The goal of the diploma thesis is to create a teaching portfolio for educational thematic area of the cell biology. Teaching materials are intended for high school students learning. The portfolio is aimed at the topic of cell construction. The portfolio is projected for the independent work of students. It can be used both in subject matter explanation and as home preparation. A revision test is a part of the portfolio. Activating part of the portfolio is composed of thematic games that are suitable for the subject matter revision and deepening of knowledge.

My dissertation work deals with the project method in civics lessons. The target of this work was to find a place of this method in teaching civics at primary school. The work is divided into two parts. In the first part I focused on the theoretical ground of the project method, its historical development and contemporary conceptions while I even tried to outline the position of civics at primary school. In the second part of the work I deal with possibilities how to organize curriculum of civics according to the project method. Proposals of own projects and own realization of one of the selected project are stated in this part.

This diploma thesis ? Simple Experiments with Products of Nature as a Part of the Thematic Unit Variety of Nature ? deals with the integration of experiment into primary school teaching. The aim of the thesis is to record the range of experiments which are used in didactic materials and other literary sources where teachers can find various experiments. The thesis also focuses on selecting and verifying the set of experiments which might be relevant when teaching natural sciences at primary schools. These selected experiments have been provided with methodological notes and commentaries, which teachers may use as instructions on how to carry out each experiment. For selected experiments worksheets have been made, where pupils can enter their observations. This diploma thesis was solid within the scope of the projects GA JU no. 065/2010/S and 078/2013/S

The aim of this work is to prepare an educational program with the elements of inquiry teaching (BOV) and at the same time to make sure whether the suggested activities from the point of view of the aims of teaching natural science at the 1 grade of the basic school are effective. This thesis shows some possibilities how to work out with this method and how to incorporate it to the process of teaching. As a purpose - built example there were used topics connected with the physiology of plants. Different teaching methods appropriate for the realization of BOV in the frame of the Educational program with respect to the relevant content of the textbooks of natural science are applied here. The thesis was dealt within the bounds of the project GA JU č. 065/2010/S a GA JU č. 078/2013/S

Emotional aspects of teaching impact on classroom relationships, as well as on teacher burnout and resilience. The research reported here contributes towards understanding emotional knowledge in initial teacher education. Using particularly Boyatzis and Goleman’s ideas of emotional competence, a four-quadrant framework was constructed, showing emotional knowledge as categories of self- and social awareness and self- and relationship management. This framework was tested in an inquiry to support student teachers during their work-based learning in classrooms. The research aimed to find the meanings attached to emotional knowledge by these student teachers and their school placement mentors. One hundred and nineteen student teachers following a primary postgraduate programme provided an opportunity sample of participants. After introduction to the framework, eighty-four completed an online survey, self-reporting both their emotional knowledge and their confidence in making those self-reports. Eleven agreed to provide written reflections during school placements, to participate in a focus group and be interviewed. Their mentors supplemented this with interviews and their written end-of-placement reports on the student teachers. In a mainly qualitative and interpretivist approach using thematic analysis, responses were coded using ATLAS.ti software and triangulated across data sets. This built a picture of how emotional knowledge was understood. The research found that student teachers used emotional knowledge in managing behaviour and building trusting and respectful relationships with mentors and pupils while participants experienced it as a developmental part of reflective practice. The findings were used alongside the ideas of dealing with emotions by transforming teacher knowledge and Zembylas’ concept of emotional ecologies, thereby developing a new theoretical framework for emotional knowledge. The main recommendation - that teacher educators prepare student teachers to explicitly recognise emotions and use emotional knowledge – has relevance to any work that involves dealing with emotions. The thesis also points towards empirical research into the re-theorised model.

