Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-05-20Bitstream added on 2014-06-13T18:52:44Z : No. of bitstreams: 1 fonseca_g_me_bauru.pdf: 2171300 bytes, checksum: 47f6e65f9c2654878accb90864b77e47 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria da Educação de SP / Esse trabalho teve como objetivo acompanhar o processo de significação de conceitos ecológicos envolvidos no projeto didático Meio ambiente e o processo educacional: os ecossistemas e a cultura de Ilha Comprida. O projeto foi desenvolvido durante o ano letivo de 2007 numa escola estadual de ensino médio, no mesmo município, com participação de todas as séries e períodos. Neste intervalo de tempo trabalhamos os conceitos de ecologia previstos para o ensino médio. A sequência didática apresentada envolveu a apresentação e representação de fenômenos naturais. O tema gerador do projeto foram os ecossistemas terrestres de Ilha Comprida. Por se tratar de uma ilha de restinga apresenta diversos ecossistemas costeiros de Mata Atlântica com características singulares. Próximos espacialmente, e limitados fisicamente na costa noroeste pelo Mar Pequeno (estuário) e na costa sudeste pelo Oceano Atlântico. O município apresenta cobertura vegetal bem conservada. Tudo isto torna Ilha Comprida um ótimo laboratório didático para o ensino aprendizagem de ecologia. Fundamentamos o desenvolvimento e a análise das ações didáticas e analíticas, pelo referencial teórico da filosofia de Charlers Sanders Peirce (1839-1914). Segundo a teoria semiótica peirceana o modo de apreensão de um fenônemo apresenta três faces, primeiridade, secundidade e terceiridade, de maneira que, o conhecimento se faz mediante signos no decorrer da experiência. Os níveis didáticos perceber/relacionar/conceituar idealizados a partir da tríade peirceana de interpretantes nortearam a investigação do processo de significação dos conceitos ecológicos pelos alunos. O universo amostral foi um grupo de 10 alunos de uma primeira série do ensino médio, selecionados aleatoriamente por sorteio do grupo total da série. Estes alunos participaram de todas as fases... / This work had as objective to follow the process of meaning of ecological concepts developed in the project Environment and the educacional process: The ecosystems and the culture of long Island. In the related project the terrestrial ecosystems of its city had been worked the concepts of ecology foreseen for average education having as generating subject, Ilha Comprida. That for if dealing with an island of restinga it presents diverse ecosystems of Atlantic Forest with singular characteristics, where diverse ecological factors act. Moreover the city is presented with its well conserved natural covering. These factors become the city an excellent laboratory for education ecology learning. During the development of the project the curricular contents of ecology had been worked in practical and theoretical lessons. We base the development and the analysis of the learning actions/professors, for the theoretical referencial of the philosophy of Charlers Sanders Peirce (1839-1914). According to peircean theory the way of apprehension of a phenomenon if of the one of triadic form: primeiridade, secundidade and terceiridade, thus, the knowledge if makes by means of signs in elapsing of the experience. The didactic levels to perceive/to relate/to appraise idealised from the peirceana triad of interpreters had guided the inquiry of the process of significação of the ecological concepts for the pupils. To follow the significação process we appeal to the analysis peirceana semiotics of the data collected in a group of 10 pupils of the first series of average education, chosen teams aleatoriamente for drawing, who had participated of all the phases of the project. We can stand out, between the analysed points... (Complete abstract click electronic access below)

