Este trabalho desenvolve, analisa e valida uma sequência didática para o ensino de Probabilidade no Ensino Médio. As atividades foram aplicadas em uma turma de vinte e cinco alunos do Ensino Médio noturno de uma escola da rede pública estadual. Estas atividades possibilitaram a exploração de conceitos de Probabilidade, nas quais os alunos foram convidados a questionar, conjecturar e criar respostas ou explicações para os problemas propostos. Utiliza-se como referencial teórico, os cenários para investigação de Skovsmose e a resolução de problemas fundamentada em Polya e Pozo. A metodologia de pesquisa utilizada foi o Estudo de Caso. A descrição das atividades foi divida em três etapas, nas quais são apresentadas o planejamento, objetivos, expectativas, descrição das aulas, observações do professor e análise. Realiza-se também a classificação das atividades, momento em que observa-se que estas ocorreram em diferentes Ambientes de Aprendizagem, gerando interesse e participação dos alunos, possibilitando discussões sobre conceitos de probabilidade e permitindo o confronto entre estes conceitos e a intuição dos alunos. Destaca-se também a importância da postura do professor no desenvolvimento das atividades, muito mais como orientador e instigador. O produto desta dissertação é uma sequência didática para o ensino de Probabilidade no Ensino Médio, elaborada e testada, e que pode ser utilizada por outros professores. Este produto encontra-se no apêndice A. / This work develops, analyzes and validates a didactical sequence for the teaching of probability in High School. The activities were applied in a twenty-five students class of a nightshift High School from a state public school. These activities enabled the exploration probability concepts, in which the students were invited to question, conjecture and create answers or explanations for the proposed problems. The Landscapes of Investigation of Skovsmose and the resolution of problems grounded in Polya and Pozo are used as theorical referential. The research methodology used is the study of case. The description of the activities is divided in three steps, in which are presented the planning, goals, expectations, description of the classes, teacher’s observations and analysis. The classification of activities is also conducted, when we observe that these activities happened in different Milieu of Learning, generating students’ interest and participation, making the discussion about probability concepts possible and allowing the confrontation between these concepts and the students’ intuition. The importance of the teacher’s attitude in the development of the activities, more like advisor and instigator, is highlighted. The product of this dissertation is a didactical sequence for the teaching of probability in High School, elaborated and tested, that can be used by other teachers. This product is located on appendix A.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-21T14:44:16Z No. of bitstreams: 1 Carla Maria Pinto de Souza.pdf: 2829824 bytes, checksum: 28e8e39c11f5dafd6617b06c11458695 (MD5) / Made available in DSpace on 2016-10-21T14:44:16Z (GMT). No. of bitstreams: 1 Carla Maria Pinto de Souza.pdf: 2829824 bytes, checksum: 28e8e39c11f5dafd6617b06c11458695 (MD5) Previous issue date: 2011-02-17 / This study aimed to investigate how a teacher negotiates the contract with teaching students in the 2nd year of high school, in the implementation of a didactic sequence previously established for the teaching of Arithmetic Progression (AP). The didactic sequence was designed considering the type of didactic situations proposed by Brousseau (action, formulation, validation and institutionalization). Thus, the activities aimed at teaching sequence that enable your application to be performed according to a didactic contract type approximation, which is one in which value is an active student in constructing knowledge. The observed results showed that although we proposed a sequence to be applied as a kind of didactic contract approximate; negotiations, renegotiations and breaks the rules of the didactic contract were made during the development of the sequence. We believe that these breaches of the rules were motivated by previous marks of didactic contract, or implicit and explicit rules by which teacher and students were accustomed. / Esse estudo teve por objetivo investigar como uma professora negocia o contrato didático com alunos do 2º ano do Ensino Médio, na aplicação de uma sequência didática previamente elaborada para o ensino de Progressão Aritmética (P.A.). A sequência didática foi idealizada contemplando a tipologia das situações didáticas proposta por Brousseau (ação, formulação, validação e institucionalização). Com isso, as atividades dessa sequência didática visaram possibilitar que sua aplicação fosse realizada de acordo com um contrato didático do tipo aproximativo, que é aquele em que se valoriza uma postura ativa do aluno na construção do conhecimento. Os resultados observados evidenciaram que embora tivéssemos proposto uma sequência para ser aplicada conforme um contrato didático do tipo aproximativo, negociações, rupturas e renegociações de regras de contrato didático foram feitas ao longo do desenvolvimento da sequência. Acreditamos que essas rupturas das regras estabelecidas foram motivadas por marcas de contrato didático anteriores, ou seja, pelas regras implícitas e explícitas, que professora e alunos estavam habituados.

