The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.

The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.

Thesis (MSc)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Multimedia was the buzzword of the previous decade. Electronic learning is the buzzword of this decade. Both concepts changed, and are still changing the way educators present knowledge and information to students, both locally and worldwide. South Africa, also standing in the midst of these technological changes, has its own unique opportunities regarding the teaching environment. Different factors are currently changing the educational scene in South Africa. With Curriculum 2000 and the Outcome-Based Education concept (OBE) came the opportunity to choose and incorporate relevant science and technology programmes into school curriculums. The introduction of Technology as a subject in junior secondary school, opened the door to bring students in contact with, for example, the vast world of material science. Senior secondary students, on the contrary, have little or no exposure to teaching programmes on modern materials; materials that rule their lives! There is a need for high quality, easily accessible and informative material science programmes. This provided the initiative to create this programme. Depending on the standard of students, "Fun with Polymers" can be used as: • a lecturing tool for teachers and lecturers • an encyclopeadia which students can interactively navigate to learn more about polymer science • a source of information to anyone curious about the interesting world of plastic materials. The name "Fun with Polymers" indicates that learning science can be fun (after ali!). The programme contains easy to use navigation buttons, helpfiles, hypertext, sound, animations and pictures to teach synthetic polymer material science. Content consists of the history of the development of polymer materials, basic polymer chemistry principles, information on the building of macromolecules, facts on synthetic polymer materials, and some questions and answers to test the student's knowledge. Practical experiments, with plastic materials, complement the theoretical information and provide students with hands-on experience. / AFRIKAANSE OPSOMMING: Multimedia was die gonswoord van die vorige dekade. Elektroniese leer is die gonswoord van die nuwe dekade. Beide hierdie konsepte het, en is nog steeds besig, om die wyse hoe kennis en inligting, plaaslik en wêreldwyd, aan studente oorgedra word, te verander. Suid-Afrika, as deel van hierdie tegnologiese veranderinge, bied unieke en uitdagende geleenthede op die gebied van onderwys. Verskillende faktore beïnvloed, op die oomblik, die plaaslike onderwys scenario. Die koms van Kurrikulum 2000 en Uitkomsgebaseerde Onderwys het die deur vir toepaslike wetenskap- en tegnologie programme, as deel van skoolleerplanne, geopen. Die toevoeging van Tegnologie, as vakgebied, tot die junior sekondêre fase, skep die geleentheid om studente in aanraking te bring met, byvoorbeeld, die enorme wêreld van materiaalkunde. Senior sekondêre studente het egter min tot geen blootstelling aan materiaalkunde leerprogramme ten spyte van die feit dat hul lewens daagliks deur moderne materiale beïnvloed en beheer word! Daar bestaan 'n behoefte aan hoë kwaliteit, maklik bekombare inligting oor moderne materiale en vandaar die dryfveer om hierdie program te skep. Afhangende van die standaard van die studente, kan hierdie program gebruik word as: • 'n onderrigprogram vir onderwysers en lektore • 'n bron van inligting wat studente interaktief kan navigeer om meer van polimeeerchemie te wete te kom • 'n bron van inligting vir enigiemand wat nuuskierig is oor die interessante wêreld van plastieke. Die naam van hierdie program: "Fun with Polymers" dui daarop dat die wetenskapleerproses pret kan wees! Die program bestaan uit maklik navigeerbare instruksies, hulplêers, hiperteks, klank, animasies, en foto's om lig te werp op die onderwerp van plastiek. Die inhoud beslaan die geskiedenis van die ontwikkeling van plastiek= materiale, basiese polimeerchemie beginsels, inligting oor die vorming van makro= molekules, feite oor sintetiese polimeermateriale, en vrae en antwoorde om die gebruiker te toets oor sy/haar kennis. Maklik uitvoerbare en toepaslike praktiese eksperimente komplimenteer die teoretiese inhoud van die multimedia program.

