Orientadores: Celso Dal Ré Carneiro, Joselisa Maria Chaves / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-20T06:40:18Z (GMT). No. of bitstreams: 1 Silva_FabioGoncalves_M.pdf: 6088253 bytes, checksum: 60c491943de7cbb0211794f19510c59b (MD5) Previous issue date: 2012 / Resumo: Nos últimos anos a Geografia diversificou a utilização de tecnologias para análise espacial. As geotecnologias permitem olhares diferenciados sobre o espaço. É oportuno pensar como as geotecnologias (sensoriamento remoto, SIG e GPS) são abordadas em livros didáticos de geografia do ensino médio e apontar possibilidades de uso no contexto da Geografia escolar. O objetivo geral da pesquisa, caracterizada como um estudo de caso pela particularidade do fenômeno em estudo e possível aplicabilidade em outras situações, é investigar o uso das geotecnologias como recurso didático para ensino de Geografia em dois contextos: (a) em livros didáticos adotados no ensino médio, e (b) em oficinas aplicadas para alunos do ensino médio de escolas públicas estaduais do município de Feira de Santana (BA). A seleção de livros foi feita com base no catálogo de livros didáticos aprovados pelo Programa Nacional do Livro Didático para o Ensino Médio (PNLEM); foram analisados, dentre outros aspectos, os conceitos e a presença de atividades que envolvam geotecnologias. A aplicação das oficinas nas escolas foi precedida por visitas às escolas participantes e diálogos com os professores de Geografia para elaboração das atividades. A análise dos livros didáticos mostrou que imagens orbitais e fotografias aéreas estão presentes nos oito livros investigados, contudo estes não exploram todo o potencial de análise que as imagens oferecem, sendo consideradas demasiadamente restritas. Em relação aos conceitos, dois livros são considerados satisfatórios, em cinco, algumas geotecnologias são negligenciadas e em um livro analisado, inexiste referência às geotecnologias, apesar de constar uma única imagem de satélite. As atividades de interpretação de imagens em sala de aula buscaram auxiliar três professores de Geografia a utilizar imagens de sensoriamento remoto como recurso didático. As práticas, planejadas e aplicadas no Colégio Modelo Luís Eduardo Magalhães (CMLEM) e no Colégio da Polícia Militar (CPM), pretenderam estimular o aprendizado de alunos do ensino médio acerca de conteúdos e temas da Geografia escolar, envolvendo ferramentas do ambiente Google Earth, leitura de fotografias aéreas verticais para elaboração de mapas parciais de Feira de Santana. Estudou-se a complexidade da organização do espaço mundial, por meio de abordagem sobre limites nacionais e países em conflito na atualidade. O resultado foi amplamente satisfatório. A pesquisa é indicativa de que abordagens similares podem ser feitas em outros contextos, para ampliar o domínio de técnicas de representação cartográfica por parte de estudantes de nível médio / Abstract: In recent years Geography has diversified the use of technologies for spatial analysis. The geotechnologies that allow different points-of-view on the space. It is important to consider how geotechnology (remote sensing, SIG and GPS) are addressed in geography textbooks of the secondary school and indicate out their uses in the context of school geography. The objective of the research, featured as a case study of the particularity of the phenomenon under study and potential applicability in other situations, is to investigate the use of geotechnology as a teaching tool for the teaching geography in two contexts: (a) in textbooks adopted in high schools, and (b) in workshops applied for secondary school students from public schools in the municipality of Feira de Santana, State of Bahia, Brazil. The selection of the books was based on the catalog of textbooks approved by the National Program of Textbooks for Secondary Schools (PNLEM). Among other aspects, concepts and activities that involve the presence of geotechnologies were analysed. The application of the workshops was preceded by visits to participating schools and by dialogues with the Geography teachers for development of activities. The analysis of the textbooks pointed that satellite images and aerial photographs are presents in eight books investigated, but these do not exploit the full potential of analysis offered by image, considered thus a lot restricted. In relation to the concepts, two books are considered satisfactory, in five, some geotechnologies are neglected and in one book analised, there is no reference to geotechnologies, despite it includes just one satellite image. The activities of image interpretation that occurred in classroom sought to help three Geography teachers in use remote sensing images as a teaching resource. The practical activities, planned and implemented the Colégio Modelo Luis Eduardo Magalhães (CMLEM) and the Colégio da Polícia Militar (CPM), was intended to stimulate the learning of middle school students on content and themes of school Geography, involving tools of environment Google Earth and reading vertical aerial photographs to students produce maps from Feira de Santana. The complex organization of global space was studied by approaching national boundaries of a few countries under contemporary conflicts. The result was very satisfactory. The research indicates that similar approaches can be made in other contexts, to extend the domain of technical cartographic in representation by secondary school students / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

D.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Subject Didactics) / It is a well known fact that half the people of the world are completely illiterate and only about a third are functionally literate. Chapman and Czerniewska (1978:65) support this statement by saying the United states of America needs to be looked at. It is one of the world's most developed countries and yet more than two per cent of persons older than fourteen have not yet attained functional literacy. This factor illustrates the tremendous education work that still lies ahead of the school and other institutions of learning. South Africa, like many other countries of the world, suffers the same consequences in experiencing educational turmoil, "extending from the classroom to the work-place. One of the major reasons singled out was the implementation of the Bantu Education Act of 1953 (Act 47/1953). The ideology thereof being not to educate a Bantu on the same level as a white man. As a result there was no relationship in curriculum content pertaining to classroom and work-place. In view of this, Black education has become a centre of concern for most race groups in this country because of educational, social and economical repercussions. This factor is well demonstrated in the report of the main commission of the Human Sciences Research Council on the investigation into education (1981 :108). It has shown the need to provide an educational system which will enable all members of the different population groups to acquire the skills of basic literacy. This will pose a long term problem for the State, as far as its economy is concerned.

