In science education is important to discuss the relationship between culture and science, allowing the confrontation between common sense and scientific knowledge. One perspective to promote this discussion is based on the construction of new meanings on the natural environment, which collaborates with a better relationship between society and nature and also enables more integrated pedagogical practices to the local context. This study discusses the relations between students and their environment from cultural and scientific issues. Therefore, we analyzed the meanings that students and science teacher from a rural school in Our Lady of Glory, SE, located in the Caatinga, attach to the local environment, and how this is addressed in the classroom, specifically in teaching Science. Therefore, we analyzed the four most widely adopted textbooks in the schools of Sergipe hinterland, but also identified the meanings presented by the faculty of Sciences through in interviews. The meanings that the students were identified through drawings and questionnaires. In general, students recognize that Savanna is biodiverse natural environment, with issues regarding the conservation, which influence the socioeconomic situation in the region. As for cultural relations with the environment, they also recognize that some students live in the Caatinga region, but not self-identify as catingueiros. These results reflect possibly prejudiced against the stereotype of people from areas of Caatinga that are broadcast for years by various cultural artifacts. As for the textbook, it was realized that this presents superficial and outdated information regarding current research on the biome, transmitting myths already debunked by the scientific community, for example, that the biome is poor in species. This highlights the need to update these important educational resources, as well as investment activities and materials of scientific and extension education in schools. Regarding the science teacher, the interview results are similar to those presented by the students, possibly because they all reside in the same place, sharing the same cultural background, but also by the influence that teachers have on representations of the students. In addressing the content in science classes, we noted an emphasis on applied knowledge in the moments that contextualizes teaching contents with the Caatinga, emphasizing the importance of everyday knowledge for the formation of meanings it had about the Caatinga. Thus, it is necessary to promote activities that emphasize and discuss scientific knowledge and its development as a tool to deconstruct the myths and prejudices and reconstruction of meanings about the biome in question, in addition to stimulating the criticality of the students with the everyday. It is also important to promote dialogue of scientific concepts and everyday, they are activities that act as a facilitator to teach scientific thinking, and discuss how this knowledge can contribute to preservation actions biome. / No Ensino de Ciências é importante discutir as relações entre cultura e Ciência, permitindo o confronto entre o senso comum e o saber científico. Uma das perspectivas de promover esta discussão é a partir da construção de novos significados sobre o ambiente natural, o que coopera para uma melhor relação entre a sociedade e natureza e possibilita também práticas pedagógicas mais integradas ao contexto local. Este estudo busca discutir as relações estabelecidas entre alunos e o ambiente em que vivem a partir de questões culturais e científicas. Para tanto, analisaram-se os significados que os alunos e a professora de Ciências de uma escola rural em Nossa Senhora da Glória, SE, situada no bioma Caatinga, atribuem ao ambiente local, e como este é abordado em sala de aula, especificamente no ensino de Ciências. Para tanto, analisou-se os quatro livros didáticos mais adotados nas escolas do sertão sergipano, como também foram identificadas as significações apresentadas pela docente de Ciências através por meio de entrevistas. Os significados apresentados pelos alunos foram identificados por meio de desenhos e questionários. De forma geral, os alunos reconhecem que a Caatinga é um ambiente natural biodiverso, com problemas em relação à conservação, os quais influenciam a situação socioeconômica da região. Quanto às relações culturais com ambiente, alguns estudantes também reconhecem que moram em região de Caatinga, mas não se autoidentificam como catingueiros. Estes resultados refletem, possivelmente, preconceitos em relação ao estereótipo de moradores de áreas de Caatinga que são transmitidos há anos pelos diversos artefatos culturais. Quanto ao livro didático, percebeu-se que este apresenta informações superficiais e desatualizadas em relação às pesquisas atuais sobre o bioma, transmitindo mitos já desmentidos pela comunidade científica, como, por exemplo, que o bioma é pobre em espécies. Isto evidencia a necessidade de atualização destes importantes recursos didáticos, como também de investimento em atividades e materiais de divulgação científica e de extensão universitária nas escolas. Em relação à professora de Ciências, os resultados da entrevista assemelham-se com os apresentados pelos alunos, possivelmente pelo fato de todos eles residirem no mesmo local, compartilhando do mesmo meio cultural, como também pela influência que as representações dos professores exercem sobre a dos alunos. Na abordagem dos conteúdos nas aulas de Ciências, notou-se uma ênfase em conhecimentos aplicados nos momentos em que a docente contextualiza os conteúdos com o bioma Caatinga, ressaltando a importância do saber cotidiano para a formação dos significados que ela apresentou acerca do bioma Caatinga. Dessa forma, faz-se necessário promover atividades que enfatizem e discutam o conhecimento científico e a sua elaboração como ferramenta para desconstrução de mitos e preconceitos e reconstrução de significados sobre o bioma em questão, além de estimular a criticidade dos estudantes frente ao cotidiano. É importante também promover o diálogo de concepções científicas e cotidianas, pois são atividades que funcionam como um facilitador para ensinar o pensar científico, além de discutir como estes conhecimentos podem contribuir para ações de preservação do bioma.

