Thesis (PhD)--Stellenbosch University 2015. / ENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change. / AFRIKAANSE OPSOMMING: Hierdie opnamenavorsing het gebruik gemaak van ‟n kriteriumverwysing- meerkeusige vraelys om data by 194 VOO Aardrykskunde onderwysers in die Wes-Kaap provinsie te versamel om hulle vlak van geletterdheid in beide die wetenskap en pedagogie van klimaatsverandering te bepaal en om die invloed van geslag, ouderdom, kwalifikasie, spesialisasie, ervaring, graad wat die meeste onderrig is, hulle ervaring van onderrig oor klimaatsverandering en die ligging van hulle skool te bepaal. Aspekte van klimaatsverandering wat geassesseer is, het klimaatsprosesse en moontlike oorsake van klimaatsverandering, impakte van klimaatsverandering en reaksies op klimaatsverandering ingesluit. Aspekte van die pedagogie van klimaatsverandering wat geassesseer is, het die doelwitte en betekenisvolheid van opvoeding oor klimaatsverandering en konstruktivistiese onderrigbeginsels en -praktyk ingesluit. Die versamelde data is met persentasiefrekwensie geanaliseer om die onderwysers se vlak van geletterdheid in die wetenskap en pedagogie van klimaatsverandering te bepaal; die Mann-Whitney en Kruskal-Wallis toetse is gebruik om die invloed van bemiddelende veranderlikes op geletterdheid met betrekking tot die wetenskap en pedagogie van klimaatsverandering onderskeidelik te bepaal. Die resultate dui aan dat Aardrykskunde-onderwysers in die Wes-Kaap „Hoë‟ geletterdheid in die wetenskap van klimaatsverandering en „Lae‟ geletterdheid in die pedagogie van klimaatsverandering getoon het. Faktore soos ligging van die skool, geslag, ouderdom en onderrigervaring het ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl kwalifikasie, spesialisasie, graad wat die meeste onderrig is en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. In teenstelling het onderrigervaring en graad wat die meeste onderrig is, ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl ligging van die skool, geslag, ouderdom, kwalifikasie, spesialisasie en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. Op grond van hierdie resultate kan gesê word dat professionele ontwikkelingsingrypings in die pedagogie van klimaatsverandering nodig is om Aardrykskunde-onderwysers bloot te stel aan die doelwitte en belangrikheid van onderwys oor klimaatsverandering en metodes om probleemgebaseerde, leerdergesentreerde onderrig oor klimaatsverandering te fasiliteer.

published_or_final_version / abstract / Geography / Master / Master of Geographic Information System

