<p>The aim of this study is to establish an understanding of how the concept educational materials can be interpreted, as well as to investigate how teachers describe their use of educational materials. The focus of this study is the subject “Sign Language for the hearing”, at the upper secondary level. We, the authors of this essay, both have a great personal interest in this language. Swedish Sign Language is the sign language mainly used in Sweden. In colloquial conversation, Swedish Sign Language is often called “Sign Language”, as American Sign Language is often called Sign Language in the USA. Swedish Sign Language is referred to as Sign Language in the current curriculum for the compulsory school and the non-compulsory school, which explains the title of this essay. Although this essay does not focus on research concerning the linguistic qualities of Swedish Sign Language, but we still wish to emphasize that sign language is not one, international, language.</p><p>The results presented in this study are derived from the collected knowledge mediated through a field study, in which eight teachers, with experience of working with the subject Sign Language for the hearing, have described their thoughts and experiences of the meaning of the concept educational materials, and how they explain that they use educational materials. These results are put in relation to curriculums, past and present, as well as previous litterature about educational materials.</p><p>By analysing the answers given by the teachers, who particiated in this study field, the curriculums are said to affect how they work with educational materials. The results of the field study comfirm the historical interpretation of educational materials as synonymous with a text-book. This being said, the participants in this study state that they have a wider understanding of the concept in relation to the subject Sign Language for the hearing. They explain that this is due to the fact that there is no text-book to work with, within the subject. They further describe that they work with different forms of experiences, such as theater, educational visits and interviews, in order to induce their students’ interest to want to learn and commuicate by using the language.</p>

The aim of this study is to establish an understanding of how the concept educational materials can be interpreted, as well as to investigate how teachers describe their use of educational materials. The focus of this study is the subject “Sign Language for the hearing”, at the upper secondary level. We, the authors of this essay, both have a great personal interest in this language. Swedish Sign Language is the sign language mainly used in Sweden. In colloquial conversation, Swedish Sign Language is often called “Sign Language”, as American Sign Language is often called Sign Language in the USA. Swedish Sign Language is referred to as Sign Language in the current curriculum for the compulsory school and the non-compulsory school, which explains the title of this essay. Although this essay does not focus on research concerning the linguistic qualities of Swedish Sign Language, but we still wish to emphasize that sign language is not one, international, language. The results presented in this study are derived from the collected knowledge mediated through a field study, in which eight teachers, with experience of working with the subject Sign Language for the hearing, have described their thoughts and experiences of the meaning of the concept educational materials, and how they explain that they use educational materials. These results are put in relation to curriculums, past and present, as well as previous litterature about educational materials. By analysing the answers given by the teachers, who particiated in this study field, the curriculums are said to affect how they work with educational materials. The results of the field study comfirm the historical interpretation of educational materials as synonymous with a text-book. This being said, the participants in this study state that they have a wider understanding of the concept in relation to the subject Sign Language for the hearing. They explain that this is due to the fact that there is no text-book to work with, within the subject. They further describe that they work with different forms of experiences, such as theater, educational visits and interviews, in order to induce their students’ interest to want to learn and commuicate by using the language.

This thesis "The topic of Middle Ages within a historical curriculum of the educational area Humans and their world" deals with the issue of children's development of historical thinking and its usage in the historical teaching, which is focused on Middle-Ages, at primary school. The theoretical part of this thesis aims at the educational area Humans and their world, its development through history and its analysis. This educational area is compared with teaching of historical topics at primary school involved in selected foreign educational curriculums. The theoretical part deals with historical thinking and psychological theories. The practical part of this thesis depicts set up and realization of thematic unit which is focused on the period of the house of Přemyslovci. This thematic unit aims at the development of historical thinking competence, which should be achieved by completion of particular goals. These goals focus on working with sources, various interpretations of historical events and also on deepening of pupil's relationship to history. At the end of this thesis, the thematic unit is assessed. KEY WORDS historical thinking, Humans and their world, foreign school curriculums, thematic topic, house of Přemyslovci, pupil of primary school age

