No description available.

In mandating new curriculum, state legislatures frequently have opted to require school districts to "infuse" new content rather than adopt a new course. The lack of procedural guidelines in these legislative mandates leaves curriculum specialists to struggle with an "infusion dilemma," the problem of implementing the new curriculum without knowing how it should appear, once implemented. The purpose of this study was to examine interpretations of infusion held by persons responsible for operationalizing an infusion mandate. The interpretations of "infusion" held by people concerned with the implementation of the 1977 Economic Education Act in Texas were investigated. Selected legislators, state agency personnel, curriculum consultants, economics educators, and classroom teachers were interviewed about the concept and process of infusion.

Thesis ((M.Ed. (Science Education)) -- University of Limpopo, 2018 / The new curriculum introduced in the Further Education and Training phase has had a great impact on the teaching and learning of Physical Sciences in the classrooms. The policy documents for Physical Sciences emphasis that practical work to be integrated with the teaching of Science. However, much remains desired on how teachers use their Pedagogical Content Knowledge (PCK) to conduct practical work in their classrooms. This study explored teachers’ perceptions of practical work in the context of the Curriculum Assessment Policy Statement. PCK was used as the theoretical framelens to understand teachers’ perceptions of practical work. Data in the study were collected through interviews and observations from four Grade 11 teachers. It was also collected by scrutinising teachers’ portfolios. Observations were used to discover the teachers’ actual classroom conduct of practical work. The sample of the study was drawn from Mankweng Circuit, in the Limpopo province. The findings of the study revealed that teachers conduct demonstrations which were structured and inquiry based practical work was not conducted. It was also found that they conduct practical work for promotional marks only. Furthermore, it was revealed that teachers appreciate the value of practical work in the teaching and learning of Physical Sciences but lack of resources and time constraints hinder them from conducting good practical work. It was also found that teachers do not have practical work lesson plans in their portfolios except those for reporting. However, apparatus in some instances were limiting teachers to conduct good practical work. Large classes, lack of time table for practical work and pressure to complete the curriculum were also mentioned by the teachers as limitations. It is recommended that subject specialists should help in developing teachers’ knowledge to conduct inquiry based practical work.

This study deals with the new curriculum GY11 in Swedish and Swedish as a second language, the first course at “Swedish Gymnasium”. The subject is the status and aims of teaching literature and its contents. Eva Hultin’s thesis (2006) Samtalsgenrer i gymnasieskolans litteraturundervisning. En ämnesdidaktisk studie about Swedish and Swedish as a second language in the curriculum before (Lpo94) this new one serves as a frame of my study. I use her concepts of the old curriculum in order to find out whether these are present in the new one or not. To do so I use a qualitative, thematic and textanalytic method. Since there is not much research done on Swedish as a second language as a subject in school I use some of the most common theories about second language acqustion to make my study scientifically relevant and to link my discussion with the readers preunderstanding of it. This study was initiated by my hypothesis, the new Gymnasium as a part of right-wing politician ideas of different education for different purposeses and its reflections in the new curriculums of the subject Swedish. My results show that Swedish as a second language first and foremost is about basic skills in Swedish and not so much about interculture and bringing the students experiences forward for discussions in the classroom when dealing with literature. Or to use Eva Hultins concepts; the formerly known ideal of Swedish as a second language as a democratic and life skills-developing subject has been replacded by a skillorientated concept more to be compared to what students at practical programmes at Swedish Gymnasium traditionally do whereas Swedish still is about cultivation and making students prepared for democratic skills in life outside school. The study of the new curriculums in Swedish compared to Eva Hultins analysis of the older ones also leads to the conclusion that the new gymnasium to greater extent than before means two separated ways of handling literatur teaching Swedish as a second language and Swedish.