In my study I will examine how students in grades 4-6 experience oral presentations, howteachers understand the students´ experiences and which factors they think affect these experiences.Finally I will look at how teachers teach about oral presentation and what adjustmentsthey make in relation to the studens´needs.I have used questionnaire forms that includes both multiple choice answers and open questions.These questionnaire forms have been given out to 36 students in grades 4, 5 and 6 attwo different schools. I have also had one on one interviews with three teachers who teachSwedish in grades 4-6.The results shows that the majority of the participating students experience negative feelingsconnected to oral presentations. The other participating students felt positive or neural aboutoral presentations. The factors that affects the experience of oral presentations for students´according to my study is: students´ earlier experiences, the class climate, how the audience actduring the presentation and how much time and teaching time is being directed towards thetools that students need to make a good presentation. The teachers teach in different ways buthave some elements in common. They all use examples to show good and bad presentations,then let the students practice different presentation skills and they try to give all the studentspractice in talking in front of the class as often as possible. The teachers make adjustments bytelling the students that many people find oral presentations challenging but with practice youcan feel better about this. They also make adjustments in how many and which people someof the students have to make the presentations in front of. The teachers worked with the wholeclass about how you are a good audience. / Min studie har som syfte att undersöka hur elever upplever muntliga redovisningar. Hur lärare uppfattar elevers upplevelser av muntliga redovisningar, vilka faktorer som påverkar deras upplevelser samt hur lärarna undervisar och anpassar sin undervisning till elevernas behov. Jag har använt mig av enkäter med flervalsfrågor där deltagarna hade möjlighet att ge egna kommentarer. Dessa enkäter har jag delat ut till 36 elever i årskurserna 4-6 på två olika skolor. Jag har också haft enskilda intervjuer med tre lärare. Resultaten från studien visar att majoriteten av eleverna upplever negativa känslor kopplade till muntliga redovisningar. Resterande upplever dem som positiva eller okej. Lärarna bekräf- tar detta genom sina iakttagelser. De faktorer som lärarna anser påverka eleverna upplevelser är elevernas tidigare erfarenheter, klassklimatet, hur åhörarna beter sig under redovisningarna samt hur mycket tid och undervisning som läggs på verktygen som behövs för att genomföra en bra redovisning. Lärarna arbetar olika, men några gemensamma nämnare är att visa visu- ella exempel på bra och mindre bra redovisningar, att träna olika delar och att stegvis bygga upp elevernas kunskaper. Anpassningarna som görs är bland annat att medvetandegöra elever om att många tycker att detta är jobbigt, anpassa gruppen som lyssnar eller låta eleven göra redovisningen för bara läraren. Vidare arbetar lärarna mycket med hela klassen om hur man är en bra och respektfull publik. Sammanfattningsvis görs vissa anpassningar för hela gruppen och andra görs på individnivå.