The aim of this study is to investigate the probable adaptability problems Afrikaans speaking pupils experience in the international, multicultural, private schools of Botswana and how these problems concerning adaptability can have an influence on their academic success. Over the last forty years Botswana has made name for itself as the most stable country in Africa. Here is no dictators craving for power, no poverty because of mismanagement and no violent oppression or unconstitutional behavior visible. On the contrary, since the country became independent in 1966, it only knew the road to prosperity. When the country became independent there was only eight kilometers of tarred road found in the whole of Botswana. Today the main routes don’t have to stand back one step for those found in South Africa. The local currency, the Pula, is stronger than the rand and there is less crime as what is the case in South Africa as well as much less visible poverty. Al the facts mentioned above are only a few reasons why Botswana became an attractive refuge, close but still outside the borders of South Africa, for so many South African citizens. Approximately 80% of all the companies found in the capital, Gaborone have South African roots. Since 1990 the number of South Africans that relocated to Botswana has tripled. Education plays a very important role in the prosperity of Botswana and the country spends in the vicinity of 22% of its annual budget on education. Because of the huge influx of foreigners, especially over the last ten years, a number of international, English medium, private schools were founded. In the past, these English medium schools provided mostly education for foreign learners. The current tendency is however that more and more local learners start attending especially the secondary, private schools because of the international curriculums these schools offer. Afrikaans speaking learners coming from Afrikaans medium schools in South Africa are faced with definite problems concerning adapting when they visit the international, multicultural private schools of Botswana for the first time. The four most important concepts identified in the study were the international education environment of the multicultural, private schools in Botswana, multicultural education, and the concepts culture and milieu-handicapped. The problems concerning adaptability experienced by Afrikaans speaking pupils are mostly found on the social- and cultural domains as well as adapting to the new medium of education. There are several factors, internally as well as externally from the school environment identified which can play a leading role in the successful adaptation of these learners. The social- en psychological development of the child as well as the style of education portrayed by the parents can both play a leading role in the successful adaptation of these learners. Factors that can all contribute to a more or less extend to the successful social adaptation of Afrikaans speaking pupils include the role of the school, community, peer group, church and media. Concerning the successful cultural adaptation of Afrikaans speaking pupils several factors are identified. These include cultural differentiation, cultural integration, cultural continuity, cultural relativity, cultural pluralism, the philosophy of life concerning culture, the economic technical cultural domain, the social welfare cultural domain as well as the spiritual cultural domain. Lastly the study looked at the adaptation regarding the medium of education Afrikaans speaking pupils face. Factors which play a role here include the differences of the language spoken at school, in the home and in the community as well as the influence language and culture have. The successful social- and cultural adaptation and adaptation regarding the medium of education of Afrikaans speaking pupils can all contribute to the successful academic performance of these learners. A poor academic record, limited intellectual possibilities, unfavorable personality characteristics, inadequate study methods as well as school migration can contribute to the successful academic performance of Afrikaans speaking pupils. By means of a comprehensive study of literature the factors which can play a role in the adaptation of Afrikaans speaking pupils in the international, multicultural, private schools are in detail examined and discussed. An empiric investigation, where both the Afrikaans speaking pupils and their parents played a part, was done after the study of literature. The investigation proofs that Afrikaans speaking pupils do suffer from adaptation problems and are mostly experienced in the cultural domain. Continuing research in the field of adaptation problems of Afrikaans speaking pupils, not only in Botswana but globally, should be undertaken. With the huge number of South Africans leaving South Africa this research can be a source of information to both parents and learners alike. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