Made available in DSpace on 2015-04-22T21:56:02Z (GMT). No. of bitstreams: 1 Dissertacao- Eunice Maciel Soeiro.pdf: 43148217 bytes, checksum: 74e47a0557a15f4331626831db841fd8 (MD5) Previous issue date: 2009-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The work deals with the Environmental Education in the view transversal and liberating to modality of Education of Youngs and Adults from Rurals Schools of the Jaú. It is a study constructed with philosophical basis of the historical critic that objects to comprehend the direction generality in that itself the Environmental Education, in particular in the place searched. The choice of the knowledge s theory historical critic attaches the fact of the to be a proposal pedagogic preoccupied with the comprehension of the real to its transformation breaking of the vision of the students (workers), based in the experience of yours anterior fight and actual fight. In the that deal the comprehension of the reports between international politic, national and local of environmental protection, this vision contributes fundamental with the possibility of the perceive the parts of the reality that itself relate with totality. The vision historical critic contributed to comprehend that the philosophy ´s science functions how the exercise of the critic the organization of the vision the Environmental Education developed Education of Youngs and Adults at PNJ , enable the postulation de possibilities to its. For this the study was based in the literature search and field. The bibliographic pointed to a new vision of approach to work the Environmental Education in the Education of Youngs and Adults these schools, based in the categories of Paulo Freire: ontology, gnosiologia, ethics, esthetics and possible unpublished. The search of field constituted of interviews and production of written reports. Fifteen people participated of interviews. Nine students, three teachers, two secretaries and one representative of ONG. The search of field looked for to know the particularity about Environmental Education, the process teaching apprenticeship, actions of parts governmental and nogovernmental in the schools and difficulties of teachers and students. The results achieved by the search pointed which where were the schools, Jau National Park, predominated the control, the vigilance and the discipline above the people and the negligence of the Public Power about the students and teachers these schools. Students workers that live in process of stagnation. The Environmental Education is in the discourse of the author of Management Plan, of the secretaries, of the teachers, but no of the students these schools because no know it. / O presente trabalho trata da Educação Ambiental, numa perspectiva transversal e libertadora, para amodalidade de Educação de Jovens e Adultos das Escolas Campesinas do Jaú. É um estudo construído com fundamento da epistemologia histórico-crítico que objetiva compreender a direção geral em que se desenvolve a Educação Ambiental, em especial no local pesquisado. A escolha da abordagem histórico-crítica prende-se ao fato de ser uma epistemologia que contribui para a construção de uma proposta pedagógica preocupada com a compreensão do real para sua transformação a partir do ponto de vista dos educandos (trabalhadores), baseada na experiência de suas lutas anteriores e nas atuais. No que se refere à compreensão das relações existentes entre a política internacional, nacional e local de proteção ambiental, essa a possibilidade de perceber as partes da realidade que se histórico-crítica ajudou a compreender que a Filosofia da Ciência funciona como o exercício da crítica à organização da perspectiva de EA desenvolvida na modalidade de Jovens e Adultos das Escolas do PNJ , possibilitando a postulação de possibilidades para elas. Por isso, o estudo foi baseado numa pesquisa bibliográfica e de campo. O levantamento bibliográfico apontou para uma nova perspectiva de se trabalhar a Educação Ambiental na EJA das escolas em questão, fundada nas categorias de Paulo Freire: ontologia, gnosiologia, ética, estética e o inédito-viável. A pesquisa de campo se constituiu de entrevistas e produção de relatórios. Participaram das entrevistas 15 sujeitos, sendo: 9 alunos, 3 professores, 2 secretários municipais e 1 representante de Organização Não- governamental. A pesquisa de campo procurou conhecer as particularidades relativas à EA, o processo ensino-aprendizagem dos educandos, atuação de segmentos governamental e nãogovernamental nas escolas e as dificuldades de professores e alunos. Os resultados obtidos pela pesquisa retrataram que o local onde se situam as escolas, o Parque Nacional do Jaú, predomina o controle, a vigilância e a disciplina imposta aos moradores e o descaso do poder público em relação aos alunos e professores dessas escolas. Alunos trabalhadores que vivem em processo de estagnação. A Educação Ambiental faz parte do discurso do responsável do Plano de Manejo, dos Secretários, dos professores, mas não dos alunos dessas escolas, que não a conhecem.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Philosophiae Doctor - PhD / This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned. / South Africa

