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Denna uppsats syftar till att ta reda på hur förskollärare använder sig av utomhusmiljön som ett pedagogiskt verktyg. För att ta reda på detta har intervjuer genomförts med sex förskollärare från sex olika förskolor. Efter analys av data visar resultaten på att förskollärare anser att användandet av pedagogiskt material, naturmaterial, pedagogers förhållningssätt och nyttjandet av det stora rummet är betydande för användningen av utomhusmiljön som ett pedagogiskt verktyg. Förskollärare ser även fördelar med användandet av utomhusmiljön i form av mycket öppna ytor, frihet att använda rösten samt hälsofrämjande aspekter. De nackdelar som förskollärare nämner är dåligt väder, fel kläder, dålig överblick samt gårdens grundutformning som inte går att ändra på.

The main purpose of the study is to increase the understanding of preschool teacher’s use of the visual art as a teaching method, how visual art can be used a pedagogical tool. What tools are needed to make visual arts a subject of development and exploring. Qualitative interviews have been conducted with three preschool teachers. The result shows that visual art is used as a tool in planned activities like picture by picture talks, with themes where the children are encouraged to process their personal experiences with visual art but also to visualise their experiences independently through their own creating of visual art. Preschool teacher's role also appears as central in the results, where preschool teacher selection to control and guide the children in different grade can have consequences in work with visual arts. Preschool teachers believe that children can learn and develop different ways to see, speak, feel, think and communicate through the use of visual art. The teachers believe that there is a need for a more available and visible environment to make the teaching method more explorative, where the children can use different materials and techniques for exploring and also interacting with an educator who can pose challenging questions.

The current study, of qualitative nature, had as its central theme the passive smoking through the perspective of Education in Science. Seeking to generate subsidies which would cooperate to the establishment of pedagogical strategies which promote both meaningful learning and scientific literacy regarding the theme, the study aimed at: investigating elementary school (from 6th through 9th) students conceptions about passive smoking. evaluate the approach of the themes passive smoking and smoking in the didactic science books used in elementary school; elaborate a ludic-interactive pedagogical tool contemplating the effects of passive smoking on the biological system; evaluate the impact of the pedagogical tool on the students conceptions after their interaction with it. The tools used for the data collection were the semi-structured questionary and the active observation. To approximate reality, the theory of Previous Conceptions was used and for the data interpretation Content Analysis and Descriptive Statistics were used. The results obtained in the study, in a general way, show that: the elementary school students conceptions on passive smoking are scarce superficial; students conceptions vary from non-understanding of what passive smoking is up to the suitable understanding, although incomplete, of the scientific concept of it. In Addition, the conceptions demonstrated to be strongly associated to the universe of drugs, of disease and of death; the theme approach in Science books came out limited, fragmented and decontextualized; the pedagogical tool Lung and its Gang , elaborated in the study, demonstrated to be useful to comprehend passive smoking and its effects on the biological system, since evolutions in the students concepts were observed after their interaction with it. After this interaction with the pedagogical tool, the dawn of a critical attitude from the students regarding passive smoking was also noticed. Even though the obtained results cannot be generalized, they reveal both the shortage of formal knowledge on passive smoking among elementary school students and the neglect of the theme in the school sphere. The elaborated pedagogical tool, however in need of repair, was able to motivate students to critically reflect about the theme, therefore outlining a scientific literacy about it. Considering the aspects inferred in this study, it is expected that it contributes to the elaboration of political-pedagogical proposals which contemplate not only passive smoking, which is the third largest avoidable and removable reason for death in the world, but also other themes on life quality and health, thus promoting scientific literacy through Education in Science. / O presente estudo, de caráter qualitativo, teve como tema central o fumo passivo pela perspectiva da Educação em Ciências. Buscando gerar subsídios que colaborassem para o estabelecimento de estratégias pedagógicas promotoras tanto de uma aprendizagem significativa como de uma alfabetização científica em relação ao tema, o estudo teve como objetivos: investigar as concepções dos alunos de ensino fundamental (6º ao 9º ano) sobre o fumo passivo; avaliar a abordagem do tema nos livros didáticos de Ciências utilizados no ensino fundamental; elaborar uma ferramenta pedagógica lúdico-interativa contemplando os efeitos do fumo passivo sobre o sistema biológico; avaliar o impacto da ferramenta pedagógica sobre as concepções dos alunos após a interação destes com a mesma. Os instrumentos utilizados para a coleta dos dados foram o questionário semiestruturado e a observação participante. Para a aproximação da realidade foi utilizada a teoria das Concepções Prévias e para a interpretação dos dados foram utilizadas a Análise de Conteúdo e a Estatística Descritiva. Os resultados obtidos no estudo, de uma forma geral, demonstraram que: as concepções dos alunos de ensino fundamental acerca do fumo passivo são escassas e superficiais; as concepções dos alunos variaram do não entendimento sobre o que é fumo passivo até a compreensões condizentes, embora incompletas, com o conceito científico do mesmo. Ainda, as concepções mostraram-se fortemente associadas ao universo das drogas, da doença e da morte; a abordagem do tema nos livros didáticos de Ciências mostrou-se reduzida, fragmentada e descontextualizada; a ferramenta pedagógica Pulmão e sua Turma , elaborada no estudo, mostrou-se útil na compreensão acerca do fumo passivo e seus efeitos sobre o sistema biológico, uma vez que foram observadas evoluções nas concepções dos alunos após a interação com a mesma. Observou-se, também, o estabelecimento de uma postura crítica dos alunos em relação ao fumo passivo após a interação com a ferramenta pedagógica. Apesar dos resultados obtidos não poderem ser generalizados eles são reveladores tanto da escassez de conhecimentos formais sobre o fumo passivo entre os alunos de ensino fundamental quanto do descaso com o tema no âmbito escolar. A ferramenta pedagógica elaborada, embora necessite de reparos, foi capaz de motivar os alunos a refletirem de forma crítica sobre o tema, esboçando assim, uma alfabetização científica em relação ao mesmo. Considerando-se os aspectos inferidos neste estudo, espera-se que ele contribua para a elaboração de propostas político-pedagógicas que contemplem, não só o fumo passivo, que é a terceira maior causa de morte evitável e removível no mundo, mas também outros temas relativos à qualidade de vida e à saúde, fomentando, assim, a alfabetização científica através da Educação em Ciências.