The purpose of this study was the design of a curricular model for the undergraduate preparation of Texas high school coaches. The model was based on the perceptions of Texas coaches concerning the adequacy of their professional preparation. The issue of a state certification for coaching was also examined.

Made available in DSpace on 2016-04-27T14:32:29Z (GMT). No. of bitstreams: 1 Katia Evangelista Regis.pdf: 1892228 bytes, checksum: 8b9a963a29d1df133ec14d49d0e92071 (MD5) Previous issue date: 2009-05-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The purpose of this study was to systematize and analyze the main questions investigated in doctoral thesis and master s dissertations focused on ethnic-racial relations and school curriculum, developed in Stricto Sensu Graduate Programs in Education over the 1987-2006 period. In order to select the academic works which became the object of our analysis, we have used CAPES (Coordination of High-Level Personnel Training) thesis database. By means of this survey, we could identify 187 studies focused on the analysis of ethnic-racial relations with respect to the black population. From this framework of reference, we have delimited our subject of interest to the analysis of the studies which discussed ethnic-racial relations and school curriculums related to the basic education provided by Brazilian official educational systems. The study on ethnic-racial relations was based on authors such as Munanga (1996a, 2004a, 2004b); Gomes (2004, 2005, 2007); Gonçalves & Silva (2000, 2004); Cavalleiro (2005a, 2005b); Pinto (1987, 1993) and Silva (2001). The theoretical reasoning on the curriculum has its sources in the works of authors such as Sacristán (1999, 2000a, 2000b), Apple (1982), Giroux (1997) and McLaren (2000) which substantiated our selection and analysis of academic works on ethnic-racial relations and school curriculums, resulting in a total of 51 investigations. However, we had access to 29 studies in which we used the content analysis method by means of categorical analysis (BARDIN, 2008). As a result, the investigations were grouped into four categories: black people in textbooks; ethnic-racial relations in the curriculum in action; stereotypes, racial prejudice and racial discrimination in daily school life, and the teaching of Africans and black Brazilians history and culture in school curriculums. Finally, we have highlighted that discussions relating to ethnic-racial relations and school curriculums offer valuable opportunities with regard to rethinking school / Este trabalho teve por objetivo sistematizar e analisar as principais questões discutidas em teses de doutorado e dissertações de mestrado, que enfocaram as relações etnicorraciais e o currículo escolar, desenvolvidas em programas de pós-graduação stricto sensu em Educação, entre os anos de 1987- 2006. Para a seleção das produções acadêmicas que se tornaram objeto de nossa análise, utilizamos o Banco de Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Tal levantamento levou-nos à identificação de 187 estudos, cujo objetivo central foi a discussão acerca de relações etnicorraciais, focando a população negra. Partindo desse universo, delimitamos nosso foco de interesse no estudo das investigações que discutiram as relações etnicorraciais e os currículos escolares relacionados à educação básica dos sistemas oficiais de ensino do Brasil. A discussão sobre as relações etnicorraciais baseou-se em autores como Munanga (1996a, 2004a, 2004b); Gomes (2004, 2005, 2007); Gonçalves & Silva (2000, 2004); Cavalleiro (2005a, 2005b); Pinto (1987, 1993) e Silva (2001). A reflexão teórica acerca do currículo sustentou-se em autores como Sacristán (1999, 2000a, 2000b), Apple (1982), Giroux (1997) e McLaren (2000) e ofereceu a fundamentação que orientou nosso trabalho de seleção e análise da produção acadêmica sobre relações etnicorraciais e currículos escolares, resultando em um conjunto de 51 investigações. No entanto, tivemos acesso a 29 estudos, nos quais utilizamos os referenciais da análise de conteúdo, por meio da análise categorial (BARDIN, 2008). Como resultado, as investigações foram agrupadas em quatro categorias: o negro nos livros didáticos; relações etnicorraciais no currículo em ação; estereótipos, preconceito racial e discriminação racial no cotidiano escolar e o ensino da História e Cultura dos africanos e dos negros brasileiros nos currículos escolares. Por fim, destacamos que as discussões sobre relações etnicorraciais e os currículos escolares oferecem importantes possibilidades de repensar a escola

