<p>The authors were curious and asked themselves if teachers are aware of the base of their teaching in various teaching situations. Are teachers at all capable of expressing that in words? One of the reasons that the authors chose the particular issue was because they think teachers have the task to satisfy the needs of all students and therefore they found it interesting to study how various teachers act. The purpose of the study is to observe teachers didactical awareness, and how it can be added to their intentions and actions, as in how they speak about their teaching and how they act in various teaching situations. Methods used in the study were observations and qualitative interviews. The result was divided into the following three themes: to individualize the teaching, to interact with the student and how the teaching is based on reliable experience. The result showed that the teachers base their teaching mostly on the individual student depending on which student the teachers instruct and that they focus on his or her good qualities, needs and qualifications. The teachers also make deliberate choices when they choose material which they adapt to the individual students. However, the teachers do not seem to reflect as much on their choices and actions and that they apparently not do is to reflect over their choice and acts and that the curriculum is not, remarkably enough, used as a base for their pedagogic work.</p> / <p>Författarna var nyfikna på och ställde sig något frågande till om lärare är medvetna om vad de grundar sitt handlande på i olika undervisningssituationer? Kan lärare överhuvudtaget sätta ord på det? En av anledningarna till att författarna valde att fokusera på området var att de anser att lärare har till uppgift att tillgodose alla elevers behov och författarna fann det därför intressant att studera några olika lärares handlande. Syftet med studien är att studera lärares didaktiska medvetenhet och hur den kommer till uttryck i intentioner och handlingar, det vill säga hur de talar om sin undervisning och hur de agerar i skilda undervisningssituationer. Metoder som användes i studien var observationer och kvalitativa intervjuer. Resultatet delades in i de tre temana: att individanpassa undervisningen, att samspela med eleven och att bygga på sin beprövade erfarenhet. Resultatet visade att lärarna grundar sitt handlade främst på individualisering då de utgår från vilken elev de handleder, vad denne har för behov, förutsättningar och starka sidor. Det visade sig också att lärarna gör medvetna val när de väljer ut material som de sedan individanpassar utefter elevernas nivå. Det de däremot inte verkar göra lika medvetet är att reflektera över sina val och handlingar samt att läroplanen, anmärkningsvärt nog, inte ligger till grund för deras pedagogiska arbete.</p>

The master thesis deals with elements of logical thinking of children aged 5 to 6, which means the přes-school age. The main goal is to finf out the conditions under which the pre-school children are able to apply elements of logical thinking when solving exercises of the zebra type using the manipulation method. Next goal is to investigate on which of the characteristics of the task depends the success of its solution. The partial hypotheses focus on whether children aged 5 to 6 can successfully solve at least half of the assigned tasks, whether they are able to solve them individually and, last but not least, explore zebra formation after experience from the previous graduated six series. The theoretical part focus on the areas of development that the zebra solution of the pre.school child relies on: motor development, thinkig development, logical and prelogic thinking and the possibility of solving activities. The practical part contains scenarios compiled from draduated tasks that will be solved by three groups of four children. It also contains a series of tasks solved individually by children. In the end, neww groups will be built on the succes rate of previous activities, which will prove the ability to develop tasks from previous experience. In addition to the direct observation method,...

The diploma thesis called "Regional Education of the Local Region Taught at the Lower Grade of Elementary School (Based On the Example of ORP Prachatice)" deals with the problems of teaching about local region in the subject of Geography taught at the lower grade of elementary school. The theoretical part koncerns the geographical characteristics of the region and the place of the thesis among the curriculum. The second part consists of the didactical material aimds to 4th and 5th graders of the elementary school in the region of Prachatice. The material has its grounds in the information collected in the theoretical part. The didactical material is supplemented with worksheets and didactic guide for teachers. The practical part is based on the present Framework Educational Pragramme for Elementary Education.

