在經濟發展的過程中，環境污染往往是其代價。石化產業在台灣經濟發展過程中扮演著火車頭的角色，帶動相關產業的勃興，但也帶來日益增加的環境污染與其社會爭議，成為政府部門必須面對的課題。在傳統的環境管制政策當中，科學評估被視為中立、理性客觀之分析技術，能夠有效處理環境問題的方法，其強調專業中立的形象，也與官僚理性所強調的中立性相似。因此這不僅是環境行政程序設計之核心，也是行政正當性的重要來源。但因著環境議題的複雜化、科學不確定性的增加，在行政程序當中，僅著重專家角色的行政程序，相信專家能夠帶來各樣問題的解答，不僅在程序上限制了多元知識類型的進入，既無法共同建構問題、也無法形成決策基礎的一部分；同時行政機關也此程序將決策責任移轉給專家；然而因著科學不確定性，使得專家必須在未知的情況下進行決策，因而使得決策內容會更加保守，讓環境爭議窄化成「如何收集更多資訊」等技術問題。行政機關原欲以專家作為決策正當性的來源，但狹隘的科學想像框架不僅使程序無法有效地處理環境爭議、無法回應來自多元參與者的提問，反而使得決策正當性更加受到嚴重的挑戰。 本研究以國光石化開發案的健康風險議題與六輕工安大火事件兩個案的環評過程為分析案例。在國光石化環評過程，健康風險議題是主要爭議焦點。當時有學者研究指出國光石化營運之後，將對台灣民眾的健康風險帶來重要影響，並指認環評書中所低估或錯估的部分。面對不同的科學研究爭議，環保署依其狹隘的科學框架，欲創制一套評判程序以解決爭議，卻適得其反。與此同時，六輕也在 2010年7 月傳出工安大火事件，地方陸續傳出有吳郭魚、文蛤、雛鴨等大量死亡的農業損失情事，使六輕營運後所造成的環境影響與健康風險問題，受到社會高度矚目。環保署因而要求台塑提出「環境影響調查報告書」進行審查。但環評專案小組因著科學不確定性而難以依科學論證作為基礎做出決策。最終則是以法院判決來作為決策的正當性來源。 本文透過多重資料來源的蒐集，包括田野訪談、環評專案小組會議、專家會議等相關之會議紀錄、相關事件的剪報資料，以及相關會議的參與觀察紀錄等。藉由兩個案的分析，探討行政程序建立在狹隘的科學框架之上時，為何產生行政決策的僵局，探討結構上的侷限與受到的正當性挑戰。並以論述應邁向具社會強健性的知識建構為基礎的開放行政程序，以強化決策正當性的根基。 / The scientific assessment in the traditional environment regulation policy is generally regarded as a rational technique. The common impression of scientific assessment is neutral and specialized, which is similar to the major principle of Bureaucracy, organization by functional specialty, defined by Max Weber. Therefore, the scientific assessment has been not only a foundation of environmental administration procedure, but also a resource of legitimacy. On the contrary, while the government just focuses on the scientific evidence in administrative procedure, there will be the political debates unable to resolve effectively. Because administrative procedure is unable to include multi-knowledge from different stakeholders, administration deal with environmental problems only limits to the sufficiency of scientific evidences. Consequently, administration transfers the responsibility about decision making to the experts committee. But experts committee could not make decision definitely, and the decision would be conservative, because of scientific uncertainty. As a result, the interpretation of environmental problems is narrowed to the proof of causal relationship between pollutants and environmental impacts. Since unknown causal relationships always exist, there will be ongoing arguments and disputes of environmental problems. Taking two examples of the environment impact assessment of a fire accident in the sixth naphtha cracking project in July, 2010, and the KuoKuang Petrochemical Project, 2011, the research analyze the hidden science framework and limitation behind the administrative procedure. The finding is that the technicalization of administration leads to government role shrinking and erodes the legitimacy of decision. In order to strengthen the foundation of legitimacy, administration should rebuild an open administrative procedure to foster socially robust knowledge.

