In 1960 the Toronto Board of Education opened its first residential outdoor education centre, the Toronto Island Natural Science School, which signaled the beginning of an outdoor education movement in the city. By the mid-1980s the school boards and conservation authorities of Metropolitan Toronto had opened 12 residential outdoor education centres to serve Toronto public school students. This thesis seeks to explain why these programs were developed at this time and in this place. It finds that these programs fit into a broader ‘modernizing antimodernism’ paradigm which shaped many similar formal and informal educational programs in the twentieth century, and argues that democratic citizenship education was the major factor that was used to justify and shape them. This democratic citizenship education had three main components: education for democratic living, education for productive use of leisure time, and education for the environment, each of which is explored in depth.

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

This diploma thesis concern with innovative methods of education, focusing on supporting of natural science literacy. The review part provides an overview of teaching methods that have been considered innovative over the last 20 years. The application part focuses on the innovation of the education topic unit Birds, taught in natural science at elementary school or grammar school, proposing: (1) innovation of curriculum content; and (2) innovative implementation of education through selected methods considering the achievement of the natural science literacy goals.

This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. / Science and Technology Education / M. Ed. (Natural Science Education)

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 JoseEP.pdf: 1644269 bytes, checksum: 79b8ec25e3b491428bb42be521ebaf35 (MD5) Previous issue date: 2009-11-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher?s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher?s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher?s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development / O estudo apresenta uma pesquisa realizada com professores de F?sica, Qu?mica e Biologia o qual teve como objetivos avaliar: 1) o grau de desenvolvimento desses professores quanto ?s habilidades que possibilitam ensinar, a alunos do ensino m?dio, a habilidade de medir no trabalho pr?tico e experimental; 2) as necessidades formativas em rela??o a essas habilidades; e 3) a ordem de prioridade para a forma??o docente, no que diz respeito a tais habilidades. O estudo se fundamenta na teoria da atividade, de A. N. Leontiev (1983), uma vez que consideramos a forma??o docente um tipo de atividade para a qual a categoria necessidade ? fonte de motiva??o e na qual ? condi??o necess?ria para a profissionalidade e para o desenvolvimento profissional. Foi aplicado um question?rio de quest?es abertas e quest?es fechadas para 116 professores, durante tr?s oficinas pedag?gicas, realizadas para a dinamiza??o de laborat?rios de ci?ncias. O instrumento permitiu obter-se o perfil pessoal e profissional dos participantes assim como avaliar-se o grau de desenvolvimento destes, sua necessidade formativa e a ordem de prioridade que eles atribu?ram ? tarefa de ensinar as habilidades relativas ao trabalho de testar hip?teses de medir, no que diz respeito a: a) operacionalizar vari?veis de uma hip?tese no trabalho experimental; b) medir no trabalho pr?tico e experimental; c) estimar poss?veis erros de medi??es e utilizar procedimentos adequados para minimiz?-los; d) estimar a validez de uma medi??o; e e) estimar a confiabilidade de uma medi??o. Os resultados da pesquisa indicaram limita??es dos professores quanto ao grau de desenvolvimento em rela??o a todas as habilidades analisadas. Mais de 90% deles consideraram essas defici?ncias como necessidades de forma??o continuada. A maioria (54%, em m?dia) expressou prioridade imediata para forma??o em cada uma das habilidades. A partir de uma correla??o, utilizando-se o teste estat?stico qui-quadrado, entre o grau de desenvolvimento e a necessidade formativa para as cinco habilidades, os resultados obtidos permitem afirmar que, para todas essas habilidades de ensino, existe uma forte correla??o entre o grau de desenvolvimento e a necessidade formativa. Essa situa??o ? sintom?tica da import?ncia de se aproximar mais, no ensino m?dio, o ensino de ci?ncias e a forma??o docente no trabalho pr?tico e experimental, como componente-chave da educa??o cient?fica na educa??o b?sica. Os resultados obtidos podem contribuir, como subs?dio, para cursos de forma??o continuada, tomando como base as necessidades que se constituem em elementos de motiva??o dos professores para o desenvolvimento profissional

