Case study on teaching Mandarin learning-area in resource rooms in elementary school Abstract This study adopted case study approach to observe on-site two elementary resource room teachers in teaching Mandarin learning-area. Further, through class observation, formal/informal interviews, and the researcher¡¦s reflections, the teachers¡¦ practices of teaching methods, teaching content analysis, curriculum planning, teaching priority setting, preparation, and other teaching related factors were discussed. Data were analyzed according to the subjects of the content. The major findings are as follows: 1. In case A, the teacher had outstanding performance on game-oriented teaching. The interaction between the teacher and students was natural and energetic. The fun-way teaching method lighted up the class atmosphere and improved students¡¦ learning effect; children were willing to actively participate in the learning process when encouraged by incentive system. 2. In case B, the teacher effectively guided students to summarizing main points, often using spiral curriculum to connect one teaching subject to another. Children learned through down-to-earth teaching steps, and the learning results were presented through an item-by-item writing mode from the teacher. 3. The teacher of case A extended the teaching content with a broad variety and diversity while the teacher of case B wrapped up teaching highlights in every respect. Both teachers combined the textbooks with the information and knowledge of other fields, thereby effectively intensifying and broadening students¡¦ learning. Thus, they helped enrich the students¡¦ everyday knowledge and views. 4. The teacher of case A focused on the learning of Mandarin characters, phonetics, interpretation, phrase usage, and sentence making. The goal was to strengthen students¡¦ basic abilities. The teacher of case B stressed on cultivation of students¡¦ listening, speaking, reading, and writing skills. Both teachers followed their selected teaching curriculum programs in line with their pre-set teaching priorities. 5. Both teachers designed learning worksheets in conjunction with the teaching content to help students practice repeatedly in the learning process. They also individually taught and guided special students. Keywords: Resource room, Mandarin learning-area, case study

Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools Abstract The current research was conducted based on a self -constructed curriculum, The Lesson Plans of Application of Adventure Educationin Learning Area of Integrated Activities, on 37 (male = 20, female = 17) seventh graders for twelve weeks (a total of 24 formal sessions). One orientation and one review session were also conducted prior to and after the formal curriculum. The goals of the current action research are six-folded: (a) to design an age-appropriate Adventure Educationin curriculum in the application of Learning Area of Integrated Activities; (b) to examine how this curriculum may help students establish interpersonal connection and reach consensus among each other within a short time; (c) to investigate how this curriculum may help students understand and affirm self as well as appreciate others; (d) to explore how this curriculum may improve students¡¦ teamwork and problem-solving capacities; (e) to study how this curriculum may help students discover the mystery of Nature and subsequently elicit the emotions and behaviors of cherishing Nature; and (f) to provide concrete recommendations to the implementation of Adventure Educationin curriculum in junior high schools. In addition to on-site observation, focus interviews were conducted on the students, lead teachers, subject teachers, and co-investigators. Information gathered from the observation notes, interview transcripts, reflection diary, student posters, self-portrait, and learning sheets was analyzed and interpreted. The research findings confirmed the six goals listed above. Specifically, the results revealed that: (a) it is feasible to design an age-appropriate Adventure Educationin curriculum in the application of Learning Area of Integrated Activities through the indicators of Learning Area and the principles of experiential learning; (b) the students in the current study established mutual understanding and interpersonal connection, discussed group-oriented ground rules, as well as reached consensus in a short time; (c) the students in the current study enhanced their self-understanding, active listening, as well as a sense of self-appreciation and appreciation to others; (d) the students in the current study developed a sense of teamwork, trust, and safety as well as positive problem-solving capabilities; (e) the students in the current study discovered the mystery of Nature, yielded emotions and behaviors of cherishing Nature, and learned how to create joy through the natural environment; and (f) the students in the current study learned how to apply what they have learned in the curriculum to daily life. At last, recommendations and implications regarding application of Adventure Educationin curriculum in junior high school settings are discussed. Key Word¡GAdventure Education¡BIntegrated Activities Learning Area

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

Abstract Although Grade 1-9 Curriculum has been put into practice in Social Studies learning area for a period of time, there isn¡¦t a complete discussion about it. Therefore, the purpose of the study is to analyze the related studies in ¡§core rationale and curriculum goal¡¨ part, ¡§competence indicators and main content¡¨ part and ¡§implement guidelines¡¨ part and to investigate the suggestions of the related studies. The subjects are 177 curriculum guideline studies studies. The results are as follows: 1. ¡§Competence indicators and main content¡¨ studies and ¡§implement ation guidelines¡¨ studies are the most part. They are 109 and 61 separately. 2. The number of ¡§core rationale and curriculum goal¡¨ studies is seven. They all agree with the integration trand which the curriculum guideline and curriculum goals pursue. However, there is no connection between theory and practice. 3. Developing competence indicators and main content: there are some discussions according to the nine theme axes and main content. 4. Implementation guideline: First: cognitive part: more and more teachers understand the curriculum guideline, which facilitates the accomplishment of curriculum guideline. Secont: integration part: there is lack of the principle explanation of the connection between integration, cognition, and practice. Therefore, it is necessary to offer the main reasons of pursuing the integration. Third: textbook: Teachers¡¦ transformations are crucial. Forth: evaluation: Although that the government should establish the professional institution to develop the long-term which is still lack in corrent elementary schools and junior high schools. Fifth: competence indicators are too abstract to understand. Therefore, it increases the difficulties in designing learning materials. Key Words: Social Studies learning area, Social Studies, Grade 1-9 Curriculum Guidelines