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-13T11:40:37Z No. of bitstreams: 1 Nivia Dantas Ribeiro Zanardo.pdf: 1618994 bytes, checksum: 8c87bb8b64ac2855c0e3990ff10f5629 (MD5) / Made available in DSpace on 2017-09-13T11:40:37Z (GMT). No. of bitstreams: 1 Nivia Dantas Ribeiro Zanardo.pdf: 1618994 bytes, checksum: 8c87bb8b64ac2855c0e3990ff10f5629 (MD5) Previous issue date: 2017-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In view of the difficulties presented by teachers, managers and researchers regarding how to work with young people, adults and the elderly, with very different profiles that compose the classrooms of the Youth and Adult Education (called EJA), this research proposed to investigate possibilities for the construction of a curriculum, based on Freirean references, that can respond to the intergenerational context. The theoretical reference used to understand and analyze the data produced was based mainly on Freirean categories and on authors who research the profiles of the Youth and Adult Education. The field study had a qualitative approach and was developed through a case study in a school unit that specifically offers the Youth and Adult Education. The procedures used were semi-structured interviews with teachers, students, management team and pedagogical guides. The elements identified, from the answers of the different subjects and in the light of the Freirean categories, were analyzed and compared with the documents produced by the Municipal Department of Education of São Bernardo do Campo. We highlight the factors that colaborate for a school that engages itself to work with a critical-liberating proposal in order to meet the circumstances of the EJA’s intergenerational classrooms. It is therefore proposed to indicate ways that contribute to the education of teachers in this modality of education / Em face às dificuldades apresentadas por professores, gestores e pesquisadores no tocante a como trabalhar com jovens, adultos e idosos, com perfis muito diferentes que compõem as salas de aula da Educação de Jovens e Adultos (EJA), a presente pesquisa propôs-se a investigar possibilidades de construção de um currículo, apoiado em referenciais freireanos, que possa atender ao contexto intergeracional. O referencial teórico utilizado para compreender e analisar os dados produzidos apoiou-se, principalmente, em categorias freireanas e em autores que pesquisam os perfis da Educação de Jovens e Adultos. O estudo de campo teve abordagem qualitativa e foi desenvolvido por meio de um estudo de caso em uma unidade escolar que atende especificamente a Educação de Jovens e Adultos. Os procedimentos utilizados foram entrevistas semiestruturadas com professores, educandos, equipe gestora e orientadoras pedagógicas. Os elementos identificados, a partir das respostas dos diferentes sujeitos e à luz das categorias freireanas, foram analisados e confrontados com os documentos produzidos pela Secretaria Municipal de Educação de São Bernardo do Campo. Destacam-se os fatores que colaboram para uma escola que se propõe a trabalhar com uma proposta crítico-libertadora para atender às circunstâncias das salas intergeracionais da EJA. Propõe-se, assim, indicar caminhos que contribuam para a formação de educadores nessa modalidade de educação

<p>У докторској дисертацији је&nbsp; на основу&nbsp; ранијих истраживања и&nbsp; званичних докумената&nbsp;Министарстава образовања&nbsp; изложена&nbsp; компаративна&nbsp; анализа&nbsp; обавезног образовања и Наставних&nbsp;програма биологије у Србији,&nbsp; Хрватској, Словенији, Аустрији, Финској&nbsp; и Руској&nbsp; Федерацији.&nbsp; Циљ&nbsp;истраживања&nbsp; је био да&nbsp; се сагледају&nbsp; њихове међусобне сличности и разлике&nbsp; и могућност да се&nbsp;<br />позитивна искуства у реформи образовања и програма биологије других земаља &nbsp;примене&nbsp; за&nbsp;унапређење образовног система и наставе биологије у Србији&nbsp; у наредном периоду.</p><p>Анализом је утврђено постојање значајних разлика у образовним системима анализираних&nbsp;земаља које се односе на: структуру, дужину трајања, дужину трајања појединих образовних&nbsp;циклуса, број ученика у одељењу, број наставних дана у години, дужину наставног часа, рад школа&nbsp;по сменама, заступљеност обавезних, изборних и факултативних предмета...&nbsp;</p><p>Анализом је утврђено постојање значајне разлике&nbsp; и&nbsp; у заступљености наставних &nbsp;предмета&nbsp;Природа и Биологија по разредима, недељном и годишњем фонду часова, васпитно-образовним&nbsp;циљевима, обиму садржаја по разредима, као и у структурним елементима програма.</p><p>Поређењем Наставних програма Природе и Биологије&nbsp; у&nbsp; анализираним земљама, њихове&nbsp;концепције и карактеристика, констатовано је:<br />&ndash;&nbsp; Да су програми растерећени од сувишних садржаја&nbsp; и да&nbsp; се&nbsp; ослањају на савремена&nbsp;научна достигнућа и перспективу биологије, као науке XXI века.<br />&ndash;&nbsp; Постоји&nbsp; корелација&nbsp; садржаја&nbsp; програма природних наука и њихова примереност&nbsp;интересовањима и потребама ученика&nbsp; као и поступност и систематичност у&nbsp;презентовању садржаја.<br />&ndash;&nbsp; Основни&nbsp; елементи&nbsp; садржаја&nbsp; су&nbsp; дефинисани&nbsp; у складу са узрастом ученика, што&nbsp;доприноси квалитетнијем и трајнијем усвајању знања и могућности његове примене у&nbsp;конкретним животним ситуацијама.