This essay aims to study the teachers’ view of narratives and how they use narratives in their teaching. To chart this, I have conducted five interviews with active teachers in pre-school class to grade three. My ambition was to find out what teachers are telling, how they use narrative elements and their purpose. The survey is qualitative with the intention of giving a broad picture of the teachers' opinions. The view of the sociocultural perspective where learning takes place in interaction with others was adopted as the theoretical point of departure for the work. The survey shows that teachers tell different kinds of stories like fairy tales, stories with facts, metaphors and background stories. How teachers use narration in their teaching is individual and there is no clear picture of their approach. The teachers emphasized that catching the students’ attention as well as increasing their understanding were their purpose and they were all positively motivated by a narrative approach. / Mitt arbete syftar till att undersöka hur lärare ser på berättande samt hur de använder det i sin undervisning. För att kartlägga detta genomförde jag fem intervjuer med verksamma lärare i förskoleklass till årskurs tre. Min ambition var att ta reda på vad lärare berättar, hur de använder sig av berättande inslag samt deras syfte med detta. Undersökningen är kvalitativ med avsikt att ge en bred och fördjupad bild av lärarnas uppfattningar. Det sociokulturella perspektivets syn där lärande sker i samspel med andra antogs som teoretisk utgångspunkt för arbetet. Undersökningen visar att lärarna berättar olika sorters berättelser i form av sagor, berättelser där fakta vävts in, liknelser och bakgrundsberättelser. Hur de använder sig av berättande inslag är individuellt och det framkommer ingen entydig bild av deras tillvägagångssätt. Att fånga eleverna samt öka deras förståelse framhöll lärarna som sitt syfte och samtliga var positivt inställda till ett berättande arbetssätt.

AbstractThe purpose of this study is to shed light on some teachers' image of, and thoughts about, different ways of using music as a pedagogical tool in primary special education, as well as the opportunities and challenges such a way of working entails. Based on the purpose, the following questions have been formulated:  What different ways of working with music as a pedagogical tool in the elementary special school come out through the teachers' statements? What possibilities emerge in the teachers' statements when it comes to using music as a pedagogical tool in teaching? What challenges emerge in the teachers' statements when it comes to using music as a pedagogical tool in teaching? The study has a qualitative approach. Semi-structured interviews have been used as a method for data gathering. Within the framework of the study, six teachers with experience of working in special schools and with experience of using music to support students' learning, have been interviewed. The results have then been analyzed using thematic analysis, based on a socio-cultural perspective.  The results of the study shows that the teachers use music to support students' learning in several situations and in various ways. Music is used, for example, when teachers want to create routines or create opportunities for interaction between students. Music is also used as a way of expression and a tool for interaction. The results of the study shows that music is used to teach new concepts in both speech and writing, using song lyrics. The results also show that music can act as a trigger to make students want to communicate more. The results of the study show that music is used by the informants as a pedagogical tool to develop students' motor and theoretical abilities. The results of the study also highlight challenges such as limited time for co-planning between teachers, and between teachers and the student’s assistant. The lack of resources and students' dislike of music are other factors highlighted in the results as challenges in using music to support students' learning.