Submitted by (lucia.rodrigues@ufrpe.br) on 2017-03-28T13:29:01Z No. of bitstreams: 1 Camila Mendonca Morais.pdf: 1358642 bytes, checksum: 6f2183e2579739977dd39a9eefa8f2cc (MD5) / Made available in DSpace on 2017-03-28T13:29:01Z (GMT). No. of bitstreams: 1 Camila Mendonca Morais.pdf: 1358642 bytes, checksum: 6f2183e2579739977dd39a9eefa8f2cc (MD5) Previous issue date: 2014-12-19 / This research aims to study the Greedy Algorithm, a type of optimization algorithm, and some of its applications, in order to develop a didactic sequence to be applied with secondary level students. In the study, the construction and logic of the algorithm were related to the graph and trees, concepts which were previously studied and analyzed as requisites to the comprehension of the properties and characteristics of the algorithm. Firstly, we synthetized the elaboration of the Theory of Graphs; then, we presented some concepts about graphs in general, such as its de nition, properties, classi cations and percusses. Next, we de ned trees - a special type of graph - and studied some of its fundamentals theorems for the comprehension of the algorithm, as well as some methods of codi cation such as the Pr ufer code. Finally, we de ned the Greedy Algorithm, specially the Kruskal algorithm, using a practical setting in order to exemplify its application. After the theoretical fundaments, we develop a didactical sequence to be applied in ve classes. In this didactical sequence, activities which involve graphs and trees were progressively applied, with contextualized questions such as exercises in such a way that in the last class of the sequence, the Greedy Algorithm could be de ned and studied, and the students were able to use them to analyze a project, which would be used as a nal instrument of evaluation. This didactical sequence aims to stimulate the student's logical reasoning, as well as to introduce these concepts in their school curriculum on secondary level. / O presente trabalho tem como objetivo principal estudar o Algoritmo Guloso, esp écie de algoritmo de otimiza cão, e algumas de suas aplica ções, para posterior desenvolvimento de uma sequência didática a ser abordada com alunos do Ensino M édio. Neste estudo, a constru ção e l ógica do algoritmo foram relacionadas a grafos e arvores, conceitos os quais foram previamente estudados e analisados como requisitos para a compreensão das propriedades e caracter ísticas do algoritmo. Primeiramente, fi zemos uma s íntese de como surgiu a Teoria dos Grafos; em seguida retratamos alguns conceitos sobre grafos em geral, como sua de finição, propriedades, classi ca ções e percursos. Na sequência, defi nimos arvores - um tipo especial de grafo - e estudamos alguns de seus principais teoremas fundamentais para a posterior compreensão do algoritmo, al ém de alguns m étodos de codi ca ção, como o c ódigo de Pr ufer. Finalmente, defi nimos o Algoritmo Guloso, especialmente o algoritmo de Kruskal, utilizando uma situa ção pr ática para exempli car sua aplicação. Ap ós toda a fundamenta ção, desenvolvemos uma sequência did ática para ser trabalhada em cinco aulas. Nesta sequência did ática, atividades envolvendo grafos e árvores foram progressivamente realizadas, com questões contextualizadas como exercí cios, para que na última aula da sequência o Algoritmo Guloso fosse defi nido e estudado, e os alunos capacitados a utiliz á-lo na an álise de um projeto, que seria utilizado como instrumento fi nal de avalia ção. Esta sequência did ática tem como objetivo estimular o raciocí nio l ógico dos estudantes, al ém de introduzir estes conceitos em seu currí culo escolar do Ensino M édio.

