Submitted by Rosicler Sauer (rosiclersauer@bol.com.br) on 2016-12-12T15:11:50Z No. of bitstreams: 1 versão final da Tese de Doutorado Rosicler Sauer 2016.pdf: 1285397 bytes, checksum: 9a8f0d74b44440528b59c63cd755d3c1 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-12-16T16:50:25Z (GMT) No. of bitstreams: 1 versão final da Tese de Doutorado Rosicler Sauer 2016.pdf: 1285397 bytes, checksum: 9a8f0d74b44440528b59c63cd755d3c1 (MD5) / Made available in DSpace on 2016-12-16T16:50:25Z (GMT). No. of bitstreams: 1 versão final da Tese de Doutorado Rosicler Sauer 2016.pdf: 1285397 bytes, checksum: 9a8f0d74b44440528b59c63cd755d3c1 (MD5) / FAPESB e CAPES / A tese de doutorado intitulada ”A Educação Física no Currículo Integrado do Instituto Federal de Educação, Ciências e Tecnologias da Bahia (IFBA): Realidade e Possibilidades” esta inserida em um contexto de problemáticas que discutem as relações de trabalho e educação em defesa da emancipação humana. Temos como objetivo geral dessa pesquisa compreender e analisar as contradições, limites e possibilidades na implantação do Currículo Integrado e as implicações no trabalho pedagógico da Educação Física, tendo como base o Projeto Pedagógico Institucional do IFBA. Para tanto foi necessário, analisarmos a reforma da educação profissional e tecnológica, especificamente a integração entre o ensino médio e a educação profissional, partindo da sua legislação específica. Também contextualizamos a Educação Física como componente curricular na busca de compreender os elementos essenciais para a construção da proposta curricular da Educação Física no IFBA. Trata-se de um estudo qualitativo, com abordagem crítica. O recorte temporal é o tempo presente, este se justifica pela escolha do objeto a ser estudado que esta em plena construção. Encontramos suporte teórico metodológico na história do tempo presente, a qual coloca o pesquisador como contemporâneo de seu objeto, assim como abre novas possibilidades de pesquisas de outros períodos da história. A coleta de dados foi realizada por meio de depoimentos adquiridos da gravação e transcrição do I Encontro de Professores de Educação Física do IFBA. Dessa forma possível um diálogo com a síntese sobre a Educação Física que se tem em cada Campus e apontar as perspectivas. Nesse sentido foram realizadas análises do documento construído pelos professores em um grupo de trabalho que tratou da proposta curricular da Educação Física do IFBA e uma análise profícua do Projeto Pedagógico Institucional do IFBA. Nessa perspectiva o I Encontro de Professores de Educação Física do IFBA pode ser considerado como um espaço ímpar na construção de novos caminhos para a Educação Física nessa Instituição. / ABSTRACT The doctoral thesis entitled "The Physical Education in Integrated Curriculum of Federal Institute of Education, Science and Technology of Bahia (IFBA): Reality and Possibilities" is inserted in a context of issues that discuss labor relations and education in defense of human emancipation. We have the general objective of this research to understand and analyze the contradictions, limits and possibilities in the implementation of the Integrated Curriculum and the implications in the pedagogical work of Physical Education, based on the Institutional Pedagogical Project of the IFBA. Therefore it was necessary we analyze the reform of professional and technological education, specifically the integration between high school and professional education based on their specific legislation. Also we contextualize physical education as a curricular component in seeking to understand the essential elements for the construction of the proposed curriculum of physical education in the IFBA. This is a qualitative study, with a critical approach. The period is the present time, this is justified by the choice of the object to be studied which is in full construction. We find methodological theoretical support in the history of this time, which puts the researcher as a contemporary of its object, as well as opens up new possibilities for research in other periods of history. The data collection was performed by means of testimonials acquired by recording and transcript of the First Meeting of Physical Education Teachers of the IFBA. Thus it was possible a dialogue with the synthesis of the Physical Education that has on each campus and point out the prospects. In this sense it was carried out analysis of the document built by teachers in a working group that dealt with the proposed curriculum of Physical Education of the IFBA and a useful analysis of the Institutional Educational Project of the IFBA. In this perspective, the First Meeting of Physical Education Teachers of IFBA can be considered as a unique space in the construction of new ways for physical education in this institution.