Summaries in Afrikaans and English / Outcomes-Based Education forms the foundation of South Africa's revised national education curriculum, known as The Revised National Curriculum Statement Grades R-9. The Van Hiele Model, developed for the teaching and learning of geometry, has already been used successfully in the school curricula of the Netherlands and Russia. Strong support for this theory exists in leading countries like America and Europe. This study has investigated the possible relationship between the Van Hiele theory and the "Revised National Curriculum Statement Grades R-9" and through critical evaluation found a great compatibility between them. Both are giving strong support for the spiral approach to mathematics education. It is recommended that all geometry learning programmes and teaching units be moulded on the Van Hiele Model. / Suid-Afrika se hersiene nasionale onderwyskurrikulum, die "Revised National Curriculum Statement Grades R-9" word deur uitkomsgebaseerde onderwys gefundeer. Die Van Hiele Model vir die onderrig en leer van meetkunde, is suksesvol in skoolkurrikula van Nederland en Rusland toegepas en geniet wye steun in lande soos Amerika en Europa. Hierdie navorsing het die moontlike verband tussen die Van Hiele raamwerk en die nuwe kurrikulum ondersoek en deur kritiese evaluering baie sterk versoenbaarheid tussen die "Revised National Curriculum Statement Grades R-9" en die Van Hiele Model gevind. Verder is ook aangetoon dat beide sterk gebruik maak van die spiraalbenadering in wiskundeonderwys. Aanbevelings in die verband is dat leerprogramme en onderrigeenhede wat die kurrikulum vir meetkunde in skole implementeer op die Van Hiele Model geskoei word. / Mathematical Sciences / M. Sc. (Mathematics Education)

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

This thesis, Space, Curriculum Space and Morality, focuses on the two roles of the school, i.e. developing identities and transmitting knowledge. The latest curriculum reform commissions the teachers to transform the fundamental values of the curriculum to the separate subjects. The principal object of the school subjects is to contribute to the implementation of the curriculum goals, namely to educate and promote democratic citizens. Since the new course syllabi lack guidelines about subject content and method, the intention of this work it is to analyse in what way the teachers’ fill this curriculum space, which subject content the teachers choose in order to connect the curriculum goals to the course syllabi goals and, to the practical teaching of geography as a school subject. The understanding of the teachers’ choice of subject content is the overall aim of this thesis. The thesis can be placed within a curriculum theory tradition that regards education and its content as situated in a field of tension ultimately determined by social and political forces engaged in struggle. Within this tradition, an approach has been developed which examines the educational content of the school subjects as contingent. A curriculum historical analysis – supplemented by a text analysis of textbooks, a number of observations (81) of geography lessons in upper secondary school and the following qualitative interviews with geography teachers – shows that the teachers’ choice of content can be understood and explained by the strong selective traditions which have formed within the subject during 150 years. These selective traditions together form a school subject discourse which implies that the moral dimension is lost as the subject content is characterized by an essentialistic approach. The consequences of the findings can be discussed in relation to what content is excluded in the school geography education. Some examples are a gender perspective, issues regarding equality, ethnicity, solidarity, social justice and sustainable development. The issues that the school geography excludes contain ethical and moral considerations. If these issues were presented, they would relate to the fundamental values and the promotion of democracy, issues given strong prominence in the curriculum.

The implementation of a new curriculum is a challenging issue to educators in many countries. In this country training for an implementation of a curriculum is done in one week and it takes a form of one a size fits all. The study investigated how I transform my content knowledge when teaching a new topic in the new curriculum. The aim of this study was to carry a self- study of how I transformed my content knowledge when teaching energy resources and its uses to make it comprehensible to learners. The following research question guided the study:  How did my PCK develop as I developed the broad content of the energy resources and its uses into focused, teachable and comprehensible content?  How did my planning and reflecting on practice change as I participated in the process of planning, developing and implementing the lesson plans? When teachers teach, they draw upon knowledge of their subject matter, general pedagogy as well as context. This could be improved by the contribution of the concept of pedagogical content knowledge where content and pedagogy are blended. Therefore, for this study I have chosen PCK as a theoretical framework because I will be looking at how my content knowledge can be transformed into content knowledge for teaching. The study employed a qualitative research, which uses multiple realities that are socially constructed through collective and individual definitions of the situations. It is a self –study focusing on my own teaching and intending to improve my practice as a teacher. The focus is myself teaching two grade 11 classes in a township school. Khumalo M. iv Data was collected in a form of concept maps, reflective journals, lesson plan and CoRE s and PaPeRs. CoRes and PaPe-Rs were used to capture and portray my PCK. The methodological tools used to document and portray my Pedagogical Content Knowledge when teaching energy and resources, used representations called Content Representation (CoRe) and Pedagogical and Professional – experience Repertoires (PaP-eRs). The CoRe elaborated on my construction of content, which framed the topic and each Pa-PeR, was a narrative derived from the classroom observations and the journal. Findings in this study indicate that using the CoRe and PaPeR as a tool to portray PCK helps in the development of content knowledge. Some elements of PCK could be identified and the implementation of developed lessons led to insight into my teaching. Learners participated more freely and develop confidence when home language was used. I gained confidence using the CoRe to develop lessons.