Made available in DSpace on 2016-04-27T14:31:06Z (GMT). No. of bitstreams: 1 Maria Sueli Periotto.pdf: 11176296 bytes, checksum: 1872234d4b4388b67d529acce90b6128 (MD5) Previous issue date: 2013-05-21 / This paper proposes to analyze the actions of a regular philanthropic school aimed at the intellectual growth and the development of students citizenship, at the pursuit of reducing the risk of school dropout, and at a path of quality education, which favor the continuity of the academic journey. To achieve these goals, could a program of continued education of teachers improve the learning perspectives of students in social vulnerability? Could a pedagogical tool that emerged from the meetings of this formation process facilitate an inclusive education? The methodology used in this study included a qualitative research with techniques of document analysis and literature review, which include the scientific works of Bourdieu, Freire, Hoffmann, Lahire, Morin, and Nóvoa. This dissertation presents the stages of the Learning Method through Rational-Emotional-Intuitive Research (MAPREI, in Portuguese), a pedagogical tool created by the teachers of this school, which has assisted in the challenge of engaging the student in the dynamic process of his/her own learning, with the mediating action of the teacher and the encouragement for a critical and solidarity-based knowledge / Este trabalho propõe-se a analisar ações de uma instituição escolar regular filantrópica, voltadas ao crescimento intelectual e ao desenvolvimento da cidadania de estudantes, pela busca da diminuição do risco de evasão escolar e do caminho de um ensino de qualidade, favorecedores da continuidade da trajetória acadêmica. Para alcançar esses objetivos, um programa de formação contínua de professores poderia melhorar as perspectivas de aprendizagem de alunos em situação de vulnerabilidade social? Uma ferramenta pedagógica surgida dos encontros dessa formação seria facilitadora de uma educação inclusiva? A pesquisa qualitativa foi a metodologia utilizada, com técnicas de análise documental e revisão bibliográfica, que inclui os trabalhos científicos de Bourdieu, Freire, Hoffmann, Lahire, Morin e Nóvoa. Esta dissertação apresenta as etapas do Método de Aprendizagem por Pesquisa Racional, Emocional e Intuitiva (MAPREI), ferramenta pedagógica criada pelos professores dessa escola, que tem auxiliado no desafio de envolver o educando no processo dinâmico de sua própria aprendizagem, com ação mediadora do professor e incentivo a um saber crítico e solidário

<p>Syftet med studien är att undersöka och belysa synsätt på datoranvändandet som pedagogiskt verktyg i förskolan ur pedagog-, barn-, föräldra- samt skolledarperspektiv, det vill säga ur olika aktörers perspektiv. Forskning om datoranvändande i förskolan är marginell, varför ambitionen med studien är att i någon mån bidra till kunskap inom området. Ljung-Djärfs avhandling Spelet runt datorn - datoranvändande som meningsskapande praktik i förskolan har använts som inspirationskälla då delar av hennes resultat har legat till grund för våra frågeställningar: Vilken syn har aktörerna på datorn som ett pedagogiskt verktyg i relation till andra förekommande aktiviteter? Hur ser aktörerna på datorns tillgänglighet som val i förskolans verksamhet? Hur uppfattar aktörerna datorns relevans som pedagogiskt verktyg i förskolans verksamhet? Studien har en kvalitativ ansats i form av en fallstudie och har genomförts på en förskola i Mellansverige med hjälp av intervjuer, enkäter samt observationer. Resultatet pekar på tre synsätt på datoranvändandet som pedagogiskt verktyg i förskolan – en kompletterande aktivitet, en konkurrerande valmöjlighet och ett verktyg i lärande. Det förefaller som att datorn inte anses vara högt prioriterad i förskolans verksamhet. Andra aktiviteter, värden och behov, såsom språkutveckling och utevistelse, värderas högre. En slutsats är att aktörernas synsätt präglas till stor del av en omsorgsrationalitet. Avslutningsvis diskuteras betydelsen av en gemensam grundsyn hos aktörerna gällande hur datorn som pedagogiskt verktyg kan användas i förskolans verksamhet.</p> / <p>The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.</p>