本研究旨在探究學習者在wiki共筆、數位閱讀標註及知識論壇三種不同知識建構導向之電腦支援合作學習環境下，其合作知識建構與問題討論歷程差異，再則這三種不同學習環境是否營造不同知識建構氛圍，以及對支援知識建構是否有所欠缺。最後，針對研究結果提出有效知識建構教學的實施策略與建議。 本研究採實驗研究法，以某國立大學數位碩士在職專班19名研究生為研究對象，分別依序體驗包括wiki共筆、合作式數位閱讀標註及知識論壇三種各具特色的知識建構導向合作學習環境，進行知識建構討論與分享，藉由搜集觀察上述三種學習環境之知識建構歷程討論及成果記錄，進行知識建構及問題解決討論概念編碼後，進行序列分析，依此觀察學員們知識建構演進之歷程，並評估問題討論的互動程度，最後輔以半結構式訪談，與序列分析結果進行交互驗證。 結果發現學員在wiki共筆、合作式數位閱讀標註及知識論壇三種知識建構環境上，共同合作建構產出的知識建構成果均呈現一定品質水準，確實有助於輔助學生之共同知識建構成長。此外，三種電腦支援合作知識建構學習環境中，知識論壇在適當教學設計與學習策略實施下，較能發揮知識建構水準；知識論壇相當適合於問題解決討論；三種知識建構導向之電腦支援合作學習環境，對於完整支援知識建構仍有不足需要強化之處，特別是為促使學員更深入討論，以達更深層的知識建構，需要更好的教學設計與學習策略。 最後本研究根據研究結果，歸納出幾點建議，作為教師在進行合作知識建構教學時，選擇電腦支援合作學習環境之參考，並對未來研究方向提出建議。 / The major purpose of the present study was investigate the learners would have the differences of the progress of knowledge construction and problem discussion, which were under the three different guided knowledge construction in the computer-supported collaborative learning environments, the three learning environments including wiki, knowledge-based annotation learning system, and Knowledge Forum. A secondary purpose of this study was to examine if these three different learning environments would build the variety atmospheres of knowledge construction, and then the deficiency in the computer-supported collaborative learning. Finally, the conclusion drawn above should be proposed the efficient policy and suggestion in relation to the effective teaching of knowledge construction. The method to carry out this study was using an experimental research. The participant in this research were 19 postgraduate students enrolled in executive master of digital systems in one national university. In this experiment, all participants experienced the three different guided knowledge construction in the computer-supported collaborative learning environments in order, each differs from one another, including, wiki, knowledge-based annotation learning system, and Knowledge Forum. Furthermore, all subjects focused on the discussion and shared the progress of the knowledge construction and the results of the accomplishment by searching and observing the above three varied environments. The data of knowledge construction and problem solving were to conceptual encoded and processed the sequential analysis in order to observe the evolution of the progress of knowledge construction of all subjects, and to estimate the level of interaction of problem discussion. Lastly, we used the auxiliary semi-constructed interview and the result of sequential analysis to work with the cross-validation. The findings suggest that the participants produced the conclusions with coordinated knowledge construction which appeared in a certain quality, and this result indeed helped learners to grow-up in the coordinated knowledge construction. Additionally, Knowledge Forum firstly developed well standard under the congruent design and tactic of teaching in these three computer-supported collaborative learning environments. And then Knowledge Forum would be even more proper to discuss the problem solving. However, there is an insufficient part which needs to be strength of the three guided computer-supported collaborative learning environments for the complete computer-supported learning environments, most particularly, to be able to stimulate the subjects would go deep into the discussion in order to achieve the more depth of the knowledge construction, at the same time require the preferable instructional design and learning strategy. On the basis of the findings we sum up the few suggestions: As teacher, this study would be a reference to choose computer-supported collaborative learning environment when teach the coordinated knowledge construction, and then to address the suggestion in relation to the future research.

