Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T03:24:31Z (GMT). No. of bitstreams: 1 Xavier_RoselyPerez_D.pdf: 77265118 bytes, checksum: 684b6cdb04674cb92a88839c3286e14d (MD5) Previous issue date: 1999 / Resumo: Esta pesquisa tem como objetivo implementar e avaliar um programa temático baseado em tarefas que foi elaborado para duas 5a. séries do Ensino Fundamental. O processo de aprendizagem é interpretado e avaliado com base nas mudanças pedagógicas realizadas pelas professoras no programa planejado, nas manifestações discursivas e comportamentais demonstradas pelos alunos durante as interações, aqui denominadas de sintomas positivos e negativos de aprendizagem, nas atitudes dos alunos com relação às aulas e ao material didático e no seu rendimento nas habilidades de compreensão oral, leitura e produção oral. Os dados foram coletados através de diários, gravações de aulas em áudio e vídeo, questionários e testes de rendimento em dois momentos do processo de modo que os resultados pudessem ser comparados entre si Para verificar se os ganhos de aprendizagem haviam sido significativos, duas 6a. séries realizaram os mesmos testes de compreensão oral e leitura e os seus resultados comparados com aqueles dos sujeitos desta pesquisa. Os dados mostram que o programa temático baseado em tarefas precisou de algumas mudanças ao longo do processo em decorrência das reinterpretações pedagógicas das professoras, no que se refere, por exemplo, à adição e substituição de tarefas e ao espaço da gramática. Ao longo da implementação houve mais sintomas positivos do que negativos, isso pode ser explicado pelo tipo de interação que se efetivou nas aulas, isto é, mais engajada, verossímel, significativa e colaborativa. A grande maioria dos alunos gostou das aulas e do material didático e muitos perceberam que estavam aprendendo não somente lingua estrangeira mas também conteúdo temático. Quanto ao rendimento dos sujeitos, os dados mostram que em ambos os contextos de ensino, os alunos apresentaram ganhos de aprendizagem nas habilidades de compreensão/ produção oral e compreensão em leitura. Entretanto, esses ganhos foram mais significativos na habilidade de compreensão oral, seguida da leitura e produção oral em um dos contextos. No outro, os ganhos também foram concentrados na habilidade de compreensão oral, seguida da produção oral e leitura / Abstract: The aim oft his research is to implement and evaluate a task-based thematic syllabus which was devised for two groups of Braziian secondary leamers of English as a foreign language. The process of learning is interpreted and evaluated on the basis of the teachers' pedagogical changes in the planned syllabus, the leamers' verbal and non-verbal manifestations during interaction which were classified as positive and negative symptoms of leaming, learners' motivation and their performance in listening and reJ'ldingcomprehension tasks and in oral production skills. The data were collected through diaries, questionnaires, video- and audio-taped set of lessons and progress achievement tests which were anminimered in two moments of the process 50 that the results could be compared. In order to assess gains in leaming, sophomore students were submitted to the same listening and reading comprehension tests and their results compared to those obtained by the subjects ofthis research. The data show that the task-based thematic syllabus needed some changes during the implementation phase because of the pedagogical reinterpretations of the teachers who realized the need for replacement and addition of tasks throughout the course and a new dimension for grammar teaching. The subjects had more positive than negative symptoms of leaming and this can be accounted for a committed, truly, meaningful and collaborative interaction that was built in the classroom. The majority of the subjects have stated that they enjoyed the classes and the textbook which as particularly designed for their age and interests. They realized they were learning not only the target language but also thematic contento The data also show gains in listening and reading comprehension as well as in oral production skills. In other words, the subjects of both contexts of research were able to develop listening comprehension more than the other skills. Reading comprehension was developed more tban oral production in one of the contexts while the reverse was observed in the other context / Doutorado / Ensino-Aprendizagem de Lingua Estrangeira / Doutor em Linguística Aplicada

