Está estabelecido na literatura de neurociência que ocorrem transformações no encéfalo de animais, devido à neuroplasticidade; estas podem ser potencializadas de acordo com os ambientes nos quais o indivíduo interage, assim como o tipo de interação estabelecida por este. Na literatura, a aplicação do conceito de ambiente enriquecido para a prática experimental mostra resultados favoráveis e significativos na aprendizagem e desenvolvimento de animais. Neste estudo, buscou-se ampliar o conceito de ambiente enriquecido para o ambiente educacional de um centro de ciência. Investigar a interação de alunos do 5º ano da rede pública de ensino, em ambiente educacional de oficinas de construção de brinquedos oferecidas, no Centro de ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), e possíveis aproximações com o conceito de ambiente educacional enriquecido, proposto neste estudo, constitui o objeto deste trabalho. Nesta investigação buscou-se destacar os componentes ambientais que influem no desempenho e na interação dos alunos durante as oficinas. A investigação, de natureza qualitativa, foi inspirada na metodologia de Estudo de Caso do tipo Etnográfico Aplicado à Educação, que indica a imersão do pesquisador no campo investigado para apreensão de relações e significados dos sujeitos, apenas realizada após longa permanência do pesquisador em campo. Foram utilizados como instrumentos entrevistas, gravação em áudio e em vídeo e adotado o diário de campo para registro das observações. Os dados mostraram incorporação de elementos conceituais de fenômenos observados durante a execução das oficinas, assim como busca ativa de explicação para compreensão desses fenômenos físicos identificados durante a interação dos alunos com os brinquedos. Por meio deste estudo, identificou-se a necessidade de considerar os ambientes educacionais em perspectiva integral, em seus componentes físico-estruturais e humanos. Em ambiente educacional, as aquisições por parte dos alunos não se restringem ao ensino e aprendizagem de conteúdos, mas também se realizam na mudança de atitudes e crenças, compreensão de fenômenos e aspectos do cotidiano, entendimento estético, identidade etc. Foi observado que alunos rotulados no ambiente escolar como aluno com distúrbios; com dificuldades de aprendizagem e ou comprometimento, no ambiente das oficinas de construção de brinquedos apresentaram desempenho e envolvimento tão bom ou melhor quanto os dos alunos considerados normais. O estudo destacou o papel do mediador e do professor como essencial na atividade, como parte dos elementos enriquecedores do ambiente de aprendizagem, em que sua expectativa em relação ao desempenho dos alunos, sua concepção de ensino e de aprendizagem e orientações oferecidas aos alunos influem significativamente no ambiente, condução da atividade e desempenho dos alunos. Desta forma, observamos que o ambiente de construção de brinquedos possui elementos que propiciam a aprendizagem, a interação e desenvolvimento dos alunos / It is well established in the literature of Neuroscience that transformations occur in the brain of animals due to neuroplasticity, these can be potentiated according to the environments in which the individual interacts, as well as the type and quality of interaction established by the individual. In the literature, the application of the concept of enriched environment for the experimental practice shows favorable and significant results in learning and development of animals. In this study, we sought to extend the concept of an enriched environment for the educational environment of a science center. To investigate the interaction of students in the 5th year of public school in the educational environment of workshops to build toys that are offered at the Centro de Ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), and possible approaches to the concept of enriched educational environment, proposed in this study are the objective of this research. In this study we sought to investigate the environmental components that influence the performance and interaction of students during the workshops. The research, qualitative in nature, was inspired by the methodology of case study Ethnographic Applied to Education type which indicates the immersion of the researcher in the investigated field for seizure of relationships and meanings of the subjects performed only after long enough residence of the researcher in the field. Interviews, audio and video recording were used as instruments along with the field diary to record observations. The data showed incorporation of elements of the conceptual phenomena worked during the workshops, as well as an active search for an explanation for understanding these identified physical phenomena during the students\' interaction with the proposed toys. Through this study, we identified the need to consider the educational environments in a comprehensive perspective on their physical-structural and human components. In the educational environment, acquisitions of knowledge by students are not restricted to teaching and learning contents, but also take place by changing attitudes and beliefs, understanding of the phenomena and aspects of everyday life, aesthetic understanding, identity, etc. It was also observed that students labeled at school as a student with learning problems, in the environment of the workshops to build toys showed involvement and performance as good or better as the students originally considered normal. The study highlighted the role of the mediators and the teacher as essential in the activity as part of the elements enriching the learning environment, in which their expectations regarding the performance of the students, their conception of teaching and learning and guidance offered to pupils significantly affect the environment, conducting the activity and performance of students. Thus, we observed that the environment of building toys might have physical and human elements to promote learning and students interaction and so it might be considered as enriched environment

The diploma thesis deals with the educational environment relating to the development of conduct disorders in adolescent girls. These are mainly the educational environments of family and school, in respect of their importance for the socialization of the individual. The theoretical part first briefly characterizes the adolescent period in its bio-psycho- social aspects. Further it deals with the issue of conduct disorders, their classification, manifestation, but also the etiology or specifics of these problems in girls. In conclusion it offers insight into correlation between different characteristics of the educational environments and conduct disorders with a focus on the specifics in girls. The empirical part of the work aims to map the possible relationship between conduct disorders in girls and educational environment by the form of ten detailed case studies of girls aged fourteen to sixteen placed in institutional facilities. Both qualitative and quantitative methods have been used for this research. The diploma project contributes to understanding the psychological context of the problematic development of adolescent girls and brings new data into the wider monitoring project of educational environment in adolescents. In addition to the benefits of detailed case studies of girls that give...