Esta investigación se enmarca dentro del campo de la enseñanza-aprendizaje de segundas lenguas, concretamente, dentro del ámbito de la enseñanza del español como segunda lengua. El marco teórico en el que se inscribe es el que aporta la teoría sociocultural y la metodología de investigación utilizada proviene del paradigma interpretativo (cualitativo). En síntesis, este trabajo ha consistido en el estudio de los procesos de construcción y gestión del conocimiento explícito durante la instrucción formal de la lengua objeto de estudio, en dos grupos multilingües de nivel principiante de una escuela oficial de idiomas, sin lengua vehicular común a todos los aprendientes. Hemos analizado y hemos descrito el tipo de comunicación que se genera entre profesor y aprendiente en la clase de español/ L2, entendiendo por comunicación tanto la verbal como la no verbal (kinésica y proxémica), y hemos comparado las percepciones que tanto profesores como aprendientes tienen de todo este proceso / This research is framed in the second language acquisition field, specifically, in the studies of Spanish as a second language. The theoretical framework in which this research is included is the one that provides with the sociocultural tradition and the methodology used for comes from the interpretative (qualitative) paradigm. In summary, this research work consisted in the study of how is constructed and negotiated explicit knowledge during the formal instruction of the language studied in class, in two multilingual groups of beginners without a common vehicular language to all the learners. We studied and we described the way of communication that is generated among teacher and students during Spanish formal instruction, understanding the communication concept both verbal and non-verbal communication, and we compared the perceptions that teachers and students have about all this process

Submitted by Marise Sanches (marisesan@yahoo.com.br) on 2016-08-21T21:05:55Z No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-08-29T16:05:16Z (GMT) No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Made available in DSpace on 2016-08-29T16:05:19Z (GMT). No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Esta tese tem como foco o processo de Construção Colaborativa do Conhecimento, na perspectiva multirreferencial / complexa. Propõe-se a fundamentar e analisar esta Construção como saberes, práticas plurais de duas redes de pesquisa: a Rede Cooperativa de Pesquisa e Intervenção sobre (In)formação, Currículo e Trabalho - REDPECT e a Rede Interativa de Pesquisa e Pós-Graduação em Conhecimento e Sociedade - RICS, ambas criadas a partir de iniciativas de pesquisadores da Universidade Federal da Bahia - UFBA. Propõe-se, ainda, responder à questão: Como a construção colaborativa do conhecimento, em tais Redes, contribui para a construção e difusão do conhecimento acadêmico científico de seus autorespesquisadores? O lastro para este estudo é o aprofundamento teórico do conceito de Construção Colaborativa do Conhecimento construído em 2011, na investigação dissertativa: “Construção Colaborativa do Curso de Formação de Gestores do Conhecimento através da EAD – CFGC”, defendida na Faculdade de Educação da UFBA, na qual foi identificado que, no viés proposto, este ainda carece de teorização. Pretende-se, portanto, a título de fundamentação teórica, não só o aprofundamento mencionado, como também uma argumentação dialógica, desenvolvida a partir de conceitos principais: (1) Colaboração; (2) Complexidade e Multirreferencialidade; e (3) Conhecimento e Cognição, articulados com os conceitos secundários emergentes no processo do estudo. A busca de respostas para as questões de pesquisa realiza-se através do Método/Modelagem em Mosaico Memorial, um desenho que consiste em apresentar como esses saberes, práticas se constituem. Aqui se aprofundam técnicas e procedimentos de análise, que orientam a pesquisa de tessitura em mosaico, numa abordagem Quanti-Qualitativa / Participativa, com características de Etnopesquisa, através do Método de Análise Contrastiva. As informações levantadas no campo empírico, em documentos das Redes investigadas e entrevistas a alguns de seus membros, possibilita o alcance dos objetivos traçados, explicitando ainda a importância do processo de construção colaborativa do conhecimento para a (in)formação de analistas cognitivos e outros pesquisadores, fundamentado como uma modelagem cognitiva em mosaico, complexa e multirreferencial. / ABSTRACT The focus of this thesis is the process of Collaborative Knowledge Construction within a multireferential / complex perspective. The