The South African government that was elected in 1994 made tremendous changes in the Education system. The new government came up with the new curriculum for Basic Education (grade R- 12). The new curriculum had new topics in physical science. This made me as a teacher doubt whether I would be able to teach new topics. During my time as a student, I was not taught mining at school or college. As a result, I decided to do a self study in order to investigate how I would learn gold mining as a topic in order for me to be able to teach it to my learners. My study involved studying my own teaching practice while learning and also finding out the key things that made me understand the content knowledge involved in the topic of gold mining. The self study was done in order to ensure that I understood the content knowledge and how best to teach it to the learners. I used a collaboration team, reflective journal, group interviews classroom observation and learners’ responses to collect data. The participants were my grade 11 learners and myself. My data was analysed using a PCK model, CoRes and PaPeRs. I had to learn the content knowledge and transform it to make it understandable to learners. I designed lessons using the prior knowledge of learners and integrating Physical Science and Geography. Lessons did not go as smoothly as I had expected. Learners wanted some of their existing knowledge to be included. The classroom activities depended entirely on the relationship between the teacher and learners. I carried out my study bearing in mind that implementation of the new curriculum depends not only on classroom interactions (DoE, 2002) but most importantly on the content knowledge that the teacher has and how it is transformed. Learners taught me to understand gold mining from the geographical point of view as well from the scientific point of view. From the beginning of the study they were really excited and were looking forward to new things. Using the learners’ science prior knowledge helped me design lessons that allowed me to learn to be a facilitator.

The present study examines the relationship between the practices of schooling and classroom teaching and learning on the one hand and learners’ cognitive development and functioning on the other. The study uses innovative system of ideas in developmental and educational psychology, originally formulated by Lev Vygotsky to investigate the interrelations between learning, instruction and development. Carried out in a rapidly changing socio-cultural context of Venda, South Africa, the study examines the realities of schooling practices that exhibit both continuity with the past practices of society and some profound transformations that together lead to a multi-dimensional and a complex picture of cognitive development in learners. By examining the relations between the cultural practices of schooling and its socio-historical context on the one hand, and the consequent psychological process on the other hand, the present study offers an opportunity for exploring processes that may be more opaque in relatively stable socio-cultural contexts of schooling. The observations on the history of schooling in South Africa in general, and in Venda in particular, support the theoretical formulation that particular practices of schooling, themselves originating from and continuing larger social-historical processes, represent contexts in which learning and development take place and are shaped. The empirical investigations revealed that even the socio-cultural contexts of schooling characterized by strong ruptures, such as in South Africa, nonetheless carry on some vestiges of their past practices that affect today’s learning and development of learners. The study concludes, extending the prevailing theoretical formulation, that the social and cultural setting of schooling in Venda is multifaceted; manifesting xvi. instances of indigenous practices, the traditions of past missionary practices, as well as the traditions of the past, apartheid schooling. By taking into account these socio-cultural influences, the study provides crucial insights into the regularities of cognitive and conceptual developmental processes taking place in conditions of rapid social change in the course of the schooling of today’s children in Venda. The study furthers our understanding about the regularities of the socio-cultural and historical processes of schooling in conditions of rapid social change, and concludes by proposing ways of improving contemporary educational practice in South Africa, grounded in sound psychological knowledge and research about school transformation and classroom teaching and learning improvement.