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-17T17:08:05Z No. of bitstreams: 2 Dissertação - Cláudio Virote Lacerda - 2016.pdf: 2705013 bytes, checksum: 6af2b52b478dcc193236dfcf2f1cf3c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-11-21T20:35:09Z (GMT) No. of bitstreams: 2 Dissertação - Cláudio Virote Lacerda - 2016.pdf: 2705013 bytes, checksum: 6af2b52b478dcc193236dfcf2f1cf3c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-21T20:35:09Z (GMT). No. of bitstreams: 2 Dissertação - Cláudio Virote Lacerda - 2016.pdf: 2705013 bytes, checksum: 6af2b52b478dcc193236dfcf2f1cf3c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-29 / Outro / This study aimed to analyze the curriculum of the construction process in the field school from the continuing education movement performed both in the environment of the School of the Federal University of Education of Goiás and in the school environment. For both investigated the training of subject teachers and students at the National Vocational Education Integration Program in Basic Education in Adult and Youth Education Mode - Initial and Continuing Training with the National Program for Access to Technical Education and Employment (Proeja-FIC/Pronatec) from the pilot experiment conducted at the Municipal School Full Time Garden New World (EMTIJNM). With the extension of the experience for nine schools of the Municipal Education (RME) of Goiania the program now has the foundations of Proeja-FIC/Pronatec a continuing education process for all professionals involved on the grounds of the Political Proposal teaching teenagers of Education, Youth and Adults (PPP-EAJA) a movement of human training to work in the integrated curriculum perspective. For both the writing of the research sought to consider an approach based on the work category, which permeated the entire theoretical construct from conceptual developments. Thus the text includes a discussion of the integral formation that inevitably brings up the discussion of the work as an educational principle and related discussions, such as the historical duality between knowing and doing, and related concepts. This discussion led to a discussion of the comprehensive training and integration of Basic Education (EB) and Professional Education (EB) in the Youth and Adult Education (EJA) in the integrated curriculum perspective. From this approach it was made a contextualization of the processes of creation of Proeja, Proeja-FIC and Pronatec and the relationship with continued training in aspects of PPP-EJA fundamentals with a view to curriculum development in the integrated curriculum perspective. We have analyzed the process of continuing education within the FE/UFG and school, both in actual training times as in times of collective planning in order to follow this curriculum construction and found through the analysis that such a curriculum construction has not told the integration necessary for the construction of the integrated curriculum as envisaged, but which had interdisciplinary movements that contributed to an approach of this proposal. / A presente pesquisa teve como objetivo analisar o processo de construção do currículo na escola campo a partir do movimento de formação continuada realizado tanto no ambiente da Faculdade de Educação da Universidade Federal de Goiás (FE/UFG) quanto no ambiente da própria escola. Para tanto investigou a formação dos sujeitos educadores e educandos no Programa Nacional de Integração da Educação Profissional na Educação Básica na Modalidade de Educação de Jovens e Adultos – Formação Inicial e Continuada a partir da experiência piloto realizada na Escola Municipal de Tempo Integral do Jardim Novo Mundo (EMTIJNM) e a extensão da experiência para mais nove escolas da Rede Municipal de Ensino (RME) de Goiânia, quando o Programa passa a contar com financiamento do Programa Nacional de Acesso ao Ensino Técnico e Emprego, sendo denominado ProejaFIC/Pronatec, mantendo os fundamentos do Proeja-FIC num processo de formação continuada de todos os profissionais envolvidos na experiência, com base nos fundamentos da Proposta Político Pedagógica da Educação de Adolescentes, Jovens e Adultos (PPP-EAJA), num movimento de formação humana para o trabalho, na perspectiva do currículo integrado. Para tanto a escrita da pesquisa buscou contemplar uma abordagem com base na categoria trabalho, que permeou todo o constructo teórico a partir de desdobramentos conceituais. Assim, o texto conta com uma discussão sobre a formação integral que, inevitavelmente traz à tona a discussão do trabalho como princípio educativo e discussões afins, tais como a dualidade histórica entre o saber e o fazer e conceitos relacionados. Tal discussão levou