Made available in DSpace on 2016-06-02T20:36:55Z (GMT). No. of bitstreams: 1 6566.pdf: 2209755 bytes, checksum: 428e97af0f362340b396cf2540fb057a (MD5) Previous issue date: 2013-02-28 / Financiadora de Estudos e Projetos / When starting the study of Chemistry Basics, we use the knowledge and knowledge that students already have and they often do not relate to chemistry, and promote thus a connection between scientific knowledge and the experience of them. Thus diagnose the need for implementation of a New Curriculum Proposal, to meet the needs of new teaching and learning processes that produce knowledge for high school students, improving school performance. Therefore, one must seek the meaning of the chemical concepts, from experimentation, interactive lessons and the use of information technology for obtaining these concepts, thus providing the student performing and interpreting experiments, forming a link between theory and practice. For this we turn to the New Curriculum Proposal - Content Chemistry of Common Basic, designed and implemented by the SEE / MG, with the prospect of developing new skills to teach, meet the demands generated by the use of new technologies, encouraging conduct research in all sources of information available, due to the variety of approaches and especially the update of the available themes. It is expected that there is an involvement of students so that they are producers and not mere consumers of technology, promoting the enhancement of interaction between students / pupils, students / teachers and teachers / teachers, from the exchange of experiences, cooperation and joint construction by paths that seem to emphasize the development of higher mental processes as opposed to memorization and retention of information, providing them means that they raise hypotheses, seek discovery and reasoning, expand your creativity to facilitate the integration of different content and use the technology to research as tools for the development of knowledge. This proposal, which may contribute to the improvement of teachers' work and their relationships with the students raised the interest and greater involvement in the construction of knowledge, renewing the way to address the diverse content. To achieve this goal, they were used for data collection instruments, an initial diagnostic evaluation and another end, an evaluation questionnaire with 14 questions. For teachers was also applied a questionnaire of 11 questions to assess the level of knowledge and involvement in the content of Chemical Common Basic. This research proposes a reflection on the implementation, results and the direction on the New Curriculum Proposal. / Ao iniciar o estudo dos Fundamentos da Quimica, recorremos aos conhecimentos e saberes que os alunos ja tem e que muitas vezes nao relacionam a Quimica, e promover, assim uma aproximação entre o conhecimento cientifico e a vivencia dos mesmos. Com isso diagnosticamos a necessidade da aplicação de uma Nova Proposta Curricular, visando atender as necessidades de novos processos de ensino e aprendizagem que produzam conhecimentos para os estudantes do Ensino Médio, melhorando o desempenho escolar. Portanto, deve-se buscar o significado dos conceitos quimicos, a partir de experimentação, aulas interativas e o uso da informática para a obtenção destes conceitos, proporcionando assim, ao aluno realizar e interpretar experimentos, formando um vinculo entre a teoria e a pratica. Para isso recorremos a Nova Proposta Curricular Conteudos Basicos Comuns de Quimica, elaborada e implementada pela SEE/MG, com a perspectiva em desenvolver novas competencias para ensinar, frente as demandas geradas pelo uso das novas tecnologias, incentivando a realização de pesquisas em todas as fontes de informações disponiveis, devido a variedade de abordagens e, principalmente a atualização dos temas disponibilizados. Espera-se que haja um envolvimento dos alunos de maneira que sejam produtores e nao meros consumidores de tecnologia, promovendo a valorização da interação entre alunos / alunos, alunos / professores e professores / professores, a partir das trocas de experiencias, cooperação e construção conjunta, atraves de caminhos que buscam enfatizar o desenvolvimento de processos mentais superiores em oposicao a memorização e a retenção da informação, proporcionando aos mesmos meios para que eles levantem hipoteses, busquem a descoberta e o raciocinio, ampliem sua criatividade que permitam a integração de diferentes conteudos e utilizem os recursos tecnologicos para pesquisa como ferramentas para o desenvolvimento do saber. Proposta esta, que pode contribuir para a melhoria do trabalho do professor e suas relações com os educandos despertando o interesse e um maior envolvimento na construção do conhecimento, renovando a forma de abordar os diferentes conteudos. Para alcancar essa meta, foram utilizados para eles instrumentos de coleta de dados, uma avaliação diagnostica inicial e outra final, um questionario avaliativo com 14 questões. Para os professores tambem foi aplicado um questionario de 11 questões para avaliar o seu grau de conhecimento e envolvimento nos Conteudos Básicos Comuns de Quimica. Esta pesquisa propoe uma reflexão sobre a implementação, os resultados e o direcionamento quanto a Nova Proposta Curricular.

