教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。 本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。 / Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi. The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons. / Graduation date: 2013

University of Macau / Faculty of Education

Not available

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The thesis aimed at explaining why some Zimbabwean teachers have migrated to South Africa while others have not despite experiencing the same economic and political crisis. The focus was on external secondary brain drain, which is the movement of human resources from one country to another within the Southern African Development Community region (SIRDIC, 2008). It was premised on the theoretical argument that uneven development in the SADC region sustains the movement of human resources from the poorer countries to the richer or ‘core’ countries in the region particularly South Africa. The thesis reviewed literature on the Zimbabwean crisis and conducted a quantitative field survey, which was supplemented by a qualitative aspect, in order to analyse the determinants of teacher migration to South Africa. The field survey involved the self-administration of questionnaires by 200 Zimbabwean teachers, half of them teaching in South Africa and the other half in Zimbabwe, as well as collected life stories from five migrant teachers, interviewed four school heads, and perused circulars. The research found that Zimbabwe’s reversed economic growth and social development constituted the background on which teacher migration occurred. This brain drain, which mainly involved highly qualified and specialised mathematics and science teachers, coincided with the peak of the Zimbabwean crisis around 2008 indicating its survival significance. Teacher migration continued after 2008 due networks and teachers’ salaries that remained inadequate as they were close to the poverty line. Several recommendations were made including strategies for reducing the brain drain. / Development Studies / D. Litt. et Phil. (Development studies)

Submitted by Sorandra Corrêa De Lima (sorandra@ufu.br) on 2018-11-03T10:04:58Z No. of bitstreams: 1 Tese_Sorandra_27_10_2018_Repositório_Final def.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-11-05T12:08:06Z (GMT) No. of bitstreams: 1 lima_sc_dr_bauru.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) / Made available in DSpace on 2018-11-05T12:08:06Z (GMT). No. of bitstreams: 1 lima_sc_dr_bauru.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) Previous issue date: 2018-05-28 / Este estudo foi realizado em uma escola pública, por meio de parceria com a universidade, que se dispôs a assessorar docentes dos anos iniciais do Ensino Fundamental, atuantes no primeiro e segundo ciclos, em questões relacionadas ao ensino de Ciências, particularmente de Física. A assessoria realizou-se através de um projeto de cooperação, em que constava um curso de formação continuada e seus desdobramentos, cujas ações foram articuladas pelos parceiros. O planejamento e a estruturação do curso, realizado no período de 2015 a 2016, foram definidos pelos docentes da amostra, que expuseram suas fragilidades e lacunas para atenderem as necessidades decorrentes de sua prática cotidiana. Desta forma, o desenho do curso foi determinado pelas demandas dos docentes, que foram assessorados, a partir dos resultados da pesquisa em ensino de Física e de Educação, elementos que se mostraram inovadores para os docentes da amostra. O estudo teve como referencial teórico-metodológico, as noções de Análise do Discurso na linha francesa, cujo dispositivo analítico incluiu diálogo com autores que discutem a inovação educacional e o desenvolvimento profissional docente. A questão central da pesquisa, visando atingir seus objetivos foi: Como uma amostra de professores dos anos iniciais da educação básica interpretou a proposta de um curso de formação continuada sobre o ensino de física, centrado na escola, com assessoria da universidade e embasado na produção acadêmica da área como elementos inovadores? Os discursos dos docentes, durante todo o percurso da parceria, foram registrados em questionários, transcrições de reflexões realizadas e nas produções de autoria deles, referentes a quatro etapas distintas do desenvolvimento do curso. Esses dados, principalmente, os planos de aula, elaborados para intervir em suas classes e as transcrições das atividades desenvolvidas mostraram que uma assessoria constante e presente em determinada escola, pode alterar aos poucos a cultura do ensino de Ciências tradicional que, em geral, acontece nas instituições. E estando cientes desses gestos de interpretação contrários às mudanças, criam-se manobras para contornar obstáculos que interferem ou adiam a inovação. Por fim, a pesquisa realizada neste projeto de cooperação entre a universidade e a escola, com as características e os sujeitos participantes aqui relatados, mostra que resistências foram diminuídas e indícios de autonomia foram verificados, mostrando a necessidade de novos estudos sobre a temática. / This study was carried out in a public school, through a partnership with the university, which was willing to advise teachers in the initial years of elementary education, working in the first and second cycles, in matters related to the teaching of science, particularly physics. The advisory consisted of a cooperation project, which included a program of continuing training and its developments in actions articulated by the partners. The planning and structuring of the program, carried out in the period from 2015 to 2016, were determined by the teachers of the sample, who exposed their fragilities and gaps to meet the needs arising from their daily practice. The design of the program was determined by the demands of the teachers, who were advised based on results of the research in Physics and Education teaching, elements that were innovative for the teachers of the sample. The study had as theoretical-methodological reference notions of Discourse Analysis in the French line, whose analytical device included dialogue with authors discussing educational innovation and professional teacher development. The central question of the research, aiming to reach its objectives was the following: How a sample of teachers of the initial years of the basic education interpreted the proposal of a course of continued formation on the education of physics, centered in the school, with advice of the university and base in the academic production of the area as innovative elements? The teachers' discourses throughout the course of the partnership were registered through questionnaires, transcriptions of reflections made throughout the process and in the productions authored by the teachers, referring to four distinct stages of course development. These data, especially the lesson plans elaborated for intervention in their classes and the transcriptions of the activities developed in the school show that a constant and present advice in a certain school, can change little by little the culture of the traditional science education that usually happens at Schools. And being aware of these counteracting gestures of interpretation, we are creating maneuvers to circumvent these obstacles that interfere or delay innovation. Finally, we understand that the research carried out in this project of cooperation between the university and the school, with the characteristics and subjects described here, show that resistances were diminished and that signs of autonomy were indicated, showing the need for new studies on the subject.