Made available in DSpace on 2016-06-02T20:02:57Z (GMT). No. of bitstreams: 1 6419.pdf: 2714679 bytes, checksum: e7b28ca713a4181fb73285416b6bb39b (MD5) Previous issue date: 2014-10-31 / In this work the author intends to show an experience of implementation of alternative activities to traditional teaching of trigonometry in 9th year of Fundamental School (Brazilian curriculum). The theme choice came from the author's finding of difficulties presented by pupils in face of a great amount of formulas without meaning for them. The goal of these activities was to stimulate the students to make them construct their own knowledge, culminating in a meaningful learning. It was intended to formulate activities with the use of smartphones and tablets. The technological advance of cell phones has provided a range of different tools that fit in someone's palm and can be accessed immediately. Some of these tools provide the use of tablets and smartphones in the educational context, aiding student's learning in an innovative form, making it more pleasurable. All activities followed the guidelines of didactical engineering as research methodology. The activities were applied in a school were the author is a teacher. / Neste trabalho, a autora pretende mostrar uma experiência de aplicação de atividades alternativas ao ensino tradicional de trigonometria no 9º ano do Ensino Fundamental. A escolha do tema veio da constatação dessa pesquisadora das dificuldades apresentadas pelos alunos ao se depararem com um amontoado de fórmulas sem significado algum para eles. O objetivo das atividades foi estimular os alunos a construir o seu próprio saber, culminando em uma aprendizagem significativa. Pretendeu-se formular atividades com o uso de aplicativos para smartphones e tablets. O avanço tecnológico dos celulares tem proporcionado um leque de diferentes ferramentas que cabem na palma da mão e podem ser acessadas instantaneamente. Algumas dessas ferramentas proporcionam o uso de tablets e smartphones no contexto educacional, auxiliando a aprendizagem dos alunos de forma inovadora, tornando-a mais prazerosa. Todas as atividades seguiram o percurso da Engenharia Didática como metodologia de pesquisa. As atividades foram aplicadas em uma escola em que a pesquisadora é professora.

Made available in DSpace on 2016-06-02T20:02:57Z (GMT). No. of bitstreams: 1 6458.pdf: 5523001 bytes, checksum: 13a03e09a64c7737467c2e1eee8e86bc (MD5) Previous issue date: 2014-10-17 / The dissertation presents a proposal for teaching the content of fractions to a 7th grade classroom of basic education, based on a concrete didactical material, Fraction Case , and the Bar Model inspired in Singapore Mathematics, focused on the conceptual understanding along with basic operation skills. The motivation to this work was the recognition of great difficulty in learning with understanding of rational numbers, shown by the students of basic education across the grades. The learning of rational numbers is of fundamental importance to the accomplishment of the mathematics curriculum of basic education. We adopted the Fraction Case and the Bar Model because they actually offer the possibility of visualizing concrete representation of ideas that underline the subject of fractions. The proposed activities were inspired by the didactical ideas and activities in Baldin & Malagutti (2006), and they aim at the understanding of the concept of equivalent fractions together with the basic operations of addition, subtraction, multiplication and division of fractions, starting from the perspective of the part-whole relationship. We bring out the outcome resulted from the application of activities in three classrooms of 7th grade students of a private school of city of Bauru. / Apresentamos neste trabalho uma proposta de ensino do conteúdo de frações para uma turma de 7º ano, baseada na utilização de um material concreto intitulado Estojo das frações e do Modelo de Barras da Matemática de Singapura, e centrada na consolidação dos conceitos e das operações básicas. A realização deste trabalho foi motivada por uma constatação da enorme dificuldade de aprendizagem e compreensão dos números racionais apresentada por alunos de diversas séries do ensino fundamental. A aprendizagem dos números racionais é de fundamental importância para o desenvolvimento do conteúdo curricular da matemática do ensino fundamental. O Estojo de frações e o Modelo de Barras foram utilizados, pois oferecem a possibilidade de visualizar concretamente os conceitos relacionados ao tema de frações. As atividades propostas foram baseadas nas ideias didáticas e atividades do material de Baldin e Malagutti (2006), e buscam a compreensão do significado de frações equivalentes e das operações de adição, subtração, multiplicação e divisão de frações a partir do significado parte-todo. Trazemos também os resultados obtidos a partir da aplicação dessa proposta com três turmas de 7º ano de uma escola particular de Bauru.

