Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 140-145).

This thesis examines the ways in which outdoor environmental education can be understood in the context of relational-environmental encounters. The study focuses on residential learning programmes with secondary school students in the UK. The research aims to explore the extent to which current educational practices, structures and pedagogies in two case study locations can be said to occur as continuous lived experiences; invoking relational ontologies. Furthermore, this research examines the environmental encounters of students and considers how these encounters shape and challenge environmental narratives consisting social and cultural norms. Making use of developments within behaviour change theory, ecological ethics and environmental pedagogy, this thesis brings together ways of understanding environmental and sustainability education, notions of relational ways of being, and models for transformative societal change. The research methodology makes use of ethnographic encounters in two case locations comprising residential education centers in South Devon, UK, chosen for their representation of instrumental and emancipatory pedagogies. Participating in fifteen outdoor environmental education programmes over ten months, participant observation, focus groups, interviews and photo elicitation were deployed. In-field and subsequent thematic analysis, using structured coding elicited four central themes: structure, choice, relationships and discomfort. These themes formed the core empirical analysis and enabled an exploration of relational practices occurring across the spectrum of contemporary environmental education. The research therefore provides a narrative of residential experiences in a subjective, emergent and reciprocal environment, whereby both lived and learning experiences provide space for instrumental and emancipatory learning. Consequently, contributions are made to geography and education in four key areas; firstly, the articulation of a pedagogy of discomfort deployed explicitly and implicitly within environmental education; secondly, an advancement of relational connotations of place-making within environmental education as being emergent of agency, structure and the setting itself; thirdly, through the ecotheraputic ‘performance’ of other-than-human material and ecological environments in education discourses; and finally, through an advancement of a blended approach to environmental education, understood from an ecological-ethical, as well as a behavioural-practice perspective.

The aim of the presented master thesis is to prepare, realise and evaluate an efficiency of the alternative method of biology (natural history) teaching at second grade of primary school via excursion into natural areas of the Třebíč region. Four field trips dealing with botanical, zoological, geological and ecological focuses were realised. The theoretical part of the thesis is characterised the Třebíč region focusing on several different natural aspects with an emphasis on an interesting natural sites in this region that are suitable for teaching. Specific teaching methods that are useful for field trips are included in this part of the thesis. The practical part described four field trips including methodical instructions for teachers. Other didactic materials and worksheets are added in the appendices. The empirical part contains questionnaires and didactic tests that are used to monitor specific attitudes of 120 pupils from primary schools to teaching of natural, field trips and worksheets. The questionnaire results definitely proved the following: a) the biology (natural history) classes are among the favourite subjects of the 2nd grade primary school, b) most pupils considered the field trips as interesting and informative, c) worksheets are useful but do not enjoy it. Results of the...