Orientador: Ana Maria de Andrade Caldeira / Banca: Ana Tyomi Obara / Banca: Osmar Cavassan / Resumo: Esse trabalho teve como objetivo acompanhar o processo de significação de conceitos ecológicos envolvidos no projeto didático "Meio ambiente e o processo educacional: os ecossistemas e a cultura de Ilha Comprida". O projeto foi desenvolvido durante o ano letivo de 2007 numa escola estadual de ensino médio, no mesmo município, com participação de todas as séries e períodos. Neste intervalo de tempo trabalhamos os conceitos de ecologia previstos para o ensino médio. A sequência didática apresentada envolveu a apresentação e representação de fenômenos naturais. O tema gerador do projeto foram os ecossistemas terrestres de Ilha Comprida. Por se tratar de uma ilha de restinga apresenta diversos ecossistemas costeiros de Mata Atlântica com características singulares. Próximos espacialmente, e limitados fisicamente na costa noroeste pelo Mar Pequeno (estuário) e na costa sudeste pelo Oceano Atlântico. O município apresenta cobertura vegetal bem conservada. Tudo isto torna Ilha Comprida um ótimo "laboratório" didático para o ensino aprendizagem de ecologia. Fundamentamos o desenvolvimento e a análise das ações didáticas e analíticas, pelo referencial teórico da filosofia de Charlers Sanders Peirce (1839-1914). Segundo a teoria semiótica peirceana o modo de apreensão de um fenônemo apresenta três faces, primeiridade, secundidade e terceiridade, de maneira que, o conhecimento se faz mediante signos no decorrer da experiência. Os níveis didáticos perceber/relacionar/conceituar idealizados a partir da tríade peirceana de interpretantes nortearam a investigação do processo de significação dos conceitos ecológicos pelos alunos. O universo amostral foi um grupo de 10 alunos de uma primeira série do ensino médio, selecionados aleatoriamente por sorteio do grupo total da série. Estes alunos participaram de todas as fases... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work had as objective to follow the process of meaning of ecological concepts developed in the project "Environment and the educacional process: The ecosystems and the culture of long Island". In the related project the terrestrial ecosystems of its city had been worked the concepts of ecology foreseen for average education having as generating subject, Ilha Comprida. That for if dealing with an island of restinga it presents diverse ecosystems of Atlantic Forest with singular characteristics, where diverse ecological factors act. Moreover the city is presented with its well conserved natural covering. These factors become the city an excellent "laboratory" for education ecology learning. During the development of the project the curricular contents of ecology had been worked in practical and theoretical lessons. We base the development and the analysis of the learning actions/professors, for the theoretical referencial of the philosophy of Charlers Sanders Peirce (1839-1914). According to peircean theory the way of apprehension of a phenomenon if of the one of triadic form: primeiridade, secundidade and terceiridade, thus, the knowledge if makes by means of signs in elapsing of the experience. The didactic levels to perceive/to relate/to appraise idealised from the peirceana triad of interpreters had guided the inquiry of the process of significação of the ecological concepts for the pupils. To follow the significação process we appeal to the analysis peirceana semiotics of the data collected in a group of 10 pupils of the first series of average education, chosen teams aleatoriamente for drawing, who had participated of all the phases of the project. We can stand out, between the analysed points... (Complete abstract click electronic access below) / Mestre

The study explores the incorporation of Environmental Education (EE) for sustainability in the Namibian Colleges of Education. The thrust is held in this study because of the view that the incorporation of EE promotes sustainable development. Cross-curricular teaching is the preferred model for the incorporation of EE in the Namibian Colleges of Education because it brings all teacher educators to contribute to the teaching of environmental education themes just as sustainable development requires all players to incorporate its principles in core operations of institutions. The study explores the global environment crisis, the environmental degradation in Africa in general and Namibia in particular. Education is seen as an instrument that could be used to address the environmental problems that affect the ability of the ecosystem to regulate climate, to provide resources and to support natural and human life in the broader environment. The study presented the EE goals such as the ecological foundation, the conceptual awareness: issues and values, investigation and evaluation as well as the environmental action, training and application. The study explores theoretical perspectives for the incorporation of EE, theories of modern environmentalism and theories of sustainability as well as policies that were undertaken in Namibia to incorporate EE in the Namibian Colleges of Education. The methodology of research is both quantitative and qualitative and is rooted in the classical and grounded theory approaches to research. The documentation of data and the questionnaire were used as techniques and tools to collect both direct and indirect data. It emerged from the findings of the study that the ecological foundation and the conceptual awareness subgoals are part of EE teaching while the investigation and evaluation as well as the environmental action, training and application subgoals are not part of EE teaching in the Namibian Colleges of Education. The findings of the study reveal that teacher educators in the Namibian Colleges of Education have a variety of understandings and perceptions about the incorporation of EE in the Namibian Colleges of Education. The findings also show that the barriers that affect the incorporation of EE in the Namibian Colleges of Education are institutional, dispositional and situational. The recommendations of the study support the clarification of the concept of cross-curricular teaching in light of the emerging paradigm of sustainable development. They also promote the re-orientation of the administration, the curriculum and teacher educator attitudes in the Namibian Colleges of Education. / Educational Studies / D. Ed. (Didactics)

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Accompanying materials in Spanish. Sponsor: Robert Taylor. Dissertation Committee: Robert McClintock. Includes bibliographical references (leaves 125-135).

The study explores the incorporation of Environmental Education (EE) for sustainability in the Namibian Colleges of Education. The thrust is held in this study because of the view that the incorporation of EE promotes sustainable development. Cross-curricular teaching is the preferred model for the incorporation of EE in the Namibian Colleges of Education because it brings all teacher educators to contribute to the teaching of environmental education themes just as sustainable development requires all players to incorporate its principles in core operations of institutions. The study explores the global environment crisis, the environmental degradation in Africa in general and Namibia in particular. Education is seen as an instrument that could be used to address the environmental problems that affect the ability of the ecosystem to regulate climate, to provide resources and to support natural and human life in the broader environment. The study presented the EE goals such as the ecological foundation, the conceptual awareness: issues and values, investigation and evaluation as well as the environmental action, training and application. The study explores theoretical perspectives for the incorporation of EE, theories of modern environmentalism and theories of sustainability as well as policies that were undertaken in Namibia to incorporate EE in the Namibian Colleges of Education. The methodology of research is both quantitative and qualitative and is rooted in the classical and grounded theory approaches to research. The documentation of data and the questionnaire were used as techniques and tools to collect both direct and indirect data. It emerged from the findings of the study that the ecological foundation and the conceptual awareness subgoals are part of EE teaching while the investigation and evaluation as well as the environmental action, training and application subgoals are not part of EE teaching in the Namibian Colleges of Education. The findings of the study reveal that teacher educators in the Namibian Colleges of Education have a variety of understandings and perceptions about the incorporation of EE in the Namibian Colleges of Education. The findings also show that the barriers that affect the incorporation of EE in the Namibian Colleges of Education are institutional, dispositional and situational. The recommendations of the study support the clarification of the concept of cross-curricular teaching in light of the emerging paradigm of sustainable development. They also promote the re-orientation of the administration, the curriculum and teacher educator attitudes in the Namibian Colleges of Education. / Educational Studies / D. Ed. (Didactics)