Orientador: Maria Cristina de Senzi Zancul / Banca: Rosa Fátima de Souza Chaloba / Banca: Luciana Maria Guarnieri / Resumo: O presente trabalho tem como objetivo estudar as contribuições dos Parâmetros Curriculares Nacionais - PCN, para as práticas pedagógicas dos professores dos anos iniciais do ensino fundamental, em escolas da rede pública de ensino, buscando identificar, na visão dos professores, possíveis modificações que vêm ocorrendo, após dez anos da elaboração e implantação desse documento. A opção metodológica foi a condução de um estudo com características das abordagens qualitativas. Os dados foram obtidos, no ano de 2009, por meio de entrevistas com dez professores, com mais de dez anos de atuação, em quatro escolas da cidade de Araraquara/SP, e pela análise dos PCN de Ciências Naturais e de documentos fornecidos por alguns dos docentes. São realizadas análises com o apoio teórico do conceito de currículo de Gimeno Sacristán (2001). Os resultados revelam que os professores conhecem os PCN e acreditam que esse referencial influencia suas práticas de Ciências Naturais. Pelas análises percebemos que essa influência se dá, muitas vezes, de forma indireta, pelo uso do livro didático, o material mais utilizado, pelos professores que fizeram parte do estudo, para a seleção e ordenação dos conteúdos e na escolha das atividades didáticas. Dada a relevância do ensino de Ciências na formação dos alunos, destacamos a importância de mais estudos que abordem as práticas pedagógicas para os anos iniciais do ensino fundamental, relacionadas a essa disciplina / Abstract: The present work aims to study the contributions of the National Curriculum Parameters (PCN) to the pedagogical practices of teachers in early grades of primary education in public schools with the view to identify possible changes that have occurred after ten years of development of this document. The method was chosen in order to conduct a study of qualitative approach. The data were obtained in 2009 through ten interviews with teachers of four public schools in the city of Araraquara / SP who have been teaching for over ten years, and also through the analysis of documents provided by some of them. The analyses were carried on based on the concept of curriculum of Gimeno Sacristán (2001). The results show that teachers are familiar with the PCN and believe that these documents influence their practice of Natural Sciences. We realized that this influence takes place, often indirectly, by the use of textbooks - the most common reference used by interviewed teachers- for the selection, ordering of content and choice of teaching activities. Knowing the importance of Natural Sciences teaching for the development of students, we highlight the importance of further studies that address the pedagogical practices for the early years of elementary school, related to this subject / Mestre

Orientador: Edílson Moreira de Oliveira / Banca: Celso de Prado Ferraz de Carvalho / Banca: José Luis Vieira de Almeida / Resumo: Esta proposta de trabalho originou-se da constatação do destaque que a discussão referente à temática ambiental tem recebido nos meios de comunicação, na comunidade científica e também no cotidiano do professor em sala de aula, através dos temas transversais propostos nos Parâmetros Curriculares Nacionais - PCN. Dentre os temas assim considerados encontra-se o ―meio ambiente‖, o qual explicita uma concepção de desenvolvimento sustentável, entendida como o possível caminho para o enfrentamento da problemática ambiental atual. Assim, o objetivo deste trabalho é estudar a apropriação que o PCN realiza da concepção de desenvolvimento sustentável, bem como discutir seus limites e possibilidades frente à problemática ambiental. Esta pesquisa, de cunho teórico e bibliográfico, teve por ponto de partida aprofundar-se no conceito de desenvolvimento sustentável, a partir do conhecimento da concepção de desenvolvimento no modo de produção capitalista bem como a proposta de sustentabilidade que adjetiva o primeiro termo. Desta perspectiva verificou-se a seguinte contradição: desenvolvimento no capitalismo significa crescimento econômico, lucro, fundamentado na exploração do homem e da natureza; sustentabilidade inclui a preservação da natureza, a partir do uso racional dos recursos e qualidade de vida para todos. Diante de tal constatação vislumbrou-se que as discussões presentes nos PCN não contemplam tal contradição, apenas a tangenciam, propondo a utilização do termo sustentabilidade em detrimento ao desenvolvimento sustentável. Para esta análise abordou-se a questão a partir da contradição dialética entre as suas dimensões histórica, econômica e social no contexto ensino, com base nos fundamentos filosóficos, metodológicos e lógicos, expressos no... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The purpose of this work was originated from the notice of the emphasis the discussion related to environmental issues has received in the media, the scientific community and also in the routine of teachers in class through transversal themes suggested in the National Curriculum Parameters - NCP (in Portuguese, Parâmetros Curriculares Nacionais - PCN). Among these so-called themes there is the ―environment‖, which exposes a conception of sustainable development that is understood as the possible way to facing the recent environmental debate. Thus, the goal of this work is to study the appropriation of sustainable development conception the NCP do, as well as to discuss its limits and possibilities related to environmental discussion. Having a theoretical e bibliographical basis, this research was initiated by going deeply in the concept of sustainable development. We started our work from the conception of development in the capitalist production mode, as well as the purpose of sustainability that qualifies the second term. From this perspective the following contradiction was perceived: development in capitalism means economic growing, profit, both based on human and nature exploitation; sustainability includes nature preservation by rational resources use and life quality for everyone. For this reasons, it was descried that the discussions of the NCP do not contemplate this contradiction, but merely allude to it, suggesting the use of the term sustainability instead of sustainable development. In order to proceed with this analysis, the problem was approached from the dialectical contradiction between its historical, economical and social dimensions in the teaching context, based on philosophical, methodological e logical fundaments expressed in dialectical historical materialism. It can be concluded that, despite the... (Complete abstract click electronic access below) / Mestre