Made available in DSpace on 2018-06-27T19:13:17Z (GMT). No. of bitstreams: 2 Roseliane Forgiarini Guedes.pdf: 2446277 bytes, checksum: f6d707c3fe9acdb28cacaf6bf83e1e1d (MD5) Roseliane Forgiarini Guedes.pdf.jpg: 3566 bytes, checksum: c41e98470b2e7460c028f29d1d306cdf (MD5) Previous issue date: 2012-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to investigate, through the use of educational games, the algebra learning process by students of 6th grade of elementary school. The work was applied in a private school in Santa Maria, RS. The participants are students in a class of sixth grade (seventh year), seven girls and four boys, aged between 11 and 14 years. The research was developed through a qualitative approach and the class teacher was the researcher; therefore she experienced directly the relationship among students and games. Activities introductory to algebra were applied, followed by five games. The analysis was done from the field diary of the teacher researcher, through which it was possible to conclude that students felt motivated by the application of games, engaged in activities, interact with colleagues in groups and prefer this type of activity than the exercises of the book used at school. However, it is attributed to lack of time to deepen content studied, determined by the need to comply with the planning of the school, the remaining difficulties in learning of the contents. The final product takes into account this fact, in order to bring learning content in new applications of the list of activities and games. / Esta pesquisa teve como objetivo investigar, por meio do uso de jogos didáticos, a aprendizagem de conteúdos de Álgebra por alunos da 6ª série do Ensino Fundamental. O trabalho foi aplicado em uma escola particular do município de Santa Maria, RS. Os participantes são alunos de uma turma da 6ª série (7º ano), sete meninas e quatro meninos, com idades entre 11 e 14 anos. A pesquisa desenvolveu-se por meio de uma abordagem qualitativa e a professora da turma foi a pesquisadora; por conseguinte, vivenciou diretamente as relações dos alunos com os jogos aplicados. Foram aplicadas atividades introdutórias à Álgebra e, em seguida, cinco jogos. A análise dos resultados foi feita a partir do diário de campo da professora-pesquisadora, por meio do qual foi possível concluir que os alunos sentiram-se motivados com a aplicação dos jogos, envolveram-se nas atividades, interagiram com os colegas nos grupos e preferiram esse tipo de atividade a de realização dos exercícios da apostila usada na escola. No entanto, atribui-se à falta de tempo em aprofundar o conteúdo estudado, determinada pela necessidade de cumprimento do planejamento da escola, as dificuldades ainda existentes na aprendizagem dos conteúdos. O produto elaborado leva em conta esse fato, para que novas aplicações da lista de atividades e jogos possam, efetivamente, levar à aprendizagem dos conteúdos envolvidos.

Made available in DSpace on 2015-04-22T21:56:05Z (GMT). No. of bitstreams: 1 DISSERTACAO MARIA TEREZINHA CUPPERC.pdf: 5174402 bytes, checksum: 43e62297ea46de8440fcf31fee6faaf9 (MD5) Previous issue date: 2009-01-02 / Fundação de Amparo à Pesquisa do Estado do Amazonas / Este trabalho buscou identificar o Cemitério de São João Batista, Manaus, como paisagem e lugar que educa. Primeiramente identificando-o como paisagem cultural de /na cidade de Manaus pela porção histórica contida em seus artefatos, pela história do próprio cemitério e sua gente. Depois buscou-se identificá-lo como lugar vivido para os funcionários que ali trabalham e outros que por ali deambulam fazendo parte do cotidiano do lugar. Através da observação empírica, de conversas informais e formais, foram criados os roteiros para as paisagens que foram identificadas mediante a percepção do pesquisador e de acadêmicos de formação variada, professora de Língua Portuguesa, grupo de alunos do Ensino Fundamental aos quais aplicamos questionário e funcionários do cemitério. O trabalho está fundamentado na Geografia e se destina ao ensino de Geografia para ser aplicado mediante Estudo do Meio de caráter interdisciplinar. Aspectos históricos, éticos, estéticos, ambientais e sociais são contemplados, assim como alguns Temas Transversais.

Le Secret des Secrets est l’un des textes les plus diffusés à la fin du Moyen Âge. On propose l’édition et le commentaire de la version diffusée au XVe siècle à partir des vingt-quatre manuscrits conservés. Le premier volume offre, outre le texte original, une présentation de son histoire, l’étude justifiant le choix d’un manuscrit de base, suivie des outils habituels : étude de la langue, glossaire et index des noms propres.Le deuxième volume présente des notes et des éclaircissements : comparaisons avec les versions antérieures du Secret des Secrets, éclaircissements sur des domaines de la pensée médiévale, précisions sur des références explicites ou cachées.Le troisième volume commente l’oeuvre. Une approche du substantif « secret » cerne l’importance de cette notion paradoxale, à la fois parole et mutisme, à l’intérieur d’une oeuvre qui met en avant son hermétisme pour être mieux diffusée. L’aspect publicitaire du titre du traité apparaît comme une raison de son succès. Le Secret des Secrets fait écho à un corpus de textes antérieurs et invite à suggérer la catégorie de « littérature des secrets », dans laquelle le traité pseudo-aristotélicien cherche à apparaître comme le texte hermétique par excellence. Les secrets qu’il livre, évanescents et incomplets, sont dépassés par la promesse d’une toute-puissance. L’étude de l’énonciation vise enfin à résoudre le paradoxe du secret qui doit être transmis tout en restant caché. Elle fait apparaître des choix de traduction significatifs par rapport aux versions latines et arabes antérieures : un glissement s’opère visant à faire émerger un lecteur plus autonome et moins princier. / The Secret of Secrets is one of the most spread text at the end of the Middle Ages. Our thesis gives an edition based on twenty-four manuscripts of the fifteenth-century version with a commentary. Together with the original text, the first volume presents its history, a study that justifies the choice of a manuscript, and traditionnal tools : a study of the language, a glossary and an proper name index.The second volume presents notes and explanations : comparisons with the previous versions of the Secret of Secrets, explanations on some parts of medieval knowledge, precise details on explicit hidden references.The third volume is a commentary. A study of the word « secret » shows how important this paradoxical notion is, all at once word and silence, in a work that emphasises its hermetism in order to be spread out. The title of the treaty appears to be a reason of it success. The Secret of Secrets refers to many previous texts and invites us to create a new category : the « literature of secrets », in which the Secret of Secrets tries to appear as the hermetic text. The evanescent or incomplet secrets this treaty reveals are overcomed by the promise of becoming almighty. We also study how the enunciation overcomes the paradoxe of the secret, to be hidden and shown. Some significative choices in the translation are made between the previous arabic and latin versions : a change takes place in order to turn the reader into a more autonomous and popular individual