Acompanha: A abordagem temática “reciclagem” integrando o currículo de ciências do ensino fundamental: investigando a percepção dos professores / Este trabalho investigou a percepção dos professores de ciências com relação à temática ambiental reciclagem no ensino de ciências do Colégio Estadual Olavo Bilac situado no município de Cantagalo/Pr. Defende-se que a reciclagem deve ser abordada em sala de aula de forma local, a fim de proporcionar aos estudantes mudanças de atitude com relação ao meio ambiente ao qual estão inseridos. Essa investigação traz como ponto de partida reflexões teóricas acerca dos documentos oficiais PCN e DCE e a educação ambiental através do tempo. Realizamos uma pesquisa qualitativa na modalidade de estudo de caso aplicando um questionário aos professores que ministram aulas de ciências nesta escola. Os questionários foram analisados por modalidades envolvendo escola, currículo, professores e sociedade. Os professores consultados evidenciaram que a influência no comportamento dos estudantes é possível, desde que seja efetivado um trabalho pedagógico continuado, não se esgotando na sala de aula, mas envolvendo o desenvolvimento de ações educativas que possam mobilizar os estudantes e envolver a própria comunidade. Os professores percebem a necessidade de uma prática de ensino diferenciada, mas ainda encontram dificuldades, como a de conseguir abordar todo o conteúdo curricular definido. As respostas do questionário nos levaram a construir uma unidade didática chamada “Cartilha da Reciclagem” que aborda a reciclagem de maneira local com particularidades do município, destinada aos professores a fim de enriquecer as aulas de ciências. / This study investigated the perception of Science teachers regarding environmental recycling theme in the science education from the OlavoBilacState School, located in the city of Cantagalo/PR. Argues that the recycling should be addressed in the classroom locally, in other to provide to students changings in the attitude towards the environment, which they belong. This research brings as a starting point for theoretical reflections, the official documents PCN and DCE and environmental education beyond the time. We conducted a qualitative study in the form of case study applying a questionnaire to the teachers that teach science at this school. These questionnaires were analyzed in themes such as school, curriculum, teachers and society, which provides a perception that an influence in the students‟ behavior is possible, using a continued pedagogical work, not extinguishing the classroom, but involving the development of actions in education that can mobilize the students to be part of the community. Teachers perceive the need of a differentiate education practice, but still have difficulties in address all the curricular content. The answers to the questionnaire led us to build a teaching unit called “Primer on Recycling”, that covers the local city recycling for teachers to enrich the science classes.

Acompanha: A abordagem temática “reciclagem” integrando o currículo de ciências do ensino fundamental: investigando a percepção dos professores / Este trabalho investigou a percepção dos professores de ciências com relação à temática ambiental reciclagem no ensino de ciências do Colégio Estadual Olavo Bilac situado no município de Cantagalo/Pr. Defende-se que a reciclagem deve ser abordada em sala de aula de forma local, a fim de proporcionar aos estudantes mudanças de atitude com relação ao meio ambiente ao qual estão inseridos. Essa investigação traz como ponto de partida reflexões teóricas acerca dos documentos oficiais PCN e DCE e a educação ambiental através do tempo. Realizamos uma pesquisa qualitativa na modalidade de estudo de caso aplicando um questionário aos professores que ministram aulas de ciências nesta escola. Os questionários foram analisados por modalidades envolvendo escola, currículo, professores e sociedade. Os professores consultados evidenciaram que a influência no comportamento dos estudantes é possível, desde que seja efetivado um trabalho pedagógico continuado, não se esgotando na sala de aula, mas envolvendo o desenvolvimento de ações educativas que possam mobilizar os estudantes e envolver a própria comunidade. Os professores percebem a necessidade de uma prática de ensino diferenciada, mas ainda encontram dificuldades, como a de conseguir abordar todo o conteúdo curricular definido. As respostas do questionário nos levaram a construir uma unidade didática chamada “Cartilha da Reciclagem” que aborda a reciclagem de maneira local com particularidades do município, destinada aos professores a fim de enriquecer as aulas de ciências. / This study investigated the perception of Science teachers regarding environmental recycling theme in the science education from the OlavoBilacState School, located in the city of Cantagalo/PR. Argues that the recycling should be addressed in the classroom locally, in other to provide to students changings in the attitude towards the environment, which they belong. This research brings as a starting point for theoretical reflections, the official documents PCN and DCE and environmental education beyond the time. We conducted a qualitative study in the form of case study applying a questionnaire to the teachers that teach science at this school. These questionnaires were analyzed in themes such as school, curriculum, teachers and society, which provides a perception that an influence in the students‟ behavior is possible, using a continued pedagogical work, not extinguishing the classroom, but involving the development of actions in education that can mobilize the students to be part of the community. Teachers perceive the need of a differentiate education practice, but still have difficulties in address all the curricular content. The answers to the questionnaire led us to build a teaching unit called “Primer on Recycling”, that covers the local city recycling for teachers to enrich the science classes.

