This diploma thesis deals with the history of the town Aš. The first historical part describes the history of the town since the first mentions to the present days. During the historical development of the region as well as the town itself the diploma thesis focuses mainly on the interesting or unusual events or the differences between the development of the Czech territory central region and the region of Aš. In this diploma thesis is also emphasised the historical development of the textile industry that was interwoven with this region. The didactic part depicts the topic connected with the educational area called Man and his world, specifically describes the thematic areas Place where we live and Man and Time. It also describes the connection between the historical education and project-based learning. The project Time traveling through the town Aš focuses on getting to know the region for the fourth graders. The pupils work with historical materials, meet the town's history and compare the historical and present situations. The project helps the pupils understand the particularity of the place they live in and helps them create a favourable relationship with the town. Key words: regional history, town Aš, textile industry, project-based learning

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-17T11:57:51Z No. of bitstreams: 1 Ana Maria Silveira Turrioni.pdf: 2458045 bytes, checksum: f0d042854362dcf9b29efe816e798b9d (MD5) / Made available in DSpace on 2017-03-17T11:57:52Z (GMT). No. of bitstreams: 1 Ana Maria Silveira Turrioni.pdf: 2458045 bytes, checksum: f0d042854362dcf9b29efe816e798b9d (MD5) Previous issue date: 2017-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The objective of this research was to identify how the use of active learning affects the students, the professors and the curriculum of a course of Industrial Engineering. The expansion of this area in Brazil, together with the evolution of digital information and communication technologies, leads to an increase in the complexity of teaching in this field, justifying the analysis of the consequences of using this approach. The proposed hypothesis is that the use of active learning affects the behavior of students and teachers generating a new curricular proposal.To analyze this phenomenon, I opted for Action Research, since I was able to observe it during the development of the research, actively participating in the actions. I collaborated in the planning of the Semester Project discipline, in the organization of internal dissemination events, in the training of professors and in the reflection on the achieved results.The data were collected through participant observations, questionnaire applied to the students, interviews with professors, personal insights and documentary analysis. The main results obtained were the strengthening of students' skills and abilities, professor training, university and business cooperation, the development of infrastructure for the use of active learning and professor participation in the construction of a curriculum for the Industrial Engineering course shaped for its social and cultural reality / O objetivo desta pesquisa foi identificar como a utilização da aprendizagem ativa afeta os discentes, docentes e o currículo de um curso de Engenharia de Produção. A expansão desta área no Brasil, juntamente com a evolução das tecnologias digitais de informação e comunicação, leva ao aumento da complexidade do ensino neste campo, justificando a análise das consequências do uso desta abordagem. A hipótese proposta é que o uso da aprendizagem ativa afeta o comportamento dos discentes e docentes gerando uma nova proposta curricular. Para analisar este fenômeno optei pela Pesquisa-ação, uma vez que pude observá-lo durante o desenvolvimento da pesquisa. Colaborei no planejamento da disciplina Projeto Semestral, na organização de eventos de divulgação interna, na formação dos docentes e na reflexão sobre os resultados alcançados. Os dados foram coletados através de um questionário aplicado aos discentes, de entrevistas com os docentes, de observações pessoais e de análise documental. Os principais resultados obtidos foram o fortalecimento de competências e habilidades discentes, a capacitação docente, a cooperação entre a universidade e as empresas, o desenvolvimento de infraestrutura para o uso da aprendizagem ativa e a participação docente na construção de um currículo para o curso de engenharia de produção moldado para a sua realidade social e cultural