Esta pesquisa tem como foco compreender como os professores utilizam o laboratório de informática e os dispositivos móveis – notebooks, tablets e smartphones – na escola, como possíveis mediadores nas práticas pedagógicas. Trata-se de um estudo qualitativo exploratório. O quadro teórico foi constituído por conceitos da teoria sociointeracionista de Vygotsky (1998), articulados ao conceito de “cibercultura” de Lévy (1999), de “cultura digital” de Lemos (2003), dentre outros. A criação do corpus de pesquisa foi realizada a partir de informações de oito entrevistas semiestruturadas, gravadas e posteriormente transcritas, com professores do Ensino Fundamental, de uma escola num município do Rio Grande do Sul. O corpus foi analisado segundo a análise textual discursiva, de Moraes e Galiazzi (2006), que se utiliza basicamente de três elementos: unitarização, categorização e comunicação. Nesse processo foram identificadas as categorias emergentes: “Laboratório de informática para a busca de informações na internet”; “Laboratório de informática para aprender conteúdos técnicos com o instrutor de informática”; “Laboratório de informática para jogos educativos orientados pelo instrutor”; “Professores que não utilizam o laboratório de informática por opção”; “Professores que não utilizam o laboratório de informática pelo atual formato técnico em que se encontra”; “Laboratório de informática utilizado para outras funções”; “Utilização dos dispositivos móveis nas aulas”; “Fatores que levam à não utilização dos dispositivos móveis” e “Falta de esclarecimento da regra de acesso ao wi-fi e de dispositivos móveis na escola”. O metatexto, com vistas a responder à pergunta de pesquisa, indica que os professores consideram o laboratório para buscas de informações na internet pelos alunos, contudo não desenvolvem práticas pedagógicas nesse espaço. Assim, os conteúdos programáticos desenvolvidos em sala de aula são desvinculados do laboratório. Apenas o instrutor de informática é responsabilizado pelas atividades didáticas, propondo uso de jogos educativos e ensinando conceitos de informática. Os resultados sugerem que há desconhecimento dos professores em como utilizar os computadores nas suas práticas. A internet da escola não tem um bom funcionamento e o atual formato do laboratório é precário, com computadores obsoletos e falta de tecnologias adequadas – cabos, tomadas, extensões –, levando ao desuso do mesmo. Considerando todos esses aspectos, as atividades pedagógicas desenvolvidas no laboratório são inadequadas para desencadear processos interativos entre os alunos. Em relação aos dispositivos móveis, estes são utilizados por alguns professores nas práticas pedagógicas para buscas de informações na internet e atividades com softwares. Suas verbalizações revelam que possuem pouco conhecimento de como esses recursos funcionam. A falta de esclarecimento quanto ao uso dos dispositivos móveis e do wi-fi na escola podem ser fatores que levam certos professores a não utilizarem smartphones, tablets e notebooks nas práticas de ensino e aprendizagem. Esses resultados sugerem a necessidade de formação para os professores, de forma que possam redimensionar suas práticas, incluindo as tecnologias digitais como elementos mediadores do processo educativo. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-04-13T14:29:58Z No. of bitstreams: 1 Dissertacao Amanda Souza Santos.pdf: 1450102 bytes, checksum: 63f4cbf692cc52b2cc33eb5762141eba (MD5) / Made available in DSpace on 2017-04-13T14:29:58Z (GMT). No. of bitstreams: 1 Dissertacao Amanda Souza Santos.pdf: 1450102 bytes, checksum: 63f4cbf692cc52b2cc33eb5762141eba (MD5) Previous issue date: 2017-04-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This research aims to understand how teachers use the computer lab and mobile devices - notebooks, tablets and smartphones - in school, as possible mediators in pedagogical practices. This is an exploratory qualitative study. The theoretical framework was constituted by Vygotsky's concepts of socio-interactionist theory (1998), articulated with Lévy's concept of cyberculture (1999), Lemos's digital culture (2003), among others. The creation of the research corpus was based on information from eight semi-structured interviews, recorded and later transcribed, with teachers from Elementary School, from a school in a city of Rio Grande do Sul. The corpus was analyzed according to the discursive textual analysis of Moraes and Galiazzi (2006), which basically uses three elements: unitarization, categorization and communication. In this process, the following categories were identified: "Computer laboratory for the search of information on the Internet"; "Computer lab to learn technical content with the computer instructor"; "Instructor-led educational games computer lab"; "Teachers who do not use the computer lab by choice"; "Teachers who do not use the computer lab because of the current technical format in which they are"; "Computer lab used for other functions"; "Use of mobile devices in classrooms"; "Factors that lead to non-use of mobile devices" and "Lack of clarification of the wi-fi and mobile device access rule at school". The metatext, in order to answer the research question, indicates that teachers consider the laboratory to search for information on the Internet by students, but do not develop pedagogical practices in this space. Thus, the syllabus developed in the classroom is disconnected from the laboratory. Only the computer instructor is responsible for the didactic activities, proposing the use of educational games and teaching computer concepts. The results suggest that teachers do not know how to use computers in their practices. The school's internet is not functioning properly and the current format of the laboratory is precarious, with obsolete computers and a lack of adequate technologies - cables, plugs, extensions -, leading to its disuse. Considering all these aspects, the pedagogical activities developed in the laboratory are inadequate to trigger interactive processes among students. In relation to mobile devices, these are used by some teachers in pedagogical practices for searching information on the internet and activities with softwares. Their verbalizations reveal that they have little knowledge of how these features work. The lack of clarification regarding the use of mobile devices and wi-fi in school can be factors that lead certain teachers not to use smartphones, tablets and notebooks in teaching and learning practices. These results suggest the need for training for teachers, so that they can re-dimension their practices, including digital technologies as mediators of the educational process.