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:36:26Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:39:04Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:39:15Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) / Made available in DSpace on 2016-04-11T16:39:24Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) Previous issue date: 2014-12-16 / Sem bolsa / A pesquisa apresentada tem como objetivo avaliar o papel do livro didático no contexto da nova Proposta de Ensino Médio Politécnico, mas especificamente da área de Ciências Humanas e suas Tecnologias, onde se insere a Geografia, bem como compreender como vem sendo a inserção e adequação dessa proposta nas escolas estaduais da cidade de Pelotas-RS, além de investigar as possibilidades e dificuldades encontradas na sua consolidação. O critério de delimitação das escolas da pesquisa teve como parâmetro entrevista realizada com a responsável pela inserção da proposta de Ensino Médio Politécnico da 5ª CRE - Coordenadoria Regional de Educação da cidade de Pelotas-RS, desta forma definiu-se quatro escolas.Para alcançar os objetivos propostos foi realizada uma pesquisa bibliográfica durante todo o período da execução do trabalho, que teve como temas centrais, educação brasileira, ensino de Geografia, Ensino Médio Politécnico e livro didático.A pesquisa documental a fim de detectar a concepção de ensino construída e como o mesmo vem sendo tratado com o intuito de elucidar as transformações e as influências que atuam na seleção e apresentação dos conteúdos de ensino médio. E a pesquisa de campo que teve como instrumento de coleta de dados, entrevistas com professores que lecionam no Ensino Médio Politécnico – na Área das Ciências Humanas e suas tecnologias de quatro escolas estaduais a fim de avaliar o uso do livro didático neste contexto. Observou-se por meio da análise da pesquisa de campo que o livro didático não contempla suas necessidades para o Ensino Médio Politécnico. Para os professores, o livro didático ainda e ferramenta indispensável no trabalho cotidiano. / The following research has the main objective to evaluate the textbook role in the context of the new Polytechnic High School proposal. The study took in count, specifically, the area of Human Sciences and its technologies, in which geography is included. Another objective is to understand how the insertion and suiting processes have happened at the state schools in the city of Pelotas-RS, as well as to investigate the possibilities and difficulties found in its setting. The schools delimitation criteria had, as a parameter, an interview held with a person from 5ª CRE – Regional Education Coordination of the city of Pelotas/RS, that was responsible for the Polytechnic High School proprosal insertion. Four schools were chosen, and to reach the proprosed objectives, three steps were taken. First, a bibliographic research was made on brazilian education, Geography teaching, Polytechnic High Schools, and textbooks throughout the entire work’s execution. Second, a documentary research was made to detect the built conception of teaching and how it has been discussed to clarify the transformations and influences that impact on selection and presentation of high school content. Third, a field research was conducted using, as a data gathering tool, interviews with Polytechnic High Schoolteachers – in the Human Sciences and its technologies area to evaluate the textbook use in this context. It was observed through the field research analysis that the textbook does not contemplate its needs for the Polytechnic High School. For the teachers, the textbook is still an essential tool on their daily work.

No description available.

The purpose of my study is to gain insight into how the education system (particularly social studies) is morally-minded based on the governing documents, former students and a textbook. I wanted to find out what morally-minded means and if it has a big role in social studies. Through interviews with former high school students (when my thesis is aimed at high school) I wanted to find out how they felt their social studies were educational and which the values that they had taken on from the lessons. I also chose to analyze a textbook to get a broader understanding of how the morally-minded education is written in specific areas relating to social studies. My study is a qualitative study and what I came up with is that the former students consider their social studies teaching lacked to some degree when it came to the morally-minded education.   My investigation concludes that the morally-minded education is important in social studies as the purpose of social studies is to promote active democratic citizens. In the curriculum for social studies, there is also a considerable scope for knowledge that is educational for the students. Although the former students feel that they lack the morally-minded educational part of social studies they agreed with the guidelines which values that is important.

Matematikläroboken har potential att användas på flera olika sätt, för att mediera matematiska kunskaper. Trots detta visar forskning att den av ett flertal lärare i olika länder främst betraktas som en källa för övningsuppgifter. Denna studie antar ett elevperspektiv i syfte att skapa kunskap kring unga elevers uppfattningar av läroboksanvändande i matematikundervisningen, och deras attityder till läroboken. En fenomenografisk analys av data insamlad genom intervjuer med elever i årskurserna 1–3 visar på att matematikläroboksanvändandet kan beskrivas utifrån fem olika kategorier:  Matematikläroboken som individens redskap  Matematikläroboken som gemensamt redskap  Matematikläroboken som kompletterat redskap  Matematikläroboken som konkurrensredskap  Matematikläroboken som likriktande redskap Matematikläroboken är ett redskap som elever använder både individuellt och i samspel med andra, för att utveckla matematiska kunskaper och förmågor. Samtidigt reglerar den vilka matematiska innehåll som ska bearbetas och framförallt när dessa innehåll ska bearbetas. Elevers attityder till läroboken varierar från synnerligen positiva till övervägande negativa. Antalet övningsuppgifter och deras upplevda svårighetsgrad associeras med både negativa och positiva attityder beroende på elevers individuella förväntningar och preferenser. / <p>Matematik</p>