Atualmente percebe-se que é necessário romper com os paradigmas do ensino tradicional, que muitas vezes vê o aluno como um receptor de informações. É preciso adotar novas práticas pedagógicas, que despertem o interesse de aprendizagem nos alunos. Este trabalho apresenta uma aplicação da (ABP) Aprendizagem Baseada em Projetos, uma metodologia ativa de ensino aprendizagem, que estimula o desenvolvimento de competências e desafios, onde os alunos se envolvem com problemas reais da sociedade, buscando alternativas para o desenvolvimento de soluções. Alunos do Ensino Médio e Fundamental, de uma instituição pública de ensino, na cidade de Lorena/SP, são envolvidos na prática, buscando alternativas para o desenvolvimento de soluções. A aplicação da metodologia propôs a construção de uma solução para acabar com o desperdício de água, fazendo reuso desse recurso em ambiente escolar, integrando ao mesmo tempo em que o pesquisador, interage com os alunos. Desenvolvendo uma aprendizagem mais atraente e significativa. O método de pesquisa utilizado foi o de Pesquisa- ação, que utilizou de questionários estruturados e roteiros de observação. Ao mesmo tempo em que o pesquisador, interage com os alunos. Os resultados demonstraram que, a aplicação da ABP no ensino relacionado às áreas do saber: Física, Geografia, História, Arte, Língua Portuguesa e Matemática, permitiu grande envolvimento dos alunos ao trabalharem em grupos, respeitando opiniões diversas, gerando maior estímulo à criatividade na resolução de problemas reais e demonstrando indícios de argumentação científica. Permitiu também que as sugestões dos alunos fossem recebidas pela escola como projetos reais de aplicação, colaborando na redução de desperdícios hídricos e no consumo sustentável da instituição. / Nowadays we realize that it is necessary to break with the paradigms of traditional education that see the student as a simple information receiver. It is necessary to adopt new pedagogical practices that arouse students\' interest in learning. This paper presents an application of Project-Based Learning (ABP), an active learning teaching methodology, which stimulates the development of competencies and challenges, where students engage with real problems of society, seeking alternatives for developing solutions. High School and Elementary students from a public educational institution in the city of Lorena / SP, are involved in the practice, seeking alternatives for the development of solutions. The application of the methodology proposed the construction of a solution to end the waste and the excessive consumption of water in school environment. Reusing this resource, integrating the common disciplines in the levels of education, trying to stimulate students to face challenges in different situations, developing a more attractive and meaningful learning. The research method used was the action research, which used structured questionnaires and observation scripts. At the same time the researcher interacts with the students. The results showed that the application of PBL in teaching related to the areas of knowledge: Physics, Geography, History, Art, Portuguese Language and Mathematics allowed students to be involved in working in groups, respecting diverse opinions, generating greater creativity in solving real problems and showing evidence of scientific argument. It also allowed the students\' suggestions to be received by the school as real implementation projects, collaborating in the reduction of water wastes and in the sustainable consumption of the institution.