<br />&ndash;&nbsp; Садржаји програма Природе и Биологије васпитавају ученике за хуман однос према&nbsp;природи и живим бићима, развијају њихову еколошку свест и одговоран однос према&nbsp;сопственом здрављу.<br />&ndash;&nbsp; У&nbsp; Словенији, Аустрији, Финској и Русији садржаји из биологије се у једном или више&nbsp;разреда обрађују интегрисано са садржајима Географије, Физике и Хемије, &nbsp;са&nbsp;нагласком на еколошки аспект и одрживи развој&nbsp; у његовој реализацији.<br />&ndash;&nbsp; Програми Природе и Биологије у Словенији, Аустрији и Финској подељени су у&nbsp;<br />тематске области, за које нису прцизирани типови ни број часова, тако да наставник&nbsp;распоређује годишњи фонд часова према карактеристикама наставних целина.&nbsp;<br />&ndash;&nbsp; Структурни елементи програма предмета Природа и Биологија су: васпитно-образовни&nbsp;циљеви, оперативни задаци по разредима, дидактичке препоруке, очекивана постигнућа&nbsp;ученичка по образовним циклусима, оцењивање и вредновање ученичких постигнућа.<br />&ndash;&nbsp; Стандардизацијом програмских захтева и садржаја, тежиште образовања је померено&nbsp; са&nbsp;наставних програма и наставника ка резултатима учења и ученицима, што&nbsp; је допринело&nbsp;квалитетнијој реализацији наставних садржаја,&nbsp; објективнијој провери ученичких&nbsp;постигнућа, трајнијим и квалитетнијим знањима &nbsp;ученика.<br />&ndash;&nbsp; У свим анализираним земљама напуштају се традиционални облици, методе&nbsp; и технике&nbsp;рада у настави, а примењују савремени дидактичко-методички&nbsp; приступи интерактивног&nbsp;учења/наставе: тимска, проблемска, програмирана и&nbsp; пројектна настава,&nbsp; непосредно и&nbsp;посредно посматрање&nbsp; природних појава, истраживања,&nbsp; излети и екскурзије. Овакав рад&nbsp;захтева многобројне ученичке активности које се огледају у: организацији и планирању&nbsp;активности на терену, формирање базе и збирки података, организовање и учествовање&nbsp;у дебатним и панел дискусијама, израду мини пројеката и слично.</p><p>У односу на Републику&nbsp; Србију, најновије реформе образовања у Хрватској, Словенији,&nbsp;Аустрији, Русији, а нарочито Финској одвијале су се брже и темељније. Реформи образовања у овим&nbsp;земљама је приступљено креативно,&nbsp; са&nbsp; оријентацијом&nbsp; на модерне узоре, а&nbsp; да&nbsp; при том&nbsp; ове земље&nbsp;нису изгубиле сопствену оригиналност&nbsp; у образовању. Циљеви реформе&nbsp; основног&nbsp; образовања у&nbsp;Србији,&nbsp; која је&nbsp; започела 2000.&nbsp; и завршена&nbsp; 2010.&nbsp; године,&nbsp; су били слични онима у Финској и другим&nbsp;анализираним земљама, али она није довела до суштинских промена у основношколском образовном систему.&nbsp; Постављени циљеви нису остварени,&nbsp; па исти задаци остају за неку следећу реформу.</p><p>Важећи&nbsp; Наставни програм биологије у&nbsp; Србији (иако је недавно реформисан)&nbsp; је&nbsp; и даље&nbsp;традиционалан, са линеарним рапоредом садржаја, писан је као листа тема са обимним садржајима у&nbsp;свим разредима,&nbsp; без&nbsp; могућности&nbsp; изборних садржаја.&nbsp; Непостојање корелација садржаја са другим&nbsp;предметима, али и у оквиру саме биологије по разредима, онемогућава интегрисање &nbsp;садржаја.</p><p>Оцене реформисаног Наставног програма биологије&nbsp; за основну школу у Србији на основу&nbsp;проведене анкете за наставнике&nbsp; биологије, крећу се од крајње позитивних, преко умерених до&nbsp;крајње негативних.</p><p>Због наведених и других разлога потребна је нова коренита промена основног образовања и&nbsp;Наставног програма биологије&nbsp; у основној школи у Србији која би се радила студиозно и пажљиво,&nbsp;са реално постављеним циљевима и задацима. У програм&nbsp; биологије&nbsp; треба&nbsp; увести&nbsp; кључне&nbsp; наставне&nbsp;области&nbsp; из биолошке науке,&nbsp; које би се&nbsp; сагледавале комплексно и интегрисано (као&nbsp; у Словенији,&nbsp;Аустрији и Финској), у складу са потребама ученика у реалном животу, &nbsp;а реализовале&nbsp;интерактивном наставом са много више креативности и наставника и ученика.</p> / <p>U doktorskoj disertaciji je&nbsp; na osnovu&nbsp; ranijih istraživanja i&nbsp; zvaničnih dokumenata&nbsp;Ministarstava obrazovanja&nbsp; izložena&nbsp; komparativna&nbsp; analiza&nbsp; obaveznog obrazovanja i Nastavnih&nbsp;programa biologije u Srbiji,&nbsp; Hrvatskoj, Sloveniji, Austriji, Finskoj&nbsp; i Ruskoj&nbsp; Federaciji.&nbsp; Cilj&nbsp;istraživanja&nbsp; je bio da&nbsp; se sagledaju&nbsp; njihove međusobne sličnosti i razlike&nbsp; i mogućnost da se&nbsp;<br />pozitivna iskustva u reformi obrazovanja i programa biologije drugih zemalja &nbsp;primene&nbsp; za&nbsp;unapređenje obrazovnog sistema i nastave biologije u Srbiji&nbsp; u narednom periodu.</p><p>Analizom je utvrđeno postojanje značajnih razlika u obrazovnim sistemima analiziranih&nbsp;zemalja koje se odnose na: strukturu, dužinu trajanja, dužinu trajanja pojedinih obrazovnih&nbsp;ciklusa, broj učenika u odeljenju, broj nastavnih dana u godini, dužinu nastavnog časa, rad škola&nbsp;po smenama, zastupljenost obaveznih, izbornih i fakultativnih predmeta...