Orientador: Agueda Bernardete Bittencourt / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T04:13:38Z (GMT). No. of bitstreams: 1 Cunha_CamilaTenorio_M.pdf: 3558163 bytes, checksum: 5790ef07e27282f2cd833aafbce59570 (MD5) Previous issue date: 2005 / Resumo: A primeira hipótese desta pesquisa era que as crianças atuais, com a mídia o o mundo globalizado, estivessem com a infância roubada. Comparada com a pesquisa de Florestan Fernandes sobre folclore na cidade de São Paulo entre 1940 1 950, esperava-se que a cultura infantil como a relatada naquela época não existisse mais, principalmente alguns jogos tradicionais e de rua. Entretanto, nesta pesquisa encontramos jogos tradicionais e de rua similares aos da pesquisa de Florestan Fernandes entre os grupos infantis atuais. A pesquisa de campo ocorreu em 2003 em um bairro - com indústrias e ao lado da Via Dutra, em uma cidade há uma hora de São Paulo ¿ com dois grupos distintos: um que brincava livremente pelas ruas e praças e outro no pátio de um edifício / Abstract: The firts hypothesis of this research was that the current children, with the media and globalizado world, were with the stolen infancy. Compared with the research of Florestan Fernandes on folklore in the city of São Paulo, between 1940 and 1950, one expected that the infantile culture ¿ as told one at that time ¿ more did not exist, mainly some tradicional games and of street. However, in this research we find similar tradicional games and of street to the one of the research of Florestan Fernandes between the current infantile groups. The research of field occurred in 2003, in a quarter ¿ with industries and to the side of the Way Dutra, in a city it has one hour of São Paulo ¿ with two distinct groups: one that played freely for the streets and another one in the pátio of a building / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Syftet med studien var att synliggöra förskollärares upplevelser av barns lärande och utveckling med fokus på utomhuspedagogik, både på och utanför förskolegården. De frågeställningar som låg till grund för studien var, vad upplever förskollärare att barn utvecklar och lär sig i utomhuspedagogik? Hur arbetar förskollärare med utomhuspedagogik i den dagliga verksamheten? Vilka möjligheter och begränsningar uppfattar förskollärare att det finns med utomhuspedagogik? För att besvara syftet och frågeställningar gjordes en kvalitativ undersökning där sex verksamma förskollärare intervjuades. I resultatet synliggjordes att reflektion och återkoppling efter utomhusaktiviteter var en betydande aspekt för barns lärande och utveckling i utomhuspedagogiken. Det framkom också vilka begränsningar och möjligheter det fanns för barns lärande utomhus. Begränsningar som synliggjordes var vädret, säkerhetsaspekter, personaltäthet, avstånd, åldern på barngruppen samt yttre moment som kunde distrahera barnen. Möjligheter som framkom var den motoriska och sociala utvecklingen, tillgången av naturmaterial, sinnliga erfarenheter samt möjlighet att arbeta ämnesövergripande och tematiskt. I resultatet framkom det även att förskollärarna arbetade på olika sätt och hade varierande syfte med utomhuspedagogiken. Ett par förskollärare arbetade tematiskt med utemiljön, andra ville erbjuda barnen variationer av material och några gick på utflykter för att barnen skulle få uppleva närmiljön utanför förskolegården.

Magister Educationis - MEd (Mathematics and Science Education) / This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called ‘mixed methods’) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). Further analyses were conducted on learners’ beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement). After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science–IK curriculum for the Natural Sciences subjects in South African schools.

No description available.