O profissional educador deve superar a exclusividade do uso do método tradicional de ensino, pois essa prática torna as aulas monótonas e os processos de ensino e aprendizagem desmotivantes e cansativos. Nessa premissa, o professor deve valerse de estratégias de ensino interativas e dinâmicas, que possibilitem uma aprendizagem mais prazerosa, despertando o interesse do aluno na busca pelo conhecimento. A metodologia de ensino Aprendizagem Baseada em Projetos é uma alternativa que pode auxiliar o docente no alcance dos objetivos de aprendizagem, devido à motivação e envolvimento pessoal que propicia, por colocar o aluno como sujeito ativo no processo de aprendizagem. Esta pesquisa analisou a eficácia do uso da metodologia Aprendizagem Baseada em Projetos para ensino e aprendizagem de meteorologia em Ciências no ensino fundamental. A metodologia utilizada na pesquisa teve abordagem qualitativa e quantitativa. Foi realizada coleta e análise de dados verbais, escritos e observados a partir das concepções de Lankshear e Knobel (2008) e Ludke e André (2015). Conjuntamente, foi usado o método da análise de conteúdo de Bardin (2011) para análise de testes realizados por meio de questionários. A coleta de dados foi embasada nas seguintes atividades elaboradas de acordo o método Aprendizagem Baseada em Projetos, seguindo as orientações de Buck (2008): elaboração e apresentação de seminário, construção e operação de uma estação meteorológica com materiais alternativos, visita ao Instituto Nacional de Pesquisas Espaciais, exposição de equipamentos numa mostra de Ciências, criação de jogos de tabuleiro e elaboração de uma peça teatral. Tais atividades foram realizadas por alunos de uma turma do sétimo ano do ensino fundamental de uma escola municipal no estado de São Paulo. Os resultados mostraram que o uso da metodologia Aprendizagem Baseada em Projetos contribuiu para motivar os alunos, auxiliá-los na compreensão do conteúdo estudado e desenvolver competências transversais. / The professional educator must overcome the exclusivity of the use of the traditional method of teaching, since this practice makes the lessons monotonous and the processes of teaching and learning demotivating and tiring. In this premise, the teacher must use interactive and dynamic teaching strategies that allow a more pleasurable learning, arousing the student\'s interest in the search for knowledge. The methodology of teaching Project-Based Learning is an alternative that can help the teacher in the achievement of the learning objectives, due to the motivation and personal involvement that propitiates, by placing the student as an active subject in the learning process. This research analyzed the effectiveness of the use of the methodology Project-based Learning for teaching and learning of meteorology in Sciences in elementar education. The methodology used in the research had a qualitative and quantitative approach. We collected and analyzed verbal data, written and observed from the conceptions of Lankshear and Knobel (2008) and Ludke and André (2015). Together, the Bardin (2011) content analysis method was used to analyze tests performed through questionnaires. Data collection was based on the following activities developed according to the Project-Based Learning method, following the guidelines of Buck (2008): preparation and presentation of a seminar, construction and operation of a meteorological station with alternative materials, visit to the National Institute of Space Research, exhibition of equipment in a science show, creation of board games and elaboration of a play. These activities were carried out by students of a seventh grade class from a municipal school in the state of São Paulo. The results showed that the use of the Project-Based Learning methodology helped to motivate students, assist them in understanding the content studied and develop transversal competences.

A Aprendizagem Baseada em Projeto é uma metodologia ativa de aprendizagem, utilizando a elaboração e execução de um projeto como estratégia motivadora para a aprendizagem de diferentes tópicos teóricos envolvidos na resolução de problemas concretos. Além de favorecer a construção de conhecimentos, este método contribui para o desenvolvimento de algumas habilidades e competências pessoais e profissionais considerados importantes para a formação dos alunos e sua atuação na sociedade, tais como construção autônoma de conhecimento, análise críticas de situações e problemas, autoavaliação, relacionamento interpessoal, entre outras. Esta metodologia é pouco usada no ensino básico (fundamental e médio) sendo mais aplicado na medicina e engenharia. Nesta pesquisa foi feito um estudo de caso sobre a aplicação da Aprendizagem Baseada em Projeto ao 2º ano do ensino médio. A pesquisa teve um caráter quanti-qualitativo e interdisciplinar, sendo aplicada fundamentalmente na disciplina de química e com participação e suporte das disciplinas de Português, Matemática, História e Inglês. O projeto proposto aos alunos foi a elaboração e construção de uma estação para tratamento de fatores químicos, físicos e biológicos para obter água potável, suficiente para abastecer uma família de quatro pessoas morando à beira de um rio. O desenvolvimento dos alunos foi acompanhado por meio de avaliações diagnósticas iniciais e finais e durante todo o percurso formativo por meio das avaliações formais das disciplinas, de rodas de conversas, apresentação de seminários, desenvolvimento do projeto, construção e apresentação de um protótipo contendo todas as etapas do tratamento, e dimensionamento para a construção da estação real, incluindo materiais e custos. Os resultados mostram indícios de uma aprendizagem significativa, sendo notado também o desenvolvimento de habilidades transversais como desenvolvimento social e cooperativo entre os alunos, contribuindo para o processo de formação de cidadãos ativos e críticos. / Project-Based Learning is an active learning methodology, using the design and execution of a project as a motivating strategy for learning different theoretical topics involved in solving concrete problems. In addition to promoting the construction of knowledge, this method contributes to the development of some personal and professional skills and competences considered important for students\' training and their performance in society, such as autonomous construction of knowledge, critical analysis of situations and problems, selfassessment, interpersonal relationships, among others. This methodology is little used in basic education (basic and secondary) being more applied in medicine and engineering. In this research, a case study on the application of Project Based Learning to the second year of high school was done. The research had a quantitative-qualitative and interdisciplinary character, being applied fundamentally in the discipline of chemistry and with participation and support of the disciplines of Portuguese, Mathematics, History and English. The project proposed to the students was the elaboration and construction of a station to treat chemical, physical and biological factors to obtain drinking water, enough to supply a family of four living on the edge of a river. The development of the students was accompanied by initial and final diagnostic evaluations and throughout the formative course through the formal evaluations of the subjects, the discussion wheels, seminars presentation, project development, construction and presentation of a prototype containing all the treatment steps, and sizing for actual station construction, including materials and costs. The results show signs of a significant learning process, with the development of transversal skills such as social and cooperative development among students, contributing to the process of training active and critical citizens.