a uma abordagem sobre a formação integral e integração entre Educação Básica (EB) e Educação Profissional (EP) na Educação de Jovens e Adultos (EJA) na perspectiva do currículo integrado. A partir desta abordagem foi feita uma contextualização sobre os processos de criação do Proeja, Proeja-FIC e Pronatec e a relação com a formação continuada na vertente dos fundamentos da PPP-EJA com vistas à construção curricular na perspectiva do currículo interdisciplinar e integrado. Analisamos o processo de formação continuada no âmbito da FE/UFG e na escola, utilizando-nos de instrumentos de pesquisa como observação, análise documental, entrevistas, questionários, compondo um estudo de caso, com acompanhamento tanto nos momentos de formação quanto nos momentos de planejamento coletivo, com vistas a acompanhar essa construção curricular e constatamos, por meio da análise, que tal construção curricular não contou com a integração necessária para a construção do currículo integrado tal como foi previsto, quer seja em função das condições materiais vivenciadas (não contratação dos profissionais da EP em tempo hábil, não continuidade de alguns em 2014, interrupção da contratação no primeiro semestre de 2014, etc.); da falta de formação/conhecimento da PPP-EAJA pelos sujeitos envolvidos no processo; resistências de educadores em implementar a PPP-EAJA, o discutido e construído coletivamente na formação, dentre outros aspectos, mas contou com movimentos de interdisciplinaridade que contribuíram para uma aproximação desta proposta.

Made available in DSpace on 2016-08-16T18:10:30Z (GMT). No. of bitstreams: 1 Dissertacao Arnaldo.pdf: 7751125 bytes, checksum: 28a3d15341b02c6ee971ab1f9cbbb026 (MD5) Previous issue date: 2012-12-18 / This research investigates two objects in the educational field, which are the Integrated Curriculum and Professional Education, addressing the epistemological principles, historical and legal aspects of these categories. The central focus of analysis is the investigation of the processes involving the Integrated Curriculum and Professional Education in High School at the Federal Institute of Maranhão (IFMA). Searching diagnose whether the deployment of the integrated curriculum in high school technical Federal Institute of Education Science and Technology of Maranhão has contributed to the improvement of human actions within the professionalisation. The main objective is to analyze the Integrated Curriculum in middle school coach, your chances of continuity and / or rupture, construction and social relations in vocational education at the Federal Institute of Education Science and Technology of Maranhao and its contribution to the improvement of pedagogical actions and methodological training adequate to the target audience. Searching further comprise also the history of professional education and integrated curriculum, from theoretical concepts and legal bases; Analyze historically curricular changes in school / vocational technical in the general context and the Federal Institute of Education Science and Technology of Maranhao; Diagnose training faculty with their teaching practices in the disciplines of high school integrated IFMA, and references used in the classroom, and ultimately suggest new ways or suggestions from the assessment conducted on the Integrated Curriculum in IFMA. The study was based on a qualitative approach, through a literature review and studies for the theoretical, assessment, analysis, discussion and assessment of the studied materials, field research using semi-structured technical tools (questionnaires and interviews) with managers, teachers and students, under the theoretical and methodological framework that facilitated information gathering and systematization of knowledge in the process of research and analysis. / Esta pesquisa investiga dois objetos do campo educacional, que são a Educação Profissional e o Currículo Integrado, abordando os princípios epistemológicos, aspectos históricos e legais destas categorias. O foco central de analise é a investigação sobre os processos que envolvem a Educação Profissional e o Currículo Integrado no Ensino Médio do Instituto Federal do Maranhão (IFMA). Busca diagnosticar se a implantação do currículo integrado no ensino médio técnico do Instituto Federal de Educação Ciência e tecnologia do Maranhão tem contribuído para a melhoria das ações de formação humana no seio da profissionalização. O principal objetivo é analisar o Currículo integrado no ensino médio técnico, suas possibilidades de continuidade e/ou ruptura, construção e suas relações sociais, na educação profissional no Instituto Federal de Educação Ciência e Tecnologia do Maranhão e sua contribuição para a melhoria das ações pedagógicas e metodológicas adequadas