Many non-metropolitan areas in British Columbia experienced chronic instability in the resource extraction economy on which they traditionally relied. Beginning in the early 1980s, shifts in employment and the organization of work led to persistent socioeconomic turbulence. Despite the range of development, education, and training programmes available, efforts to return these regions to stability had only sporadic success. In the late 1980s, policy reviews led to the introduction of initiatives for greater local self-direction over development, complemented by partnering in programme delivery, and shifts in educational funding towards targeted groups. This study examines certain interactions between post-secondary education and development programmes in non-metropolitan British Columbia from 1980 to 1996. Using a living systems view, and drawing on studies in geography and adult education, a model of resources needed by outlying regions for successful development was constructed. The model was used to examine socioeconomic changes, policy changes designed to foster sustainable development, and shifts in emphasis in post-secondary education and training programmes, as they affected the study areas. The main conclusions were: (1) there were distinct socioeconomic differences among non-metropolitan regions; (2) in some, significant internal migration resulted in opportunities to create new work, and so achieve more self-directed development, and (3) the implementation of local sustainability and partnering did not reach levels expected, in part due to contradictory demands for innovation and cost cutting. Supporting evidence was derived from combining (a) an extensive review of census indicators over the province and in four selected case study regions, with (b) a series of some 100 semi-structured interviews with resident stakeholders who were involved in directing, managing, and delivering educational, training and community development services, and (c) a review of contemporary socioeconomic plans and profiles. The empirical data was analyzed using a combination of qualitative and quantitative analysis, which featured the application of principles of grounded theory and the method of triangulation, widely used in social sciences. Case study communities were those that were successfully returning to stability by means of the benefits flowing from internal migration combined with opportunities to create new work. The methods of investigation developed here can be applied to other situations where communities are trying to change their prospects from within. The living systems view is appropriate for broadly-based research into local community development. / Arts, Faculty of / Geography, Department of / Graduate