basis for the analysis of this construction was a plurality of knowledge practices in two research networks: the Cooperative Research and Intervention in (In)formation, Curriculum, and Work Network - REDPECT and the Interactive Network of Research and Post-graduate Studies in Knowledge and Society - RICS, both created from researcher initiatives at the Federal University of Bahia - UFBA. How the collaborative construction of knowledge in such networks contributes to the construction and dissemination of scientific academic knowledge of its author-researchers was of central interest. The underlying thread to this study is a deepening of the theoretical understanding of the concept “Collaborative Knowledge Construction”. This concept was central to the research dissertation: "Collaborative Construction on the Training Course for Knowledge Managers in Distance Learning - CFGC", defended in 2011 at the Faculty of Education, Federal University of Bahia, and was found to require greater theoretical underpinning. The deepening of these theoretical grounds is reached through dialogical argumentation during the study, and the key concepts: (1) collaboration; (2) complexity and multireferentiality; and (3) knowledge and cognition, together with secondary concepts raised in the process. The search for answers to the research questions in the Study takes place through the Method / Modeling of Mosaic Memorial. This research design shows how these forms of knowledge practices are constituted, and enriches the techniques and analytic procedures that guide the weaving of the research into a Quanti-Qualitative / Participatory approach, with characteristics of Ethno research through the Contrastive Analysis Method. The information gathered during the fieldwork in documents from the networks researched and interviews with some of their members, achieved the Study objectives as well as clarifying the importance of the collaborative process in building knowledge for the (in) formation of cognitive analysts and other researchers; so establishing a cognitive modeling mosaic, both complex and multireferential. / RESUMEN Esta tesis enfoca el proceso de Construcción Colaborativa del Conocimiento, en la perspectiva multi-referencial compleja. Se propone fundamentar y analizar esta construcción en los saberes, prácticas plurales de dos redes de investigación: La Red Cooperativa de Investigación e Intervención sobre (In)formación, Currículo y Trabajo – REDPECT, por su nombre en portugués – y la Red Interactiva de Investigación y Post-Graduación en Conocimiento y Sociedad - RICS, por su nombre en portugués; ambas criadas por la iniciativas de investigadores de la Universidad Federal de la Bahia - UFBA. Se propone, también, responder a la pregunta: ¿Cómo la construcción colaborativa del conocimiento, en estas Redes, contribuye con la construcción y difusión del conocimiento académico científico de sus autores-investigadores? El fundamento de este estudio es la profundización teórica del concepto de Construcción Colaborativa del Conocimiento construido en 2011, en la investigación de Disertación: “Construção Colaborativa do Curso de Formação de Gestores do Conhecimento através da EAD – CFGC”, defendida en la Facultad de Educación de la UFBA, en la cual fue identificado que, en la perspectiva propuesta, este concepto aún carecía de teorización. Se pretende, consecuentemente, a título de fundamentación teórica, no solo la profundización teórica mencionada, sino también una argumentación dialógica, desarrollada a partir de los siguientes conceptos principales: (1) Colaboración; (2) Complejidad y Multireferencialidad; y (3) Conocimiento y Cognición, articulados con los conceptos secundarios emergentes en el proceso del estudio. La búsqueda de respuestas a la pregunta de investigación se realiza por medio del Método/Modelaje en Mosaico Memorial, un diseño que consiste en presentar como esos saberes, prácticas se constituyen. Aquí se profundiza en técnicas y procedimientos de análisis, que orientan la investigación de “tesitura” en mosaico, en un abordaje Cuanti-Cualitativo / Participativo, con características de Etno-investigación, por medio del Método de Análisis Contrastivo. Las informaciones levantadas en el campo empírico, en documentos de las Redes investigadas y entrevistas a algunos de sus miembros, posibilita alcanzar los objetivos trazados, explicitando también la importancia del proceso de construcción colaborativa del conocimiento para la (in)formación de analistas cognitivos y otros investigadores, fundamentado como un modelaje cognitivo en mosaico, compleja y multi-referencial.