This diploma thesis identifies the knowledge of selected products of nature among the pupils of the fifth year of the grammar school. For this identification, it uses a didactic test. The work also describes the way of teaching natural sciences at grammar schools and analyses the coursebooks of the PRODOS Publisher. Diploma thesis was solved terms of the project GA JU č.065/2010/S.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-10-13T17:31:49Z No. of bitstreams: 2 Dissertação - Vítor Valente Cavalcante - 2016.pdf: 2136169 bytes, checksum: afb0fae050604056378fbb2141b42137 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-14T20:00:18Z (GMT) No. of bitstreams: 2 Dissertação - Vítor Valente Cavalcante - 2016.pdf: 2136169 bytes, checksum: afb0fae050604056378fbb2141b42137 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-14T20:00:18Z (GMT). No. of bitstreams: 2 Dissertação - Vítor Valente Cavalcante - 2016.pdf: 2136169 bytes, checksum: afb0fae050604056378fbb2141b42137 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-30 / This study sought to reconstruct the elements left by Marx that assist in building a fetish theory reviewing the place of this concept in the thought of the author in question. The hypothesis that guides research is that there is no way to understand the theories of Marx without understanding its epicurean ontology, from the clues left in his professorial thesis, or, more broadly, in the period 1835-1841 . Thus, during the research it was necessary to establish an overview of the ontological foundations of Marx's thought and place of fetishism, in addition to the stroke path, analyzing the evolution of the concept of fetishism in the light of wider horizon of his thought, weaving a summary of the most relevant passages considered in the path taken by this influential advocate of socialism around the theme. Therefore, we established a dialogue with some theoretical fetish theory of the second half of the twentieth century and early twenty-first century, which, in most cases, or interpret Marx's thought as concrete itself and the laws of history which inevitably led to the victory of the proletariat, or identify their theory of value with the fetishism and reduce the ideology of the hegemony of exchange value and colonial prejudice of nineteenthcentury anthropology, advocating a purely rhetorical use of the concept in Marx. Finally, there are several key issues guided by today in order to establish some guidelines that helped to think the centrality of consciousness industry in the production of human life, insignia of the present day, when the production became immaterial and established a global system of fetishism in the struggle for consciousness, the arena in which it locks the clash between the main worldviews. / O presente trabalho buscou reconstituir os elementos deixados por Marx que auxiliam na construção de uma teoria do fetiche que revê o lugar deste conceito no pensamento do autor em questão. A hipótese que guia a pesquisa é a de que não há como compreender as teorias de Marx sem compreender sua ontologia epicurista, a partir das pistas deixadas em sua tese de docência, ou, de modo mais abrangente, no período que vai de 1835 a 1841. Dessa forma, no decorrer da pesquisa, foi necessário estabelecer uma visão panorâmica das bases ontológicas do pensamento de Marx e do lugar do fetichismo, além do caminho traçado, analisando a evolução do conceito de fetichismo à luz do horizonte mais amplo de seu pensamento, tecendo uma síntese das passagens consideradas mais relevantes no caminho percorrido por este influente defensor do socialismo em torno do tema. Para tanto, estabeleceu-se um diálogo com alguns teóricos da teoria do fetiche da segunda metade do século XX e do início do século XXI, que, na maioria dos casos, ou interpretam o pensamento de Marx como o concreto mesmo e as leis da história que levaram inevitavelmente à vitória do proletariado, ou identificam sua teoria do valor com a do fetichismo e as reduzem à ideologia da hegemonia do valor de troca e ao preconceito colonial da Antropologia do século XIX, defendendo um uso meramente retórico do conceito em Marx. Por fim, verificou-se várias questões cruciais pautadas pela atualidade, no intuito de estabelecer algumas diretrizes que auxiliaram a pensar a centralidade da indústria da consciência na produção da vida humana, insígnia dos dias atuais, quando a produção se tornou imaterial e se instaurou um sistema global de fetichismo na luta pela consciência, arena na qual se trava o embate entre as principais visões de mundo.

Det här examensarbetet fokuserar på hur man kan kombinera två innehållsaspekter i undervisning med barn i förskolan. Innehållet som bearbetas är naturvetenskap och estetik. Naturvetenskapsdelen i arbetet innefattar kemiska reaktioner och den estetiska delen innefattar drama. Dramat kommer att användas som ett verktyg för att lära om naturvetenskap med fokus på kemiska reaktioner. Studiens insamlingsmetod innefattar filmning och ljudinspelning. Resultatet i studien visar att barnens perspektiv blir synligt genom att barnen får berätta sina tankar om kemiska vätskor. Studiens resultat visar även att ett intresse har väckts bland barnen kring kemiska vätskor och detta lägger en grund för förskollärare att arbeta vidare med och utgå från barnens intresse.

В диссертации рассмотрены теоретические аспекты и практические возможности внедрения инновационных технологий в процесс обучения старшеклассников в рамках инженерной школы. Исследован уровень мотивации старшеклассников к поступлению в технические вузы. На основе проведенного исследования, выявлена потребность в формировании устойчивого профессионального интереса старшеклассников к освоению технической специальности для последующей успешной карьеры в производственной сфере. Разработан проект по созданию инженерной школы как наиболее эффективной инновационной формы профильного обучения и профессиональной ориентации старшеклассников. / The dissertation examines the theoretical aspects and practical possibilities of introducing innovative technologies in the process of teaching high school students in the engineering school. The level of motivation of high school students to enter technical universities is studied. Based on the conducted research, the need for the formation of a stable professional interest of high school students in the development of a technical specialty for a subsequent successful career in the industrial sphere is revealed. A project has been developed to create an engineering school as the most effective innovative form of specialized training and professional orientation for high school students.