A Aprendizagem Baseada em Projetos (ABPj) é uma metodologia ativa de ensino e aprendizagem que apresenta aos alunos uma situação-problema orientadora, o que propicia, durante a busca de uma solução, a compreensão dos conteúdos pertinentes. A ABPj consiste numa metodologia de aprendizagem diferenciada, por possibilitar o desenvolvimento de competências técnicas e transversais na resolução de problemas. As competências técnicas são aquelas necessárias para a solução do problema. As transversais, que foram objeto de estudo neste trabalho, abrangem o trabalho em equipe, o desenvolvimento pessoal, a gestão de projetos e a comunicação. Nessa metodologia, o aluno torna-se o centro das atenções, o protagonista de sua aprendizagem. Esse projeto foi pensado e desenvolvido a partir da aplicação da ABPj no ensino da Matemática no Ensino Médio, com o intuito de melhorar o desempenho dos estudantes na disciplina. A realização de uma pesquisa-ação foi o ponto de partida para o início dos estudos. Nesse percurso, pesquisador e pesquisados participaram ativamente do objeto de pesquisa. O método da pesquisa-ação consiste em planejar as ações, coletar e analisar os dados, implementar as ações e, por fim, avaliar os resultados. Ela foi aplicada em dois ciclos: em 2015 e em 2017. Os resultados da aplicação referente ao primeiro ciclo trouxeram informações que serviram como base para a realização do segundo ciclo. Esta dissertação descreve de forma pormenorizada como foi aplicado ABPj nestes dois ciclos e apresenta os resultados obtidos ao final do segundo ciclo. A ABPj aplicada no ensino da matemática alcançou os resultados esperados, destacando o visível aprimoramento do desempenho pessoal dos alunos, nas relações interpessoais e, principalmente, na melhoria da aprendizagem da matemática. / The Project-Based Learning (PBL) is an active method of teaching and learning in which the students are introduced to a guiding problem situation, which provides, during a search of the solution, a dossier of pertinent information. The PBL consists in a differentiated learning methodology, by allowing the development of technical and transversal skills in solving problems. The technical skills are those necessary to solve the problem. The transversal competences which were the object of study in this study, cover teamwork, personal development, project management and communication. In this methodology, the student becomes the center of attention, the protagonist of its own learning. The following project was thought and developed applying the PBL to the teaching of mathematics in High School, seeking to improve the students\' performance in the discipline. The performance of an action research was the starting point for the beginning of the studies. In this course, researcher and researched were integral parts of the research object. The action research method is structured in planning, collecting data, analyzing data, implementing actions and, finally, evaluating the results. The action research was applied in two cycles, in 2015 and in 2017. The results of the first cycle application brought information that served as the basis for the second cycle. This work describes in detail how the PBL was applied in these two cycles and presents the main results obtained at the end of the second cycle. The PBL applied to the teaching of mathematics reached the expected results, highlighting the visible improvement of the personal performance of the students, in the interpersonal relations, and mainly in the improvement of the learning of mathematics.