A atividade de se observar o Céu é de suma importância para a obtenção de informações sobre a grande maioria dos objetos celestes, particularmente os de fora do Sistema Solar: não existem ainda meios tecnológicos que nos permitam obter tais informações in loco, seja por meio de sondas robóticas, seja por meio de naves tripuladas. Sob este ponto de vista, é então relevante oferecer a crianças e jovens a oportunidade de participarem de atividades didáticas de Observação do Céu, propiciando, assim, o estabelecimento de um primeiro contato sistemático deles com o Céu e, consequente e essencialmente, com todo o Universo que existe fora de nosso planeta. Neste trabalho estamos preocupados, particularmente, com o ensino sobre a Observação do Céu: estamos interessados em tratar sobre propostas didáticas, nas quais se ensine sobre como observar o Céu. Nosso principal objeto de estudo é o atual Currículo do Estado de São Paulo, mais especificamente os chamados Cadernos do Professor, que integram o conjunto de materiais didáticos vinculados a esse Currículo. Nesta dissertação nos propusemos a avaliar as atividades didáticas de Observação do Céu que são propostas junto aos Cadernos do Professor para as disciplinas de Ciências do Ensino Fundamental e Física do Ensino Médio. Essa avaliação foi feita a partir de dois pontos de vista. No primeiro, a análise se deu a respeito dos conteúdos presentes nas atividades, os quais foram comparados, por meio de Mapas Conceituais, com aqueles presentes nos Parâmetros Curriculares Nacionais. O segundo ponto de vista para a avaliação se deu a respeito da estrutura das atividades. Para subsidiar tal análise foi feito um estudo junto a pesquisas da área de Ensino de Astronomia a partir da qual foram elencadas 6 dimensões ligadas à proposição de atividades didáticas de Observação do Céu - \"Objetos e fenômenos observáveis\"; \"Condições de observação, planejamento e preparação\"; \"Público alvo, contexto e interatividade do público\"; \"Objetivos maiores da observação\"; \"Registros das observações\"; e \"Tipos de observação e instrumentos\" -, as quais foram tratadas como parâmetros importantes na construção de propostas dessa natureza, sendo então utilizadas como categorias de análise daquelas presentes nos Cadernos do Currículo do Estado. Os principais resultados mostram que os conteúdos ligados à prática de Observação do Céu, tanto nos PCN quanto nos Cadernos do Currículo do Estado são significativamente semelhantes, inclusive a presença restrita ao Ensino Fundamental. Além disso, as atividades de Observação do Céu dos Cadernos parecem apresentar coerência interna e tendem a contemplar os resultados de pesquisas em Educação em Astronomia. / The activity of observing the Sky is very important to obtain information about the vast majority of celestial objects, particularly those from outside our Solar System: there are no technological means nowadays that allow us to obtain such information on-site, whether through robotic probes or by manned spacecraft. Under this view, it is therefore important to offer children and teenagers the opportunity to participate in didactic activities of the Sky Observation, thus allowing them to have a first systematic contact with the Sky, consequently and essentially with the whole Universe that exists outside our planet. In this work we are concerned particularly with the teaching about the Sky Observation: we are interested in dealing with proposals about teaching, in which one teaches \'how to observe the Sky\'. Our main object of study is the current Curriculum of the State of São Paulo, more specifically the Teacher\'s textbooks, which constitute the set of educational materials related to such Curriculum. In this dissertation we propose to evaluate the didactic activities of Sky Observation that are proposed in the Teacher\'s textbooks for the discipline of Science in Elementary School and for Physics in High School. This evaluation was made from two viewpoints. First, the analysis was about the content present in the activities, which were compared with the National Curriculum Parameters by means of Concept Maps. The second point of the evaluation was made regarding the structure of activities. To support this analysis, a study was done with some research of the area of Astronomy Teaching from which we listed 6 dimensions related to the proposition of didactic activities about Sky Observation - \"Objects and observable phenomena\"; \"Conditions of observation, planning and preparation\", \"Audience, context and audience interactivity\", \"Main objectives of observation\"; \"Records of observations\"; and \"Types of observation and instruments\" - which were treated as important parameters in building such proposals, then being used as analytical categories of those present in the textbooks of the Curriculum of the State. The main results show that the contents linked to the practice of Sky Observation, both the PCN and the Curriculum of the State are significantly similar, even the restricted theme of Sky Observation to elementary schools. Moreover, the activities of the Sky Observation in the textbook seem to have internal consistency and tend to contemplate the results of research in Astronomy Education.