By considering the school environment as an individual formation vehicle for its social and environmental performance, it is recognized in Ecology Education, specifically, potentialities for the comprehension of environmental problems, especially if taken as a starting point the experiential environment for students. This work aims to analyze the practice of Biology teachers on local ecosystems in Ecology classes from three public schools in Aracaju, Sergipe, located near to the “Morro do Urubu” Environmental Protection Area (EPA), which includes the only remnant of the Atlantic Forest in the city and it is situated in the vicinity of the Rio Sergipe estuary, with mangrove areas. The research has a qualitative approach, using interviews as a data acquisition instrument. It was analyzed reports of seven teachers of these schools about their teaching practice in order to characterize the teaching strategies used in local ecosystems teaching and analyze the potentialities and limitations of teaching these ecosystems. For the categorization of teaching strategies used by these teachers, it was used the classification of Teaching Methods proposed by Krasilchik. The results showed that the practice of most teachers is limited to the Lectures and Individualized Instruction methods, perhaps due in part to the scarcity of material resources and lack of pedagogical support, a fact that narrows mainly the execution of Demonstrations, Experimental Classes and Simulations. The long hours of work in teaching activity of these professionals impede them from undertaking more joint work with other colleagues of the schools in which they work, making it impossible to carry out Tours and Projects. It was observed that although some teachers realize the existence of certain ecosystems surrounding the school and recognize the potential of these environments for students learning, unfortunately, the proximity to the “Morro do Urubu” EPA does not seem to influence the didactic approach on local ecosystems, and was the Textbook appointed as the main guiding of the practice of these teachers. It is seen, therefore, the need for investments, both in resources and in more efficient Public Policies for teacher training. / Ao considerar a escola como instituição de formação do indivíduo para sua atuação socioambiental, reconhece-se no Ensino de Ecologia, especificamente, potencialidades para a compreensão dos problemas ambientais, principalmente, se tomado como ponto de partida o ambiente vivencial dos estudantes. Este trabalho tem como objetivo analisar a prática sobre ecossistemas locais de docentes de Biologia em aulas de Ecologia de três escolas da rede pública estadual de Aracaju, Sergipe, localizadas próximo a Área de Proteção Ambiental Morro do Urubu, que engloba o único remanescente de Mata Atlântica da cidade e encontra-se situada no entorno do estuário do Rio Sergipe, com áreas de manguezais. A pesquisa possui uma abordagem qualitativa, utilizando como instrumento de coleta de dados a entrevista. Analisaram-se os relatos de sete professores destas escolas sobre sua prática docente, a fim de caracterizar as estratégias didáticas utilizadas no ensino dos ecossistemas locais e analisar as potencialidades e limitações no ensino sobre estes ecossistemas. Para a categorização das estratégias didáticas utilizadas por esses professores, utilizou-se a classificação das Modalidades Didáticas propostas por Krasilchik. Os resultados obtidos revelaram que a prática de grande parte dos docentes limitou-se às modalidades Aulas Expositivas e Instrução Individualizada, talvez em parte devido à escassez de recursos materiais e falta de apoio pedagógico, fato que restringe principalmente a execução das Demonstrações, Aulas Práticas e Simulações. A extensa jornada de trabalho, em atividade de ensino, destes profissionais, impede-os de realizar um trabalho mais articulado com os demais colegas de profissão das escolas nas quais trabalham, inviabilizando a realização de Excursões e Projetos. Observou-se, que apesar de alguns docentes perceberem a existência de certos ecossistemas no entorno da escola e reconhecerem o potencial destes ambientes para a aprendizagem dos alunos, infelizmente, a proximidade com a APA Morro do Urubu parece não exercer influência na abordagem didática sobre os ecossistemas locais, tendo sido o Livro Didático apontado como principal norteador da prática destes professores. Vê-se, pois, a necessidade de investimentos, tanto em recursos como em Políticas Públicas mais eficientes para a formação de professores.

The topic of this dissertation reflects the current situation in Czech educational system after the new educational act has been passed in 2005. It clarifies the concepts of educational reforms and school curriculum documents. It also explains new terms, mainly the key competence and profile topics and their position in school educational programmes it focuses on environmental education. It presents the conclusions of a research of this profile topic in practice of elementary schools of south bohemia region. It sums up the experience of a pilot school and its establishment {--} the ecology education centre.