L’herboristerie, activité consacrée à la préparation et à la vente de plantes médicinales, se renouvelle depuis les années 1970 autour d’acteurs aux pratiques techniques et approches scientifiques divergentes. Parmi eux, des paysans-herboristes cultivent, cueillent puis transforment eux-mêmes les espèces végétales qu’ils commercialisent tout en mobilisant les usages de la médecine végétale populaire transmis par l’ethnobotanique pour qualifier leurs qualités thérapeutiques. L’ethnobotanique est une discipline vouée à l’étude des relations flore-société investie notamment par des acteurs non-académiques qui travaillent sur le recueil des savoirs naturalistes populaires. La thèse met en lumière les ressorts de la relation que les paysans-herboristes tissent avec le végétal et la façon dont ils utilisent l’ethnobotanique pour asseoir la légitimité de leurs pratiques. En échangeant des savoirs sur les propriétés médicinales du végétal, il apparaît que les institutions de la recherche et du patrimoine d’une part, les paysans-herboristes et les ethnobotanistes d’autre part, participent à un processus de production collective de connaissances sur les plantes orienté vers le développement de l’autonomie thérapeutique. La thèse met également en évidence l’attention particulière des paysans-producteurs aux vulnérabilités humaines et végétales et la prise en compte de l’intentionnalité des plantes qui caractérise leur pratique de l’herboristerie. Les données de terrain ont été recueillies dans différents contextes entrelacés : les institutions patrimoniales et scientifiques, les arènes de l’herboristerie française et les fermes des paysans-herboristes. / Herbalism, or the activity of preparing and selling medicinal plants, has been going through a phase of renewal since the 1970’s, thanks to the actions of various participants whose technical practices and scientific approaches markedly differ. Among them, are the farmer-herbalists, who grow and pick medicinal plants, which they transform and commercialise, mobilising the traditions of popular plant medicine relayed by ethnobotany. Ethnobotany, a field of study which focuses on the relationships between plants and societies, is being invested by new players who, independently from academic institutions, work to collect popular naturalistic knowledge. This doctoral thesis proposes to shed light on the dynamics underlying the relationship that farmer-herbalists establish with the plant world, and on their use of ethnobotany as an argument to legitimise their practices. It appears that, through an exchange of knowledge about the medicinal properties of plants, institutions of research and conservation on the one hand, farmer-herbalists and ethnobotanists on the other hand, both contribute to the constitution of a collective body of knowledge on plants which promotes therapeutic autonomy. The thesis also emphasizes that the farmer-producers are particularly attentive to the vulnerabilities of both humans and plants, and that they take the plants’ intentionality into consideration – a defining characteristic of their herbalistic practices. The field data was collected in an array of varied, though intermingled, contexts: conservation and scientific institutions, the various arenas of French herbalism, and the farms of the farmer-herbalists.

