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A curriculum in health and physical education for secondary schoolsAndrews, Robert Marcellus January 1966 (has links)
Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
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To determine the effectiveness of the Administrative Plan of the George Washington Junior High School of Tampa Florida from September 1928 to June 1937.Peters, C. Phil 08 1900 (has links)
This study attempts to provide an effective administrative plan and contribute to other teachers in the field of junior high school education. In this study, the administrative plan is divided into two mail parts: first, the administrative plan and the teacher; and second, the administrative plan and pupil. All conclusions are summarised in the final chapter.
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Integrating topology into the standard high school geometry curriculumKiker, William George 27 November 2012 (has links)
This report conveys some of the modern investigations surrounding the use of topology in a contextual setting. Topics discussed include applications of topology relating to the modeling of biological structures and common objects like sunshades, elementary knot theory, and the connection between the fields of topology and algebra. A brief overview and discussion of the incorporation of elementary topology into the standard Geometry curriculum of secondary schools is also examined. / text
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Školní vzdělávací programy tělesné výchovy na středních školách / School curricula of physical education in high schoolHájevský, Martin January 2012 (has links)
School curricula of physical education in high school The target of the work is to contribute to issues of creation and using of school educational program in physical education at Gyms and other high school types. As important is considered the feedback with the issues from the physical education teacher's point of view, that we have earned from work. From studying of professional literature, we have found experiences in given area and historical evolution at home and abroad. We have earned required data from the PE teachers thanks to questionnaire investigation with the use of stratifies form made for physical education teachers under the name: "Physical education in school educational programs". We have evaluated and then formed recommendations from founded knowledge and results from the questionnaire investigation for another practical use. Keywords: School educational program, High school, benefits, use, physical education
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Crenças de futuros professores de física em contexto de inovação curricular: o caso de um curso de física moderna e contemporânea no ensino médio / Physics preservice teachers\' beliefs in curriculum innovation context: The case of one course of Modern and Contemporary Physics in High SchoolMarques Filho, Edson Cesar 19 May 2011 (has links)
Um movimento geral de inovação curricular tem ocorrido em muitos países nas últimas décadas. O ensino, porém, tem permanecido resistente a essas novas formulações, em grande parte, em função dos conhecimentos e crenças educacionais de professores de modo que se faz necessário levar em consideração estes fatores para o êxito real das reformulações curriculares. Nesta pesquisa nosso objetivo consistiu em identificar e analisar as crenças de futuros professores de Física em um contexto de inovação curricular particular: a inserção de tópicos de Física Moderna e Contemporânea (FMC) para alunos do Ensino Médio. Para tanto, utilizamos como referência teórica um artigo de revisão basilar sobre as crenças de professores (Pajares, 1992). Nossa metodologia foi qualitativa com 4 sujeitos estudados de um grupo de 11 alunos do curso Licenciatura em Ciências Exatas (Habilitação: Física) do Instituto de Física de São Carlos, Universidade de São Paulo, em 2009. Foram oferecidos aos licenciandos minicursos de dois temas de Física Moderna e Contemporânea: Física de Partículas e Nanociência, ambos com 16 horas, e, posteriormente, os futuros professores adaptaram e organizaram tais conceitos e atividades em um módulo de ensino com 4 horas para o Ensino Médio. Foram realizadas entrevistas semi-estruturadas e aplicados questionários Likert no início e ao fim desta investigação, bem como foram realizadas gravações em vídeo. As entrevistas foram analisadas com a Análise Textual Discursiva (Moraes, 2003) e os questionários com Mapas Cognitivos (Mellado et al., 2002). Destacamos que conhecer as crenças de futuros professores sobre implementar tópicos de Física Moderna e Contemporânea no Ensino Médio é um primeiro passo importante para se buscar interferir sobre as crenças de futuros professores sobre o tema, fornecendo aos formadores de futuros professores uma perspectiva em relação às crenças deste público sobre a inserção de Física Moderna e Contemporânea no Ensino Médio, bem como ainda salientamos a importância da continuidade de 9 futuras investigações neste sentido a fim nos proporcionar um quadro geral sobre esta questão. / A general movement of curricular innovation has occurred in many countries in recent decades. The teaching, however, has remained resistant to these new formulations, largely on the basis of knowledge and educational beliefs of teachers so that it is necessary to consider these factors to the success of real curricular changes. In this research our goal was to identify and analyze the beliefs of preservice teachers of physics in the context of a particular curriculum innovation: the inclusion of Modern and