Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-03Bitstream added on 2014-06-13T18:29:16Z : No. of bitstreams: 1 moutinho_mas_me_prud.pdf: 401166 bytes, checksum: 1c5f52ecd472ab9c0bbe6366291874e4 (MD5) / Secretaria Estadual de Educação / Esta pesquisa objetiva a identificação das práticas de leitura usadas nas aulas de Geografia e das dificuldades de leitura apresentadas pelos alunos, além de verificar como os docentes desta disciplina vêm incorporando as habilidades de leitura avaliadas pelo Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) em suas práticas na sala de aula. Para isto propus realizar uma pesquisa de abordagem qualitativa, identificada com o Estudo de Caso. Na busca de uma maior compreensão do fenômeno estudado optei por realizar a triangulação de dados coletados através dos procedimentos mais comuns ao Estudo de Caso: a entrevista, a observação e a análise de documentos. Estes instrumentos foram precedidos de um questionário com a intenção de caracterizar os sujeitos da pesquisa. Os dados coletados são analisados em duas partes: a concepção de leitura dos professores sujeitos da pesquisa e a participação no cotidiano da escola. Os resultados revelaram que as práticas de leitura mais comuns nas aulas destes professores são: a leitura oral de trechos do texto pelos alunos, entremeada pela explicação do professor e a leitura silenciosa para a realização de atividades propostas pelos livros didáticos ou pelos professores. O material de leitura mais utilizado é o livro didático. A pesquisa apontou também que os professores se preocupam com a leitura e a identificam como algo importante no ensino de Geografia. Mas o que mais parece interferir no trabalho com a leitura é a ausência da aprendizagem das estratégias de leitura como meio para o aluno dominar as habilidades que levam à compreensão dos textos. Este fato gera o distanciamento entre o “discurso” do professor e a sua prática, tornando relevante o contato desses professores, na sua formação inicial e continuada, com o conhecimento sobre a leitura, que deve constar também... / The focus of the research is the practice of reading at Geography classes and students’ difficulties on reading. At the same time the research observed how teachers make daily use of reading abilities, in classroom, as evaluated by “Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo” (SARESP). The methodology is based on a Qualitative Approaches through a Case Study. To turn the research into a trustful result the use of comparitive data gives both the researcher or the readers a clear understanding of the case. The techniques used are: the interview, the observation and the documentary analysis. A questionnaire was used in advanced to get to know better the teachers taking part in the research in full and selected them. The information collected was analyzed in two moments which are: the reading conceptions of the teachers and their participation on daily activities at school. The results showed that teachers costumarely asked students to read aloud for part of the time, followed by the teachers’ explanation. After that, the students usually read silently in order to answer the exercises from the book and additional tasks set by the teacher. The most acceptable material used in class is the textbook. The research indicated that theachers’consider reading an important tool for learning Geography. It concerns them that results indicate that our students do not know how to read well and do not understand what they are reading. Another important thing which to come out of the results is that teachers do not know how to use reading procedures in the classroom which might help students to develop abilities and understand what they are reading. In particularly, this situation leads to a gap between what teachers say about their lessons and what they actually do. This fact makes relevant the introduction... (Complete abstract click electronic access below)

