The study examined student perceptions of global issues when introduced through their Logarithms unit in the Principles of Math 12 course and student opinions regarding the suitability of the issues within the course. Through journal books, the students expressed thoughts, ideas, and concerns related to the mathematics and the global issues. With our global environment being threatened in numerous ways, a need to educate through 'responsibility' is essential. In mathematics, students require relevancy when expected to learn increasingly difficult material. The study addresses the questions of: do students concerns for global issues increase when viewed through a mathematical lens and do the students believe that the global issues have a place in the math class? The findings were varied based on individual experiences of students within the study. In summary, the majority of the students gave positive feedback towards the use of the global issues within the math class. However, there were concerns from weak and strong students and from students currently studying similar topics in Geography. As well, several ESL students expressed concerns surrounding their difficulties with the written language, and anxiety regarding their emergent academic standing. The students favoured global exposures in the math class when they were able to actively participate with a solution, and when direct links to the mathematics being studied at the time was relevant to the global issue. Conclusively, more accessible resources are required for instructors, and more time is needed in the classroom to effectively implement, for all learners, global issues in the mathematics course. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Esta pesquisa tem como objetivo principal compreender como se manifestam os processos sociocognitivos quando os sujeitos são provocados a desenvolver atividades em oficinas de Robótica Educativa, articulada aos pressupostos da Ética Hacker, do Construtivismo e do Construcionismo. Para dar conta do objetivo, valeu-se de oficinas que utilizaram os recursos dos sistemas de montagem e motores da LEGO®, do Scratch e do Arduino, em um estudo de caso, de caráter exploratório, atuando como facilitador, e pesquisador. Das oficinas participaram seis crianças/jovens, de 11 a 13 anos, pertencentes ao projeto Mais Educação, de uma escola da serra Gaúcha. O Método Clínico de Piaget foi inspirador das intervenções, durante as oficinas, e suporte para a análise de dados, possibilitando o surgimento de um eixo de autoanálise do pesquisador. Mesmo que entremeados por movimentos de coação e conformismo, a análise dos dados apresenta indícios do estabelecimento de processos de cooperação, intelectual e moral, nos momentos em que os sujeitos tiveram seus interesses e saberes respeitados. Os resultados indicam que a utilização da Robótica Educativa, em um ambiente de trabalho em equipe, através da autogovernância, pode ser fator de promoção da construção de novos saberes e é capaz de contribuir para preparação do sujeito para a vida em sociedade, respeitando o outro. As atividades, atrativas por assumir a forma de entretenimento, podem auxiliar na formação de sujeitos ativos na construção de novos saberes, de ordem intelectual e moral. Para concluir, apresenta-se alguns princípios para o esenvolvimento de atividades com Robótica Educativa, em ressonância com os preceitos aqui defendidos. / This research had as its main goal understand how the sociocognitive processes take place when the subjects are engaged in some activities in workshops of Educational Robotics, linked to theoretical precepts according to Hacker Ethics, Constructivism and Constructionism. In order to achieve that goal, workshops held using LEGO®, Scratch and Arduino motors and assembling resources were analyzed in an exploratory case study, where the author acted as a advising professor, provoker, and researcher. Subjects in the workshops were 11 to 13 years old, participating in the Brazilian educational project known as “Mais Educação” at a school in the northeast region of the state of Rio Grande do Sul during their off-school period. Piaget’s Clinical Method was the intervention method during the workshops, as well as the data analysis method, making it possible for the researcher’s self-analysis to emerge. Even though data are interweaved by movements of coercion and conformism, data analysis signalizes the establishment of intellectual and moral cooperation processes, in moments when subjects had their interests and knowledge respected. The voluntary construction of the story “M’s Dream” and the signs of empowerment observed in a few subjects indicate that using Educational Robotics, in an environment favoring teamwork, by selfgovernment, can be a factor promoting the construction of new knowledge and that can contribute for the preparation of the subject for life in society, respecting the other. The activities, attractive because they are shaped as entertainment, can help in the education of subjects that are active in the construction of new knowledge, both of intellectual and moral nature. In the conclusion, some principles for the development of activities with Educational Robotics, which are consonant with the precepts supporting this study, are presented.

Made available in DSpace on 2016-07-18T17:54:28Z (GMT). No. of bitstreams: 1 Dissertacao Vinicius.pdf: 1924540 bytes, checksum: f69c9d374b8dbd31dc72cb3183ca8481 (MD5) Previous issue date: 2008-04-22 / This paper entitled - "A VOCATIONAL TRAINING OF THE LAW: The shocks by overcoming the inefficiency in education" - had as its main objective to make a study concerning the legal courses in operation in the country. We analyzed data on the matter since the creation of universities to the issue of quality of education as a result of the amount of courses offered. Were used information from entities such as the Bar of Brazil, Ministry of Education, the National System of Evaluation of Higher Education, the National Institute of Educational Studies and Research Anísio Teixeira, among others. The qualification of teachers and the methods of teaching and research were also inserted in this dissertation. Recent data from the Census Higher Education served as a basis for study. There was the possibility of changes in various areas of legal education, such as curriculum, methodology, research and extension, improvement in the training of teachers in addition to recovery of their work, to improve the training of professionals of law in our country. For a theoretical been used several authors of both the area of law as the area of Education / O presente trabalho intitulado A FORMAÇÃO DO PROFISSIONAL DO DIREITO: Os embates pela superação da ineficácia no ensino teve como objetivo principal fazer um estudo referente aos cursos jurídicos em funcionamento no país. Foram analisados dados sobre o assunto desde a criação das universidades até a problemática da qualidade de ensino em conseqüência da quantidade de cursos oferecidos. Foram utilizadas informações de entidades como a Ordem dos Advogados do Brasil, Ministério da Educação, Sistema Nacional de Avaliação da Educação Superior, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, entre outros. A qualificação dos professores e os métodos de ensino e pesquisa também foram inseridos nesta dissertação. Dados recentes do Censo da Educação Superior serviram como base de estudo. Verificou-se a possibilidade de mudanças em diversas áreas do ensino jurídico, como a curricular, metodológica, de pesquisa e extensão, de melhoria na formação de professores além de valorização do seu trabalho, a fim de melhorar a formação dos profissionais de Direito em nosso país. Para embasamento teórico foram utilizados vários autores tanto da área de Direito como da área da Educação.

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There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students' appreciation and understanding of the world in which they live.