Contemporary Physics (MCP) topics for high school students. We used as theoretical reference a review paper on basic teachers\' beliefs (Pajares, 1992). Our methodology was qualitative, with four preservice teachers studied from a group of 11 science future teachers (Physics License), from Physics Institute of São Carlos, University of São Paulo, in 2009. It was offered a minicourse to undergraduates of two Modern and Contemporary Physics topics: Particle Physics and Nanoscience, both in 16 hours, and thereafter, future teachers have adapted and arranged such concepts and activities into a teaching module with 4 hours for High School. Semi-structured interviews were conducted and were apllied Likert questionnaires at the beginning and the end of this investigation, as well as video recordings were made. The interviews were analyzed with the Discourse Textual Analysis (Moraes, 2003) and questionnaires with Cognitive Maps (Mellado et al., 2002). We stress that knowing the beliefs of teachers about implementing Modern and Contemporary Physics topics in high school is an important first step to seek to interfere in the beliefs of prospective teachers on the subject, providing trainers of future teachers a perspective on the beliefs of the public on the inclusion of Modern and Contemporary Physics in high school and still emphasize the continued importance of future investigations in this direction in order to provide a general framework on this issue.
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Consumindo a física na escola básica: a sociedade do espetáculo e as novas propostas curriculares / Consuming physics in elementary school: the society of the spectacle and the new curriculum proposalsRenato Marcon Pugliese 14 October 2011 (has links)
A presente dissertação descreve uma análise do conteúdo didático de física e da implementação de duas propostas pedagógicas sob a ótica do conceito de Sociedade do Espetáculo, de Guy Debord. As propostas estudadas estão presentes na rede estadual de educação básica de São Paulo e são: i. São Paulo Faz Escola - Nova proposta curricular do Governo do Estado de São Paulo e; ii. Plano Nacional do Livro Didático para o Ensino Médio - PNLEM 2007. Ambas as propostas foram implementadas durante o biênio 2008-2009 na unidade escolar investigada, no que diz respeito particularmente à disciplina de física. O conceito de espetáculo foi utilizado para contrapor os modelos de ensino autoritário, liberal ou libertador, visto que se apresenta como uma boa ferramenta para estudo da construção e da implementação dessas propostas curriculares, onde o autoritarismo aparece implícito através da publicidade e da propaganda. A escola, o governo e outras instituições participantes da implementação das novas propostas, como as editoras, apresentam caráter espetacular em diversos processos, atos e discursos que as envolvem, o que permite essa interpretação. Quando é analisado o conteúdo de física destas propostas e suas implementações, entendendo a física como cultura e, portanto, parte integrante da estrutura social atual, encontramos a negação do diálogo - crítico e consciente, como afirma Paulo Freire - e um constante autoritarismo conceitual. No entanto, sua divulgação oficial e veiculação midiática é repleta de afirmações da presença do diálogo e de ações colaborativas, o que demonstra a presença do espetáculo. São processos que se auto afirmam dialógicos, mas que cotidianamente se mostram autoritários. É a lógica da Sociedade do Espetáculo, que parece ter uma possível saída políticopedagógica a partir da valorização do diálogo consciente entre homem-mundo, homemhomem e homem-mundo-homem, o qual possui especial dedicação pelo trabalho do educador Paulo Freire. / This thesis describes an analysis of the educational content of physics and the implementation of two educational proposals from the perspective of the concept of Society of the Spectacle by Guy Debord. The proposals being studied are present in public high schools of basic education from São Paulo state, and are: i. São Paulo Faz Escola - New curriculum of the state government of Sao Paulo and; ii. National Textbook for Secondary Education - PNLEM 2007. Both proposals were implemented during the 2008-2009 biennium at schools investigated, particularly with regard to the discipline of physics. The concept of spectacle was used to oppose the authoritarian, liberal or liberating models of teaching, since it presents as a good tool to study the construction and implementation of the proposed curriculum, where authoritarianism is implicit through advertising and propaganda. The school, government and other institutions participating in the implementation of the new proposals, such as publishers, have spectacular character in several processes, actions and discourses that surround them, which allows this interpretation. When analyzing the physical content of these proposals and their implementation, understanding the physics as culture and therefore part of the current social structure, we find the denial of dialogue - critical and consciously, like Paulo Freire says - and a constant conceptual authoritarianism. However, their official release and broadcast media is filled with claims from the presence of dialogue and collaborative actions, which demonstrates the presence of the spectacle. Processes that are self affirm dialogical, but who daily prove authoritarian. It is the logic of the Society of the Spectacle, which seems to have a possible solution from the political and pedagogical enhancement of conscious dialogue between man-world, man-man and man-world-man, who has special dedication for the work of educator Paulo Freire.