Experiencing Freefall is an inquiry into outdoor experiencing. It focuses on both my experiences with a group of Grade 10 students in an outdoor adventure education program and my personal experiencing of the outdoors. I explore the awareness we embody within moments of unexpected happenings while negotiating Whitewater rapids or searching for a handhold while clinging to the side of a cliff face. Also in this thesis I explore the 'phenomena of experiencing' which emerges out of our actions and interactions within outdoor activities. The challenge of this dissertation is capturing in prose, the phenomena of experiencing and 'embodied awareness' arising through such unexpected instances. Hence, the thesis, in trying to articulate the complexity of experiencing in the outdoors, uses stories, poetry and the metaphor of life, breath, and mountaineering to invite the reader on a journey of inquiry. This thesis escorts the reader, like a true pedagogue, into an outdoor environment of experiencing that opens the reader to ponder pedagogical possibilities. I explore several themes in the thesis which include 'freefall,' community, 'turning points,' and 'embodied respect' using a methodology of 'enactive inquiry.' The thesis takes a journey through each theme by weaving students' stories from the study, my own personal stories of the unexpected, and the theory of enaction. The thesis creates an opportunity for readers to embrace their own struggles, fears, and inquiry. Through the use of outdoor stories to illustrate moments of freefall into the unfamiliar or unknown, we may imagine pedagogical possibilities. As an enactive inquiry, this research thesis embodies an "education" or way of being, living, experiencing that explores unexpected happenings. In articulating an ecological perspective of experiencing, the thesis juxtaposes encounters in the outdoors with enactive theory to move beyond traditional representationalist models of cognition. Specifically, I focus on the embodied awareness that arises through phenomena of experiencing and its relation to pedagogy. The thesis contributes to the theory of the enactive approach by bringing examples of human experience which unfold, not only our interactions within the ecological web of the outdoor world, but an emergent space of pedagogical possibilities. As such, this thesis is an experiential work through which the reader may realize their own interpreting of possible pedagogies for many educational contexts. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study investigated the bridges (enabling factors) and the barriers (hindering factors) of offering school-based Outdoor Education programmes. A questionnaire was used to survey 120 grade 4-7 classroom teachers. Teachers were required to record their perceptions pertaining to the bridges and barriers of Outdoor Education programmes on an 11-point scale. Open-ended responses also provided insights about the barriers and bridges, as well as how Outdoor Education programmes could be supported in school settings. Data suggested Outdoor Education is indeed offered in many schools but often only to a limited degree. Interestingly, the identified barriers tended to be of an organisational nature, whereas the bridges tended to be more closely aligned to pedagogical interests. Time, costs and legal liability were perceived by teachers as the strongest barriers to offering Outdoor Education. The strongest bridges were related to student learning, other educational stakeholders and the availability of outdoor areas. These research findings provide guidance for policy, professional development and other means of supporting elementary teachers' efforts to offer Outdoor Education. Methodological guidance is also offered for further research along similar lines. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Les adolescents difficiles préoccupent de plus en plus nos politiques et interrogent particulièrement les différents professionnels œuvrant auprès d’eux (travailleurs sociaux, psychologues, etc.). Ces jeunes sont essentiellement repérés par notre société au travers de leurs actes oppositionnels et délinquants, voire violents, mais moins pour leurs souffrances pourtant multiples. Les spécialistes du soin et du travail social cherchent par ailleurs à pouvoir prendre en charge cette jeunesse et leurs familles de façon la plus adaptée possible en fonction des problématique relevées. La Protection de l’Enfance repère les enfants et adolescents en danger dans leur environnement et/ou dans leur famille et propose des placements et des accompagnements médico-sociaux et éducatifs par le biais de l’Aide Sociale à l’Enfance ou de la Protection Judiciaire de la Jeunesse. Notre étude s’intéresse à l’évaluation de la trajectoire des adolescents accueillis au sein de l’association Second Souffle proposant des séjours de rupture à des jeunes en grandes difficultés sociales, scolaires, familiales et personnelles. Ainsi, nous avons étudié l’évolution éducative et psychopathologique de 47 adolescents et adolescentes ayant participé à des séjours courts et