Made available in DSpace on 2016-06-02T19:35:36Z (GMT). No. of bitstreams: 1 2687.pdf: 1197410 bytes, checksum: d42017b998fceb7fa9c419a0df171a1a (MD5) Previous issue date: 2009-09-14 / Financiadora de Estudos e Projetos / This study analyzes the educational trajectory of six students which are matriculated in the Professional Secondary Grade School and in the University Course offered by National Program of Agrarian Reform (Pronera), associated with the Movimento dos Trabalhadores Rurais Assentados, Acampados e Quilombolas (Ceta) and the University of State of Bahia (Uneb). The purpose of this research was to identify what dispositions were assimilated by the students and, consequently, to analyze the relations among their attitude and the earned knowledge and their compromise with Ceta of returning to the camps. The analysis of scholar trajectory is founded on interviews with the students matriculated in the courses of Sustainable Agriculture and Land Pedagogy. The interviews were distributed in groups according to social and economic reality of the students families and then analyzed. In the first moment it was obtained information about the Agrarian Reform on Brazil and the identification of Ceta s Movement on the Regional do Médio São Francisco, where the interviewed students live. The research describes this student s scholar trajectory from the beginning of education process, when they were taught to read and write, to the end of Middle School and the University Study and their expectation about the future. This research is based on the studies of Pierre Bourdieu and his coworkers, who explained the mechanism of strategies of social and cultural reproduction in some social structures, where groups or social classes fight against each other for cultural capital in order to grant reproduction and survival for their progeny or social group. Other studies in the same direction affirm that in situations where the economic conditions are unfavorable to education process, other aspects, mainly the non-scholar aspects, can be identified as successful if it is considered the social environment, the familiar mobilization and the kind of social and scholar trajectory, among other factors. Consequently it was examined this students trajectory, based on their testimonials, analyzing their families cultural capital, social capital and economic capital, their cultivated habitus in the inner of families, their relationship with the Ceta s Movement, the restructuring of their practices and cultural patrimony along the course. The main purpose of this study could be summarized as describing the scholar trajectory of six students, who were raised on popular sectors of open country, who are living a reality replete of subjective expectations of scholar success, in spite of objective possibilities of interruptions and of been repentant in school. Besides, there is a conflict in the inner of mobilization of social movements, where it is fought for ascending or descending positions on the exigency and collective efforts to the access to resources of Agrarian Reform, especially from National Program of Agrarian Reform (Pronera), for a gratuitous and great quality public open country education. / Este estudo analisa a trajetória educacional de seis alunos que estudam nos cursos de Ensino Médio Profissionalizante e Ensino Superior oferecidos pelo Programa Nacional de Educação na Reforma Agrária Pronera em parceria com O Movimento dos Trabalhadores Rurais Assentados, Acampados e Quilombolas Ceta e a Universidade do Estado da Bahia - Uneb. Isso posto, a pesquisa teve como objetivo identificar as disposições que foram assimiladas por esses alunos e, consequentemente, analisar as relações entre esta atitude e os conhecimentos adquiridos no retorno dos alunos aos assentamentos e ao Movimento Ceta. À análise das trajetórias escolares está baseada em entrevistas realizadas com os alunos dos cursos em Agropecuária Sustentável e de Pedagogia da Terra. Essas entrevistas foram agrupadas e analisadas em relação às realidades sócio econômicas das famílias dos alunos entrevistados nos assentamentos. Primeiro foi levantado os dados sobre a reforma agrária no Brasil e a identificação do Movimento Ceta na Regional do Médio São Francisco onde residem os alunos entrevistados. O trabalho de pesquisa descreve a trajetória escolar dos alunos, desde o início de sua escolarização até a finalização do curso do Ensino Médio e Ensino Superior e de suas pretensões escolares no futuro. Esta pesquisa está pautada na obra de Pierre Bourdieu e colaboradores, que tratam de explicar os mecanismos das estratégias de reprodução social e reprodução cultural em uma determinada estrutura social, onde os grupos ou classes sociais lutam também pela posse do capital cultural, como forma de garantir a reprodução e sobrevivência de sua prole ou do seu grupo social. Estudos nesta direção apontam que em situações onde as condições econômicas são desfavoráveis à escolarização, pode-se identificar um relativo êxito no Ensino Fundamental, Médio e Superior, quando se leva em consideração outros fatores não propriamente escolares tais como a mobilização familiar, o ambiente social e o tipo de trajetória social e escolar, entre outros fatores. Em seguida, buscamos as trajetórias desses alunos, a partir dos seus depoimentos, ao analisar o capital cultural, capital social e capital econômico de suas famílias, o habitus cultivado no interior das famílias, das suas relações com o movimento Ceta, a reestruturação de suas práticas ao longo dos cursos e a reestruturação do patrimônio cultural dos alunos no interior do curso. Em suma, a pretensão nesse trabalho resume-se em escrever a trajetória escolar desses seis alunos, oriundos dos setores populares no campo, diante de uma realidade repleta de esperança subjetiva de sucesso escolar, mas perpassada por possibilidades objetivas de interrupções e repetências na escola, e que no bojo da mobilização dos movimentos sociais, se trava uma luta de posição de ascendência ou descendência na exigência e reivindicação coletiva no acesso aos recursos da Reforma Agrária, particularmente do Programa Nacional de Educação na Reforma Agrária - Pronera, para uma educação do campo pública, gratuita e de qualidade.