<p>Upp till 15 % (Statistiska centralbyrån, 2005) av barnen i Sverige har en utländsk bakgrund. Detta innebär bl. a. att andelen elever med en annan språklig och kulturell bakgrund kommer att öka. Det är därför angeläget att lärare utvecklar en kompetens att undervisa barn och ungdomar som har ett annat modersmål än svenska.</p><p>I detta arbete kommer jag att fokusera på att göra en genomgång av litteratur som innefattar matematikundervisningen med fokus på andraspråkselever. En intervjuundersökning med tre berörda lärare som undervisar i matematik i en förberedelseklass på en gymnasieskola har också genomförts. Frågorna i intervjuerna behandlar matematikundervisningen för elever, som har ett annat modersmål än svenska. Det är frågor rörande undervisningsmiljö, bl. a. hur lärare kommunicerar med elever som inte kan svenska än; om det utgör en skillnad ifall den nytillkomne eleven redan har vissa matematiska kunskaper från hemlandet; hur planerar lärare undervisningen för en elev på vägen till betyget, vilka hjälpmedel använder lärare i undervisningen. Jag tog även upp frågor om samarbete mellan matematiklärare och hemspråkslärare.</p><p>Resultaten av min studie visar att andraspråkseleverna lyckas mindre bra än svensktalande elever pga. språket. Även de elever som klarar vardagssvenska relativt bra har svårt att förstå matematisk terminologi och även svenskan i matematiska sammanhang. När en lärare inte kan elevens hemspråk provar sig läraren fram genom något gemensamt tredje språk. Det används matematiklexikon från Skolverket och även hemspråkslexikon. Lärare uppmuntrar elever att skriva egna glosor. Läraren använder mycket visuella material i sitt dagliga arbete, så som bilder, kort, skisser, OH bilder. Laborativa medel som litermått, decilitermått, måttband, våg, kubikmeter, kubikcentimeter. Dessutom använder läraren matematiska ramsor, soduku, matematiska spel, vardagsföremål. Lärare använder även sin egen kropp och gester för att förklara matematiska relationsbegrepp, så som större – mindre, högre – lägre osv.</p> / <p>Because of the large and increasing number of second-language students, teachers should develop the competence in mathematics education of minority students.</p><p>This essay focuses on findings in the literature about education in mathematics of minority students. Three teachers who are teaching mathematics in the prepare-class at gymnasium were interviewed.</p><p>Following issues are discussed, the professional attitudes to educational environment, communication with the new-arrived students; if the mathematical knowledge from the land of origin makes the possible difference; how education is planned in order to give certification; which practical teaching aids are used in the education. Further cooperation between the native-language teacher and mathematics teacher is discussed.</p><p>In the situations, when students can not speak Swedish, the teacher and the student use sometimes another language which is common for them both. A lot of practical aids are used in the education. Even mathematical strings of words, soduku, mathematical games, and everyday-used articles are widely used. Body language and gests are generally used to explain the mathematical relation concepts.</p>

Upp till 15 % (Statistiska centralbyrån, 2005) av barnen i Sverige har en utländsk bakgrund. Detta innebär bl. a. att andelen elever med en annan språklig och kulturell bakgrund kommer att öka. Det är därför angeläget att lärare utvecklar en kompetens att undervisa barn och ungdomar som har ett annat modersmål än svenska. I detta arbete kommer jag att fokusera på att göra en genomgång av litteratur som innefattar matematikundervisningen med fokus på andraspråkselever. En intervjuundersökning med tre berörda lärare som undervisar i matematik i en förberedelseklass på en gymnasieskola har också genomförts. Frågorna i intervjuerna behandlar matematikundervisningen för elever, som har ett annat modersmål än svenska. Det är frågor rörande undervisningsmiljö, bl. a. hur lärare kommunicerar med elever som inte kan svenska än; om det utgör en skillnad ifall den nytillkomne eleven redan har vissa matematiska kunskaper från hemlandet; hur planerar lärare undervisningen för en elev på vägen till betyget, vilka hjälpmedel använder lärare i undervisningen. Jag tog även upp frågor om samarbete mellan matematiklärare och hemspråkslärare. Resultaten av min studie visar att andraspråkseleverna lyckas mindre bra än svensktalande elever pga. språket. Även de elever som klarar vardagssvenska relativt bra har svårt att förstå matematisk terminologi och även svenskan i matematiska