The problem of this study was to trace through available sources the history of Norma and Mel Gablers' work concerning the curricular appropriateness of textbooks and interpret in terms of motivation, scope, and effectiveness the identified impact of their work. The purpose of this study was to present a comprehensive report documenting specifically that which the Gablers have done, said, and represent. A chronology of events of the Gablers' textbook involvement from 1961 through 1981 has been recorded. Material written and/or distributed by the Gablers through their organization, Educational Research Analysts, has been reviewed and summarized with extensive documentation to convey the philosophy and intentions of the Gablers since their work in this area began. Specific passages of textbook content petitioned against by Norma Gabler before the Texas State Textbook Adoption Committee have been presented as organized around the Gabler outline, "Textbook Reviewing by Categories." Media presentations featuring the Gablers have been reviewed for the purpose of informing others about what types of information have been presented to the American public about this issue and to offer a glimpse into the human nature characteristics of the Gablers as personalities. Professional educator reaction into this probe of textbook content is offered to relate the numerous concerns expressed about the monitoring of educational materials. Finally, an analysis of the Gablers' efforts and identified observations as to their effectiveness and influence have been recorded conveying the extent and success of the Gabler involvement as it pertains to textbook content.

Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks. This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.

The poet Karel Hynek Mácha belongs to one of the classic writers of the Czech literature. That is the reason why this personage and his work play an important role in the teaching of literature at secondary schools. This diploma thesis analyses an important element of teaching practice. It focuses on Mácha from the point of view of literature textbooks. On the basis of synchronous comparison of these textbooks, we can find out the striking similarity since all the texts choose the same events of Mácha's life. He is appraised nearly with the same terms. The texts create an image of Mácha, the image of the author, which as a significant paratext highly influences the way new texts and other didactic materials are created and literature taught. This diploma thesis is from its bigger part a casual study bringing a detailed analysis of the contemporary image of Karel Hynek Mácha in the literature textbooks. Moreover, it offers a look at its diachronous perspective as well. The key theoretical concept of this thesis is the term image of the author which has not been a fixed part of literary criticism terminology. That is why it is widely described in the first chapter together with its relations to other concepts about the author. Keywords author, the image of the author, Karel Hynek Mácha, literature...

This thesis deals with the changing role of phonetics in the history of teaching French as a foreign language. It provides a probe into the most significant methods of language teaching (the Grammar Translation Method, the Direct Method, the Audiolingual Method, the SGAV, Communicative Approach), including the current role of phonetics in teaching French. It also outlines a possible further development. The historical overview is then demonstrated on chosen French textbooks representing the individual methods, including a more detailed analysis of two contemporary textbooks. The analysis aims to provide information concerning the frequency of phonetic exercises, their focus, type and the use of phonetic transcription. Based on the theoretical background and the practical analysis, a list of inspiring approaches and techniques for current French teaching is made.

This thesis reports on a literature survey and an investigation that was done on the Histology course for MBChB II learners at Medunsa. All aspects of the course were investigated including the present course as well as the possibility of replacing the lectures by multimedia computer presentations and a video. The multimedia computer presentations were specially developed for the study while an earlier developed video was also included into the study. Two instruments were used to gather information from the learners. Responses from a questionnaire as well as learner records were statistically evaluated. This information as well as information gathered from the literature was used to design a new proposed course in histology. A number of issues emerged from the study. The first issue is that histology is the least favourite of all the subsections of Anatomy. Learners prefer to study their histology by watching a video. The learners who watched the video more than four times did not do better than the others. Multimedia changed the attitude of the learners towards histology to some extent. Learners have a perception, which could not be proved, that if they study with the aid of multimedia their marks and their recollection will improve. Learners often left lectures before the end or did not attend. The reason that the learners indicated for this tendency was lack of concentration. Most learners want the system of lectures changed. They want some lectures to be replaced by multimedia. Most learners rate the histology lectures as good. The majority of learners do not want the histology course to be changed into a multimedia course. From the study it is clear that the microscope can be successfully replaced by an instructivist way of learning like a video or a multimedia computer presentation. It is however not ideal to replace a constructivist way of learning, like using a microscope, with a way of learning that is only instructivist, therefore it is suggested that the microscope is replaced by another constructivist way of learning. Providing groups of learners with unique images from the histology slides to be studied and annotated was suggested. It also became clear that if a computer-based histology course is to be implemented in future, learners will have to go through a transitional phase where the lectures and practicals are gradually replaced by multimedia. / Thesis (PhD (Information Science))--University of Pretoria, 2006. / Information Science / unrestricted