à formação do público-alvo. Busca ainda compreender também a história da educação profissional e do currículo integrado, a partir das concepções teóricas e bases legais; Analisar historicamente as mudanças curriculares no ensino médio/técnico profissionalizante no contexto geral e no Instituto Federal de Educação Ciência e Tecnologia do Maranhão; Diagnosticar a formação do corpo docente junto às suas práticas docentes nas disciplinas do ensino médio integrado do IFMA, e os referenciais utilizados em sala de aula, e por fim sugerir novos caminhos ou sugestões a partir da avaliação realizada sobre o Currículo integrado no IFMA. O estudo se baseou em uma abordagem qualitativa, através de levantamento bibliográfico e estudos para a fundamentação teórica, apreciação, análise, discussão e apreciação dos materiais estudados; pesquisa de campo com utilização de instrumentos técnicos semiestruturados (entrevistas e questionários) junto a gestores, docentes e alunos, subordinado ao referencial teórico-metodológico que facilitou o levantamento de informações e sistematização dos conhecimentos no processo de investigação e análise.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-23T18:08:34Z No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) / Made available in DSpace on 2017-06-23T18:08:34Z (GMT). No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) Previous issue date: 2010-07-14 / The institutionalization of the Integration National Program of Basic Education with Professional Education in the Modality of Education for Youth and Adults (PROEJA), implanted by Decree 5.840/2006, already arose with the proposal of curriculum integration. These program principles imply the elaboration of appropriate curricula, aiming to contemplate the public specificities which are directed to it, considering the integration presuppositions. So this program is part of a social policy focused on serving the young and adult public who had no access to schooling at the proper age, providing the access to basic education integrated to professional formation. Before this reality, it was possible to find contradictions between speech and practice in the integration of the courses offered by such Program. Two questions appeared for investigation: 1- What are the paths followed in the elaboration of an integrated curriculum, which should be able to overcome the traditional and inflexible model, articulating general, professional formation and specificities of students from EJA (Youth and Adults Education), in a unified way so that work would be focused as educational principle? 2- How PROEJA experience in school routine happens? From these questions, this research was structured, aiming to explain the experience of curriculum integration in technical courses offered by Instituto Federal de Educa??o de Pernambuco (IFPE) through PROEJA. It is a qualitative research with a descriptive character that uses the following data collection tools: a) primary sources (official documents, courses plans, timesheet, curriculum matrices); b) secondary sources (literature about EJA and public policies for education); c) questionnaires; d) observation. The collected data contributed in comprehending that the PROEJA curriculum integration practice at IFPE is very different from integration principles and presuppositions of EJA. With this analysis, it was concluded that it is necessary that the Federal Sector of Professional, Scientific and Technological Education faces the responsibility to prepare teachers and pedagogical groups, acquiring the real concepts about this public problems and necessities and the integration presuppositions in order to really offer an education able to guarantee to citizen worker the autonomy announced by the documents that substantiate the structural bases of the Program. / A institucionaliza??o do Programa Nacional de Integra??o da Educa??o B?sica com a Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA), implantado pelo Decreto 5.840/2006, j? nasceu com a proposta de integra??o curricular. Os princ?pios desse programa implicam a constru??o de curr?culos adequados, visando contemplar as especificidades do p?blico a ele destinado, tendo como fundamento os pressupostos da integra??o. Portanto, este programa faz parte de uma pol?tica social focada no atendimento do p?blico jovem e adulto que n?o teve acesso ? escolariza??o na idade pr?pria, possibilitando o acesso ? educa??o profissional integrada ? educa??o b?sica. Diante dessa realidade, foi poss?vel constatar contradi??es entre o discurso e a pr?tica da integra??o dos cursos oferecidos por este Programa. Duas quest?es se apresentaram para investiga??o: 1?) Qual o percurso trilhado na constru??o de um curr?culo integrado, capaz de superar o modelo tradicional e inflex?vel que articule a forma??o geral, forma??o profissional e especificidades dos alunos e alunas da EJA, de forma unificada, onde o trabalho seja enfocado como princ?pio educativo? 