Diploma thesis work with chosen teaching methods which are used in learning about nature. This diploma thesis contains many instruction, recommendatious for teaching nature studies at primary school. It also contains a review of books, requisites and didactical plays which can be insert into seperate lessons. At the end there are single results of tests, which lead to comparison of chosen methods of student´s working, which are used by acquireing knowledge about nature. According to the results we can find out also the successfulness of solving separate types of questions in the test.

This diploma paper deals with the problems connected to sports massages. The aim of this work was to form didactical help, including a DVD which will be also used for sports massage trainings. The teoretical part briefly describes the history and development of classical and sports massages. There are defined types of sports massages, their incidence and effect. A special attention is also paid to basic hygienic code and restrictions of sports massages which are to be respected. This work futher analyses massages and describes basic rubbing touches and the procedure of overall sports massage. In addition, the work brings an outline of the make of the training film. For the practical part is enclosed a DVD film as a didactical help.

In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laboratory activity relates to the potential and complications of experimental activities in science education, as described in the vast literature on the topic. It is argued that the use of smartphones constitutes an interesting use of new technology for addressing known problems of practical work. Of particular interest is that smartphones offer a way to bridge the gap between the everyday life of students and the world of physics experiments (smartphones are powerful pocket laboratories). The use of smartphones also avoids using unfamiliar laboratory equipment that is known to hinder focus on intended content, while at the same time exploring a powerful tool for data acquisition and analysis. Overall, the use of smartphones (and computers) in this manner can be seen as the result of applying Occam’s razor to didactics: only familiar and readily available instrumentation is used, and skills learned (movie handling and image analysis) are all educationally worthwhile. Although the activity was judged successful, a systematic investigation of learning outcome was out of scope. This means that no strong conclusions can be drawn based on this limited work. Nonetheless, the smartphone activity was well received by the students and should constitute a useful addition to the set of instructional approaches, especially since variation is known to benefit learning. The main failure of the design was an overestimation of student prior knowledge on motion physics (and its application to image data). As a consequence, the activity took required more time and effort than originally anticipated. No severe pitfalls of smartphone usage were identified, but it should be noted that the proposed activity – with its lack of well-defined results due to variations in kick strength – requires that the teacher is capable of efficiently analysing multiple student films (avoiding the feedback process to become overwhelmingly time consuming). If not all student films are evaluated, the feedback to the students may become of low quality, and misconceptions may pass under the radar. On the other hand, given that programming from 2018 will become compulsory, an interesting development of the activity would be to include handling of images and videos using a high-level programming language like Python.

The Master Thesis deals with the problem of didactical processing of the curriculum of economic integration and European Union for business academies. The main goal of this work is to bring useful output which should make the process of teaching this topic easier for teachers. The work is divided into two parts. The theoretical part is devoted to analyzing law regulations and educational programs which should lead to defining necessary requirements for teaching this topic. The practical part builds on the theoretical outcome. A theoretical presentation of the topic of economic integration and European Union is presented at the beginning of the practical part. Afterwards, the practical part focuses on creating a database of questions and tasks for practicing and evaluating students knowledge of this topic. In addition, results of a questionnaire research are presented afterwards. The research was conducted among the teachers and students of Karlínská Business Academy in Prague 8 who received the output of this work. The work is finished with a conclusion connected with a recommendation which was gained during the process of creating this Master Thesis.

To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of depression. Teachers can engage with these negative feelings by including such framings as solutions-orientation, community-orientation, or long-term trends. While keeping cognitive learning and engagement at the same level, teachers can increase the positive emotions students have towards the content by designing it constructively. This study provides a way to encourage behavioural change in young people that is easier than transforming the entire global educational system. The insights can also be used for the broader public. Empowering people through information can inspire them to take action for mitigation and adaptation.