sammanhang. När en lärare inte kan elevens hemspråk provar sig läraren fram genom något gemensamt tredje språk. Det används matematiklexikon från Skolverket och även hemspråkslexikon. Lärare uppmuntrar elever att skriva egna glosor. Läraren använder mycket visuella material i sitt dagliga arbete, så som bilder, kort, skisser, OH bilder. Laborativa medel som litermått, decilitermått, måttband, våg, kubikmeter, kubikcentimeter. Dessutom använder läraren matematiska ramsor, soduku, matematiska spel, vardagsföremål. Lärare använder även sin egen kropp och gester för att förklara matematiska relationsbegrepp, så som större – mindre, högre – lägre osv. / Because of the large and increasing number of second-language students, teachers should develop the competence in mathematics education of minority students. This essay focuses on findings in the literature about education in mathematics of minority students. Three teachers who are teaching mathematics in the prepare-class at gymnasium were interviewed. Following issues are discussed, the professional attitudes to educational environment, communication with the new-arrived students; if the mathematical knowledge from the land of origin makes the possible difference; how education is planned in order to give certification; which practical teaching aids are used in the education. Further cooperation between the native-language teacher and mathematics teacher is discussed. In the situations, when students can not speak Swedish, the teacher and the student use sometimes another language which is common for them both. A lot of practical aids are used in the education. Even mathematical strings of words, soduku, mathematical games, and everyday-used articles are widely used. Body language and gests are generally used to explain the mathematical relation concepts.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Está estabelecido na literatura de neurociência que ocorrem transformações no encéfalo de animais, devido à neuroplasticidade; estas podem ser potencializadas de acordo com os ambientes nos quais o indivíduo interage, assim como o tipo de interação estabelecida por este. Na literatura, a aplicação do conceito de ambiente enriquecido para a prática experimental mostra resultados favoráveis e significativos na aprendizagem e desenvolvimento de animais. Neste estudo, buscou-se ampliar o conceito de ambiente enriquecido para o ambiente educacional de um centro de ciência. Investigar a interação de alunos do 5º ano da rede pública de ensino, em ambiente educacional de oficinas de construção de brinquedos oferecidas, no Centro de ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), e possíveis aproximações com o conceito de ambiente educacional enriquecido, proposto neste estudo, constitui o objeto deste trabalho. Nesta investigação buscou-se destacar os componentes ambientais que influem no desempenho e na interação dos alunos durante as oficinas. A investigação, de natureza qualitativa, foi inspirada na metodologia de Estudo de Caso do tipo Etnográfico Aplicado à Educação, que indica a imersão do pesquisador no campo investigado para apreensão de relações e significados dos sujeitos, apenas realizada após longa permanência do pesquisador em campo. Foram utilizados como instrumentos entrevistas, gravação em áudio e em vídeo e adotado o diário de campo para registro das observações. Os dados mostraram incorporação de elementos conceituais de fenômenos observados durante a execução das oficinas, assim como busca ativa de explicação para compreensão desses fenômenos físicos identificados durante a interação dos alunos com os brinquedos. Por meio deste estudo, identificou-se a necessidade de considerar os ambientes educacionais em perspectiva integral, em seus componentes físico-estruturais e humanos. Em ambiente educacional, as aquisições por parte dos alunos não se restringem ao ensino e aprendizagem de conteúdos, mas também se realizam na mudança de atitudes e crenças, compreensão de fenômenos e aspectos do cotidiano, entendimento estético, identidade etc. Foi observado que alunos rotulados no ambiente escolar como aluno com distúrbios; com dificuldades de aprendizagem e ou comprometimento, no ambiente das oficinas de construção de brinquedos apresentaram desempenho e envolvimento tão bom ou melhor quanto os dos alunos considerados normais. O estudo destacou o papel do mediador e do professor como essencial na atividade, como parte dos elementos enriquecedores do ambiente de aprendizagem, em que sua expectativa em relação ao desempenho dos alunos, sua concepção de ensino e de aprendizagem e orientações oferecidas aos alunos