2?) Como se concretiza a viv?ncia do PROEJA no cotidiano escolar? A partir dessas quest?es, a pesquisa se estruturou tendo como objetivo explicar a experi?ncia de integra??o curricular nos cursos t?cnicos oferecidos pelo Instituto Federal de Educa??o de Pernambuco (IFPE) por interm?dio do PROEJA. Trata-se de uma pesquisa qualitativa de car?ter descritivo que se utiliza dos seguintes instrumentos de coleta de dados: a) fontes prim?rias (documentos oficiais, planos de cursos, quadro de hor?rios, matrizes curriculares); b) fontes secund?rias (literatura sobre EJA e sobre pol?ticas p?blicas para educa??o); c) question?rios fechado; d) observa??o. Os dados coletados contribu?ram para compreender que a pr?tica de integra??o curricular do PROEJA no IFPE, est? bem distante dos princ?pios de integra??o e dos pressupostos da EJA. Diante da an?lise realizada, concluiu-se que ? preciso que a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica enfrente a responsabilidade de preparar os docentes e equipes pedag?gicas para se apropriarem conceitualmente sobre os problemas e necessidades desse p?blico e dos pressupostos da integra??o para de fato oferecer educa??o capaz de garantir ao cidad?o trabalhador a autonomia pronunciada nos documentos que fundamental as bases estruturantes do Programa.

This project study focused on scholarly writing skills of adult students enrolled in a private graduate institution in the West Indies. The institution provided writing instruction, but scholarly writing skills remained inadequate for some students when they began their final projects. The project study provided insight into the most pervasive writing skill deficits and the positive and negative influences on writing skill development among graduate students. The research design was an applied qualitative case study using data collected from a purposeful sample of convenience within a bounded system of current students, faculty members, and administrators in one institution. Open-ended questionnaires (n = 5), interviews (n = 14), and qualitative assessments of student writing samples (n = 10) provided data for thematic qualitative analysis. Findings indicated a wide range of individual needs for writing development and guided the formation of a writing improvement project. The theory of andragogy provided the theoretical foundation for both the study and the project. Enrollment in the institution was limited to adults over 25 years of age; therefore, consideration of andragogical assumptions about how adults learn helped in understanding students' writing deficits and influences on their writing skill development. The project, called the Writing Suite, is an integrated curriculum aimed at developing students' scholarly writing skills throughout their graduate programs. When paired with the institution's emphasis on social change, the development of proficient writing skills will increase each student's potential for effecting positive change in his or her community and workplace.

School leaders in a Virginia urban school district designed and implemented a reading-infused integrated curriculum to address Grade 3 students' struggles to read and comprehend grade-level text. Informed via a constructivist approach, the curriculum integrated the core subjects, reading, and service learning for developing competent readers, thinkers, and problem solvers. This instrumental case study focused on 13 Grade 3 teachers' perceptions of the integrated curriculum in regards to their students' reading achievement. Qualitative data were collected from face-to-face interviews, students' progress of work documents, and the district's integrated curriculum unit. Open coding was employed to analyze the data. Inductively, triangulated data sources were analyzed. Findings indicated that teachers perceived the integrated theme unit, teacher collaboration, and training in the area of reading to be beneficial, but that they found trainings on pedagogical practices of content integration and service learning to be lacking. Based on these findings, a project was developed to support the district's integrated curriculum program by providing a professional development program to Grade 3 teachers on pedagogical practices for implementing a constructivist-integrated curriculum. This project study can contribute to positive social change by providing the district's Grade 3 teachers with an integrated curriculum for students struggling to read and comprehend grade level text, which prepares students for school success, college, and the global work force.