The wave of knowledge loss that organisations are facing on account of layoffs, retirements, staff turnover and mergers gave rise to this research. The main research aim was to identify the organisational and behavioural factors that could enhance or impede tacit knowledge retention. A multidisciplinary approach focusing on knowledge management, organisational behaviour and organisational development was followed. The nature of knowledge in organisations was explored by following a contextualised theorybuilding process, focusing on epistemology, and the appearance and application of knowledge. Knowledge in the context of this research is the knowledge and experience that reside in the minds of people. It is not easily documented, and is referred to as tacit knowing. A theoretical model was developed that revealed the factors that could influence tacit knowledge retention. The model focused on human input factors taking into account knowledge loss risks, strategic risks and behavioural threats that could cause knowledge loss.The main purpose of the empirical research was to operationalise the theoretically derived knowledge retention constructs, determine statistically the enhancing and impeding factors that influence knowledge retention and develop a structural equation model to verify the theoretical model. A quantitative empirical research paradigm using the survey method was followed. A questionnaire was compiled, and a survey conducted in the water supply industry. The principal component factor analysis postulated nine factors. A composite factor, knowledge retention, as the dependent variable was compiled. The questionnaire was found to be reliable, with a Cronbach alpha coefficient of .975. A structural equation model development strategy produced a new best-fitting knowledge retention model based on the new constructs postulated in the factor analysis. The model indicated that there is a direct causal relationship between strategy implementation and knowledge retention and between knowledge behaviours and knowledge retention. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The research contributed towards a comprehensive understanding of the factors that influence tacit knowledge retention. The questionnaire and the new knowledge retention model could assist organisations in determining the extent to which knowledge is retained and where to focus in developing and implementing a knowledge retention strategy. The study encourages practitioners to take cognisance of the fact that organisations are different and that the enhacing and impeding factors of knowledge retention are to be considered. / Information Science / D. Litt. et Phil. (Information Science)

Submitted by Biblioteca de Pós-Graduação em Geoquímica BGQ (bgq@ndc.uff.br) on 2017-05-29T17:53:20Z No. of bitstreams: 1 Dissertação Ester Ceschini.pdf: 1250748 bytes, checksum: 9594b56261da9429314abdc4fcd0d813 (MD5) / Made available in DSpace on 2017-05-29T17:53:20Z (GMT). No. of bitstreams: 1 Dissertação Ester Ceschini.pdf: 1250748 bytes, checksum: 9594b56261da9429314abdc4fcd0d813 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Química. Programa de Pós-Graduação em Geoquímica, Niterói, RJ / O estudo da geoquímica de contaminantes (como os metais de origem antropogênica) no ecossistema de manguezal pode contribuir para uma melhor compreensão das funções e d os serviços ambientais prestados por este ecossistema. Este conhecimento dev e ser traduzido pa ra a sociedade, para fins de conservação e manutenção dos recursos naturais dos manguezais para as gerações futuras. Neste estudo, a distribuição de metais de interesse ambiental (Fe, Mn, Zn, Cu e Pb) entre o sedimento e os compartimentos vegetais (raízes, troncos, galhos e folhas de Rhizophora mangle ) foi avaliada numa área recuperada de manguezal no Aterro Sanitário de Gramacho, Baía de Guanabara, Duque de Caxias ( RJ). Além disto, foram realizadas atividades junto a alu nos do sistema de ensino formal em prol da conscientização para a preservação ambiental, baseada no conhecimento da importância dos manguezais para a dinâmica de contaminantes em áreas costeiras. No estudo da biogeoquímica de metais, foram realizadas análi ses do material vegetal, das placas - de - ferro (depósitos de óxidos sobre as raízes ) e do sedimento (extrações em HCl 1 mol/L). A distribuição das concentrações médias dos elementos nos sedimentos não esteve estatisticamente correlacionada com a variação da granulometria ou da matéria orgânica. O s resultados evidenciam que a matéria orgânica está fortemente associada à fração silte . O pH do sedimento está dentro da normalidade para florestas de manguezal , não sugerindo forte efeito de aportes de chorume do at erro sanitário. Os coeficientes de acumulação nos compartimentos da vegetação em relação ao sedimento mostraram que as raízes finas, sem placas - de - ferro, apresentaram o maior enriquecimento em Zn, Cu e Pb. As placas - de - ferro foram mecanismos eficientes de exclusão de Fe e Mn, mas não em relação aos outros metais. O Mn teve distribuição diferenciada, pois as folhas constituem o compartimento vegetal que apresentou