in Cyprus, USA and the UK. Photographs were the most commonly used graphicacy element across all subject areas studied. Design and technology within England was found to use the widest variety of graphicacy elements, providing evidence towards research objective 3; establishing how the ability to understand and create images affects students learning. Continuity and progression (CaP) descriptors were created for each area covered by this research. The success of the CaP descriptors relied on the technical complexity involved in the creation of each image. Some evidence was found concerning the limits of natural development and how nurture can further develop graphicacy skills. In addition, co-research as a methodology, its limitations and potentials are identified.

No description available.

No description available.

The diploma thesis focuses on the cross-curricular theme the Environmental Education according to the Czech Educational Programme. The aim of it is to show the implementation of the teaching about the current problems connected to the conservation of the environment in different segments of the Czech educational process. The first chapter deals with the Environmental Education in general - its characteristics, the interconnections with the other school subjects, the topics and the expected recommended outcomes. The second chapter describes the teaching of Environmental Education in the Czech Republic and in the selected countries of the European Union. Then it focuses on the didactic specifics of the Environmental Education and the means and methods of its teaching. The third chapter occupies with the changes in the perception of the nature and the selected current environmental problems of the present society. The fourth chapter deals with the topic of the natural upbringing in the nature, mainly in the 20th century. The fifth chapter analyses the implementation of the Environmental Education by the Czech association Junák český skaut, z.s. The sixth chapter suggests the application of the didactic games intended for the scout programme or different clubs with the environmental themes. It introduces the particular didactic games suitable for the implementation into the educational process and it also presents author´s own didactic game PET-life.

Orientador: Anita Liberalesso Neri / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T04:46:57Z (GMT). No. of bitstreams: 1 Todaro_MonicadeAvila_D.pdf: 1336887 bytes, checksum: 358cc7151d1a4ba79513390a5d4feaf3 (MD5) Previous issue date: 2008 / Resumo: Investir na educação de crianças com vistas à melhoria das atitudes em relação aos idosos é uma medida de longo prazo que pode auxiliar os indivíduos e as sociedades a envelhecer melhor. Objetivos: a) Construir e avaliar a confiabilidade interna de uma escala diferencial semântica (DS) para avaliar atitudes infantis em relação a idosos. b) Verificar as atitudes de crianças, controlando gênero, idade e intensidade da convivência com os avós; c) Testar a eficácia de um programa educacional de leitura de textos infantis de ficção, contendo personagens idosos. Métodos: Foram 248 crianças entre 7 e 10 anos (130 meninas), 25% de cada idade e série (1ª a 4ª). Foram levantados significados de velhice e cotejados com a teoria e com avaliações de especialistas; versões do instrumento foram avaliadas pelas crianças. A intervenção envolveu préteste, tratamento e pós-teste aplicados a 8 subgrupos, dois para cada série, em 5 sessões de 50 minutos. Resultados: Obteve-se uma DS com 14 itens de 3 intensidades, nos domínios cognição, agência, relações sociais e persona. O alfa de Cronbach foi 0,773 no pré-teste e 0,741 no pósteste. As atitudes foram geralmente positivas, mas melhoraram no pós-teste. Os meninos e as crianças mais velhas tiveram atitudes mais negativas, mas foram os que mais melhoraram no pósteste. Ocorreram diferenças entre as crianças que moravam e as que não moravam com os avós em persona, em que estas foram mais negativas; quanto maior o número de atividades realizadas com os avós, mais positivas as atitudes em cognição. Conclusões: Novos estudos metodológicos deverão ampliar a variabilidade da escala de 3 intensidades e realizar medidas de validade interna e de critério. O programa de leitura mostrou-se motivador, eficaz para provocar mudança de atitudes e passível de ampliação e adaptação para crianças de outras idades, como tema transversal do currículo do Ensino Fundamental / Abstract: Investing in children¿s education, having in mind the improvement in attitudes towards aged people is a long-term measure that can help individuals and societies to experiment aging in a better way. Purposes: a) to build and to evaluate the inner reliability of a semantic differential scale (DS) in order to estimate children¿s attitudes towards aged people; b) to verify children¿s attitudes, considering gender, age and intensity of the coexistence with their grandparents; c) to test the effectiveness of na educational reading program of children¿s fiction texts containing aged characters. Methods: research was accomplished with 248 (two hundred and forty-eight) children between 7 (seven) and 10 (ten) years of age (130 ¿ one hundred and thirty ¿ girls), 25 (twenty-five) per cent of each age and each grade (1st to 4th). Meanings attached to old age were raised and compared with specialists theories and evaluations; versions of the instrument were appraised by the children. The intervention involved pre-test, treatment and post-tests applied to 8 (eight) subgroups, two for each grade, in 5 sessions of 50 (fifty) minutes. Results: a DS was obtained with 14 (fourteen) items of 3 (three) intensities, in the domains cognition, agency, social relationships and persona. The Cronbach¿s alpha was 0,773 in the pre-test and 0,741 in the post-test. The attitudes were usually positive, but they got better in the posttest. The boys and older children had more negative attitudes, but they showed the most improvement in the post-test. Differences in persona occurred among the children that lived with the grandparents and the ones who didn¿t , and the latter had more negative results; the larger the number of activities accomplished with the grandparents, the more positive the attitudes in cognition. Conclusions: New methodological studies should enlarge the variability of the scale of 3 intensities and develop measurements of inner validity and criteria. The reading program was shown to promote motivation, proved effective to provoke change of attitudes and susceptible of enlargement and adaptation for children of other ages, as crosscurricular theme in fundamental education / Doutorado / Psicologia Educacional / Doutor em Educação