Orientador: Ana Maria da Costa Santos Menin / Banca: Lino de Macedo / Banca: Raul Borges Guimarães / Resumo: Esta pesquisa objetiva a identificação das práticas de leitura usadas nas aulas de Geografia e das dificuldades de leitura apresentadas pelos alunos, além de verificar como os docentes desta disciplina vêm incorporando as habilidades de leitura avaliadas pelo Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) em suas práticas na sala de aula. Para isto propus realizar uma pesquisa de abordagem qualitativa, identificada com o Estudo de Caso. Na busca de uma maior compreensão do fenômeno estudado optei por realizar a triangulação de dados coletados através dos procedimentos mais comuns ao Estudo de Caso: a entrevista, a observação e a análise de documentos. Estes instrumentos foram precedidos de um questionário com a intenção de caracterizar os sujeitos da pesquisa. Os dados coletados são analisados em duas partes: a concepção de leitura dos professores sujeitos da pesquisa e a participação no cotidiano da escola. Os resultados revelaram que as práticas de leitura mais comuns nas aulas destes professores são: a leitura oral de trechos do texto pelos alunos, entremeada pela explicação do professor e a leitura silenciosa para a realização de atividades propostas pelos livros didáticos ou pelos professores. O material de leitura mais utilizado é o livro didático. A pesquisa apontou também que os professores se preocupam com a leitura e a identificam como algo importante no ensino de Geografia. Mas o que mais parece interferir no trabalho com a leitura é a ausência da aprendizagem das estratégias de leitura como meio para o aluno dominar as habilidades que levam à compreensão dos textos. Este fato gera o distanciamento entre o "discurso" do professor e a sua prática, tornando relevante o contato desses professores, na sua formação inicial e continuada, com o conhecimento sobre a leitura, que deve constar também... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The focus of the research is the practice of reading at Geography classes and students' difficulties on reading. At the same time the research observed how teachers make daily use of reading abilities, in classroom, as evaluated by "Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo" (SARESP). The methodology is based on a Qualitative Approaches through a Case Study. To turn the research into a trustful result the use of comparitive data gives both the researcher or the readers a clear understanding of the case. The techniques used are: the interview, the observation and the documentary analysis. A questionnaire was used in advanced to get to know better the teachers taking part in the research in full and selected them. The information collected was analyzed in two moments which are: the reading conceptions of the teachers and their participation on daily activities at school. The results showed that teachers costumarely asked students to read aloud for part of the time, followed by the teachers' explanation. After that, the students usually read silently in order to answer the exercises from the book and additional tasks set by the teacher. The most acceptable material used in class is the textbook. The research indicated that theachers'consider reading an important tool for learning Geography. It concerns them that results indicate that our students do not know how to read well and do not understand what they are reading. Another important thing which to come out of the results is that teachers do not know how to use reading procedures in the classroom which might help students to develop abilities and understand what they are reading. In particularly, this situation leads to a gap between what teachers say about their lessons and what they actually do. This fact makes relevant the introduction... (Complete abstract click electronic access below) / Mestre

<p>У дисертацији посматрамо моделирање проблемског учења у настави географије засновано&nbsp;на групном раду уз могућност коришћења рачунара, интернета и богатијег скупа&nbsp;релевантних података. За поједине наставне јединицедати су модели проблемског учења.&nbsp;Испитивање ефикасности предложених модела обрађено је компаративном анализом&nbsp;резултата педагошког експеримента. На основу резултата финалног теста закључено је да&nbsp;посматрани модели позитивно утичу на побољшање &nbsp;успеха ученика у настави географије у&nbsp;основним и средњим школама.</p> / <p>U disertaciji posmatramo modeliranje problemskog učenja u nastavi geografije zasnovano&nbsp;na grupnom radu uz mogućnost korišćenja računara, interneta i bogatijeg skupa&nbsp;relevantnih podataka. Za pojedine nastavne jedinicedati su modeli problemskog učenja.&nbsp;Ispitivanje efikasnosti predloženih modela obrađeno je komparativnom analizom&nbsp;rezultata pedagoškog eksperimenta. Na osnovu rezultata finalnog testa zaključeno je da&nbsp;posmatrani modeli pozitivno utiču na poboljšanje &nbsp;uspeha učenika u nastavi geografije u&nbsp;osnovnim i srednjim školama.