published_or_final_version / abstract / Education / Master / Master of Education

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-12T10:58:46Z No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5) / Made available in DSpace on 2018-11-12T10:58:46Z (GMT). No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5) Previous issue date: 2018-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research encompasses the insertion and construction of geography education in digital culture in a private school in the Pinheiros district, west borough of Sao Paulo's municipality. School geography is presently undergoing conceptual, methodological and procedural transformations, which give rise to reflections on teaching practice and the construction of learning situations related to a globalized world. Hence, the general goal of this research is to understand the teaching and learning processes of geography education in the digital culture. By doing so, we aim to verify the potential to understand the geographical phenomena in various scales, using resources other than to encourage the students' creativity and motivation. This research uses a qualitative approach and a methodological procedure inspired in practices associated with action-research, with a pedagogical focus in active teaching-learning methodology models. Data was collected in 2017 from a 9th grade, during learning situations in virtual learning environments, questionnaires, focal groups and from notes taken by the researcher-teacher. Results show that the combination of active methodologies, (DICT) and contents promoted the cognitive and emotional developments of the learners in digital culture contexts, mainly regarding the pedagogical procedures that involve problem solving, collaboration and participation. Therefore, conclude that the pedagogical practices enabled the comprehension of the geographical phenomena in a number of instances, advanced by the DICT, which encouraged the geographical thinking and representation, in addition to favoring the learners' creativity and motivation / A presente pesquisa refere-se à inserção e construção da educação geográfica na cultura digital em uma unidade escolar privada no bairro de Pinheiros, zona oeste do município de São Paulo. A geografia escolar atualmente passa por transformações conceituais, metodológicas e procedimentais, implicando em reflexões da prática docente e da construção de situações de aprendizagem articuladas com as características do mundo globalizado. Assim, o objetivo geral da pesquisa, é compreender os processos de ensino e de aprendizagem da educação geográfica na cultura digital. Com isso, pretende-se verificar o potencial de compreensão dos fenômenos geográficos em diversas escalas, utilizando recursos diferentes da aula expositiva para incentivar a criatividade e motivação dos educandos. Esta pesquisa apresenta abordagem qualitativa e procedimento metodológico inspirado em práticas associadas à pesquisa-ação, com enfoque pedagógico em modelos de metodologias ativas de ensino e de aprendizagem. Os dados referentes ao 9º ano do Ensino Fundamental Anos Finais foram coletados em 2017, nas situações de aprendizagem em ambientes virtuais, questionários, grupos focais e a partir de anotações sistematizadas do professor/pesquisador. Os resultados indicam que a combinação entre metodologias ativas, (TDIC) e conteúdos favoreceram os desenvolvimentos cognitivo e emocional dos educandos em contextos da cultura digital, principalmente quanto a procedimentos pedagógicos que envolvem resolução de problemas, colaboração e participação. Dessa forma podemos concluir que as práticas pedagógicas realizadas, facilitaram a compreensão dos fenômenos geográficos em diversas escalas, impulsionada pelas TDIC, que incentivaram a representação e expressão do raciocínio geográfico, além de favorecer a criatividade e motivação dos educandos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-26T13:18:12Z No. of bitstreams: 1 Natalia de Almeida.pdf: 2247084 bytes, checksum: a1e301d92475ec472211b7573ccc6dbe (MD5) / Made available in DSpace on 2017-09-26T13:18:12Z (GMT). No. of bitstreams: 1 Natalia de Almeida.pdf: 2247084 bytes, checksum: a1e301d92475ec472211b7573ccc6dbe (MD5) Previous issue date: 2017-08-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study is related to the curricular reform of the São Paulo state school network, which is currently underway, aiming to understand the connection between this new configuration of education proposed by the State of São Paulo Department of Education and its relation with the social and political conformation in force in the area of Education. This conceptual elaboration, present in the São Paulo Faz Escola Program by the São Paulo State Secretariat, began in 2011, and took the form of teacher training, production of teaching materials and various manuals. In an attempt to understand how the curriculum is proposed in the schools of São Paulo, the area of Geography was selected for the examination of the notebooks made available to the ninth grade students, considered as a common basis obligatory to the whole network among the other areas that make up the elementary school curriculum II. Therefore, the analysis of the didactic material present in the school organization and proposed by the curricular reform in question was carried out, especially the notebooks of the São Paulo Faz Escola Program intended for teachers and students in the classroom in Geography due to being the sphere of Performance of the researcher. For this analysis we used documentary data on educational policy and Weber's theoretical concepts for understanding the hierarchy of education, Gimeno on curriculum and tasks, Bloom and his colleagues to analyze the tasks stipulated in the eight learning situations and Chartier based on Analysis and description of the material. Each learning situation was analyzed as to what is asked the students to fulfill as tasks and classified by the cognitive categories to identify the level of teaching proposed to these students. The analysis data were organized in frames each Learning situation and a final table that shows the frequency of each of these cognitive categories, consequently the expected level of learning when it is fulfilled, a focus that was not the object of this study in the reality of the classrooms. The results demonstrate the presence Learning situations organized in a way that Centered on tasks of lower cognitive level with more than half of the tasks aimed at the acquisition and standardized understanding of knowledge, necessary, but not sufficient for the formation of the pupil / O estudo ora proposto está relacionado à reforma curricular da rede escolar Estadual de São Paulo em curso buscando compreender a ligação dessa nova configuração de ensino proposta pela Secretaria de Educação do Estado de São Paulo e suas relações com a conformação social e política vigente na área de educação. Tal elaboração conceitual, presente no Programa São Paulo Faz Escola pela Secretaria Estadual de São Paulo, teve início em 2011, e se concretizou em ações de formação de professores, produção de materiais didáticos e vários manuais. Na tentativa de compreender como o currículo está proposto para as escolas paulistas, foi selecionada a área de Geografia para exame dos cadernos disponibilizados aos alunos do nono ano, considerado como base comum obrigatória a toda a rede dentre as demais áreas que compõem o currículo do ensino fundamental II. Foi, portanto, realizada a análise do material didático presente na organização escolar e propostos pela reforma curricular em questão, especialmente os cadernos do Programa São Paulo Faz Escola destinados aos professores e alunos em sala de aula na área de Geografia devido a ser a esfera de atuação da pesquisadora. Para essa análise foram utilizados dados documentais sobre a política educacional e os conceitos teóricos de Weber para compreensão da hierarquia da educação, Gimeno sobre currículo e tarefas, Bloom e seus colaboradores para análise das tarefas estipuladas nas oito situações de aprendizagem e de Chartier com fundamento para análise e descrição do material. Cada situação de aprendizagem foi analisada quanto ao que é pedido aos alunos para cumprirem como tarefas e classificadas pelas categorias cognitivas para identificar o nível de ensino proposto a esses alunos. Os dados da análise foram organizados em quadros a cada situação de aprendizagem e uma tabela final que demonstra a frequência de cada uma dessas categorias cognitivas, por consequência o nível de aprendizagem esperado quando se cumpre o pretendido, foco que não foi objeto deste estudo na realidade das salas de aula. Os resultados demonstram a presença de situações de aprendizagem organizadas de forma roteirizada, centração em tarefas de mais baixo nível cognitivo com mais da metade das tarefas voltadas à aquisição e compreensão padronizada do conhecimento, necessárias, mas não suficiente para a formação do alunado