Effective teaching is determined by a host of factors, not least of which is the educational guidance given to the teacher. This guidance should come about through an effecctively designed support structure initiated by the school principal as part of his management strategy. Very little has been written on this topic, particularly with reference to primary schools. In the past, geography teachers were trained, appointed to a school and expected to get on with their teaching. However, present-day teachers, in order to be effective educators, require in-service training. This should occur In a variety of ways and on a continuous basis, because teaching is an on-going business and not a job to be learned once and for always. This thesis investigates the organisational structures that exist for the teaching of geography in selected medium and large primary schools in the Eastern Cape. The author found that principals used either a subject head or standard head model. In large primary schools a subject head model was preferred i.e. a specialist geography teacher was responslble for developing the subject vertically from standard 2 to 5. The opposite was true in medium-sized schools. Principals of these schools preferred to delegate responsibility to a standard head. It was the duty ot the standard head, usually a generalist teacher without specific training in geography, to develop geography horizontally among, for example, all the standard 3 pupils. The role played by key members of a primary schools' instructional leadership team, namely the principal, subject head, and the standard head are examined in detail. The author offers justification why geography should be included In the primary curriculum. It is his contention that geography contributes to a child's general education, develops basic geographical skills, extends general mental abilities and fosters positive attitudes towards other people with whom he shares this world. A management model is proposed for principals, flexible enough for application in all schools. It is designed to ensure that teachers continue growing professionaIIy within the structure of a small group. There is no best way to organise the teaching of geography because each school has its own unique resources which should be optimally utilised in order to bring about learning. The professional development of geography teachers is possible because someone competent in geographical education should assume leadership of the qroup. This will enable ideas to be shared, plans made and strategies implemented in an eftort to improve teacher-competence through an efficiently organised geography department. In the final chapter conclusions are drawn and a recommendatlon is made for primary school principals to Implement an organlsatlonal model for the teaching of geography. A choice may be made from three models, namely a standard head, subject head or a comblnation of both models. It Is within the parameters of one of these structures that the subject can be properly managed, for example, field-trips planned, teaching aids purchased, envlronmental educatlon programmes designed, teaching strategies discussed and examinat(ons set. Thls view is supported by Cawood and GIbbon's (1980) empirical evidence. They found that good educatlonal leadership fosters effective teaching in schools.

A question asked at the United States of America (USA) National Council for Geographic Education (NCGE) conference in 1967, namely, what learning does GIS allow that other ways do not and whether teaching GIS at school level is worth the time and effort required to implement it, remains largely unanswered. Literature searches suggest that little more has been done since 1967 to investigate the effectiveness of GIS in education, or that there are any findings to suggest that GIS is worth the time and effort to implement in schools. Internationally the implementation of GIS software and geo-spatial data in schools has been slow, and South Africa is no exception. The main reasons given for slow implementation internationally have included lack of resources, lack of training and lack of time. The majority of secondary schools that offer Geography in the Port Elizabeth Education District, South Africa, teach GIS theory without the use of GIS software and geo-spatial data. The purpose of this research was to elicit the perceptions of secondary school level Geography teachers and learners of the benefits, barriers and obstacles to implementing GIS software and geo-spatial data as a teaching strategy. As a focused exercise to investigate what learning using GIS allows that other ways do not, this study also investigated whether using GIS as a teaching and learning strategy enables the promotion of learners spatial cognition, spatial perspective taking and problem solving abilities better than traditional methods do. The findings are viewed through the lens of developing Crystallized Intelligence (Gc), Spatial Intelligence (Gv) and Fluid Intelligence (Gf), respectively. The study followed a concurrent transformative mixed methods design with pre-post testing and the use of crossover experimental and control groups to generate both qualitative and quantitative data. Questionnaires aimed at all secondary Geography teachers in the Port Elizabeth Education District were used to assess how GIS is taught in their schools and to evaluate their perceptions of the benefits and barriers of implementing GIS software and geo-spatial data in the classroom. Four secondary school Geography teachers in four schools volunteered to take part in the experimental aspects of the study. Empirical data on the development of spatial cognition, spatial perspective taking, and problem solving were generated via pre- and post-tests in which the grade 11 Geography learners participated. Experimental and comparison groups of learners wrote four different types of pre- and post-tests where the experimental groups worked on GIS software with geo-spatial data while the comparison groups used traditional methods. Teacher interviews and learner interviews were also conducted to assess attitudes towards GIS software and geo-spatial data as a teaching strategy. The results from this aspect of the study mirrored the benefits and barriers to implementing GIS in schools recorded in international literature. However, and possibly more importantly, the empirical data generated by the learners revealed that GIS software and geo-spatial data do statistically significantly promote better spatial cognition (Crystallized Intelligence) and spatial perspective taking (Spatial Intelligence) than traditional methods do (i.e. using atlases, rulers and calculators). No improvement was found in the experimental groups‟ problem solving abilities. This report offers possible explanations and recommendations in terms of socio-cultural findings from other educational studies on the effects of exploratory talk on the development of Fluid Intelligence. Recommendations are made for the attention of curriculum developers, teachers, school principals, departmental officials and other educational stakeholders in terms of what is required for the successful implementation of GIS software and the use of geo-spatial data in secondary school Geography classes.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education