Magister Scientiae - MSc / This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT). / South Africa

British Columbia (BC) is becoming increasingly diverse, so I began this research in an effort to understand the practices of other teachers across BC regarding the inclusion of musics that reflect the cultural diversity of their students. With the introduction of a new curriculum in BC beginning in 2015, music educators across the province can now meaningfully include musics that embrace the cultural diversity of their students. Additionally, Indigenous musics, worldviews, and teachings have their own elevated position as part of the new curriculum and are no longer grouped together with other musics as part of musics from a variety of cultural and social contexts. Thus, I surveyed BC music teachers to understand their current practices, experiences, and attitudes using a mixed-methods questionnaire using both open- and closed-ended questions. Decolonization and historical, philosophical, and theoretical supports for non-Western music education are the frameworks for this research. I distributed my questionnaire via the BC Music Educators’ Association listserve and conference, and I received eighty valid responses (N = 80). I discovered that 68% of participants currently utilize non-Western musics (nWM) in their own practices and of the 32% of participants who do not include nWM, 42% have used nWM in the past. Educators reported many benefits that they experienced through the inclusion of nWM, but they also reported some difficulties or barriers. Therefore, I will share the results of this exploration of the current practices, experiences, and attitudes of music educators in BC. / Graduate

Made available in DSpace on 2016-04-27T16:59:04Z (GMT). No. of bitstreams: 1 Claudia Vicente de Souza.pdf: 4735203 bytes, checksum: f54923f9fa64927f8d64f9f4a96c6d74 (MD5) Previous issue date: 2010-04-27 / Secretaria da Educação do Estado de São Paulo / This work arms is to analyze whether the activities presented in the Teacher´s Book contribute to the student´s on not understanding about the exponential function, and whether on not the students can make changes in the register of semiotic representation, according to Duval´s theory (2003). We also analyze if there is a variable approach in this book according to the Ursini´s et al (2005) 3UV model (Three Uses for the Variable). Our interest in doing this research started with the observation in classroom of the students´ low performance related to the studies of the functions and the analysis of the evaluations done by the São Paulo State Government, such as SARESP/2007, which presented as results Math students´ low academic performance. The research instrument consists of a review activity of powers and four activities related to the exponential function introduction, which are found in the Math Teacher´s Book of the High School first grade, third quarter of 2008. This document belongs to the São Paulo´s New Curriculum Proposal, 2008. The research presents a qualitative approach, using the methodology of Artigue´s Didactic Engineering (1996). The study counted on 14 high school students of the second grade from a state school located on the outskirts of the northwest region of São Paulo. Upon the results, we found out that there are difficulties in achieving changes in register of semiotic representation (register of the natural language for the algebraic register, register of table to register chart) and limitations regarding the identification of the variables as a functional relationship and unknown term. We believe that is the reflection of the difficulties which started from the beginning of the functions studies. As a positive aspect, we verified that some pairs in their graphic constructions approached the graph of the exponential function, thus demonstrating that they understand the idea of this function behavior / O presente trabalho tem como objetivo analisar se as atividades apresentadas no Caderno do Professor contribuem ou não para a compreensão do aluno a respeito do objeto Função Exponencial, e se os alunos conseguem realizar ou não as mudanças de registro de representação semiótica à luz da teoria de Duval (2003). Também analisamos se há neste Caderno uma abordagem das variáveis conforme o Modelo 3UV (Três Usos da Variável) de Ursini et al (2005). Nosso interesse em realizar essa pesquisa partiu da observação, em sala de aula, do baixo desempenho dos alunos referente ao estudo de funções e pela análise de avaliações realizadas pelo governo do Estado de São Paulo, tais como o SARESP/2007 que apresentou como resultados baixos índices de aproveitamento dos alunos em Matemática. O instrumento de pesquisa é composto de uma atividade de revisão de potências e quatro atividades referentes à introdução a Função Exponencial, encontradas no Caderno do Professor de Matemática da 1ª série do Ensino Médio do 3º bimestre de 2008, documento pertencente à Nova Proposta Curricular de 2008 do Estado de São Paulo. A pesquisa apresenta uma abordagem qualitativa, utilizando como metodologia a Engenharia Didática de Artigue (1996). O estudo contou com 14 alunos da 2ª série do Ensino Médio de uma escola da rede pública estadual, localizada na periferia da região noroeste de São Paulo. Diante dos resultados obtidos, constatamos que existem dificuldades quanto à realização das mudanças de registros de representação semiótica (registro da língua natural para o registro algébrico, registro de tabela para o registro gráfico) e limitações quanto à identificação das variáveis como uma relação funcional e termo desconhecido. Acreditamos que isso seja o reflexo das dificuldades iniciadas desde o início do estudo de funções. Como fator positivo, verificamos que algumas duplas em suas construções gráficas se aproximaram do gráfico da função exponencial, demonstrando, assim, que entendem a idéia do comportamento dessa função