Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-08Bitstream added on 2014-06-13T19:11:38Z : No. of bitstreams: 1 campos_rsp_me_bauru.pdf: 438481 bytes, checksum: 77693970e197dffb7cb6bcb61cb7ef9f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Face aos novos objetivos e conteúdos do ensino de ciências, métodos e recursos de ensino que envolvam a leitura de textos devem ser considerados como importantes componentes do processo de aprender ciências uma vez que a produção de sua compreensão é intercedida pela leitura do texto e pelos aspectos históricos que influenciaram tanto o modo de produção da compreensão, quanto o modo de leitura. Faz-se necessária, portanto, a proposta do uso de textos dos mais diferentes domínios e esferas culturais no ensino de ciências, os textos ditos alternativos. Este estudo visou analisar e compreender a inserção do uso de textos alternativos para o ensino de Ciências. Pior meio de pesquisa prioritariamente qualitativa investigou-se a existência de propostas para o uso de textos alternativos em sete cursos de Licenciatura em Ciências Biológicas oferecidos por uma universidade pública do Estado de São Paulo. Os dados foram coletados por meio de análise de documentos, aplicação de questionários e produção de textos e analisados por meio da Análise de Conteúdo. No primeiro momento, foram analisados planos de ensino de disciplinas e programas de estágio dos cursos. Para a compreensão de como se dá inserção do texto alternativo pelo professor formador foram coletados junto a docentes destes cursos, por meio de um questionário constituído de oito questões abertas. Coletou-se, também, informações sobre a formação de cada professor, as disciplinas que ministram a sua compreensão sobre o texto alternativo. Por fim, investigou-se, por meio da elaboração de um texto escrito a percepção dos discentes sobre a utilização dos textos alternativos em dois cursos selecionados. Pode-se identificar que a inserção sobre o uso do texto alternativo é apresentada explicitamente em poucos planos de ensino e propostas... / Face to new goals and contents of the teaching of science, methods and teaching resources that involving the reading of texts must be considered as important components of the process of learning science, once that the production of their understanging is interceded by reading the text and the historical aspects than influence such the production mode of understanding, at the model of reading. Therefore, the proposed use of text from different domains and cultural spheres in the teaching of science, the texts cited as alternative, is needed. This study aimed to analyze and understand the approach of using alternative text for teaching science courses in initial teacher training. Through primarily qualitative research the existence of proposals for the use of alternative texts was investigated in seven licentiale courses in Biology offered by a public university in the state of Sao Paulo. Data were collected through document analysis, questionnaires and production of texts that were analyzed using content analysis. At first, plans for teaching subjects and internship programs were analyzed. To understand how a teching professor approaches an alternative text, data were collected from the theachers of these courses through a questionnaire consisting of eight essay questions. We gather also information on the training of each teacher, the subjects they teach and their understanding of the alternative text. Finally, we investigate, through the formulation of a written text to the students perception on the use of alternative texts in two selected courses. We could identify that the approach on the use of alternative text in the textbook is explicitly shown in a little education plans and proposal for internships analyzed; that the professors recognize its importance and affirm to work in its use... (Complete abstract click electronic access below)

A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other. Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to: a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and , course experiences, as well as within the views of the administrators and, b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed: a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period. b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983. c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987. d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were: 1) The teachers' expectations of FITMAST were not met by the programme. 2) The amount of course work encountered during a residential session of FITMAST is too much. 3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers. 4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component. 5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made: 1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits. 2) The amount of course work covered during the residential session should be reduced. 3) The distance teaching component should become part of the instructional process. 4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences. The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

D.Ed. / The declining interest of pupils in physical Science, the shortage of qualified teachers, and the rapid progress in science, necessitate the continual professional in-service training of Science teachers. Without such training the need for scientists in the RSA cannot be sufficiently met. Innovation in Physical Science could be realized if professional, qualified and able teachers were to be involved in the development and implementation of curriculums in schools. The necessity for change which is educationally sound also holds implications for teacher assessment. These needs represent an educationmanagement imperative for the professional development of the Science teacher. The procedure followed in this research project comprises an empirical examination as well as a study of literature on the following: -the professional development of the Science teacher; -participation in curriculum development and innovation; -teacher assessment; -career stress experienced in the workplace by the Scienceteacher; and -the influence of persons in management positions in formal education on the professional expertise and development of the Science teacher. The professional development of the teacher depends on pre-service, in-service and further training. Such training should effect a research awareness in teachers. There are fifteen fundamental aspects of reality underlying the professional development of the Science teacher. These aspects, viewed from a management perspective, ought to feature in an interdependent structure. The educational goal of a school should realise itself in subject aims. Realisation of this goal with regard to science demands professionally qualified and able Science teachers. One of the theories of professional concern for teachers is that teacher development could be realised at different levels and could be extended during in-service training. In-service training in the TED comprises orientation, regional and decentralized in-service training courses; staff development visits by superintendents of education (academic); in-service training at and by schools and/or independent teachers' centres. It would seem as if the training which teachers undergo at their schools is the most effective training with regard to their professional development, provided that such training is correctly conducted. It is the broad educational goal which determines the general direction of the education system. This goal acts as a guideline for the Science teacher. To effect an accountable subject curriculum the participation of professionally qualified and able teachers is a prerequisite. Teacher development with regard to curriculum matters is, therefore, also an imperative of educational management. Communication is the key word in curriculum development. Professionally qualified and able teachers are the teacher innovators who have the most impact because they can insure innovation in the classroom itself. Teacher assessment is a management imperative because assessment (even of oneself) is a prerequisite for professional development. Areas to be considered during the assessment of teacher conduct and ability are: -the teacher's command of subject content; -teaching methods; -classroom management; -administrative duties; -teacher-pupil relationships; and -the correlation between tuition and pupil achievement. Interpersonal relationships feature strongly in communication. Any disturbance within this relationship could cause stress. The elimination of potential sources of stress would facilitate the prevention of stress. It would seem as if the possibilities for coping with stressful situations could be categorized as personal, interpersonal, organisational and societal (community) sources. In the secondary school the defusion of stressful situations is the responsibility of each and every teacher. Therefore one of the imperatives of management should be to assist staff to acquire a professional equilibrium. Empirical research has shown that teachers experience in-service training at decentralized courses as useful, stimulating and enriching because such courses enhance their professional expertise. Where in-service training is conducted at schools themselves, the head of department and/or the subject head are regarded as key personnel. It has been determined that teachers view an educationally sound relationship with the superintendent of education (academic) as one in which the superintendent acts as: *a consultant; *a partner-in-education; *an identifier of problems encountered during teaching; and *a motivator towards higher productivity. It is obvious that the role of the superintendent of education (academic) will progressively have to become one of professional academic leadership. If the guidelines provided in this research project were to be implemented, teachers might develop along more professional lines. This, in turn, could lead to a revival of pupil interest in Physical Science.

The purpose of this study is to gather information related to some factors which are considered to be characteristic of science teaching; to attempt to identify some elements of permanency in science teaching; and to analyze some relationships between the results of the above two criteria with the view of establishing some factors which may be useful as predictors of permanency, or indicative of patterns of permanency, in science teaching.

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The purpose of this study is to gather information related to the professional status of the science teachers in the four-year accredited high schools of Texas for the school year 1952-1953. The principal concern of the study is "Who is teaching science?"