Esta pesquisa se desenvolve no âmbito do ensino de ciências, no que tange à formação continuada de professores de Ciências e sequências didáticas. Objetivando-se obter um levantamento palpável sobre as concepções dos professores de Ciências sobre Ciência e Tecnologia (C&T), foram utilizadas duas ferramentas de coletas de dados: Uma enquete e sequências didáticas (SD) desenvolvidas pelos professores cursistas participantes do Curso de Especialização em Ensino de Ciências da Faculdade de Educação da USP no Programa Rede de Formação Docente (EEC-FEUSP-REDEFOR) durante o segundo ano de oferecimento, 2011-2012. O foco principal do presente estudo é sistematizar as concepções sobre C&T dos professores cursistas e observar como estas permeiam o desenvolvimento de SD, para que se obtenham subsídios e reflexões sobre os objetivos da educação científica, da formação de professores e do entendimento dos professores de ciências sobre as questões sócio científicas (QSC). A análise dos dados se desenvolveu utilizando duas abordagens, quantitativa e qualitativa, de forma a se complementarem. As análises estatísticas nomeadas análise multifatorial e de cluster, e abordagem qualitativa descritiva documental dos resultados sustentam a análise como um todo, interpretando os resultados obtidos, trazendo assim uma visão ampla do objeto de estudo que aponta a presença de dez tipos de concepções, 8 tipos de perfis de concepções sobre C&T que se traduzem nas SD em categorias sintéticas como: conhecimento científico prediz, reverte e evita problemas ambientais; conhecimento científico explica e viabiliza melhoria de vida; C&T beneficiam sociedade e ambiente; homem prejudica e desperdiça; preocupação simplória com a degradação ambiental; conteudismo; aproximação CTS e consciência de bem social global; funcionalidade e acesso ao conhecimento científico; conhecimento científico e visões alternativas, e finalmente, impactos do desenvolvimento científico e tecnológico no meio ambiente. A importância de se reconhecer tais variações e sentidos das concepções mais comumente expressas se revela à medida que configuram tópicos de discussão relevantes aos cursos de formação inicial e continuada de professores e a observação da forma como estas SD poderiam sintetizar concepções mais ricas de possibilidades de discussões em sala de aula. / This research develops in the scope of science teaching, in what concerns to in service formation science teachers and didactic sequences. In order to obtain a palpable survey on the conceptions of the teachers on Science and Technology (S & T), two data collection tools were used: a survey and didactic sequences (DS) developed by the teachers participating in the Specialization Course in Science Teaching of the Faculty of Education of USP in the Program of Teacher Education (EEC-FEUSP-REDEFOR), along the second year (2011-2012). The main focus of the present study is to systematize the conceptions about Science and Technology of the teachers and to observe how they permeate the development of DS, to obtain subsidies and reflections on the objectives of scientific education, teacher training and teachers\' understanding Sciences on socio-scientific issues (SSI). The analysis of the data was developed using two approaches: quantitative and qualitative, in order to complement each other. The statistical analyses named multifactorial and cluster analysis, and qualitative documentary descriptive approach of the results support the analysis as a whole, interpreting the results obtained, thus bringing a broad view of the object of study that points out the presence of ten types of conceptions, 8 types of profiles of S & T conceptions that translate into DS in synthetic categories such as: Scientific knowledge predicts, reverses and avoids environmental problems; Scientific knowledge explains and enables improvement in life; Society and Environment; Man harms and wastes; Simplistic concern with environmental degradation; Content; CTS approach and global social welfare awareness; Functionality and access to scientific knowledge; Scientific knowledge and alternative visions, and finally, Impacts of scientific and technological development on the environment. The importance of recognizing such variations and meanings of the most commonly expressed conceptions is revealed by the fact that they configure topics of discussion relevant to the initial and in service formation courses and the observation of how these DS could synthesize richer conceptions of possibilities for discussion In the classroom.