Syftet med studien är att undersöka och belysa synsätt på datoranvändandet som pedagogiskt verktyg i förskolan ur pedagog-, barn-, föräldra- samt skolledarperspektiv, det vill säga ur olika aktörers perspektiv. Forskning om datoranvändande i förskolan är marginell, varför ambitionen med studien är att i någon mån bidra till kunskap inom området. Ljung-Djärfs avhandling Spelet runt datorn - datoranvändande som meningsskapande praktik i förskolan har använts som inspirationskälla då delar av hennes resultat har legat till grund för våra frågeställningar: Vilken syn har aktörerna på datorn som ett pedagogiskt verktyg i relation till andra förekommande aktiviteter? Hur ser aktörerna på datorns tillgänglighet som val i förskolans verksamhet? Hur uppfattar aktörerna datorns relevans som pedagogiskt verktyg i förskolans verksamhet? Studien har en kvalitativ ansats i form av en fallstudie och har genomförts på en förskola i Mellansverige med hjälp av intervjuer, enkäter samt observationer. Resultatet pekar på tre synsätt på datoranvändandet som pedagogiskt verktyg i förskolan – en kompletterande aktivitet, en konkurrerande valmöjlighet och ett verktyg i lärande. Det förefaller som att datorn inte anses vara högt prioriterad i förskolans verksamhet. Andra aktiviteter, värden och behov, såsom språkutveckling och utevistelse, värderas högre. En slutsats är att aktörernas synsätt präglas till stor del av en omsorgsrationalitet. Avslutningsvis diskuteras betydelsen av en gemensam grundsyn hos aktörerna gällande hur datorn som pedagogiskt verktyg kan användas i förskolans verksamhet. / The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.

L'objet de cette thèse est de cerner les mécanismes de la lecture en langue 2 (L2, c'est-à-dire une langue étrangère apprise à un niveau avancé en dehors du pays où la langue se pratique) et seconde (LS, apprise dans un pays où elle est utilisée) pour proposer une intervention pédagogique spécifique qui soutienne l'effort de compréhension des lecteurs. Cette recherche interdisciplinaire relève des domaines de la Psychologie et des Sciences du langage (plus particulièrement de la didactique des langues). Elle s'ouvre aussi sur les nouvelles technologies, propices au développement de la compréhension écrite. Dans la partie théorique, nous résumons les connaissances actuelles dans le domaine de la compréhension de textes et de l'ingénierie des L2 et LS. Dans la partie expérimentale, un outil pédagogique a été créé et testé à travers trois études (menées en anglais L2, puis en français LS). Cet outil de type méthodologique consiste à guider la lecture de plusieurs documents qui portent sur un même thème. Les méthodes pédagogiques et expérimentales ont été améliorées au fil de ces trois études. L'utilisation de l'outil pédagogique a eu des répercussions bénéfiques sur la compréhension. En conclusion, un modèle pédagogique sur la compréhension écrite en langue 2 / seconde fait ressortir l'intérêt de certains principes didactiques tels que l'approche globale des textes, la lecture en plusieurs phases, et un soutien de l'attention portée aux sources et aux idées-clés des textes. Enfin, nous présentons le cahier des charges d'une version informatisée de notre outil pédagogique pour un développement approfondi et individualisé de la compréhension écrite / The purpose of this study is to understand the processes involved in the comprehension of texts in a second language, and to propose an intervention that enhances readers' comprehension strategies. This work draws on theories of Psychology and Language Science (language didactics in particular), but it also includes some interest for language learning in virtual environments, that can be relevant to promote text comprehension. Three experiments were conducted to analyse the impact of a pedagogical tool created to support reading comprehension at a methodological level. More exactly, the tool aimed to guide the reader when facing several texts that treat the same topic. Its effectiveness was tested in English and French as a second language. As anticipated, the use of the tool led to to positive outcomes on the comprehension of the texts as evidenced in essay writing and question answering tasks. To conclude that research, a pedagogical model about second language reading is proposed. The model highlights the relevance of some didactical principles like global approach, reading by stages, but also supporting attention to texts' sources and main ideas. Moreover, a computerized version of the tool, which would place readers in an individualized learning context, is described. Its implementation is considered as a follow up of the present research.