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.

Submitted by RONALDO MURTINHO BRAGA COTRIM null (ronaldo@acr.com.br) on 2016-07-27T02:37:01Z No. of bitstreams: 1 Dissertacao Ronaldo Cotrim.pdf: 21652502 bytes, checksum: 143f3f5c149c91399aca8af2fb18e3ce (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-29T14:14:46Z (GMT) No. of bitstreams: 1 cortim_rmb_me_ia.pdf: 21652502 bytes, checksum: 143f3f5c149c91399aca8af2fb18e3ce (MD5) / Made available in DSpace on 2016-07-29T14:14:46Z (GMT). No. of bitstreams: 1 cortim_rmb_me_ia.pdf: 21652502 bytes, checksum: 143f3f5c149c91399aca8af2fb18e3ce (MD5) Previous issue date: 2016-07-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa investiga e reflete em que medida a composição nos projetos musicais da Educação Infantil podem trazer uma educação musical significativa para os alunos. Para tanto teve como objetivos: (1) Descrever e analisar quatro projetos musicais desenvolvidos no contexto da Unidade de Educação Infantil do Colégio Pedro II, na cidade do Rio de Janeiro, nos anos 2014 e 2015. (2) Focar composições integradas/entrelaçadas aos Projetos, considerando aspectos musicais e humanos; (3) Cartografar esboçando trajetos rizomáticos, criando percursos próprios de docente pesquisador e propositor; (4) Fornecer a professores de música e de outras disciplinas, material de apoio para suas práticas e reflexões em sala de aula. A metodologia escolhida para esta pesquisa foi a pesquisa qualitativa, Estudo de Caso. Fez-se necessário analisar os aspectos determinantes para a pesquisa: a história de vida do autor; as características da Unidade de Educação Infantil do Colégio Pedro II e o trabalho por projetos; o Projeto Político Pedagógico (PPP) da Educação Musical para Educação Infantil do Colégio Pedro II. A partir desta análise foram estudados quatro projetos musicais e suas composições desenvolvidas pelo autor desta pesquisa junto a seus alunos, tendo cada um destes projetos um sistema rizomático próprio, representando sua expansão e suas características. / This research is a case study, which investigates and reflects upon how composition can provide meaningful musical education to students in early childhood education. The study aims to (1) Describe and analyze four musical projects developed in the context of Pedro II Early Childhood Education School in the city of Rio de Janeiro during 2014 and 2015; (2) Focus on the compositions linked to the educational projects considering musical and human aspects; (3) Map out the whole process through rhizomes, outlining how the practitioner researcher and the proponent’s paths were developed; (4) Provide specialist teachers and generalist teachers with support material for their classroom practice and reflection. Some key aspects were taken into account in the analysis: the life story of the author; the characteristics of Pedro II School and its educational projects; the Pedagogical and Political Project (PPP) of Musical Education in the Early Childhood Education Section of Pedro II School. Four musical projects and the compositions developed by the author of this research with the students were analyzed, each with its own rhizomatic system, representing its expansion and its features.

This Master thesis focuses on connecting school subjects to overcome the isolation of information that students obtain through them. First of all, the thesis describes the different forms of school subject integration and lists the positive outcomes to which this integration leads, as well as the reasons why any form of interdisciplinarity concerning school subjects could be demanding. While any sort of integration could be challenging because of the timetables or the teachers' workload, it is beneficial. The students can realize the connections between information that they acquire, and this leads to better retention of the knowledge. Plus, they feel more motivated because they can use facts from one subject in another one. Then, the main goal of this thesis is presented - to search for cross-curricular links between French language as a foreign language and Basics of Civics or Social Sciences. In order to do so, the thesis details their subject didactics and the goals of these school subjects. Based on their description and the analysis of their respective textbooks, their common themes emerge, and they can be used for further integration. These themes work as suggestions for teachers who wish to leave the isolation of their specialty. The thesis also proposes activities that work with common...

