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Texto e contexto : a formação de leitores e escritores no trabalho pedagógico da filosofia com criançasSantos, Cecília Ribeiro da Silva 27 May 2011 (has links)
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Previous issue date: 2011-05-27 / The paper brings the results of an investigation on educational and methodological activities about the scope of text and context as presented in the pedagogical work of Philosophy with children in developing reading and writing skills. In order to reenforce the principle that
reading and writing are closely related to practical everyday child experiences which contributes to the construction of meaning with emphasis on the linguistic, pedagogical and philosophical aspects in the classroom. The theoretical and methodological basis are anchored
on the thought of Bakthin (2003, 1994), Koch (2003, 2004, 2008, 2009), Marcuschi (1998, 2007, 2008), Vygotsky (2007), Lipman (1990), Kohan (1998, 2008), and Wonsovicz (2005). The paper discusses and recognizes the grounding of the textual linguistics and legitimates the
concept of a critical and autonomous child with a teaching practice emphasizing child awareness and consciousness in his/her exercise of citizenship, focusing primarily on
improving the quality of life and education. The research process, characterized with qualitative/quantitative and exploratory feature of the case study type made use of several activities based on observation, semi-structured interviews, classroom observation. The analysis of didactic sequences in Philosophy classes and productions of the children is carried out. The research took place in a private elementary school with two groups of 1st and 5th
grades. The data analysis was endorsed by the recognition of human specificity in the didactic and pedagogic conception of Freire (1988, 1995, 1996), Zabala (1998) and Veiga (2006) for the understanding of child/man, education/school and language/world that we are helping to
build. It was concluded that the work developed in Philosophy classes is a that of a didactic and methodological bias based on textual genres favoring the meaning and significance in encouraging the practice of reading and writing, based on a reflective process on Education for thinking / O estudo aqui proposto destinou-se à investigação de ações didáticas e metodológicas sobre a abrangência do texto e contexto, apresentados no trabalho pedagógico da Filosofia com crianças para a verificação do desenvolvimento das competências leitora e escritora. No intuito de fazer valer o princípio de que a leitura e a escrita estão intimamente ligadas às vivências práticas do cotidiano infantil, contribuindo para a construção de sentidos com ênfase na dimensão dos aspectos linguísticos, pedagógicos e filosóficos na sala de aula, realizou-se o embasamento teórico e metodológico ancorado à luz do pensamento de Bakthin (2003 e 1994), Koch (2003, 2004, 2008, 2009), Marcuschi (1998; 2007 e 2008), Vygotsky (2007), Lipman (1990), Kohan (1998 e 2008), Wonsovicz (2005). Aqui se discute e se
reconhece a fundamentação da Linguística Textual e se legitima a concepção de criança crítica e autônoma, substanciando-a na prática pedagógica escolar, enfatizando a
sensibilização e a conscientização da mesma no exercício da cidadania, tendo como foco principal a melhoria na qualidade de vida e da educação. O processo da pesquisa,
caracterizada pelo caráter qualitativo/quantitativo e exploratório do tipo estudo de caso, utilizou diversas atividades com base na observação, realização das entrevistas
semiestruturadas, observação em sala de aula e análise das sequências didáticas nas aulas de Filosofia e das produções das crianças. A pesquisa realizou-se em uma escola de ensino
fundamental da rede privada e ateve-se ao trabalho com duas turmas de 1° e 5° ano. A análise dos resultados de dados foi referendada pelo reconhecimento da especificidade humana na
concepção didática e pedagógica de Freire (1988, 1995 e 1996), Zabala (1998) e Veiga (2006) para a compreensão de criança/homem, educação/escola e linguagem/mundo que estamos ajudando a formar. Concluiu-se que o trabalho desenvolvido nas aulas de Filosofia constitui em alternativas didáticas e metodológicas na utilização dos gêneros textuais, favorecendo o sentido e significado no incentivo às práticas de leitura e escrita para o direcionamento e redirecionamento das práticas pedagógicas escolares, de forma significativa e funcional em um processo reflexivo na educação para o pensar
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Adorno: o ensino e a atualidade da filosofiaSantiago, Ana Luisa de Miranda 16 August 2018 (has links)