Syftet med föreliggande studie är att undersöka svensklärares förhållningssätt till ämnesövergripande undervisning på gymnasiet. Fem svensklärare på gymnasiet intervjuas om vad det innebär att arbeta ämnesövergripande, varför de arbetar ämnesövergripande samt med vem de arbetar över ämnesgränserna med.Metoden är kvalitativ och tillvägagångssättet är muntlig intervju. Materialet analyseras med hjälp av tidigare forskning om ämnesövergripande undervisning och utifrån teoretiska ramverk om ramfaktorer och ämnessamspel.Resultatet av studien är att ett ämnesövergripande arbete för svensklärare på gymnasienivå till stor del handlar om ett samarbete med sig själv och den egna ämneskombinationen men även samarbete mellan olika lärare, olika ämnen och olika kurser. Ramfaktorer såsom planeringstid och ett flexibelt schema spelar in för att samarbetet ska kunna bli av. Skolledningen har ingen framträdande roll för att samarbeten över ämnesgränser blir av, även om det föreskrivs av Gy11.Svenskämnet får ofta stå för formen och innehållet tas från ett annat ämne, gärna ett karaktärsämne från ett yrkesinriktat program. Svenskämnet har då en stöttande samspelsfunktion. Anledningen till att svensklärarna arbetar ämnesövergripande beror främst på personlig övertygelse om att det finns fördelar med arbetsformen än vad som står skrivet i styrdokument eller utifrån skolledningens direktiv. En fördel är att lärarna kan spara tid när de samarbetar över ämnesgränserna och eleverna examineras endast en gång på samma kunskapsområde. En annan fördel är att man kan se helheter och större sammanhang.

Nationwide, mathematical scores have been a topic of concern among elementary and secondary educators for many years. Decreasing math skills are also trickling into post-secondary education, requiring universities to provide additional remedial math instruction in colleges and universities. Studies have been conducted to discover the most effective pedagogical methods of teaching math. Teaching contextualized math has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles outside of their application. A study was conducted measuring the effects of integrating mathematical skills in an animal science curriculum. Eight Utah schools participated in the research study. Students received a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Students were taught to use the Pearson Square to calculate feed rations as well as solve basic equations to balance rations. Following the unit of instruction, students completed a posttest survey, which included a math attitudinal scale, posttreatment self-efficacy scale, and posttreatment math skills quiz. There was no statistically significant difference in math self-efficacy or math skills between the control group receiving a typical nutrition unit and the treatment group which received the math-enhanced unit of instruction. Correlational statistics were gathered and showed a strong positive relationship between students' self-efficacy and math skills. Gender, grade level, highest completed math class, and grade received in highest-level math class were not found to be statistically significant predictions of math skills. Highest level of math completed and overall grade point average were statistically significant factors in predicting math self-efficacy.

Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.