Implementation of project-based learning (PBL) has contributed to increases in students’ retention of concepts, engagement, and academic success. The problem for this study is that teachers’ and administrators’ experiences and perceptions have not been sought regarding the integration of PBL in the classroom at the school district. The purpose of this qualitative instrumental case study was to gain a deeper insight into the experiences of teachers and administrators implementing PBL. Centered on the theory of constructivism, the research questions focused on 10 teachers’ and 5 administrators’ experiences integrating PBL. Face-to-face interviews with participants and 10 classroom observations were conducted. Inductive coding and thematic analysis were used with the collected data. Results indicated that teachers perceived several benefits with PBL such as improved students’ retention and engagement, academic success, and 21st-century skills and a few challenges such as time consuming lesson planning and delivery, and lack of resources and materials. Observations showed improvement in students’ behavior and engagement. Administrators also indicated similar benefits, agreed that there was lack of resources, and perceived challenges to be teachers’ lack of willingness and openness to implement PBL. Recommendations were that schools or district develop accountability measures, best strategies, and curriculum alignment for standards-based PBL. Findings may contribute to positive social change by bringing greater awareness to local educators of the benefits and challenges surrounding implementing PBL. School administrators can foster a school culture and environment for student learning in which teachers are supported and lesson planning and collaboration are prioritized.

The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive study, data were collected from 13 individual interviews with faculty who assigned SL at a Southern metropolitan university. Findings were interpreted using Chickering's 7 vectors of student development from the conceptual framework and other relevant perspectives from the literature. One of the major themes from emergent coding of data was that faculty viewed some difficulties as challenges to be overcome rather than as deterrents to using SL. To reduce deterrents, institutions could compensate for extra time required for SL by providing stipends, released time, and support databases; recognizing SL in tenure and promotion; and helping faculty brainstorm how to incorporate SL into courses. To increase incentives to use SL, institutions could provide a full range of training and support for faculty. More courses with SL, besides increasing benefits of SL for all stakeholders, may mean that students form the habit of serving in the community and continue serving and contributing to positive social change, perhaps for a lifetime.

This study examined seventh grade students&rsquo / perceptions about collaborative learning, peer and teacher support, project based learning, technology integration into Science and Technology lesson and forum. The research included the implementation of collaborative project-based learning during 10 weeks. Students as groups created educational web sites on Science and Technology subjects by working co9llaboratively in Information Technologies lessons. This research was an action research case study. The major purpose of the study was to enhance the collaborative skills of students by applying a new practice. Besides this, it was aimed that all students could use computer more comfortably and by discovering and could use their computer skills in other disciplines. Qualitative data were collected through student interviews, observations, web site evaluation rubrics, and forum archives. It was seen that students enjoyed project-based learning and they gained the habit of working together developed with the help of collaborative group work. Moreover, they started to appreciate peer support and learned to respect each other&rsquo / s ideas. According to results, aware of responsibility of both low-achievers and high achievers increased. The feeling of self-confidence they gained when they completed the project helped them to overcome their fear to use computer. Most of the students preferred using computer in their projects or homework from other disciplines.

The state of STEM education in America's high schools is currently in flux, with billions annually being poured into the NSF to increase national STEM literacy. Hands-on project-based learning interventions in the STEM classroom are ubiquitous but tend to focus on robotics or competition based curriculums. These curricula do not address musical creativity or cultural relevancy to reach under-represented or disinterested groups. By utilizing an analog synthesizer for STEM learning standards this research aims to engage students that may otherwise lack confidence in the field. By incorporating the Maker Movement, a STEAM architecture, and culturally relevant musical examples, this study’s goal to build both self-efficacy and literacy in STEM within under-represented groups through hands-on exercises with a Moog analog synthesizer, specifically the Moog Werkstatt. A quasi-experimental one-group pre-test/post-test design was crafted to determine study validity, and has been implemented in three separate studies. Several age demographics were selected across a variety of classroom models and teaching style. The purpose of this wide net was to explore where a tool like the Werkstatt and its accompanying curriculum would have the biggest impact. Results show that this curriculum and technique are largely ineffective in an inverted Music elective classroom. However, in the STEM classroom, literacy and confidence were built across genders, with females showing greater increases in engineering confidence and music technology interest than their male counterparts.