longs en France et à l’étranger. / Adolescents with difficulties preoccupy our politicians more and more, and question different professionals working with them (social workers, psychologists, etc.). They essentially call for our society’s attention through oppositional, delinquant, or worse, violent actions, less through the extent of their suffering. With regard to the observed needs, specialists try to provide the best care possible to those youths and their families. Child Protection Services (Protection de l’Enfance) identify children and adolescents at risk in their institutional or family environment and suggest placements and social and medical measures through Child Social Help Services (Aide sociale à l’Enfance) or Judicial Protection Services for Youth (Protection Judiciaire de la Jeunesse).The historical development of outdoor education and/or therapy programs in France and abroad reveals an growing interest with innovating programs intended for children, adolescents and families with severe difficulties. Wether anglo-saxon or originating in the antipsychiatric or judicial context in France, such programs share the objectives of offering a temporary removal from a pathogenetic environement to the adolescent, valuing their individual potential by « looking elwewhere », and remaining part of the youth’s educational trajectory. However, in a social and economical context where the assessment of professional practices is becoming systematic, no scientific evaluation of such experimental placements has been conducted to this day in France. Educational evaluations have been led in Belgium, following a political demand, and in Switzerland, through a university study. However, some methodological difficulties limit the scope of such evaluations and their results; on the one hand, one has to point out the shortage of standardised evaluation tools; on the other hand, one should bear in mind the complexity and uniqueness of such programs as well as of the individual situations of the concerned youth. Our study evaluates the trajectory of adolescents cared for within a specific program (the Second Souffle association) providing outdoor educational/therapeutical experiences to youth with major social, educational, family and personal difficulties. We studied the educational and psychopathological evolution of 47 adolescents that participated in short and long outdoor educationm/therapy programs in France and abroad. Our methodology was adapted to the specific context (Second Souffle program) and to the psychopathological particularities of the reference population, as well as to existing research pertaining to adolescent psychopathology. Our study protocol develops a longitudinal evaluation involving several measurement times : before and after short and long outdoor programs, during long programs, dans two months after all pograms. Results show a global improvement of the adolescents’ trajectories at the end of the programs, as well on educational as on psychopathological asepcts. With regard to the longitudinal evaluation, those positive evolutions tend to be maintained, especially in cases where follow up recommendations are implemented after the adolescents return. Besides, personal and family problems are related to educational and psychopathological outcomes. However, the small size of our study sample has resulted in reduced power for our statistical analyses; however several results showing the efficiency of the program are statistically significant. In conclusion : Our study shows interesting relationships between organisation, functioning, educational objective attainment, and the evolution of adolescents which benefit from the measures. Considered within a given time frame and with this limited sample, the outdoor education/therapy program studied seems to positively impact the adolescents’ educational and psychopathological trajectories.

Syftet med studien är att undersöka förskollärares syn på utomhuspedagogik. Semistrukturerade intervjuer genomfördes med fem förskollärare på fyra olika förskolor. Fyra av intervjuerna genomfördes via telefonintervju eller Skype och en på plats på förskolan. Varje förskollärare fick svara på sex öppna frågor. Svaren transkriberades, och kodades in i fem olika teman utifrån respondentens svar. Resultatet av undersökning visar att de intervjuade förskollärarna ser att barn tar till sig utomhuspedagogik om förskolläraren är närvarande, nyfiken och engagerad. Enligt förskollärarna är utomhusmiljön ett bra sätt att röra sig i eftersom det finns fria ytor och större möjligheter att röra sig i än inomhus. Resultatet av undersökningen visar att de intervjuade förskollärarna ser fördelar med utomhuspedagogik. I utemiljön leker och samspelar barn bättre mellan varandra. De intervjuade förskollärarna kan se vädret som en nackdel i utomhuspedagogiken. Slutsatser från studien är att utomhuspedagogik har stor betydelse för barn och förskollärarens roll har stor inverkan på barns upplevelse av utomhuspedagogiken.

No description available.

This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.