The purpose of this project was to develop a computer-based instructional material for Temecula third grade teachers to use with their history/social science curriculum. What evolved was a stack about Old Town Temecula that supports the Framework, an integration of technology into the history/social science curriculum. The project connects the past and present by focusing on the historical buildings in Old Town Temecula. As an instructional tool the stack provides teachers with the pre field trip materials and follow-up activities to use when doing a field trip to Old Town Temecula.

This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.

University officials have identified a problem among secondary preservice teachers (SPTs) who have expressed reluctance to teach in local urban schools. The purpose of this qualitative case study was to explore the perceptions of SPTs regarding their preparation for and experiences with teaching in urban school settings. Vygotsky's zone of proximal development and Bruner's concept of scaffolding served as the conceptual frameworks that guided this study. Data were collected from 11 SPTs who completed the requirements of their field service experiences in urban schools. Data collection consisted of individual interviews, one focus group interview, and field observations. Findings showed that SPTs desire to make a difference in urban schools, lack confidence in managing culturally diverse classrooms, and desire more faculty guidance in working with diverse populations. SPTs asserted that they need more research-based teaching strategies and urban field experiences. Implications for social change include more collaboration among university faculty, urban school principals, mentor teachers, and community organizations. Findings may be used to prepare SPTs to serve culturally diverse populations, which may improve students' academic achievement in urban classrooms.

This project begins by examining living history, defining its scope, uses, and relationship to other fields. It further defines and articulates a second-person methodology for construction of living history educational projects, grounding it in historical, educational, and dramatic theory.

Presented work studies the possibilities of recently established protected landscape area (PLA) Brdy for a systematic use in teaching nature and biology related subjects at schools closely neighboring the PLA. The theoretical part of this diploma work makes a resume of basic information regarding the legal status of PLA's and introduces the reader into main facts about the PLA Brdy focusing on its natural aspects and specifics. General methods of education are reviewed briefly, followed by a more detailed discussion about the educational form of field trip and about possibilities how such trips or excursions to the PLA Brdy can be used in the education practice. The key part of this work is a relatively large questionnaire research for teachers, pupils and students of elementary and secondary schools next to Brdy. It establishes a database of their approaches to and existing experiences with field trips generally and excursions into PLA Brdy in particular. Two separate questionnaires have been used: one for teachers (16 questions, 26 respondents) and another one for pupils and students (30 questions, 152 respondents). Therefore, the database is composed of nearly 5000 responses which have been analyzed. The results show that interviewed pupils and students are clearly interested in the nature and...

SOUSA, Ana Lourdes Lucena de. Percepção da escola-campo sobre o estágio supervisionado em biologia: contribuições para uma avaliação curricular. 2009. 168f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-03T16:35:24Z No. of bitstreams: 1 2009_dis_ALLSousa.pdf: 892196 bytes, checksum: 700159549eb556b82af6de4051c25ba3 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T16:12:36Z (GMT) No. of bitstreams: 1 2009_dis_ALLSousa.pdf: 892196 bytes, checksum: 700159549eb556b82af6de4051c25ba3 (MD5) / Made available in DSpace on 2012-07-20T16:12:36Z (GMT). No. of bitstreams: 1 2009_dis_ALLSousa.pdf: 892196 bytes, checksum: 700159549eb556b82af6de4051c25ba3 (MD5) Previous issue date: 2009 / This research project has as main purpose understanding supervised stage activities, under school manager’s and teacher´s point-of-view, seeing that they are responsible for the teachers-students reception at school. For one semester class period, the field-school was analyzed in its structure and action, as well as the supervised stage considering practical reflexive documental theory. Gestalt’s theory was used to comprehend the researched object that is the relationship between field-school and university reffering to a Biology major, through supervised stage. This work’s components are introduction and four chapters supplied in Franco and Ghedin’s (2008) Marleau Ponty’s (2006) Vianna´s (2000) Romanelli’s (2006) Fusary’s (1987) Pimenta and Lima’s (1993) studies, among others, beyond legal documents published by MEC and CNE. The research has based itself in the evaluative methodology, that can make possible the aggregation of the qualitative research procedures in the knowledge and learning construction. Both of these can give real mean to the study purpose reflection, analysis and evaluation. The qualitative research in phenomenological basis helped to understand data that has marked the space/time of the research. The most important results in this investigation are constituted by these points of reflection: the school managers and Biology teachers perception about supervised stage offered formative elements to the searcher, because they increased the learning field in education area and in the time spent inside public school. That was very important also for the teachers involved in this research through the opportunity of reflection, when they discussed their life experience. Biology teachers respect their knowledge area and hava Biology as The Science of Life. They also hope the teachers-students can help them encourage the students, because keeping the dialog is very difficult, when the class is disarticulated. The searcher marked her presence in the school, inviting to do a work involving school and university, that is an emergency. Teachers formation needs to increase the dialogue in the real spaces where it happens. / A presente pesquisa teve como objetivo principal compreender o Estágio a partir da percepção e avaliação dos gestores e dos professores que recebem os estagiários. Teve a preocupação de conhecer a escola-campo, em sua estrutura e funcionamento, no decorrer de um semestre letivo, bem como investigar o Estágio curricular supervisionado a partir das reflexões teóricas, práticas, documentais. Foi utilizada a teoria da Gestalt para compreender o objeto de estudo – a relação entre a Escola-Campo e a universidade, no tocante à formação de professores, através do Estágio Curricular Supervisionado, nos cursos de Licenciatura em Biologia. Distribuído em introdução e quatro capítulos, utilizou como aporte teórico os estudos de Franco e Ghedin (2008), Merleau Ponty (2006), Vianna (2000), Saviani (1996, 2009), Pimenta (1993, 2002, 2006), Romanelli (2006), Fusari (1987), Pimenta e Lima (2004), entre outros, além dos documentos legais redigidos e publicados pelo MEC e CNE. A pesquisa apoiou-se na metodologia avaliativa, que permite que os procedimentos da pesquisa qualitativa se agreguem na construção de conhecimentos e aprendizagens que dão significado à reflexão - análise e avaliação curricular. A entrevista qualitativa de base fenomenológica auxiliou na compreensão dos dados que marcaram o espaço/tempo da pesquisa. Os principais achados desta investigação constituíram os seguintes pontos de reflexão: a percepção dos gestores e professores de Biologia sobre o Estágio, os quais ofereceram elementos formativos para a pesquisadora, uma vez que alargou o campo de aprendizagens no campo da pesquisa educacional e na vivência com o cotidiano da escola pública. Para os educadores entrevistados foi também uma oportunidade de reflexão, quando passaram a elaborar suas experiências de vida, formação. Os professores de Biologia demonstram respeito por sua área de conhecimento e reafirmam a valorização da Biologia, enquanto ciência da vida. Esperam que os estagiários os ajudem a incentivar os alunos, pois estes se encontram desmotivados, o que dificulta o diálogo. Esta pesquisa registra um tempo difícil para a escola, por conta do envolvimento dos seus gestores com processos eletivos. Na passagem dos estagiários e da pesquisadora, ficou o convite para a reflexão e a proposta de um trabalho coletivo que envolva a escola e a universidade; A complexidade das relações entre a Universidade e as Escolas está longe de ser compreendida se não houver diálogo sobre a formação com qualidade do professor, nos espaços concretos em que ela acontece.