Made available in DSpace on 2016-07-27T13:52:42Z (GMT). No. of bitstreams: 1 DANUZA JANNE RIBEIRO DE ALMEIDA.pdf: 1012713 bytes, checksum: c53fc60f0fd91769e60f316dc4893c67 (MD5) Previous issue date: 2012-08-31 / The research object of this Master dissertation is the formation of the pedagogue. The overall goal is a mapping and content analysis of theses and dissertations on the theme of teacher formation, in the aftermath of the National Curriculum Guidelines for the Pedagogy Course. The students researches were defended between 2008 and 2010, in 17 post-graduate programs in education, accredited by the Coordinating Committee for the Formation of Higher Education Personnel and institutional members of the National Association of Post-Graduate Studies and Research in Education. As its main axes, the theoretical framework uses studies on the formation of the pedagogue, from the setting up the Pedagogy Course, as part of the curriculum guidelines for teacher formation courses in Brazilian universities. These had been established by the federal model in 1939 and were applied until the approval of first CNE/CP Resolution of 15/05/2006, which instituted the National Curriculum Guidelines for the Pedagogy Course. It is also based on the formation policies for pedagogues drawn up after the National Curriculum Guidelines for Pedagogy. It is a qualitative study of a bibliographic nature based on state-of-the-art methodology, combined with a content analysis of 31 studies, of which 7 were theses and 24 dissertations. These works were studied in their entirety in order to draw up analytical or extended summaries according to the Red Latinoamericana de Información y Documentación (Reduc) model. This analysis of 31 student papers resulted in seeing the possibilities and guidelines offered by the authors with regard to the application of the national curriculum guidelines to the Pedagogy Course, such as formation policies for the teacher, researcher and manager promoted by the guidelines. It also resulted in the identification of lacunas which still remain in these analyses of the formation of the pedagogue. / O objeto de pesquisa desta dissertação de mestrado é a formação do pedagogo. O objetivo geral consiste de um mapeamento e análise de conteúdo das teses e dissertações que têm por temática a formação do pedagogo, após as Diretrizes Curriculares Nacionais do curso de Pedagogia. O problema de pesquisa expressa-se no questionamento: Em que medida, nas teses e dissertações sobre políticas de formação, o pedagogo é reconhecido como docente, pesquisador e gestor da educação? Os trabalhos dos discentes analisados, foram defendidos no período de 2008-2010, em 17 programas de pós-graduação em educação, credenciados pela Coordenação de Capacitação de Pessoal de Ensino Superior (Capes) e Sócios Institucionais da Associação Nacional de Pós-Graduação e Pesquisa em Educação (Anped). O referencial teórico tem como eixos principais: estudos sobre a formação do pedagogo, a partir da criação do curso de Pedagogia, como componente das orientações curriculares para os cursos de formação de professores na universidade brasileira, instituídos pelo padrão federal , em 1939, até a homologação da Resolução CNE/CP n. 01, de 15/05/2006, que instituiu as Diretrizes Curriculares Nacionais do Curso de Pedagogia. Outro eixo do referencial teórico contempla as políticas de formação do pedagogo pós Diretrizes Curriculares Nacionais da Pedagogia. Trata-se de uma pesquisa qualitativa de cunho bibliográfico, sustentada na metodologia do estado da arte, combinada com análise de conteúdo de 31 trabalhos, sendo sete teses e 24 dissertações. Esses trabalhos foram estudados na íntegra, a fim de elaborar os resumos expandidos ou analíticos conforme o modelo da Red Latino americana de Información y Documentación (Reduc). Resultou desta pesquisa um balanço dos 31 trabalhos discentes, que permitiu tanto revelar possibilidades e encaminhamentos dos autores, no tocante à aplicação das diretrizes curriculares nacionais do curso de Pedagogia, como as políticas de formação do docente, do pesquisador e do gestor fomentada pelas diretrizes. Resultou também na identificação de lacunas que ainda permanecem nessas investigações acerca da formação do Pedagogo.