Graduation thesis conserns possibilites of working with Karel Čapek's work in teaching literature at high school. Its essence is veryfiing proposed activities in praxis and reflexion of results achieved. Source publications for proposed activities are Hordubal, Povětroň, Obyčejný život. Common goal of those activities is to get pupils in direct contact with literature and its interpretation by attractive and understandable way. Conclusions of the thesis are derivated from results of activities, observation and pupils reflections. I give reason for proposed activities by partial goals that I want to forfill with them. In reflections I evaluate the process, reaching goals.

This study explored the digital didactical designs of four senior and FET language teachers at a private school. Participants collaborated within a Community of Practice during the study that served as a Teacher Professional Development opportunity, aimed at integrating technology into their teaching. The research design involved Collaborative Action Research for data gathering purposes. The phenomenon was represented as an explorative, descriptive case study. Data collection instruments included focus-group interviews, observations and documents based on the teaching practices of the participants. The study employed a conceptual framework involving the Digital Didactical Design theoretical framework, surface and deep learning in relation to Bloom’s Taxonomy, the Substitution Augmentation Modification Redefinition model as well as Teachers’ ICT proficiency levels. Nine interviews, 24 observation sheets as well as lesson documents were analysed using content analysis and coding. During the study, all participants managed to present true digital didactical designs, especially during their second lessons. They gained an appreciation for and ability to integrate digital tools into their teaching practices. While the inputs of the Community of Practice were beneficial, the use of the Digital Didactical Design observation sheet was time-consuming and not user-friendly, although it contributed to teachers’ designs. The study contributed a checklist for lesson design that applied the elements of Digital Didactical Design, as well as an updated observation sheet that can be used during oral reflections on lessons to determine teachers’ digital didactical designs. / Dissertation (MEd)--University of Pretoria, 2021. / NRF / Science, Mathematics and Technology Education / MEd (General) / Unrestricted

The book is available in both German and English. It can be utilised in two ways: On one hand, it provides an exemplary application of a method developed by Olle Zandén for research in comparative music education, by which dialogue-like and musical-nonverbal “didactical encounters“ are transcribed into quantifiable codes. On the other hand, the book provides complete codes of eight multi-angle-videos recorded in seven countries, which have previously been published in 2018 within the book “Comparing International Music Lessons on Video“, edited by Christopher Wallbaum. These codes may be applied as a concrete handout; to be in turn compared with interpretations of national experts or interpretations conducted by the readers themselves.

KEYWORDS: pupil, student's book, didactical analyses, students, student's book function analysis, modern history, tuition, didactical materials The thesis theme is 'The problematics of modern history education at secondary/high schools. The thesis objective is a complex survey of the situation related to the modern history and current history education at grammar schools and specialized secondary/high schools in the Czech Republic. This thesis provides a thorough response to the following questions: Do the teachers at Czech secondary/high schools teach modern history until 1989 or not? Do they reflect the historical period after 1989 and where do they finish? What student's books are used by teachers? What student's books are used by students? What are the conditions for the student's book composition set by the Czech education policy. With an intent to reveal the responses to these questions, the diploma thesis analyses legislative framework of the Czech Republic education policy (Act No. 561/2004 Coll. about pre-school, elementary, secondary/high, college and other education, hereinafter referred to as 'School Act'), basic curricular documents (Framework Educational Program for Elementary Education, Framework Education Program for Grammar Schools, school education programs of particular grammar...