influem significativamente no ambiente, condução da atividade e desempenho dos alunos. Desta forma, observamos que o ambiente de construção de brinquedos possui elementos que propiciam a aprendizagem, a interação e desenvolvimento dos alunos / It is well established in the literature of Neuroscience that transformations occur in the brain of animals due to neuroplasticity, these can be potentiated according to the environments in which the individual interacts, as well as the type and quality of interaction established by the individual. In the literature, the application of the concept of enriched environment for the experimental practice shows favorable and significant results in learning and development of animals. In this study, we sought to extend the concept of an enriched environment for the educational environment of a science center. To investigate the interaction of students in the 5th year of public school in the educational environment of workshops to build toys that are offered at the Centro de Ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), and possible approaches to the concept of enriched educational environment, proposed in this study are the objective of this research. In this study we sought to investigate the environmental components that influence the performance and interaction of students during the workshops. The research, qualitative in nature, was inspired by the methodology of case study Ethnographic Applied to Education type which indicates the immersion of the researcher in the investigated field for seizure of relationships and meanings of the subjects performed only after long enough residence of the researcher in the field. Interviews, audio and video recording were used as instruments along with the field diary to record observations. The data showed incorporation of elements of the conceptual phenomena worked during the workshops, as well as an active search for an explanation for understanding these identified physical phenomena during the students\' interaction with the proposed toys. Through this study, we identified the need to consider the educational environments in a comprehensive perspective on their physical-structural and human components. In the educational environment, acquisitions of knowledge by students are not restricted to teaching and learning contents, but also take place by changing attitudes and beliefs, understanding of the phenomena and aspects of everyday life, aesthetic understanding, identity, etc. It was also observed that students labeled at school as a student with learning problems, in the environment of the workshops to build toys showed involvement and performance as good or better as the students originally considered normal. The study highlighted the role of the mediators and the teacher as essential in the activity as part of the elements enriching the learning environment, in which their expectations regarding the performance of the students, their conception of teaching and learning and guidance offered to pupils significantly affect the environment, conducting the activity and performance of students. Thus, we observed that the environment of building toys might have physical and human elements to promote learning and students interaction and so it might be considered as enriched environment

The aim of my thesis is to analyze various aspects of the inclusive teaching concept within the first stages of elementary education and how such aspects may be applied. The work is divided into two main parts, theoretical and practical. The theoretical part is further divided into five main chapters. The first chapter covers the topic of how all students can be included in the elementary education system. The second chapter discusses the key components of how the theory can be implemented and successfully applied to individuals in order to help students achieve their educational goals. The third chapter focuses on topics of special needs education, learning and behavioral disorders. The fourth chapter discusses the necessary role parents and guardians should take in this process. A summary of theoretical part is provided in the fifth chapter. The practical part of the thesis is also divided into four chapters, each of which is numbered and connected to the theoretical part. The sixth chapter defines the objectives of the practical part of my thesis, which are based on various research methods including interviews, surveys and questionnaires. The purpose of the research was to collect firsthand accounts, information and data that would help me analyze the concept of inclusive education and assist...

