This research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.

The aim of this study is to investigate the changes in early childhood teachers&rsquo / views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo / views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the &Ccedil / ayyolu district of Ankara. The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo / views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo / activity plans were examined based on the themes emerged from the pre- and post-interviews. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.

Not available / text

Not available / text

Not available / text

abstract: ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

Orientador: Alberto Gaspar / Banca: Luciano Fernandes Silva / Banca: Odete Pacubi Baierl Teixeira / Banca: Thomas Augusto Santoro Haddad / Banca: Eugenio Maria de França Ramos / Resumo: Apresentamos nesse trabalho uma proposta de formação continuada de professores de ciências fundamentada na teoria sócio-histórica de Vigotski. Para testar a validade dessa proposta aplicamos seus fundamentos em um curso de extensão oferecido para professores de ciências do ensino fundamental (ciclo II) - Física no Ensino Fundamental: Atividades interdisciplinares em uma perscpectiva sociocultural - oferecido a professores de ciências em exercício. A partir desse estudo estabelecemos alguns critérios de análise para a avaliação das escolhas entre diferentes abordagens didáticas. Nossos estudos apontam para a necessidade de que a atividade de sala de aula seja analisada a partir de múltiplos aspectos que envolvem não apenas a esfera conceitual e a ação do professor e do aluno isoladamente, mas também e principalmente aqueles ligados às interações sociais presentes no ambiente da sala de aula. Para análise das interações discursivas utilizamos como referencial teórico a semiótica de Greimas. Concluímos que professores em formação são capazes de avançar na adoção de novas práticas a partir de troca de experiências com seus pares, desenvolvendo a partir dessas trocas e com o aporte de novos conteúdos trazidos por especialistas atividades didáticas inovadoras. Assim, apresentamos e avaliamos nossa proposta de um modelo sócio-histórico de formação de professores / Abstract: We present in this paper a proposal for continuing education of science teachers based on socio-historical theory of Vigotsky. To test the validity of the proposal we applied its foundations in an extension course offered for science teachers of elementary school (5th - 8th grades) - Physics k-8 school: interdisciplinary activities in a sociocultural perspective - offered to science teachers in service. From this study we established some criteria analysis to evaluate the choices between different approaches to teaching. Our studies point to the need for the activity of the classroom be examined from multiple aspects involving not only the conceptual realm and actions of the teacher and the student in isolation, but also and mainly, those related to social interactions in the classroom environmental. For analysis of the discursive interactions we used as a theoretical foundation the semiotics of Greimas. We conclude that training teachers are capable of advancing the adoption of new practices from sharing experiences with peers, developing from these exchanges and with the input or new content brought by specialists innovative teaching activities. Thus, we belive our after proposal for a social-historical model of teaching training / Doutor