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-16T10:42:26Z No. of bitstreams: 1 DissAMB.pdf: 5237889 bytes, checksum: 547281c2cd13bea74f0b9f0704bde106 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:27:12Z (GMT) No. of bitstreams: 1 DissAMB.pdf: 5237889 bytes, checksum: 547281c2cd13bea74f0b9f0704bde106 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:27:21Z (GMT) No. of bitstreams: 1 DissAMB.pdf: 5237889 bytes, checksum: 547281c2cd13bea74f0b9f0704bde106 (MD5) / Made available in DSpace on 2017-01-17T12:27:31Z (GMT). No. of bitstreams: 1 DissAMB.pdf: 5237889 bytes, checksum: 547281c2cd13bea74f0b9f0704bde106 (MD5) Previous issue date: 2016-09-03 / Não recebi financiamento / The study Geometry Metric Space is very important in high school. To observe, analyze and evaluate the student body to what I teach, we see the lack of interest and a lot of difficulties in relation to learning geometry, especially the spatial geometry. In order to stimulate the students and contribute to overcoming these difficulties we propose in this paper a contextualized teaching sequence for teaching such content. Because of the time available to carry out this project to go beyond the particular subject area and volume of right circular cylinders. The didactic sequence mix the use of official teaching materials of the State of São Paulo (Notebook student and teacher) and application activities leaves prepared for us. It consists of four lectures using the official materials, three classes for problem solving, four classes for implementation of activities leaves and two classes for socialization of results. In class prior to the implementation of activities leaves students must recognize circular cylinders that are part of everyday life, study the surface areas of concepts and volume of circular straight cylinder review simple rule of three, length measurement units, area and volume and method of rounding values. Then must solve problem situations to assess the understanding of the issues mentioned above. Regarding the implementation of activities leaves the students, in groups and with little intervention teacher, calculate the area of aluminum sheet required to build a pressure cooker and then check if the capacity specified by the manufacturer is real. They are then asked to find the minimum size of the pot with volume set, with the idea of getting material savings in manufacturing. After the implementation of activities leaves students with the mediation of the teacher, make the correction. This sequence was applied in two classes of the second high school grade of a school of the São Paulo State Education Network in a country town. It is important to note that this proposal adopts suggestions from the National Curriculum Guidelines for Secondary Education (PCNEM) and requires few resources and can be useful to other professionals. For validation of this research follow in general steps, the four phases of research methodology called Didactic Engineering. / O estudo da Geometria Métrica Espacial é muito importante no Ensino Médio. Ao observar, analisar e avaliar o corpo discente para qual leciono, percebe-se a falta de interesse e muitas dificuldades em relação ao aprendizado da Geometria, especialmente a Geometria Espacial. Com o intuito de estimular os estudantes e contribuir para a superação de tais dificuldades propomos neste trabalho uma sequência didática contextualizada para o ensino desses conteúdos. Devido ao tempo disponível para a realização deste projeto nos limitamos ao assunto particular de área e volume de cilindros circulares retos. A sequência didática mescla o uso do material didático oficial do Estado de São Paulo (Caderno do aluno e do professor) e aplicação de Folhas de Atividades elaboradas por nós. Consiste de quatro aulas expositivas utilizando o material oficial, três aulas para resolução de problemas, quatro aulas para aplicação das Folhas de Atividades e duas aulas para socialização dos resultados. Nas aulas que antecedem a aplicação das Folhas de Atividades os alunos devem reconhecer cilindros circulares que fazem parte do cotidiano, estudar os conceitos de áreas de superfície e volume de cilindros retos circulares, revisar regra de três simples, unidades de medidas de comprimento, área e volume e método de arredondamento de valores. Em seguida devem resolver situaçõesproblema para avaliar a compreensão dos assuntos mencionados anteriormente. Em relação a aplicação das Folhas de Atividades, os estudantes, em grupo e com pouca intervenção da professora, devem calcular a área da chapa de alumínio necessária para construir uma panela de pressão e depois verificar se a capacidade indicada pelo fabricante é real. Depois são solicitados a encontrar a área mínima da panela com volume fixado, com a ideia de obter economia de material na sua fabricação. Após a aplicação das Folhas de Atividades os alunos, com a mediação da professora, fazem a correção. Esta sequência foi aplicada em duas turmas da segunda série do Ensino Médio de uma escola da Rede Estadual de Ensino de São Paulo em uma cidade do interior. É importante destacar que esta proposta adota sugestões dos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) e requer poucos recursos, podendo ser útil a outros profissionais da área. Para validação deste trabalho de pesquisa seguimos, em passos gerais, as quatro fases da metodologia de investigação denominada Engenharia Didática.

The topic of the diploma thesis is the model of integrated teaching and its potential for the development of education. If the model of integrated teaching is currently used in Czech schools, this is done primarily at the first or second stage of primary school. In my work, I would like to show that this approach to education can be used, and it also has benefits in high schools (grammar schools). The work will be primarily focused on the potential use of integrated teaching in the educational field "Man and Society. I understand integrated teaching in the sense of combining (synthesis) the curriculum of individual subjects or cognitively close educational areas into one whole with emphasis on the complexity and globality of cognition, where a number of subject relationships are applied. The aim of the work is to provide a reflection of the methodology and theoretical procedures necessary for the practical application of the curriculum based on the principles of integrated teaching. Subsequently, I would like to offer a kind of "guide" to their application in practice. On examples from abroad, I want to point out the practice in introducing this method of teaching.