This diploma thesis deals with problems of mathematical skills. Unlike previous research carried out in Czech education, this diploma thesis focuses on university students. Specifically, the focus is on aspirants of the bachelor degree studying geography at the Faculty of Science of Charles University in Prague. The main aim of this work is to determine the mathematical skills, with which students have the greatest problems, if these problematical skills change over time, whether they are problematic independently of the group of the students or each student group has problems with other mathematical skills. In order to meet the goals the credit tests of mathematical geography were used. Because this type of test is not commonly used to determine the level of mathematical skills, it was necessary to develop an own assessment methodology. In total, 1920 credit tests were analyzed from the six academic years 2011/2012 to 2016/2017. The results show that the most problematic mathematical skills are "unit transfers", "using the appropriate formula in the correct form" and "calculating the angles". GeKa + FGG and UZ students also have problems with "formulating a verbal answer or reasoning". All studied study fields did together the smallest proportion of mistakes in mathematical skill "expression the...

The diploma thesis deals with teaching students of the lower secondary school about the topics of the local region and the migration of the population. The diploma thesis characterizes four specific methods and forms for teaching the local region from the point of view of migration. The methods are based on cross-subject relations and key competences of the students. Afterwards, the thesis is evaluated the process and the fulfilment of the objectives of the application of two teaching topics in geography lessons at the lower secondary school Vodňany in March 2019. Activation methods such as work with the map, walking in the vicinity, field lessons, etc. are often used for teaching the local region. One of the goals was also student´s active approach to geography lessons in creating their own learning activities. Part of the thesis is also an analysis of the results of a questionnaire survey focused on teaching the local region and migration from the perspective of teachers of geography and the knowledge of students about these topics. The results are favourable for the purpose of the thesis. Teachers link the topics of the local region and migration, it demonstrates that the proposed learning activities can use in the practice. Students have shown relatively good knowledge of the local region and during learning activities were able to use knowledge. In the introduction of the thesis is elaborated the theoretical part of the thesis, which is related to the themes of geography didactics, interdisciplinary relations, FEP BE, key competences, forms and methods of teaching.

The diploma thesis suggests methods and forms of geography teaching in the second stage of the primary school aimed at the theme of quality of life. The themes of the suggested subject matters are the influence of the environment on quality of life of people, difference in quality of life in rural and urban areas, comprehension of the concept of quality of life and quality of life of the elderly. The concept of quality of life is situated into the context of the Framework Education Programme for Basic Education and the chosen curriculum of Základní Škola pod Svatou Horou in Příbram. Didactic evaluation of the given topic in chosen textbooks of geography for the second stage of primary schools is a part of the thesis. The theoretical concept based on expertise literature is connected with themes of Didactics, cross-curricular approaches, key competences, methods and forms of teaching. The research surveying pupil's problem-solving competence focused on the topic of quality of life is realized among 28 pupils and 11 teachers by way of questionnaire survey.

The diploma thesis deals with topics in the teaching of geography of religion at the 2nd grade of elementary school. The aim of the thesis is to create own educational material focused on the geography of religion, which will develop pupils in the key competences resulting from interdisciplinary relationships. The theoretical part is devoted to the classification of teaching methods and their characteristics. Futher, the issue of geography of religion is placed in the context of RVP ZV and monitored at selected schools. From the point of view of the given topic, attention is also paid to the didactical evaluation of geography textbooks for the 2nd level of primary schools with the current MŠMT clause. At the end of the thesis there is a proposal of own teaching material in the form of various activities that will interestingly approach pupils to the given topic.

The thesis is outlined to bring to everybody interested in Physics acquired knowledge and conclusions. It is focused on the status of Physics within the educational system at basic school and fundamental physical concepts. These concepts and their preconceptions at primary and upper primary school are in the centre of the author´s attention as well. The submitted thesis follows the relations among other subjects from this point of view and proposes the didactic interpretation of the chosen physical concepts. The work is focused on a didactic test, its administration and evaluation with an accent on changing pupils´ wrong preconceptions. The work is complemented by theoretical facts from secondary literature and my own teaching experiences, as well as several recommendations for the Physics teacher.

The diploma thesis Cross-curricular Links Matching Proposed Curriculum for Lower Primary School deals with an issue of cross-curricular links and their usage in Maths teaching. The thesis is divided into a theoretical and practical part. The theoretical part provides an analysis of issues of cross-curricular links and curriculum integration, it introduces The Framework Educational Programme for Basic Education, characterises a curriculum of Maths and its application and other areas of education with which a link within the practical part was implemented. It also summarises important features of a Middle Primary School child and it surveys a quality of cross-curricular links usage in contemporary textbooks of Maths. The practical part contains a set of exercises that combine curricula of two areas to apply the cross-curricular links which are intended for practical usage in teaching at Lower Primary School, and evaluating part that describes and evaluates a practical course of implementation.