&nbsp;</p><p>Analizom je utvrđeno postojanje značajne razlike&nbsp; i&nbsp; u zastupljenosti nastavnih &nbsp;predmeta&nbsp;Priroda i Biologija po razredima, nedeljnom i godišnjem fondu časova, vaspitno-obrazovnim&nbsp;ciljevima, obimu sadržaja po razredima, kao i u strukturnim elementima programa.</p><p>Poređenjem Nastavnih programa Prirode i Biologije&nbsp; u&nbsp; analiziranim zemljama, njihove&nbsp;koncepcije i karakteristika, konstatovano je:<br />&ndash;&nbsp; Da su programi rasterećeni od suvišnih sadržaja&nbsp; i da&nbsp; se&nbsp; oslanjaju na savremena&nbsp;naučna dostignuća i perspektivu biologije, kao nauke XXI veka.<br />&ndash;&nbsp; Postoji&nbsp; korelacija&nbsp; sadržaja&nbsp; programa prirodnih nauka i njihova primerenost&nbsp;interesovanjima i potrebama učenika&nbsp; kao i postupnost i sistematičnost u&nbsp;prezentovanju sadržaja.<br />&ndash;&nbsp; Osnovni&nbsp; elementi&nbsp; sadržaja&nbsp; su&nbsp; definisani&nbsp; u skladu sa uzrastom učenika, što&nbsp;doprinosi kvalitetnijem i trajnijem usvajanju znanja i mogućnosti njegove primene u&nbsp;konkretnim životnim situacijama.<br />&ndash;&nbsp; Sadržaji programa Prirode i Biologije vaspitavaju učenike za human odnos prema&nbsp;prirodi i živim bićima, razvijaju njihovu ekološku svest i odgovoran odnos prema&nbsp;sopstvenom zdravlju.<br />&ndash;&nbsp; U&nbsp; Sloveniji, Austriji, Finskoj i Rusiji sadržaji iz biologije se u jednom ili više&nbsp;razreda obrađuju integrisano sa sadržajima Geografije, Fizike i Hemije, &nbsp;sa&nbsp;naglaskom na ekološki aspekt i održivi razvoj&nbsp; u njegovoj realizaciji.<br />&ndash;&nbsp; Programi Prirode i Biologije u Sloveniji, Austriji i Finskoj podeljeni su u&nbsp;<br />tematske oblasti, za koje nisu prcizirani tipovi ni broj časova, tako da nastavnik&nbsp;raspoređuje godišnji fond časova prema karakteristikama nastavnih celina.&nbsp;<br />&ndash;&nbsp; Strukturni elementi programa predmeta Priroda i Biologija su: vaspitno-obrazovni&nbsp;ciljevi, operativni zadaci po razredima, didaktičke preporuke, očekivana postignuća&nbsp;učenička po obrazovnim ciklusima, ocenjivanje i vrednovanje učeničkih postignuća.<br />&ndash;&nbsp; Standardizacijom programskih zahteva i sadržaja, težište obrazovanja je pomereno&nbsp; sa&nbsp;nastavnih programa i nastavnika ka rezultatima učenja i učenicima, što&nbsp; je doprinelo&nbsp;kvalitetnijoj realizaciji nastavnih sadržaja,&nbsp; objektivnijoj proveri učeničkih&nbsp;postignuća, trajnijim i kvalitetnijim znanjima &nbsp;učenika.<br />&ndash;&nbsp; U svim analiziranim zemljama napuštaju se tradicionalni oblici, metode&nbsp; i tehnike&nbsp;rada u nastavi, a primenjuju savremeni didaktičko-metodički&nbsp; pristupi interaktivnog&nbsp;učenja/nastave: timska, problemska, programirana i&nbsp; projektna nastava,&nbsp; neposredno i&nbsp;posredno posmatranje&nbsp; prirodnih pojava, istraživanja,&nbsp; izleti i ekskurzije. Ovakav rad&nbsp;zahteva mnogobrojne učeničke aktivnosti koje se ogledaju u: organizaciji i planiranju&nbsp;aktivnosti na terenu, formiranje baze i zbirki podataka, organizovanje i učestvovanje&nbsp;u debatnim i panel diskusijama, izradu mini projekata i slično.</p><p>U odnosu na Republiku&nbsp; Srbiju, najnovije reforme obrazovanja u Hrvatskoj, Sloveniji,&nbsp;Austriji, Rusiji, a naročito Finskoj odvijale su se brže i temeljnije. Reformi obrazovanja u ovim&nbsp;zemljama je pristupljeno kreativno,&nbsp; sa&nbsp; orijentacijom&nbsp; na moderne uzore, a&nbsp; da&nbsp; pri tom&nbsp; ove zemlje&nbsp;nisu izgubile sopstvenu originalnost&nbsp; u obrazovanju. Ciljevi reforme&nbsp; osnovnog&nbsp; obrazovanja u&nbsp;Srbiji,&nbsp; koja je&nbsp; započela 2000.&nbsp; i završena&nbsp; 2010.&nbsp; godine,&nbsp; su bili slični onima u Finskoj i drugim&nbsp;analiziranim zemljama, ali ona nije dovela do suštinskih promena u osnovnoškolskom obrazovnom sistemu.&nbsp; Postavljeni ciljevi nisu ostvareni,&nbsp; pa isti zadaci ostaju za neku sledeću reformu.</p><p>Važeći&nbsp; Nastavni program biologije u&nbsp; Srbiji (iako je nedavno reformisan)&nbsp; je&nbsp; i dalje&nbsp;tradicionalan, sa linearnim raporedom sadržaja, pisan je kao lista tema sa obimnim sadržajima u&nbsp;svim razredima,&nbsp; bez&nbsp; mogućnosti&nbsp; izbornih sadržaja.&nbsp; Nepostojanje korelacija sadržaja sa drugim&nbsp;predmetima, ali i u okviru same biologije po razredima, onemogućava integrisanje &nbsp;sadržaja.</p><p>Ocene reformisanog Nastavnog programa biologije&nbsp; za osnovnu školu u Srbiji na osnovu&nbsp;provedene ankete za nastavnike&nbsp; biologije, kreću se od krajnje pozitivnih, preko umerenih do&nbsp;krajnje negativnih.</p><p>Zbog navedenih i drugih razloga potrebna je nova korenita promena osnovnog obrazovanja i&nbsp;Nastavnog programa biologije&nbsp; u osnovnoj školi u Srbiji koja bi se radila studiozno i pažljivo,&nbsp;sa realno postavljenim ciljevima i zadacima. U program&nbsp; biologije&nbsp; treba&nbsp; uvesti&nbsp; ključne&nbsp; nastavne&nbsp;oblasti&nbsp; iz biološke nauke,&nbsp; koje bi se&nbsp; sagledavale kompleksno i integrisano (kao&nbsp; u Sloveniji,&nbsp;Austriji i Finskoj), u skladu sa potrebama učenika u realnom životu, &nbsp;a realizovale&nbsp;interaktivnom nastavom sa mnogo više kreativnosti i nastavnika i učenika.