</p> / <p>In&nbsp; the dissertation,&nbsp; we&nbsp; look&nbsp; at&nbsp; modeling&nbsp; problem&nbsp; based&nbsp; learning in&nbsp; geography,&nbsp; based &nbsp;on group&nbsp;work&nbsp; with&nbsp; the&nbsp; ability&nbsp; to&nbsp; use&nbsp; computers,&nbsp; the&nbsp; internet&nbsp; and&nbsp; a&nbsp; richer&nbsp; set&nbsp; of&nbsp; relevant&nbsp; data.&nbsp; For&nbsp; each&nbsp;lesson are given learning models of problem. Effectiveness of the proposed models is discussed&nbsp;comparative&nbsp; analysis&nbsp; of&nbsp; pedagogical&nbsp; experiment.&nbsp; Based&nbsp; on&nbsp; the&nbsp; results&nbsp; of&nbsp; the&nbsp; final&nbsp; test&nbsp; is&nbsp;concluded&nbsp; that&nbsp; models&nbsp; the&nbsp; observed&nbsp; positive&nbsp; impact&nbsp; on&nbsp; improving&nbsp; student&nbsp; achievement&nbsp; in&nbsp; the&nbsp;teaching of geography in elementary and secondary schools.</p>

<p>Развој&nbsp; проширене&nbsp; и&nbsp; виртуелне&nbsp; реалности&nbsp; у&nbsp; последњих неколико година створио је могућности за укључивање и примену ових технологија на свим нивоима образовања. Бројна истраживања истичу да&nbsp; имерзивне&nbsp; технологије&nbsp; могу&nbsp; позитивно&nbsp; утицати&nbsp; на исходе&nbsp; учења&nbsp; и&nbsp; мотивисаност&nbsp; ученика.&nbsp; Такође, географија&nbsp; се&nbsp; често&nbsp; издваја&nbsp; као&nbsp; предмет&nbsp; који посебно&nbsp; може&nbsp; да&nbsp; искористи&nbsp; те&nbsp; потенцијале&nbsp; за унапређење&nbsp; и&nbsp; осавремењавање&nbsp; наставне&nbsp; праксе. Међутим,&nbsp; поставља&nbsp; се&nbsp; питање&nbsp; спремности наставника&nbsp; и&nbsp; студената&nbsp; географије&nbsp; (наставног усмерења)&nbsp; да&nbsp; организују&nbsp; наставу&nbsp; са&nbsp; мобилним&nbsp; и имерзивним&nbsp; технологијама.&nbsp; Притом,&nbsp; неопходно&nbsp; је свеобухватно&nbsp; сагледати&nbsp; позитивне&nbsp; и&nbsp; негативне факторе који утичу или могу утицати на интеграцију ових технологија у географско образовање. Сходно<br />наведеном,&nbsp; ова&nbsp; дисертација&nbsp; разматра&nbsp; како,&nbsp; када&nbsp; и зашто користити проширену и виртуелну реалност у настави и учењу географије.</p> / <p>Razvoj&nbsp; proširene&nbsp; i&nbsp; virtuelne&nbsp; realnosti&nbsp; u&nbsp; poslednjih nekoliko godina stvorio je mogućnosti za uključivanje i primenu ovih tehnologija na svim nivoima obrazovanja. Brojna istraživanja ističu da&nbsp; imerzivne&nbsp; tehnologije&nbsp; mogu&nbsp; pozitivno&nbsp; uticati&nbsp; na ishode&nbsp; učenja&nbsp; i&nbsp; motivisanost&nbsp; učenika.&nbsp; Takođe, geografija&nbsp; se&nbsp; često&nbsp; izdvaja&nbsp; kao&nbsp; predmet&nbsp; koji posebno&nbsp; može&nbsp; da&nbsp; iskoristi&nbsp; te&nbsp; potencijale&nbsp; za unapređenje&nbsp; i&nbsp; osavremenjavanje&nbsp; nastavne&nbsp; prakse. Međutim,&nbsp; postavlja&nbsp; se&nbsp; pitanje&nbsp; spremnosti nastavnika&nbsp; i&nbsp; studenata&nbsp; geografije&nbsp; (nastavnog usmerenja)&nbsp; da&nbsp; organizuju&nbsp; nastavu&nbsp; sa&nbsp; mobilnim&nbsp; i imerzivnim&nbsp; tehnologijama.&nbsp; Pritom,&nbsp; neophodno&nbsp; je sveobuhvatno&nbsp; sagledati&nbsp; pozitivne&nbsp; i&nbsp; negativne faktore koji utiču ili mogu uticati na integraciju ovih tehnologija u geografsko obrazovanje. Shodno<br />navedenom,&nbsp; ova&nbsp; disertacija&nbsp; razmatra&nbsp; kako,&nbsp; kada&nbsp; i zašto koristiti proširenu i virtuelnu realnost u nastavi i učenju geografije.</p> / <p>In&nbsp; recent&nbsp; years,&nbsp; the&nbsp; development&nbsp; of&nbsp; augmented&nbsp; and&nbsp; virtual&nbsp; reality&nbsp; has&nbsp; created&nbsp; opportunities&nbsp; for&nbsp; integration and use of these technologies at all levels of&nbsp; education.Numerous&nbsp; studies&nbsp; showed&nbsp; that&nbsp; immersive&nbsp; technologies have the potential to improve student learning outcomes and&nbsp; motivation.&nbsp; Geography&nbsp; is&nbsp; also&nbsp; often&nbsp; indicated&nbsp; as&nbsp; a subject&nbsp; that&nbsp; can&nbsp; utilize&nbsp; these&nbsp; potentials&nbsp; to&nbsp; improve&nbsp; and modernize&nbsp; teaching&nbsp; practice.&nbsp; However,&nbsp; the&nbsp; integration raises the question of the readiness of geography pre- and in-service&nbsp; teachers&nbsp; to&nbsp; organize&nbsp; classes&nbsp; with&nbsp; mobile&nbsp; and immersive technologies. Also, a comprehensive overlook regarding the positive and negative factors that influence or&nbsp; may influence the integration of these technologies in geographic&nbsp; education&nbsp; is&nbsp; necessary.&nbsp; Accordingly,&nbsp; this dissertation&nbsp; examines&nbsp; how,&nbsp; when,&nbsp; and&nbsp; why&nbsp; to&nbsp; use augmented and virtual reality in geography teaching and&nbsp; learning.</p>