Η συζήτηση για το μουσείο ως εργαλείο εκπαίδευσης στην εικαστική διεργασία εγγράφεται τόσο στο πεδίο της Τέχνης όσο και της Μουσειακής Εκπαίδευσης. Τα ερωτήματα που τίθονται είναι: κατά πόσο μπορεί το μουσείο να αποτελέσει ένα αποτελεσματικό εργαλείο εικαστικής αγωγής υπερβαίνοντας ή επαναπροσδιορίζοντας τον ρόλο του στο πλαίσιο της αισθητικής αγωγής, στον σχολικό χώρο; Κατά πόσο είναι έτοιμοι ή διατεθειμένοι οι εκπαιδευτικοί προσχολικής αγωγής να υιοθετήσουν μια τέτοια πρακτική; Μπορούν οι καινοτόμες μουσειακές δράσεις να βρουν ευρύτερη εφαρμογή στη διδασκαλίας της εικαστικής αγωγής; Μπορεί η λαϊκή μορφή τέχνης του Θεάτρου Σκιών να αποτελέσει γέφυρα σύνδεσης του παρελθόντος με το παρόν, της παραδοσιακής με τη σύγχρονη εκπαίδευση, της μουσειακής αγωγής με την εικαστική εκπαίδευση; Υπό το πρίσμα αυτό θα εστιαστούμε στην εικαστική αγωγή, ως σχολικό μάθημα και στις εκπαιδευτικές δραστηριότητες που αναπτύσσουν τα μουσεία στα πλαίσια διαμόρφωσης της καλλιτεχνικής παιδείας, σε μαθητές προσχολικής αγωγής και πως αυτές οι πρακτικές συμβάλλουν στην καλλιέργεια της προσωπικής έκφρασης και ευαισθησίας των παιδιών. / Η ΒKΠ διαθέτει αντίτυπο της διατριβής σε έντυπη μορφή στο βιβλιοστάσιο διδακτορικών διατριβών που βρίσκεται στο ισόγειο του κτιρίου. / The discussion concerning the museum as an educational material in the pictorial process is stated in the field of Arts as well as the Museum Education. The questions posed are the following: to what extend can the museum constitute an effective means of art education outrunning or reassigning its role in the framework of Aesthetic Education(Arts) in the school environment? To what extend are the Pre-school Education Teachers willing to adopt such a technique? Can the innovative museum actions find a broader application on the teaching of pictorial education? Can the folk type of art of the Theatre of Shadows bridge the gap between the past and the present, the traditional and modern education, the museum and the pictorial education? Bearing the above into consideration, we will focus on the pictorial education as a school subject and the teaching activities applied by museums in order to form artistic education to pre-school learners and on how these techniques contribute to the development of children’s personal expression and sensitivity.

The thesis deals with problems of teaching foreign languages to children of an early age. In the theoretical part, opinions of specialists in this subject are compared. It tries to provide an evidence for a succees of an early start of education. It is based on present requirements for language skills which are important for us to succeed as inhabitants of the European Union and to be able to win our recognition and acknowledgement in the world. In the practical part, there are examples of projects organized by international educational programmes. It refers to their contribution and emphasizes the possibility of using modern information technologies. The thesis highlights successful models of bilingual education in borderlands which could also become an inspiration for other regions.

The pediatric audiology landscape changed dramatically with the advances in screening and diagnostic procedures, amplification possibilities and early identification outcomes. Pediatricians play a key role in this rapidly developing field. The aim of this study was to investigate Pediatricians’ knowledge and attitudes regarding the diagnosis and intervention of infants and children with a sensorineural hearing loss. A questionnaire was compiled to obtain the relevant empirical data. This was distributed to 257 pediatricians in the Gauteng Province. Of the 257 questionnaires only 47 could be utilised. According to the results obtained from the pediatricians it appears that the respondents possess adequate knowledge regarding the diagnosis and intervention of infants and children with sensorineural hearing loss. This is despite having received limited or no information and training on this subject. As is discussed in Chapter 4 it became evident that knowledge gaps were found to exist. The pediatrician is an important team member of the hearing intervention team. Their involvement is crucial and their referral can be the important stepping-stone for early identification and intervention. A lack of skills and proficient knowledge is a major constraint during the implementation of efficient primary health care services in developing countries. Throughout the results of this study, it is found that pediatricians have a need for additional information and training in the intervention process of infants and children with sensorineural hearing loss, therefore showing a positive attitude towards continuous education. This is based on the results found throughout the study, in terms of a void in certain areas surrounding effective intervention of hearing loss. The aim of the study was to highlight areas of uncertainty that the respondents might experience and to provide educational programmes in order to equip them with the relevant knowledge with regards to sensorineural hearing loss. The findings of this study would hopefully encourage future research and a more in-depth study regarding this topic. / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

TITLE: Students' Attitudes Towards Chemistry According to the Secondary School They Attend AUTHOR: PhDr. Martin Rusek DEPARTMENT: Katedra chemie a didaktiky chemie SUPERVISOR: prof. RNDr. Pavel Beneš, CSc. ABSTRACT: The research presented in this thesis completes the data with the information about so far neglected vocational schools students' attitudes towards chemistry. After the curricular reform, impact put on general education, including chemistry, brings considerable changes in this area. The questionnaire used was focused on three spheres: students' attitudes towards chemistry, didactical facilities used in chemistry education and students' attitudes towards particular chemical topics. The questionnaire was submitted to students (N = 959) at the beginning of the school year after they entered secondary school. That way the results reflect students' attitudes constructed at primary schools. The results show negative students' attitudes. They are mostly affected by the difficulty of the subject and also by students' low interest in the topics. It was also proved that topics close to students' lives play a vital role. Based on the results of the research, proposals may be word in order to solve the situation: emphasizing activating methods such as: experimental work and active observation, also...

Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of Education (MINED) and teachers. Both the MINED as employer and the teachers individually have permanently been looking for models and ways to upgrade their academic and professional qualifications levels. The constraints faced by Mozambique are similar to those faced by other sub-Saharan African countries since their independence due to the increased pressure for more attention to all levels of education, with particular emphasis on primary education. Although TCPD is usually seen as part of the overall Strategy for Teacher Education (Ministry and Education and Culture, 2004), this scenario privileges initial teacher education since there are many unqualified teachers facilitating learning. The main challenge of this study was to investigate the practices of primary school teachers in Grades 1 and 2 through a participatory action research (PAR) in a study titled Exploring Professional Development Intervention for Improving the Teaching Practices of Primary School Teache. Mixed methods research was used, namely quantitative and qualitative methods. A quantitative method was used during the baseline study which consisted of questionnaires administrated to 1 028 teachers from six provinces in the country. Qualitative research was used with five practitioner-researchers (PRs) in one school. Each PR was approached as a single case study. The findings of this PAR indicate that, on the one hand, the teachers are aware of the need for more academic and pedagogical qualifications, and on the other hand, of the individual responsibility they have. They believe that progression in their careers should be a credible procedure that recognises the TCPD programmes they have attended. The teachers are of the opinion that the MINED should formally recognise the TCPD by allocating credit points to teachers. Although the self-directed professional development (SDPD) model used in this study was time consuming, it has revealed that TCPD can provide effective results when with the appropriate support and follow-up of methods of facilitating the learning of reading and writing skills in Grades 1 and 2. The study involved all teachers appointed to Grade 1 in 2007, and continued with the same teachers until 2010. During this period the teachers were appointed to facilitate learning in Grades 1 and 2. Notwithstanding the fact that the PRs were only from 2 of the 7 grades provided in primary education, the study revealed the advantage of whole school professional development. The study took into consideration the Mozambican school context and calendar. For instance, the PRs were certified by the latest model of teacher education (10+2 teacher education programme) provided by the MINED. In addition, the meetings were carried out during the period scheduled for the planning of pedagogical practices and TCPD programmes. Throughout the study the constant issue that emerged was the need for a paradigm shift in TCPD. Providers of TCPD need to introduce changes in the way they view primary school teachers and confer on them the responsibility for their individual continuous professional development. Action Research could be the new research paradigm used by providers and teachers to improve their work, understand learners’ learning problems and find the appropriate solutions to improve achievement. The findings of this PAR both contribute to understanding the teachers’ views with respect to the TCPD programmes being provided, and offer the option for a new paradigm for TCPD. In this regard the current providers of such programmes can also consider the school principal and the deputy principal as fundamental facilitators of TCPD through a SDPD model. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

The thesis "School self-evaluation and transformation of school education programmes" deals with elementary school self-evaluation. It is primarily focused on analyzing outcomes of self-evaluation activities that are indtended to develop schools and adjust school education programmes. The research is based on interviews with directors and teachers from elementary schools in Prague and could be used as an overview of the current state of Czech schools. It also offers recommendations for improving schools.

The diploma thesis is focused on the development of natural science literacy of pre-school age children and pupils of younger school age. The aim of this thesis is didactic processing of materials which will enable teachers/lecturers/parents to develop natural science literacy of children, without themselves having to have education in chemistry for correct understanding of the experiment, and thanks to which, at the same time, they could pass on the correct information to children in such way that prevents from the occurrence of natural science misconceptions to a maximum possible extent. The theoretical part of the thesis is devoted to child ontogenesis in pre-school and early school age, which is subsequently reflected in the creation of materials for development of natural science literacy of this target age category of children. The theoretical work includes also the characterisation of the term natural science literacy as a possible tool for increasing interest in the study of natural sciences. It states the expected positives, but also possible negatives, especially in the form of resulting misconceptions which can be associated to the introduction of natural science education for younger children. In the subsequent part, an analysis of syllabus of natural science-focused subjects at...