</p> / <p>Based on earlier research and official documents of the Ministry of Education, the PhD thesis&nbsp;gives the comparative analysis of compulsory education and Biology curriculum in Serbia, Croatia,&nbsp;Slovenia, Austria, Finland and the Russian Federation. The aim of the research was to observe their&nbsp;similarities and differences and the possibility to use the positive experiences of the reform of education&nbsp;and Biology curriculum in these countries in order to improve educational system and Biology teaching in&nbsp;Serbia in the times to come.</p><p>The analysis shows the existance of considerable differences in educational systems of the anаlyzed&nbsp;countries regarding: structure, length, length of certain educational cycles, number of students in a class,&nbsp;number of schooldays, length of a lesson, working in shifts, presence of compulsory, optional and&nbsp;facultative subjects.&nbsp;</p><p>The analysis also shows a considerable difference in the presence of subjects Nature and Biology&nbsp;in grades, number of lessons per week and year, educational objectives, scope and content in different&nbsp;grades as well as in the structural elements &nbsp;of the curriculum.</p><p>Comparing Nature and Biology curriculums of the analyzed countries, their concepts and&nbsp;characteristics, the following was concluded:<br />-&nbsp; The curriculums are unburdened of unnecessary contents and&nbsp; they rely on contemporary scientific&nbsp;achievements and the perspective of Biology as a science of the 21^st&nbsp;century.<br />-&nbsp; There are cross-curricular links among natural sciences and they are adapted to the interests and&nbsp;needs of students, and there is a gradual and systematic approach in presenting contents.&nbsp;<br />-&nbsp; Basic elements of the content are defined in accordance with the age of students which contributes&nbsp;to a better and more permanent knowledge acquisition and makes it possible to use the knowledge&nbsp;in everyday&nbsp; situations.<br />-&nbsp; The content of Nature and Biology curriculums teach children to be humane to the nature and&nbsp;other living beings, to develop environmental awareness and responsible attitude to their own&nbsp;health.<br />-&nbsp; In Slovenia, Austria, Finland and Russia Biology content is taught together with Geography,&nbsp;Physics and Chemistry content in one or more school years with emphasis on environmental&nbsp;aspects and sustainable development in their realization.&nbsp;<br />-&nbsp; Nature and Biology curriculums in Slovenia, Austria and Finland are divided into units without&nbsp;recommended type or number of classes so that a teacher distributes the annual number of lessons&nbsp;according to the characteristics of the units.<br />-&nbsp; The structural elements of the program of subjects Nature and Biology are: educational aims,&nbsp;operational tasks per year, didactic recommendations, expected achievements of the students in&nbsp;each educational cycle, marking and evaluating students&rsquo; achievements.&nbsp;<br />-&nbsp; By standardizing the program requests and contents, the focus of education&nbsp; is shifted from&nbsp;teaching programs and teachers to the results of learning and students, that contributed to better&nbsp;realization of the teaching contents, more objective evaluation of students&rsquo; achievements, long -lasting and knowledge of a higher quality.<br />-&nbsp; In all the analyzed countries the traditional teaching methods and techniques are dismissed and&nbsp;modern didactic and methodical approach of interactive teaching/learning is applied: team work,&nbsp;problem solving, programmed and project teaching, direct and in direct observation of natural&nbsp;phenomena, research, trips and excursions. This kind of work requires extensive students&rsquo;&nbsp;activities such as: organization and planning of field activities, creation of database and data&nbsp;collections, &nbsp;organizing and participating in debates and panel discussions, development of mini-projects and the like. &nbsp;</p><p>Contrary to Serbia, the latest reforms of education in Croatia, Slovenia, Austria, Russia and&nbsp;specially in Finland were carried out faster and more thoroughly. The education reform in these countries&nbsp;was approached in a creative way, bearing in mind modern models without losing their own national&nbsp;educational originality. The aims of the reform of primary education system in Serbia, which started in&nbsp;2000 and finished in 2010, were similar to those in Finland and other analyzed countries, but it &nbsp;has not&nbsp;made substantial changes in primary education system in Serbia. The set aims were not reached thus the&nbsp;same tasks are left for some future reform.</p><p>The current Biology curriculum in&nbsp; our country (although reformed recently) is still traditional,&nbsp;with linear distribution of the content, written as a list of topics with extensive content in each year without the possibility of optional contents. The lack of correlation with other subjec ts, as well as within Biology content in one year prevents the integration of the contents.