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Consumindo a física na escola básica: a sociedade do espetáculo e as novas propostas curriculares / Consuming physics in elementary school: the society of the spectacle and the new curriculum proposalsPugliese, Renato Marcon 14 October 2011 (has links)
A presente dissertação descreve uma análise do conteúdo didático de física e da implementação de duas propostas pedagógicas sob a ótica do conceito de Sociedade do Espetáculo, de Guy Debord. As propostas estudadas estão presentes na rede estadual de educação básica de São Paulo e são: i. São Paulo Faz Escola - Nova proposta curricular do Governo do Estado de São Paulo e; ii. Plano Nacional do Livro Didático para o Ensino Médio - PNLEM 2007. Ambas as propostas foram implementadas durante o biênio 2008-2009 na unidade escolar investigada, no que diz respeito particularmente à disciplina de física. O conceito de espetáculo foi utilizado para contrapor os modelos de ensino autoritário, liberal ou libertador, visto que se apresenta como uma boa ferramenta para estudo da construção e da implementação dessas propostas curriculares, onde o autoritarismo aparece implícito através da publicidade e da propaganda. A escola, o governo e outras instituições participantes da implementação das novas propostas, como as editoras, apresentam caráter espetacular em diversos processos, atos e discursos que as envolvem, o que permite essa interpretação. Quando é analisado o conteúdo de física destas propostas e suas implementações, entendendo a física como cultura e, portanto, parte integrante da estrutura social atual, encontramos a negação do diálogo - crítico e consciente, como afirma Paulo Freire - e um constante autoritarismo conceitual. No entanto, sua divulgação oficial e veiculação midiática é repleta de afirmações da presença do diálogo e de ações colaborativas, o que demonstra a presença do espetáculo. São processos que se auto afirmam dialógicos, mas que cotidianamente se mostram autoritários. É a lógica da Sociedade do Espetáculo, que parece ter uma possível saída políticopedagógica a partir da valorização do diálogo consciente entre homem-mundo, homemhomem e homem-mundo-homem, o qual possui especial dedicação pelo trabalho do educador Paulo Freire. / This thesis describes an analysis of the educational content of physics and the implementation of two educational proposals from the perspective of the concept of Society of the Spectacle by Guy Debord. The proposals being studied are present in public high schools of basic education from São Paulo state, and are: i. São Paulo Faz Escola - New curriculum of the state government of Sao Paulo and; ii. National Textbook for Secondary Education - PNLEM 2007. Both proposals were implemented during the 2008-2009 biennium at schools investigated, particularly with regard to the discipline of physics. The concept of spectacle was used to oppose the authoritarian, liberal or liberating models of teaching, since it presents as a good tool to study the construction and implementation of the proposed curriculum, where authoritarianism is implicit through advertising and propaganda. The school, government and other institutions participating in the implementation of the new proposals, such as publishers, have spectacular character in several processes, actions and discourses that surround them, which allows this interpretation. When analyzing the physical content of these proposals and their implementation, understanding the physics as culture and therefore part of the current social structure, we find the denial of dialogue - critical and consciously, like Paulo Freire says - and a constant conceptual authoritarianism. However, their official release and broadcast media is filled with claims from the presence of dialogue and collaborative actions, which demonstrates the presence of the spectacle. Processes that are self affirm dialogical, but who daily prove authoritarian. It is the logic of the Society of the Spectacle, which seems to have a possible solution from the political and pedagogical enhancement of conscious dialogue between man-world, man-man and man-world-man, who has special dedication for the work of educator Paulo Freire.