Education is considered as an essential tool for the long-term development of most countries. The provision of education to only part of a community or part of the world reinforces relative deprivation. To counteract such an effect, South Africa, a geographically large country, in which the population is scattered, where economic disparities are aligned to race, where qualified teachers and specialists in certain subject areas are scarce, and where there is an illiteracy rate of 29 percent, hope has been expressed that television broadcast based distance education may be a viable alternative to expanding formal education provision extensively and quickly. This study investigates the role of television broadcast-based distance education in South Africa as a possibility for extending the provision of formal education to large numbers of learners and how the South African Broadcasting Corporation (SABC) and the country 's Department of Education fulfils the promise of extending education. This objective was addressed by first giving a critique of conventional education systems and why distance education is an alternative option for provision of education. Further, the study traces a general picture of education in Africa and the educational situation in South Africa, highlighting the distance education scenario in South Africa , and investigates why distance education and particularly television broadcast-based distance education is crucial in the provision of education in developing countries in the face of the globalisation of mass communication and new information technologies. The study also investigates the complex issues involved in the production, distribution and consumption of Liberty Learning Channel Programme (a television programme which offers remedial support for matric (grade 12) and grade 10 to 11 students) by examining whether the producers and partners of the programme created a text which connects with the multi-cultural reality of teachers, learners and other viewers in South Africa; the role of the programme in the service of growth, reconstruction and development; why the programme is not popular among the youth; and what can be done to make it effective in enhancing teaching and learning; and the intertextuality, production and distribution of the programme. Information on the above aspects was gathered through the scannmg of relevant literature and by the use of ethnographic research procedures which included focus group interviews, in-depth interviews and participant observation. The study established that conventional systems of education and current educational practices have fallen short ofpreparing citizens with a strong foundation of general education. The study therefore offers distance education not only as an alternative to conventional education delivery at secondary and higher levels of education, but also as a low-cost alternative to expanding education. Constructivism is suggested as an alternative set of values that may significantly influence learning and that can help develop the kind of citizens who can be able to function successfully in real-word contexts. With regard to effectiveness of television broadcast-based distance education in teaching and learning, the study established that television is an effective means of achieving traditional educational goals, and that television broadcast-based distance education remains important especially in the developing countries in light of the need to increase access to education, redress the disparities caused by globalisation of mass communication and by lack of information and communication technologies. With regard to distance education in South Africa, the study found that there is both significant policy commitment and actual use of broadcast-based distance education in solving many of the country's education problems, but that there is an urgent need to improve the quality of that provision, particularly in formal education. On the complex issues involved in the production, distribution and the consumption of Liberty Learning Channel programme, the study found that the programme (aired live since 1993), is a production of Liberty Learning Channel, an independent company based in Johannesburg, in partnership with the Liberty Life Foundation, and that the SABC is not involved in the production but provided the airwaves. Each subject presenter prepares his or her own lessons, and therefore no services of producers, scriptwriters, or editors are employed in the production of the programme. The programme is then distributed through television, newspapers (the Sowetan), videocassettes, the Internet and in future through CD-ROMs. Additionally, the study found that Liberty Learning Channel relies on audience feedback from audience rating and occasional feedback from comments down the streets or letters from viewers thanking the presenters. This study argues that this kind of monitoring is not sufficient as rating only tells advertisers how many viewers were exposed to a specific programme content on a particular television channel in a certain time slot. Regarding the consumption of the programme, the great majority of the focus group participants liked the programme and used it during revision and in dealing with large numbers of students with different abilities and difficulties. A great majority of the students liked the programme because of the way the presenters explained clearly. However, a great majority of the participants watched the programme sparingly partly because the time slot was ' inappropriate ' and due to a lack of awareness about the programme. Several suggestions for the improvement of the programme were put forward, amongst them: to change the time slot; to have multi-racial presenters ; to give detailed timetables to schools in advance, and to advertise the programme more directly to schools. However, a reluctance or unwillingness to consider some of the audiences ' suggestions for the improvement of the programme, was shown by the manager of Liberty Learning Channel, William Smith. The above results are reported and discussed in detail in chapters 2 to 3, and general conclusions and recommendations presented in chapter 4. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2004.

This dissertation deals with the problematics of the research of the educative media content, using mainly the data we gathered during surveys carried out between 2003 and 2011. The paper handles several theoretical and methodological aspects of the relationship between media and education, namely the role of educative media in education as such. In the theoretical part we focus mainly on the interdisciplinarity of the subject, i.e. the differences in the media studies and other social sciences perspectives. After a description of the necessary theoretical/methodological framework, an outline of a classification system of educative programmes is proposed that could be useful both in pedagogical and media practise. In the next part of the paper we discuss the current state of the czech public service media education area. The second chapter itself consists of selected researches results carried out in the area of education programmes and contents, some of which the author of this paper collaborated on. The survey choice consisted of questionnaire and enquiry surveys focusing on the relationship of structured media audiences (students and teachers) towards educative programmes. The other survey then aimed at selected educative programmes, using both content analyses and focus groups as tools to...

This thesis charts the developments that have occurred in the field of managerial education specifically from the perspective of the current trends in educational programmes both in the Czech Republic as well as abroad. The theoretical section of the thesis consists of a pilot study aimed at the demand for educational and developmental programmes amongst a selected research sample of managers and also at an analysis of the supply offered by a sample of educational organisations located in the City of Prague. Based on the information that was gathered, certain conclusions were drawn and recommendations made for modifying the study programmes offered by the Faculty of Management of the University of Economics.