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-26T12:28:22Z No. of bitstreams: 1 Augusto Monteiro Ozório.pdf: 1275253 bytes, checksum: 9a60fa716c5da1f2ba758269d0340c46 (MD5) / Made available in DSpace on 2018-03-26T12:28:22Z (GMT). No. of bitstreams: 1 Augusto Monteiro Ozório.pdf: 1275253 bytes, checksum: 9a60fa716c5da1f2ba758269d0340c46 (MD5) Previous issue date: 2018-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The teaching of Geography has always been present in the official curriculum of Brazillian basic school. However, since its institutionalization, it has been through moments of greater or lesser relevance among other school subjects. Recently, BNCC (Base Nacional Comum Curricular – the institucional norm which defines the official basic curriculum) is being redefined and, as a result, it is possible that Geography will no longer be applied as a required and mandatory subject in Secondary School, which reveals, among other factors, that we are in front of a context of devaluing this subject in the group of knowlegde believed to be necessary and basic to insert individuals in western, urban-industrial society. The objective is to understand the reasons that led to the loss of relevance of Geography as a subject in the official curriculum. To accomplish that, a bibliographical research was done on the role of teaching systems in the curricular organization and the renovation movement of brazillian geographical thinking experienced since the end of the 1970s. As a result, it was verified, from a greater generalization scale, that a neoliberal context reoriented the brazillian teaching system to adhere to aspects of an utilitarian notion of curriculum, one that do not see geographical knowledge as utmost relevant to insert individuals on the model of society that is intended. At the same time, in a more-detailed scale, the loss of importance was also due to the difficulty from the people who inherited the fruits of the renewal movement to unite themselves and/or disseminate the speech about the methodology and epistemology of geographic science to the pedagogical speech under the geographical teaching in the school environment, especially from the renewal movement about geographic thinking experienced by the second half of 20th Century in Brazil / O ensino da Geografia sempre esteve presente no currículo oficial da escola básica brasileira e, desde sua institucionalização, passou por momentos de maior e menor relevância entre as demais disciplinas escolares. Recentemente, no momento de definição da Base Nacional Comum Curricular, essa disciplina poderá deixar de ser obrigatória no nível do Ensino Médio, revelando, entre outros fatores, estarmos diante de um contexto de menor valorização dessa disciplina no conjunto de conhecimento que se entende ser necessário para a inserção dos indivíduos na sociedade ocidental, urbanoindustrial. Tem-se como objetivo compreender os motivos que levaram a essa perda de relevância no currículo oficial. Para isso, fez-se uso de pesquisa bibliográfica e entrevista semiestruturada acerca do papel dos sistemas de ensino na organização curricular e do movimento de renovação do pensamento geográfico brasileiro vivenciado a partir do final da década de 1970. Como resultado, verificou-se, numa escala de maior generalização, que o contexto neoliberal reorientou o sistema de ensino brasileiro a aderir aspectos de uma noção utilitarista de currículo, que não vislumbra no saber geográfico algo de suma relevância para a inserção dos indivíduos no modelo de sociedade que se pretende. E, ao mesmo tempo, numa escala de maior detalhamento, a sua perda de importância se deu também pela dificuldade que os sujeitos que herdaram os frutos do movimento de renovação tiveram em unir e/ou difundir o discurso sobre a metodologia e epistemologia da ciência geográfica ao discurso pedagógico sobre o ensino de geografia no ambiente escolar, sobretudo a partir do movimento de renovação do pensamento geográfico vivenciado a partir da segunda metade do século XX no Brasil

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

Since the advent of democracy in 1994, there have been several turning points in South African education. One of the key changes has been the conception of Social Sciences (SS) – a learning area under the National Curriculum Statement of 2002. The structure of SS has undergone a significant change with regard to evolving from Human and Social Sciences (HSS) to its current state – SS. The DoE claims that the SS curriculum is the result of integration – a concept which has been widely accepted in the international community. The aim of this study was to investigate the views and pedagogy of SS teachers with reference to the concept of integration. I engaged in qualitative research and employed the interpretivist paradigm when analysing my data. Research instruments included semi-structured interviews, a picture identification session and a critical discourse analysis (CDA) of key SS policy documents which inform SS pedagogy. Data were analysed through the method of open-coding. The study concluded that integration has a multitude of meanings, and the conceptualisation and implementation of it differs from teacher to teacher. Integration has now become a generic concept which can be applied to socio-political, economic, educational and environmental spheres of the SS curriculum. For this reason I argue that the SS curriculum may not be foregrounded by the concept of integration, but rather an alternate disciplinary collaboration/s such as interdisciplinarity, pluridisciplinarity and multidisciplinarity. The different disciplinary collaborations has been investigated and applied to the SS curriculum within the South African educational context. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.