This diploma thesis deals with the integration of natural science lessons. It also deals with opinions and attitudes of 6th grade students and their parents/representatives about this type of education. First part describes history and present situation of integrated education, educational curriculums on national and school basis, subject didactics of science subjects and its didactic transformation in Czech Republic and abroad. Part of the diploma thesis forms a description of realization of integrated education on lower secondary school. There is also shown an example of educational topic with possible curriculum connection in one school grade. Second part is formed by a research which shows approach of students and their parents/representatives to integrated education. Interview method with further analysis was used for collecting results. In conclusion, results have shown that responders have very positive approach and opinions about integrated education. KEYWORDS Integrated Science, Integrated Curriculum, Natural Science lessons, earth atmosphere, structured interview

Ett ämnesövergripande arbetssätt har både en lång historia och genererar goda resultat,trots detta förskjuts lärarnas uppdrag mot andra, i vissa fall disparata, arbetsuppgifter inom utbildningsväsendet. Hur kommer det sig, är ett ämnesövergripande arbetssätt för svårt? Eller finns det andra förklaringar, det är det som denna studie skall försöka att titta närmare på.Syftet med denna studie är att beskriva hur lärare på gymnasieskolans naturvetenskapliga- och teknikprogram uppfattar och realiserar ett ämnesövergripande arbetssätt. Studien har genomförts genom samtalsintervjuer med empiristyrd tematisk analys som metodramverk. Resultatet av studien visar att de teman som lärarna beskriver är: ämnen och kombinationer av dessa, arbetsformer, eleverna, lärarkollegiet, resultatet av ett ämnesövergripandearbetssätt samt förutsättningar. Samarbetet mellan lärarna är inte alltid smärtfritt, dock är brist på tid till samordning och planering det som framhålls som den största stötestenen, och tydligaste resultatet, för ett välfungerande ämnesövergripande arbetssätt. Eldsjälarnas betydelse är ytterligare ett resultat av studien. En slutsats är att informanterna inte naturligt sett eller tänkt på sin egen undervisning i flera ämnen som ett ämnesövergripande arbetssätt. Den vanligaste formen avämnesövergripande arbetssätt är projektformen.Ytterligare en slutsats finns i att: när uppföljningen sker är det är arbetsformen somutvärderas och inte elevernas kunskapsutveckling. / Interdisciplinary working methods has both a long history and generate good results and yet it has a relatively hidden position within the educational system. How come, is it too difficult? Or are there other reasons? This is the objective for this study.This study will describe the experiences teachers, in the upper secondary school, express while working within interdisciplinary working methods. The study has been performed by a number of interviews and analyzed with applied thematic analysis framework. The result of the study shows that the themes the interviewees describe are; the subjects and combinations of those, ways of working, the students, the colleagues, the results and the prerequisites. The collaboration between the teachers is not a walk in the park, however the lack of time to perform planning and coordination are the major obstacles preventing successful interdisciplinary working methods.The importance of the enthusiasts is another result of the study. One conclusion is that the informants do not naturally thought about their own teaching of several subjects as a cross-disciplinary approach. The most common form of interdisciplinary working method is the project form. Another conclusion is that: when the follow-up is done, it is the work method that is evaluated and not the students' knowledge.

In Sweden, food-related education is vaguely incorporated in several mandatory high school subjects but not much is known about how it is incorporated in the biology and natural science subjects. This study aimed to understand how Swedish high school biology and natural science teachers approach and contribute to food-related education within and across subjects.  This study follows an explorative case-study approach. Biology and natural science high school teachers (n=10) were recruited for this study. A total of four teachers participated in individual semi-structured interviews. All teachers taught natural sciences, three also taught physical education and a fourth teacher also taught biology and chemistry. The interviews were audio recorded, transcribed verbatim using Microsoft Word, and analyzed using an inductive thematic analysis.  The analysis resulted in three major themes: teachers learning objectives in food-related education, teachers’ choice of didactics and cross-curricular teaching. The main findings were that the teachers approached food-related education broadly and had, more or less, the same learning objectives within and across subjects. The teachers expressed varying degrees of collaboration across subjects depending on which subjects they, themselves, were teaching. The teachers all faced challenges regarding dealing with the matter of eating disorders and social media influence which they tackled with various didactical strategies. Numerous factors stand in the way of cross-curricular teaching for food-related education in Sweden, such as time constraints and unclear learning objectives. Several changes are to be made to improve food-related education, Swedish adolescents' nutrition literacy and thereby improve the populations nutritional intake.

The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida's College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.