Considerando que a escola deve formar indivíduos preparados para o exercício da cidadania, ela precisa apresentar os conteúdos, definidos no cronograma escolar, de uma forma mais aproximada ao cotidiano do aluno. O objetivo deste trabalho é a proposição de uma sequência didática para preparar e orientar estudantes do ensino médio à visita técnica em setor de radiologia hospitalar como um recurso potencialmente significativo para o ensino de radiações ionizantes, e ampliar a qualidade na formação do estudante de ensino médio, a partir da vivência de experiências que locais distintos da tradicional sala de aula oferecem. A visita técnica é um recurso didático-pedagógico que obtém ótimos resultados educacionais, pois os estudantes podem observar os conceitos analisados em sala num ambiente real, tornando o processo mais motivador e significativo para a aprendizagem, fazendo com que se amplie ao estudante o conceito de integração, de reflexão e ação, teoria e prática. A sistematização das várias etapas do trabalho, tanto em nível da prática pedagógica, como da investigação teórica, baseou-se na estratégia das unidades de ensino potencialmente significativas (UEPS). Com a expectativa de apoiar outros professores que tenham interesse em trabalhar o tema radiações ionizantes, ao final foi gerado como produto da presente dissertação uma sequência didática em oito aulas, que envolvem a preparação prévia da visita técnica ao setor de radiologia hospitalar, a visita em si, e a abordagem posterior para consolidação dos conteúdos. Para a análise dos resultados foram utilizados métodos qualitativos, como a construção de mapas conceituais, dramatização e construção de maquetes. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-09-04T16:42:17Z No. of bitstreams: 1 Dissertacao Leomar de Bortoli.pdf: 2798584 bytes, checksum: eb697f1145e5e332808a5b38436b48ed (MD5) / Made available in DSpace on 2017-09-04T16:42:17Z (GMT). No. of bitstreams: 1 Dissertacao Leomar de Bortoli.pdf: 2798584 bytes, checksum: eb697f1145e5e332808a5b38436b48ed (MD5) Previous issue date: 2017-09-04 / Whereas the school must train individuals prepared for the exercise of citizenship, it must display the contents more closely related to the daily life of the student. The objective of this work is to propose a didactic sequence to prepare and guide high school students to technical visit in a hospital radiology department as a potentially significant resource for the teaching of ionizing radiation, and increase the quality of training high school student from the life experiences that different sites of traditional classroom offer. The technical visit is a didactic-pedagogic resource that get great educational results, as students can observe the concepts discussed in class in a real environment, making it a more motivating and meaningful process for learning, causing it to expand the student the concept of integration, reflection and action, theory and practice as well. The systematization of the various stages of the work, both in terms of pedagogical practice and theoretical research, was based on the strategy of potentially significant teaching units. With the expectation of supporting other teachers who are interested in working the issue ionizing radiation, at the end it was generated as a product of this dissertation a didactic sequence in eight classes, which involve the prior preparation of the technical visit to the hospital radiology department, the visit itself, and further approach to consolidation of the contents. For the analysis of the results were used qualitative methods, such as the construction of concept maps, role play and building models.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Interest in discovering the reasons for student s lack of interest/stimulus in Geography as a school subject gave rise to this study. Thus, we examined the educational methodologies used in the pedagogic practice developed in the fifth grade of the elementary school in Brazil (Uberlândia) and in "sixiéme" in schools in France (Paris). We have redeemed the interest and attraction that this subject could have in the schools by questioning the old conception that the teaching of Geography is not important, because it only demands memorization and that it does not develop the thinking and the critical spirit of the students. Our research shows signs for the improvement of the methodology used in present didactic books by means of: the images and the language of the midia; field work; the valorization of maps; and of the students daily routine as a start of the pedagogic practice, whenever possible. By using these pedagogic practices, we understand that the reconstruction of geographical knowledge and the redimensioning of the educational practices are possible. In this manner the delights of learning Geography as a school subject can be accomplished. The renewal of our daily pedagogy in the classroom becomes more and more important if we wish to impart to the students the conditions necessary to assimilate the knowledge which study of Geography provides for a greater understanding of challenges we face in today s world. / Este trabalho se definiu a partir da preocupação em identificar as razões do desinteresse/desestímulo dos alunos pela disciplina Geografia. Nessa perspectiva, examinamos as metodologias de ensino utilizadas na prática pedagógica desenvolvida na 5ª série do ensino fundamental no Brasil (Uberlândia) e na sixième dos estabelecimentos escolares franceses (Paris). Problematizando a antiga concepção de que o ensino de Geografia não é importante, uma vez que exigiria apenas a capacidade de memorização e porque não desenvolveria o raciocínio e o espírito crítico dos alunos, recuperamos o interesse e a sedução que esta disciplina pode exercer nas escolas. Nossa pesquisa aponta sinais de superação de uma metodologia centrada no livro didático, por meio de uma crítica das imagens e dos discursos propagados pela mídia, da realização de trabalhos de campo, da valorização dos mapas e do cotidiano do aluno como ponto de partida para a prática pedagógica, sempre que pertinente. Por meio dessas metodologias de ensino, entendemos que a reconstrução do saber geográfico e o redimensionamento das práticas educativas são possíveis, de sorte que se resgata o encanto da disciplina. Renovar nossa prática pedagógica cotidianamente, na sala de aula, é cada vez mais indispensável, se o propósito é criar condições para que os alunos se apropriem dos conhecimentos que a Geografia fornece para uma compreensão dos desafios que enfrentamos no mundo atual. / Mestre em Geografia

Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais. / This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.