Submitted by David Lopes (acdc.santana@gmail.com) on 2018-02-26T15:56:00Z No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-02-27T18:08:29Z (GMT) No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Made available in DSpace on 2018-02-27T18:08:29Z (GMT). No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Fundação de Amparo à Pesquisa do Estado da Bahia – FAPESB / Esta dissertação teve como objeto de estudo a interdisciplinaridade e a formação de professores de Ciências Naturais, norteando-se a partir dos pressupostos básicos da Teoria Crítica do filósofo alemão Max Horkheimer acerca dos princípios contidos no Materialismo Interdisciplinar e nos adventos sugeridos por esta produção acadêmica através Triangulação Interdisciplinar. O estudo objetivou compreender como os fatores estruturantes limitam e possibilitam a adoção da abordagem interdisciplinar na formação de professores envolvidos em um curso de Licenciatura em Ciências Naturais (LCN). Esta pesquisa se incorpora ao conjunto de investigações sobre a complexidade contida tanto na compreensão como na efetivação da abordagem interdisciplinar no ambiente formativo de professores, agregando a esta problemática os dilemas, já há algum tempo enfrentados, durante a formação do profissional de ensino em Ciências Naturais (CN). O lócus escolhido para a produção das informações da pesquisa foi a LCN da UFBA, um curso que se encontra em processo de reformulação acadêmica. O desenvolvimento da pesquisa incidiu sobre os documentos curriculares e os sujeitos participantes do curso (Representante Institucional, Coordenadores, Professores e Estudantes), com base nos princípios éticos prescritos para as pesquisas na área das Ciências Humanas e a partir dos procedimentos de análise documental do Projeto Pedagógico Curricular e das ementas de componentes curriculares obrigatórios desta licenciatura, além da realização de vinte entrevistas semiestruturadas. A análise realizada identificou que alguns esforços vêm ocorrendo no curso de LCN da UFBA para a tentativa de adoção da interdisciplinaridade na estrutura acadêmica. Contudo, tais esforços, dos sujeitos participantes, em sua maioria, esbarram na falta de diálogo e na falta da adoção de um trabalho colaborativo de outros indivíduos ou unidades universitárias associadas a este curso. Dificuldades intrínsecas à área das CN, como a desvalorização do curso e as incertezas quanto ao mercado de trabalho agregam mais obstáculos no intento para a adoção da interdisciplinaridade durante a formação destes licenciandos. Diante destes limites, algumas ações complementares à própria licenciatura unidas às necessárias alterações na esfera curricular, oferecem possibilidades introdutórias para que esta LCN possa passar a orientar uma formação docente multirreferencial, integrativa e, é claro, interdisciplinar. Portanto, as investigações implementadas carregam consigo os anseios dos sujeitos participantes, frente às suas frustações e vitórias alcançadas em meio a um país que inexplicavelmente pisoteia política, econômica e socialmente uma classe de trabalhadores tão valiosa como é a categoria docente, que no caso dos professores de Ciências Naturais sofre ainda mais por um silenciamento injusto e implacável. / ABSTRACT This dissertation aims to study the interdisciplinarity and the training of teachers of Natural Sciences, based on the basic assumptions of the Critical Theory of the german philosopher Max Horkheimer about the principles contained in Interdisciplinary Materialism and the advent suggested by this academic production through Interdisciplinary Triangulation. In short, this study aimed to understand how structural factors limit and enable the adoption of the interdisciplinary approach in the training of teachers involved in a Natural Sciences Degree (NSD) course. This research is incorporated in the set of investigations about the complexity contained in both the understanding and the effectiveness of the interdisciplinary approach in the training environment of teachers, adding to this problem the dilemmas, already for some time faced, during the formation of the professional of teaching in Natural Sciences (NS). The locus chosen for the production of the research information was the NSD of UFBA, a course that is in the process of academic reformulation. The development of the research focused on the curricular documents and the subjects participating in the course (Institutional Representative, Coordinators, Teachers and Students), based on the ethical principles prescribed for research in the area of Human Sciences and from the documentary analysis procedures of the Project Curricular Pedagogic and the compulsory curricular components of this degree, in addition to twenty semi-structured interviews. The analysis identified that some efforts have been taking place in the NSD course at UFBA for the attempt to adopt interdisciplinarity in the academic structure. However, such efforts, of the majority of the participants, run counter to the lack of dialogue and the lack of a collaborative work of other individuals or university units associated with this course. Difficulties intrinsic to the NS area, such as the devaluation of the course and the uncertainties regarding the labor market, add more obstacles in the attempt to adopt interdisciplinarity during the training of these graduates. Facing these limits, some extension actions coupled with the necessary changes in the curricular sphere of the course offer introductory possibilities for this NSD to be able to orient a multireferential, integrative and, of course, interdisciplinary teacher training. Therefore, the investigations implemented carry with them the desires of the participating subjects, in front of their frustrations and victories reached in the middle of a country that inexplicably tramples politically, economically and socially a class of workers as valuable as is the teaching category, that in the case of teachers of Natural Sciences suffers even more from an unfair and relentless silencing.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-24Bitstream added on 2014-06-13T19:20:59Z : No. of bitstreams: 1 santos_ei_dr_bauru.pdf: 1199022 bytes, checksum: 0c29bd215ccca1510f0c4c98de7d151c (MD5) / Apresentamos nesse trabalho uma proposta de formação continuada de professores de ciências fundamentada na teoria sócio-histórica de Vigotski. Para testar a validade dessa proposta aplicamos seus fundamentos em um curso de extensão oferecido para professores de ciências do ensino fundamental (ciclo II) - Física no Ensino Fundamental: Atividades interdisciplinares em uma perscpectiva sociocultural - oferecido a professores de ciências em exercício. A partir desse estudo estabelecemos alguns critérios de análise para a avaliação das escolhas entre diferentes abordagens didáticas. Nossos estudos apontam para a necessidade de que a atividade de sala de aula seja analisada a partir de múltiplos aspectos que envolvem não apenas a esfera conceitual e a ação do professor e do aluno isoladamente, mas também e principalmente aqueles ligados às interações sociais presentes no ambiente da sala de aula. Para análise das interações discursivas utilizamos como referencial teórico a semiótica de Greimas. Concluímos que professores em formação são capazes de avançar na adoção de novas práticas a partir de troca de experiências com seus pares, desenvolvendo a partir dessas trocas e com o aporte de novos conteúdos trazidos por especialistas atividades didáticas inovadoras. Assim, apresentamos e avaliamos nossa proposta de um modelo sócio-histórico de formação de professores / We present in this paper a proposal for continuing education of science teachers based on socio-historical theory of Vigotsky. To test the validity of the proposal we applied its foundations in an extension course offered for science teachers of elementary school (5th - 8th grades) - Physics k-8 school: interdisciplinary activities in a sociocultural perspective - offered to science teachers in service. From this study we established some criteria analysis to evaluate the choices between different approaches to teaching. Our studies point to the need for the activity of the classroom be examined from multiple aspects involving not only the conceptual realm and actions of the teacher and the student in isolation, but also and mainly, those related to social interactions in the classroom environmental. For analysis of the discursive interactions we used as a theoretical foundation the semiotics of Greimas. We conclude that training teachers are capable of advancing the adoption of new practices from sharing experiences with peers, developing from these exchanges and with the input or new content brought by specialists innovative teaching activities. Thus, we belive our after proposal for a social-historical model of teaching training

Doctor of Philosophy / Curriculum and Instruction / F. Todd Goodson / In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group’s (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers’ pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers’ dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning opportunities and collaborate within and across disciplines and grade levels. This study provides secondary educators insight into the prominence of multiple literacies present across content areas while also revealing the teaching methods and instructional strategies that foster multiple literacies.