The aim of this study consists of two major parts: in the first place, the goal is to show to which extent the reading behavioral patterns as well as the reading methods of children and the youth have changed and developed during the past few decades. In the second place, the focus of the study shifts to the educational situation in which German as a foreign language is being taught. Important differences between mother tongue and foreign language education are pointed out and guidelines are given concerning the usage of reading as an important skill in the process of mastering German successfully. The activity of “reading” has been an integral part of the human composition and lifestyle since the earliest days of known human existence. The reading of a vastly different range of literature enriches a person’s life in a variety of ways and influences a person’s thoughts and deeds greatly to a positive extent. The reading of different types of literature can lead to the acquirement of new knowledge as well as the development of existing knowledge, new or unknown facts and information can be discovered and reading can also be utilized for the means of pure relaxation. Quite a large number of factors have contributed during the course of the last few decades to a negative development and decline in the reading patterns as well as the reading methods of the society in general – for example, the new innovations in technology, especially the increasing usage of the computer, as well as the hustled and hurried human lifestyle in which time as a very valuable and precious commodity has become extremely limited. Mainly due to above-mentioned factors a definite decline in the reading activities of children and the youth can be observed and therefore this distressing trend forms one of the major focus points of this mini-dissertation. One of the most important and influential role players in the process of establishing an early liking and love for reading is undeniably and obviously the parental home, as well as the parents’ reading behavior and habits. Another and equally important role player in the development of desired reading behavior of children and the youth are the schools and/or other educational institutions. Consequently another focus point of this study will therefore be the reading methods, which are applied in the teaching situation and the reader in a foreign language situation, as well as the reading process which takes place during the learning of a foreign language (such as German) will specifically be taken into consideration. The latter is especially important in the South African context, because German in this country is mainly being taught as a foreign language. Reading as one of the four main skills (reading; listening; speaking; writing) required in the process of learning a new (foreign) language has been a subject of scientific research since the beginning of the 20th century. In the past few decades a variety of studies in the fields of sociology, didactics and linguistics have been undertaken and the diverse theories that have resulted from these studies are a prominent fact. The interest in the reading habits of children and the youth has been rekindled during the recent decade or two and in-depth studies have indicated to which extent learners’ reading skills not only influence their ability to master a foreign language, but also contribute to the learning of other study material as well. Studies that were undertaken in Germany were mainly being made use of during the research process of this mini-dissertation, in view of the fact that the focus of the material is of course German as a foreign language. The method of research, which was applied in this mini-dissertation, is mainly a literature study and analysis. Several theories concerning the reading habits and reading behavior and/or –disposition of children and the youth towards the various forms of literature, the sociology of different reading types and the importance of the development of reading skills in especially the teaching of German as a foreign language are being investigated, analysed, discussed and compared in the various chapters. Relevant and timely information has been obtained from a comprehensive range of literary sources. Books, magazine articles, reference books as well as the internet (especially concerning the results of the most recent studies being done in German schools) have been used extensively to gather relevant information, which have consequently been compiled in such a way that for example teachers could consult and utilise this mini-dissertation in a practical and useful manner, wherever applicable. / Dissertation (MA (German))--University of Pretoria, 2006. / Modern European Languages / unrestricted

Title: Educational environment additive polygons and polyhedrons Summary: The main intention of the work is to introduce a new mathematical educational environment that would be especially attractive for pupils in the grades 6. -9., but also in the secondary schools, universities or primary schools The work consists of six parts. In the introduction are mentioned the reasons that led me to choose this topic. The second chapter describes the theoretical basis of the work. The third section describes in detail the environment of additive polygons, both its aspects - mathematical and educational one. Analogously, as it is in the third chapter, is processed the fourth chapter that is dedicated to the environment of additive polyhedrons. The fifth chapter is devoted to the linking of the environment of additive polygons and polyhedrons into the linear algebra. In conclusion are provided further opportunities of work with this environment.

This dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include operations/management, contract application, professional development, classroom management, interpersonal, financial, and unanticipated events. The modified frame analysis was used to help empower teachers to solve problems that affect their performance and motivation, to prevent burnout, attrition, as well as help build and maintain a positive school climate. This dissertation promotes the notion that school climate is composed of and constructed from these seven domains as constituent parts that combine to create the school climate. The author-created tool, Tools for Teachers to Address Domains of Dissatisfaction, enables teachers to quickly reference potential solutions to problems faced. The tool is a prototype, created based on professional literature sources focusing on research-based strategies to identify problems and methods a teacher can use to solve a problem, thus preventing a negative school environment for the students, staff as well as other stakeholders. The domains of dissatisfaction were tested against real-life issues submitted to a Faculty Advisory Committee in order to provide veracity and justification of the domains.