as maiores concentrações. Foi evidenciada uma baixa incorporação e translocação dos contaminant es metálicos (Zn, Cu e Pb) na vegetação, favorecendo a manutenção destes elementos nos sedimentos e partes subterrâneas da vegetação, o que contribui para a capacidade de retenção de metais pelo ecossistema de manguezal. O desenvolvimento do estudo junto a os alunos do ensino básico mostrou que os alunos evoluíram de concepções prévias de senso comum, para respostas que demonstraram ganho de conhecimento a partir das atividades realizadas. Houve uma recomendação maior por parte dos alunos em relação à realiz ação de saída de campo, como forma de haver um maior aproveitamento. Neste cenário, a Educação Ambiental através do ensino da Geoquímica Ambiental no ensino básico pode ser um meio para favorecer a melhor percepção dos alunos em relação a um ecossistema fu ndamental para proporcionar uma melhor qualidade de vida ao homem. Desta forma, pode -se obter uma melhor construção do comportamento voltado para a valorização do ambiente / The study of contaminants geochemistry (such as anthropogenic metals) in mangrove ecosystems can contribute to a better comprehension on the functions and services of th ese ecosystems, which should be translated to the society. This knowledge should be applied for the mangrove resources conservation for future generations. In this study, the distribution of metals of environmental interest (Fe, Mn, Zn, Cu and Pb) between sediments and vegetation compartments (roots, stems, branches and leaves of Rhizophora mangle ) was evaluated in a restored mangrove area in the Gramacho Landfill, Guanabara Bay, Duque de Caxias (RJ). Moreover, activities with formal school education studen ts were carried out in order to improve their environmental preservation conscience, based on the knowledge on the mangrove importance for coastal areas. In the study of metal biogeochemistry, analysis of vegetation material, iron plaques (oxide deposits o n the roots) and sediment cores (extractions in 1 mol/L HCl) were carried out. Average metal concentrations in sediments cores were not correlated with sediment grain size and organic matter content. Zinc, Cu and Pb concentrations exceeded local background levels. Se diment pH was within the normal range for mangrove forests, suggesting no strong effect of landfill leachate input . Coefficients of accumulation in the vegetation compartments ( in relation to the sediment concentrations) showed that the fine roo ts, without iron plaques , showed the greatest enrichment in Zn, Cu and Pb . Iron plaques were efficient mechanisms of exclusion for Fe and Mn, but not in relation to other metals. The Mn showed a different distribution, because the leaves are the plant comp artment that had the highest concentrations. The results showed a low incorporation and translocation of metal contaminants (Zn, Cu and Pb) in the vegetation, favoring the maintenance of these elements in sediments and subterranean parts of the vegetation, which contributes to the metal retention capacity of mangrove ecosystem. The development of the study with school students showed an evolution from previous conceptions of common sense , show ing knowledge gain. There was a major recommendation from the stu dents regarding the field trip s as a way to improve this knowledge gain. In this scenario, environmental education through E nvironmental Geochemistry teaching in basic education can be a way to promote better understandi ng of students in relation to ecolog ically important ecosystems that provid es a better quality of life to human populations that use their resources . Th en , a better behavior toward environment valorization could be constructed

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The thesis deals with the process of construction of mathematical knowledge of an individual and a group of pupils. At the outset, some concepts are discussed which belong to the theoretical background of our research (knowledge construction process and its mechanism, typology of mathematical knowledge, character of a mathematical structure, constructivist approaches to the teaching of mathematics, creative teaching, action research). Some results of selected local and foreign research focusing on constructivist approaches and action research in mathematics education are given. The methodology mainly consists of teaching experiments which can, to a certain extent, be seen as cycles of cooperative action research. The target group consists of pupils of lower secondary grammar school. The data gathered through traditional methods of qualitative research (participation observation, audio and videorecordings, pupils' artefacts, notes of an external observer, etc.) were analysed using the techniques of grounded theory. The research has generated results of three types: (1) The categories of individual and group constructions in mathematics have been described in depth including their dimensions (the measures of the teacher's influence on the construction, of the pupils' cooperation, of pupils' formal acceptance...

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