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Previous issue date: 2018-08-16 / This dissertation aims at the work of Teodor W. Adorno, with a focus on theoretical and bibliographic research, in order to better understand the practice of Philosophy teaching, what its objectives should be, as well as the issues that should in any way be misunderstood. Think through the practice based on reflection rather than just a specific methodology. Also work towards the proposed curriculum for the State of São Paulo and performing a critical analysis of part of this curriculum. In addition to that, the reflection exercise proposed from the teacher's point of view is considered vital / A presente dissertação pretende direcionar o olhar para a obra de Teodor W. Adorno, com esteio em pesquisa teórica e bibliográfica, com intuito de compreender melhor a prática do ensino de filosofia, quais deveriam ser seus objetivos, a quais questões não deveria esquivar-se. Pensar a prática a partir da reflexão e não de uma metodologia específica. Bem como voltar-se para o currículo proposto para o Estado de São Paulo e efetuar a análise crítica de parte desse currículo. Considera-se vital o exercício de reflexão proposto do ponto de vista do professor
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兒童哲學應用於小學高年級之行動研究 / Action research of philosophy for children for high grade students in elementary school高振宇 January 2008 (has links)
University of Macau / Faculty of Education
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The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case studyViriri, Eunitah 11 1900 (has links)
This study examines the extent to which the teaching of Shona novels can be used to
promote unhu (humanness) in Zimbabwean secondary schools where there has been a
call for the teaching of cultural values. The school syllabi for Shona make this position
abundantly clear. For that reason, anchoring the discussion on the role of literature in
Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek
(1986) and Achebe (1989) among others, the study observes that literature plays an
important role in moulding character through advancing unhu. For instance, as Achebe
(1989) argues that the novelist is a teacher, the study therefore locates literature as a
life-affirming and life-extending affair. The discussion of the role of literature as a
potential conduit for expressing unhu takes place within the theoretical confines of
Afrocentricity, an African-centred theory that places the interests of Africa at the centre
of any analysis involving African people. The selected novels namely Pfumo Reropa
(1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore
interrogated from an Afrocentric point of view. The three novels are representative of
different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have
featured quite prominently on the school syllabi for Shona. Through a combination of
interviews and critical analysis of the novels, the study crucially observes that the proper
teaching of literature can effectively transform the thinking of learners thereby locating
them in their own cultural platforms. However, for this to happen, teachers must be
properly trained in order that they develop an appreciation of the value of literature in
imparting unhu among learners. As a result, the study thus proposes sufficient
conscientisation of teachers and learners on the concept and practice of unhu be
systematically carried out. At the same, there is need for greater planning in
constructing a more informing syllabus, as well as the deliberate inclusion of texts that
canonise unhu. / African Languages / D. Litt. et Phil. (African Languages)
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The effect of an active learning approach on grade 11 learners' achievement in newton's laws of motion : a case study of a school in the Eastern CapeAboagye, Isaac Baohene January 2012 (has links)
The aim of this study was to investigate the effect of an active learning approach (ALA) on
the achievement
of 11
th
grade learners in Newton’s laws of motion, The case study was done
in one school by comparing the achievement of learners in Newton’s laws of motion through
an Active Learning Approach (ALA) with that of learners taught through Traditional Direct
I
nstruction (TDI) and to determine whether learners taught with ALA retained the material
better than those taught with TDI.
Two grade 11 classes in one school
in
the Queenstown
District of the Eastern Cape were selected on their performance in two
differen
t tests and
used as case study
.
The Force Concept Inventory was used to determine the achievements
and retention of knowledge of the two groups.
The effect
of the active lear
ning approach on
the treatment group
was also measured by ask
ing each learner in t
he
group to complete a
learner assessment of instruction form. The treatment group was also subjected to a
classroom group interview.
T
he following information emerged from the study:
i)
Learners taught using the ALA achieved significantly better in FCI pos
t
-
test than
those taught with traditional direct instruction.
ii)
In the retention of knowledge test, the mean score of the learners taught using the
ALA was 4.8% higher than those taught with TDI although insignificant.
iii)
Learners subjected to the ALA liked
the instructional approach and as such put in
extra time to learn.
The findings suggest that the active learning approach had positive effect on the
achievement of the Grade 11 learners and thus, can be adapted to enhance learning in the
classroom. / Physics
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Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development ProgramHunter, Nancee 04 March 2016 (has links)
This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes.
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