</p><p>According to a survey carried out with Biology teachers, the evaluation of the reformed Biology&nbsp;curriculum for primary schools in Serbia vary from utterly positive, moderate to &nbsp;utterly negative.</p><p>For all the mentioned and some other reasons, a new radical change of primary education and&nbsp;Biology curriculum for primary schools in Serbia is necessary. It should be carried out carefully and&nbsp;thoroughly with aims and tasks set objectively. Biology curriculum should include key teaching areas of&nbsp;Biology as a science that would be considered in a complex and integrated way (as in Slovenia, Austria and&nbsp;<br />Finland), in accordance with the needs of students in the real life, and realized through interactive lessons&nbsp;with much more creativity on the part of both teachers and students.</p>

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-09T14:45:25Z No. of bitstreams: 8 Marcos Bispo dos Santos parte 8.pdf: 975777 bytes, checksum: c47c8552fee190cd301e4c8e18695b14 (MD5) Marcos Bispo dos Santos parte 7.pdf: 1639294 bytes, checksum: ef4b8daa3f064d6d53adbb64fe5017cb (MD5) Marcos Bispo dos Santos parte 6.pdf: 523015 bytes, checksum: 0e7f562543239fea5cea874edf52083c (MD5) Marcos Bispo dos Santos parte 5.pdf: 1236277 bytes, checksum: b08bc9a89f15ea87fc245600b11084aa (MD5) Marcos Bispo dos Santos parte 4.pdf: 1956629 bytes, checksum: ce777d42ab18b9918877ef36e5a71a70 (MD5) Marcos Bispo dos Santos parte 3.pdf: 1878667 bytes, checksum: 18dcf572659391cf0410110548e2e430 (MD5) Marcos Bispo dos Santos parte 2.pdf: 1176466 bytes, checksum: 8eecf48cd726873698a896af51f8c47b (MD5) Marcos Bispo dos Santos parte 1.pdf: 1701086 bytes, checksum: dd63189ef20d210dc9ae729eb33adab3 (MD5) / Approved for entry into archive by Vilma Conceição(vilmagc@ufba.br) on 2013-05-09T17:21:36Z (GMT) No. of bitstreams: 8 Marcos Bispo dos Santos parte 8.pdf: 975777 bytes, checksum: c47c8552fee190cd301e4c8e18695b14 (MD5) Marcos Bispo dos Santos parte 7.pdf: 1639294 bytes, checksum: ef4b8daa3f064d6d53adbb64fe5017cb (MD5) Marcos Bispo dos Santos parte 6.pdf: 523015 bytes, checksum: 0e7f562543239fea5cea874edf52083c (MD5) Marcos Bispo dos Santos parte 5.pdf: 1236277 bytes, checksum: b08bc9a89f15ea87fc245600b11084aa (MD5) Marcos Bispo dos Santos parte 4.pdf: 1956629 bytes, checksum: ce777d42ab18b9918877ef36e5a71a70 (MD5) Marcos Bispo dos Santos parte 3.pdf: 1878667 bytes, checksum: 18dcf572659391cf0410110548e2e430 (MD5) Marcos Bispo dos Santos parte 2.pdf: 1176466 bytes, checksum: 8eecf48cd726873698a896af51f8c47b (MD5) Marcos Bispo dos Santos parte 1.pdf: 1701086 bytes, checksum: dd63189ef20d210dc9ae729eb33adab3 (MD5) / Made available in DSpace on 2013-05-09T17:21:36Z (GMT). No. of bitstreams: 8 Marcos Bispo dos Santos parte 8.pdf: 975777 bytes, checksum: c47c8552fee190cd301e4c8e18695b14 (MD5) Marcos Bispo dos Santos parte 7.pdf: 1639294 bytes, checksum: ef4b8daa3f064d6d53adbb64fe5017cb (MD5) Marcos Bispo dos Santos parte 6.pdf: 523015 bytes, checksum: 0e7f562543239fea5cea874edf52083c (MD5) Marcos Bispo dos Santos parte 5.pdf: 1236277 bytes, checksum: b08bc9a89f15ea87fc245600b11084aa (MD5) Marcos Bispo dos Santos parte 4.pdf: 1956629 bytes, checksum: ce777d42ab18b9918877ef36e5a71a70 (MD5) Marcos Bispo dos Santos parte 3.pdf: 1878667 bytes, checksum: 18dcf572659391cf0410110548e2e430 (MD5) Marcos Bispo dos Santos parte 2.pdf: 1176466 bytes, checksum: 8eecf48cd726873698a896af51f8c47b (MD5) Marcos Bispo dos Santos parte 1.pdf: 1701086 bytes, checksum: dd63189ef20d210dc9ae729eb33adab3 (MD5) Previous issue date: 2007 / A globalização da educação deu origem, no Brasil, aos Parâmetros Curriculares Nacionais. As novas demandas do mundo produtivo fizeram com que o Ensino Médio merecesse atenção especial, a ponto de se promover esse nível ao status de etapa terminal da educação básica. Esta dissertação analisou divergências entre as orientações curriculares contidas nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM) e a prática pedagógica do ensino de língua materna. Buscou dois objetivos. O primeiro consiste em apontar contradições na constituição dos PCNEM, no que tange às orientações referentes ao ensino de Língua Portuguesa; e o segundo, em fornecer subsídios teóricos e práticos para a formulação de uma proposta de ensino de linguagem no nível médio que não a considere simplesmente como objeto de estudo, mas, principalmente, como prática sociocultural e política. As análises foram empreendidas confrontando-se as orientações curriculares com as provas do Exame Nacional do Ensino Médio (Enem) dos anos de 1998, 2004 e 2005; as provas do vestibular da Universidade Federal da Bahia (UFBA) e da Universidade do Estado da Bahia do ano de 2005, além de utilizar um livro didático aprovado pelo Programa Nacional do Livro Didático para o Ensino Médio (PNLEM). Das análises e dos confrontos empreendidos, concluiu-se que algumas dessas divergências são decorrentes de problemas conceituais no âmbito das perspectivas lingüísticas adotadas; outras, da ausência ou inexistência de políticas públicas de implementação de seus pressupostos; e outras, da ênfase no objetivo educacional de desenvolver de competências e habilidades exigidas pelo sistema produtivo globalizado. / Salvador