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).

Seit Beschluss der Kultusministerkonferenz 1996 werden alle neugeordneten Ausbildungsberufe nach dem Lernfeldkonzept gestaltet, welches theoretische und praktische Ausbildungsinhalte verknüpft, um umfassende berufliche Handlungskompetenz zu fördern. Gleichzeitig stellt didaktische Fallarbeit eine bedeutsame Methode für berufsbildenden Unterricht im Lernfeld dar. Bezugnehmend werden Einsatz, Umsetzung sowie Potenziale im Berufsfeld Ernährung und Hauswirtschaft, speziell Gastgewerbe, untersucht. Mittels teil-strukturierter, leitfadengestützter, gastgewerblich unterrichtender Lehrpersonenbefragung wird qualitativ erforscht, inwieweit didaktische Fallarbeit bereits im handlungsorientierten Unterricht eingesetzt wird, um bewusst eine Stärkung des Theorie-Praxis-Bezuges zu erzielen. Die Befragten sind sich einig, dass didaktische Fallarbeit bewusst zur Stärkung des Theorie-Praxis-Bezuges beiträgt. Aus ihrer Sicht bietet diese Methode größtes Potenzial innerhalb beruflicher Bildung. Die Forschungsergebnisse leisten einen grundlegenden Beitrag für die Berufsfelddidaktik Ernährung und Hauswirtschaft. Sie zeigen praktische Umsetzungsmöglichkeiten auf. In der Diskussion werden Optimierungsbedarfe und Handlungsempfehlungen abgeleitet sowie weiterführende Forschungsbedarfe vorgestellt, um zukünftig evidenzbasierten, qualitativ hochwertigen und schülerorientierten Unterricht sichern zu können.:Abbildungsverzeichnis I Tabellenverzeichnis II 1 Einleitung 1 2 Gastgewerbe innerhalb beruflicher Bildung – eine theoretische Annäherung 2 2.1 Fakten und Impulse aus dem Gastgewerbe 2 2.2 Berufsfeld(-didaktik) in Ernährung und Hauswirtschaft 4 2.3 Lernfeldkonzept 5 2.4 Didaktische Fallarbeit 6 2.4.1 Begriffliche Einordung 7 2.4.2. Historische Entwicklung 8 2.4.3. Merkmale 8 2.4.4 Varianten 9 2.4.5 Chancen und Grenzen 10 2.5 Herleitung Forschungsfrage, Hypothesen und Zielsetzung 12 3 Empirische Untersuchung zum Einsatz didaktischer Fallarbeit in gastgewerblichen Ausbildungsberufen 14 3.1 Methodenauswahl 14 3.2 Untersuchungsdurchführung 15 3.2.1 Festlegung des Materials 15 3.2.2 Analyse der Entstehungssituation 16 3.2.3 Formale Charakteristika des Materials 16 3.2.4 Theoriegeleitete Festlegung der Strukturierungsdimension 17 3.3 Gütekriterien qualitativer Forschung 18 3.4 Ergebnisse 19 3.4.1 Kategorie 1: Einsatz didaktischer Fallarbeit 22 3.4.2 Kategorie 2: Erfahrungen mit didaktischer Fallarbeit 23 3.4.3 Kategorie 3: Stärkung des Theorie-Praxis-Bezuges 24 3.4.4 Kategorie 4: Unterrichtsphasen 26 3.4.5 Kategorie 5: Prozessarbeit 27 3.4.6 Kategorie 6: Potenzial 27 3.4.7 Zusammenfassung der Ergebnisse 28 3.5 Beantwortung der Forschungsfrage und Verifizierung der Hypothesen 29 4 Diskussion - Optimierungspotenziale und Handlungsempfehlungen 30 5 Schlussfolgerung 33 Literaturverzeichnis III Anhangsverzeichnis VII