MEDEM / Department of Curriculum Studies and Educational Management

MRDV / Institute for Rural Development

Die Studie zur demokratischen Bildung im ländlichen Raum erforscht die komplexen Herausforderungen und Potenziale politischer Bildung in ländlichen Regionen und diskutiert erste Lösungsansätze. Im Zentrum der Ergebnisse stehen die unmittelbaren Beziehungen im ländlichen Raum, die durch die gemeinsam geteilten Lebenswelten und stabile Interaktionsnetzwerke gekennzeichnet sind, aber auch durch die Konfrontation mit verengten Diskursräumen, Konformitätszwängen und Angriffen. Die Studie identifiziert sechs Spannungsfelder, die von politischen Bildner:innen im ländlichen Raum navigiert werden müssen. Dabei werden unter anderem die systemischen Herausforderungen der Finanzierung und bürokratischen Belastung aufgezeigt sowie die Notwendigkeit eines nachhaltigen und inklusiven Ansatzes herausgestellt, um politische Bildung effektiv gestalten zu können. Darüber hinaus werden Lösungsansätze diskutiert, die den Aufbau und die Pflege von Beziehungen und Netzwerken, langfristige Verankerung und Zusammenarbeit mit lokalen Akteur:innen, sowie die systematische Erfassung von Angriffen und deren Prävention thematisieren. Außerdem wird eine gezielte Förderung und Anerkennung der politischen Bildungsarbeit, sowie die Entwicklung bildungsimpliziter Veranstaltungen, die eng an die Lebenswelt der ländlichen Bevölkerung angelehnt sind, gefordert. Die Studie betont den Zusammenhang zwischen langfristiger Handlungs- und Finanzierungssicherheit und der Kultivierung von Vertrauen mit wichtigen lokalen Akteur:innen. Es bedarf dazu einer maßgeschneiderten, prozessorientierten Finanzierungsmechanik, die den einzigartigen Kontext ländlicher Einstellungen respektiert. Die Autor:innen plädieren für eine ganzheitliche Strategie politischer Bildungsförderung in Sachsen, die nicht nur, aber im besonderen Maße den Anforderungen verschiedener Regionen gerecht wird. Die Ergebnisse zeigen, dass politische Bildung im ländlichen Raum spezifische didaktische Ansätze erfordert, die sich von städtischen Modellen unterscheiden und die ein tiefes Verständnis der lokalen Dynamiken und Bedürfnisse voraussetzen. Die Studie betont die Notwendigkeit einer adaptiven, ressourcenbewussten und langfristig orientierten Herangehensweise, um die demokratische Teilhabe und Bildung in ländlichen Gebieten zu stärken und zu fördern.:1 Einleitung 2 Methodisches Vorgehen 3 Politische Bildung im ländlichen Raum - ein Spannungsfeld .. 3.1 ... zwischen lebensweltlichen Zugängen und Skepsis der Zielgruppen, Beziehungsbarrieren sowie Konformitätszwang 3.2 ... zwischen direktem Zugang zu Entscheidungsträger:innen und Behinderung durch kommunale Politik und Verwaltung 3.3 ... zwischen Bereitschaft zur Solidarität und rechten Strukturen sowie Angriffen auf demokratische Bildungsarbeit 3.4 ... zwischen idyllischer Natur, strukturellen Problemen und städtisch verengten Anforderungen an demokratische Bildungsarbeit 3.5 ... zwischen Mittelvielfalt und fehlender Nachhaltigkeit in der Förderung 3.6 ... zwischen gestaltbaren Freiräumen und didaktischen Unsicherheiten 4 Lösungsstrategien im Umgang mit Herausforderungen demokratischer Bildung im ländlichen Raum 4.1 Beziehungen und Netzwerke aufbauen, pflegen und nutzen 4.2 Langfristige Verankerung in den Regionen, Beziehungsaufbau zu Gatekeeper:innen und Mediationsstrukturen 4.3 Systematische Erfassung von Angriffen sowie rechtliche und strategische Beratung 4.4 Gezielte, prozessorientierte sowie nachhaltige Förderung und Anerkennung politischer Bildungsarbeit 4.5 Bildungsimplizite Veranstaltungen, lebensweltliche Entlastungsangebote und Professionalisierung 5 Diskussion und Schlussfolgerungen 6 Literatur

王博. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 134-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Wang Bo.

Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))