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Teaching 21st century skills to high school students utilizing a project management frameworkWilliamson, Charles David 08 February 2012 (has links)
Educators, researchers, and government officials have concluded that today’s students, at all levels of the educational system, are lacking in the skills needed to ensure their success in the workplace. This awareness is driving a movement to change educational curricula to include skills training in the areas of communication, collaboration, critical thinking, and creativity. Collectively, these areas make up what are called “21st Century Skills.” The question becomes how to develop a program that effectively teaches these skills to students and how to get that program implemented into a usable curriculum. This thesis asserts that the direct study and application of the framework and specifically identified processes of project management (i.e. the key fundamental elements) is an effective methodology for building a foundation upon which to teach students “21st Century Skills”. Using the term “direct study” means that students are explicitly taught key terms, concepts, and processes of project management and then instructed to implement them in a project. The distinction being made here is the belief that, whereas some types of skills are better learned by simply doing, introduction to 21st century skills should be prefaced with some amount of theory and discussion and then reinforced with practical application. Several of the student project management programs discussed in Chapter 3 offer data that backs up this assertion. Additionally, a course outline for a proposed high school curriculum to teach students the key fundamental elements of project management is included in Appendix A. / text
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Crenças de futuros professores de física em contexto de inovação curricular: o caso de um curso de física moderna e contemporânea no ensino médio / Physics preservice teachers\' beliefs in curriculum innovation context: The case of one course of Modern and Contemporary Physics in High SchoolEdson Cesar Marques Filho 19 May 2011 (has links)
Um movimento geral de inovação curricular tem ocorrido em muitos países nas últimas décadas. O ensino, porém, tem permanecido resistente a essas novas formulações, em grande parte, em função dos conhecimentos e crenças educacionais de professores de modo que se faz necessário levar em consideração estes fatores para o êxito real das reformulações curriculares. Nesta pesquisa nosso objetivo consistiu em identificar e analisar as crenças de futuros professores de Física em um contexto de inovação curricular particular: a inserção de tópicos de Física Moderna e Contemporânea (FMC) para alunos do Ensino Médio. Para tanto, utilizamos como referência teórica um artigo de revisão basilar sobre as crenças de professores (Pajares, 1992). Nossa metodologia foi qualitativa com 4 sujeitos estudados de um grupo de 11 alunos do curso Licenciatura em Ciências Exatas (Habilitação: Física) do Instituto de Física de São Carlos, Universidade de São Paulo, em 2009. Foram oferecidos aos licenciandos minicursos de dois temas de Física Moderna e Contemporânea: Física de Partículas e Nanociência, ambos com 16 horas, e, posteriormente, os futuros professores adaptaram e organizaram tais conceitos e atividades em um módulo de ensino com 4 horas para o Ensino Médio. Foram realizadas entrevistas semi-estruturadas e aplicados questionários Likert no início e ao fim desta investigação, bem como foram realizadas gravações em vídeo. As entrevistas foram analisadas com a Análise Textual Discursiva (Moraes, 2003) e os questionários com Mapas Cognitivos (Mellado et al., 2002). Destacamos que conhecer as crenças de futuros professores sobre implementar tópicos de Física Moderna e Contemporânea no Ensino Médio é um primeiro passo importante para se buscar interferir sobre as crenças de futuros professores sobre o tema, fornecendo aos formadores de futuros professores uma perspectiva em relação às crenças deste público sobre a inserção de Física Moderna e Contemporânea no Ensino Médio, bem como ainda salientamos a importância da continuidade de 9 futuras investigações neste sentido a fim nos proporcionar um quadro geral sobre esta questão. / A general movement of curricular innovation has occurred in many countries in recent decades. The teaching, however, has remained resistant to these new formulations, largely on the basis of knowledge and educational beliefs of teachers so that it is necessary to consider these factors to the success of real curricular changes. In this research our goal was to identify and analyze the beliefs of preservice teachers of physics in the context of a particular curriculum innovation: the inclusion of Modern and Contemporary Physics (MCP) topics for high school students. We used as theoretical reference a review paper on basic teachers\' beliefs (Pajares, 1992). Our methodology was qualitative, with four preservice teachers studied from a group of 11 science future teachers (Physics License), from Physics Institute of São Carlos, University of São Paulo, in 2009. It was offered a minicourse to undergraduates of two Modern and Contemporary Physics topics: Particle Physics and Nanoscience, both in 16 hours, and thereafter, future teachers have adapted and arranged such concepts and activities into a teaching module with 4 hours for High School. Semi-structured interviews were conducted and were apllied Likert questionnaires at the beginning and the end of this investigation, as well as video recordings were made. The interviews were analyzed with the Discourse Textual Analysis (Moraes, 2003) and questionnaires with Cognitive Maps (Mellado et al., 2002). We stress that knowing the beliefs of teachers about implementing Modern and Contemporary Physics topics in high school is an important first step to seek to interfere in the beliefs of prospective teachers on the subject, providing trainers of future teachers a perspective on the beliefs of the public on the inclusion of Modern and Contemporary Physics in high school and still emphasize the continued importance of future investigations in this direction in order to provide a general framework on this issue.
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Reformulação curricular do ensino médio no estado de Goiás (2007-2011) / Curriculum reform of secondary education in the state of Goiás (2007-2011)Ferreira, Vinícius Duarte 21 March 2014 (has links)
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Previous issue date: 2014-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this study we present an analysis of the curriculum reform process occurred
in public schools of the state of Goias during the years 2007 to 2011, discussing the
scope and limits of the programs implemented in secondary school by the State
Department of Education.
We adopted a perspective of analysis concerned with understanding the
existing relations between educational policies, the establishment of school curricula,
and finally, how to reflect such articulation within the existing pedagogical concepts in
the curriculum reform process in Goiás. Therefore, we performed a case study in the
State school Christóvam Comendador de Oliveira (Pirenópolis-GO) with the goal of
checking how the implementation of this reform happened in practice.
Faced with the need to understand the relationship between culture and its
processes of integration in teaching concepts, and also the possibilities of an
emerging strand of change in the set of state reforms, we sought to problematize our
thematic analysis based on discussion of the hidden curriculum proposed by Michael
Apple and also the contributions of authors such as Sacristan, Moreira and Saviani.
The results from this study showed that the ways of implementing this reform
allowed teachers, in a certain way, to build a more autonomous curricular experience
in relation to the prescriptive tradition present in the state system until that time. / Nesse estudo apresentamos uma análise do processo de reformulação
curricular ocorrido na rede pública do estado de Goiás durante os anos de 2007 a
2011, problematizando os alcances e limites dos programas implementados no
ensino médio pela Secretaria Estadual de Educação.
Adotamos uma perspectiva de análise preocupada em compreender as
articulações existentes entre as políticas educacionais, a constituição dos currículos
escolares e, finalmente, como refletir tal articulação dentro das concepções
pedagógicas existentes no processo de reformulação curricular em Goiás. Para
tanto, realizamos um estudo de caso no Colégio Estadual Comendador Christóvam
de Oliveira (Pirenópolis-GO) com o objetivo de verificar como ocorreu, na prática, a
implementação dessa Reforma.
Diante da necessidade de compreendermos a relação entre a cultura e seus
processos de inserção nas concepções de ensino, e, ainda, das possibilidades do
surgimento de uma vertente de mudança no conjunto das reformas de Estado,
problematizamos nossa temática considerando a discussão sobre currículo oculto
proposta por Michael Apple, bem as contribuições de autores como Sacristán,
Moreira e Saviani.
O resultado de nosso trabalho evidenciou que os caminhos de implementação
dessa reforma permitiu que os professores construíssem uma experiência curricular,
de certa forma, mais autônoma em relação à tradição prescritiva até então operante
na rede estadual.
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