Made available in DSpace on 2016-04-28T20:58:09Z (GMT). No. of bitstreams: 1 Marcia Regina Cordeiro Bavaresco.pdf: 3054486 bytes, checksum: 4994cc709387514e1b3979a61d434c1b (MD5) Previous issue date: 2010-07-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work verified if the use of metacognition helped the improvement of the professional performance of a teacher from Regular Study for the diversity teaching. The theoretical choices were based on the Vygotskys´s psychological theory and on metacognition studies. An intervention study of a case was done methodological, using varied sources and instruments as: a selection of a teacher to participate of the study of a case; characterization of the school and what is around it; a collect of ���������������� ������ ������������ �� �������� �������������������� �������������������� ��o take her way of being, think and feel; to apply on students a ���������������������������������������������������������������������������������������������������������������������������������� activities observation. These instruments collected data that were used to plan and apply a practice and theoretical formation model for the use of metacognition through three situations always with or without the researcher help: 1st) the Portuguese class planning; 2nd) the class applying with a video register; 3rd) a monitoring, done by the teacher, of her own teaching activity by watching the video class. The chosen case was of a teacher from a municipal public school in a city in Santa Catarina, indicated by the school director, because of her persistency of continuing teaching in the third grade of Elementary School. The same group, of fifteen children, have already been her students one year before, in despite to problems they have had. To get the professional movement in her teaching activity were undertaken a variety of analysis, among them; the signification nucleus and the results of the diagnostic evaluation of �������������������� �������������� as well the subjects that were emerging from what was observed in her class. All of these offered hints to developed a model of formation that considered what the teacher considered as been the ideal, with information and discussions of theoretical nature (N=3) and practice (N=4), all of them articulated in order to lead the teacher regulate her teaching activities, at the beginning with the researcher������ help, and later alone. The results of this study showed being possible to improve the �������������������� performance when using the metacognitives process; through a work that got her rid of her isolation, giving her help to perceive a great number of possibilities of her students and planning, carrying out and monitoring the accomplished activities, with the aim of leading the group to appropriate themselves of the school knowledge. As the investigated teacher there are a great number of teachers equally lonely that need not only to divide their anguishes, but - also- and above of all change experiences, face conceptions, identify problems and get solutions. This contribution can be done in and for the school, between the professionals that act in there, promoting, through dialogue, the conscience of how theory directs the pedagogical practice, and how this last one gives new theoretical questions. The use of metacognition in formative strategies represents a fruitful way for teachers´s formation, giving them capacity to accomplish a good quality work, aiming the success for all of the students, effectively, a goal of a teaching with the focus on the diversity / Esta pesquisa verificou se o uso da metacognição levava ao aprimoramento do desempenho profissional de uma professora do Ensino Regular para o ensino à diversidade. As escolhas teóricas apoiaram-se na teoria psicológica de Vygotsky e nos estudos da metacognição. Metodologicamente, foi feito um estudo de casointervenção, empregando fontes e instrumentos variados, como: seleção de uma professora para participar do estudo de caso; caracterização da escola e seu entorno; coleta da história de vida e depoimento da docente para apreender seu modo de ser, pensar e sentir; aplicação de uma avaliação diagnóstica nos alunos na disciplina de Língua Portuguesa; observações da atividade docente. Esses instrumentos coletaram dados que foram utilizados para planejar e aplicar um modelo de formação teórico e prático para o uso da metacognição via três situações, sempre com e sem ajuda da pesquisadora, a saber: 1º) planejamento da aula de Língua Portuguesa; 2º) aplicação da aula com registro de vídeo; 3º) monitoramento, feito pela professora, da sua própria atividade docente, ao assistir a aula em vídeo. O caso escolhido foi o de uma professora efetiva na rede municipal de um município catarinense, indicada pela diretora da escola, em função de sua persistência em continuar lecionando, no terceiro ano do Ensino fundamental de nove anos, à mesma turma de quinze crianças que já haviam sido seus alunos no ano anterior, a despeito dos problemas que apresentavam. Para apreender o movimento da profissional em sua atividade docente foram empreendidas várias análises, dentre elas, a dos núcleos de significação e a dos resultados da avaliação diagnóstica da Provinha Brasil, bem como a dos temas que foram surgindo do observado em suas aulas. Tudo isso ofereceu pistas para desenvolver um modelo de formação que considerou aquilo que a professora considerava como sendo o ideal, com informações e discussões de natureza teórica (N=3) e prática (N=4), todos articulados de modo a levar a professora a poder regular sua atividade docente, inicialmente com a ajuda da pesquisadora e, posteriormente, sozinha. Os resultados deste estudo mostraram ser possível melhorar o desempenho da professora quando utilizados os processos metacognitivos, mediante um trabalho que a livrou de seu isolamento, fornecendo-lhe auxílio para perceber as inúmeras possibilidades de seus alunos e para planejar, executar e monitorar as atividades realizadas, com vistas a levar a turma a apropriar-se dos conhecimentos escolares. Assim como a professora investigada, há inúmeros outros professores igualmente solitários que precisam não só dividir suas angústias, mas também �� e sobretudo - trocar experiências, confrontar concepções, identificar problemas e tomar soluções. Essa colaboração pode ser feita na e pela escola, entre os profissionais que nela atuam, promovendo, via diálogo, a tomada de consciência acerca de como a teoria orienta a prática pedagógica e de como esta última coloca novas questões teóricas. O uso da metacognição em estratégias formativas representa uma trilha fértil para formar professores, tornando-os aptos a realizar um trabalho de boa qualidade, voltado para o sucesso de todos os alunos. Isso representa, efetivamente, a meta de um ensino com foco na diversidade

Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319

O objetivo desta pesquisa consiste em investigar o significado da avaliação em matemática na perspectiva histórico-cultural, focalizando a teoria da atividade. Para o desenvolvimento dessa investigação, foi formado o grupo colaborativo da Oficina Pedagógica de Matemática de Ribeirão Preto (OPM/RP), constituído por professoras da Educação Infantil e séries iniciais do Ensino Fundamental, as quais foram sujeitos da pesquisa. A função principal do grupo colaborativo foi proporcionar uma formação orientada às professoras sobre o ensino de matemática na perspectiva histórico-cultural, com o intuito de levantar dados sobre o processo de apropriação dos conhecimentos matemáticos pelas docentes. O processo formativo, pautado nos pressupostos da Atividade Orientadora de Ensino, privilegiou a apresentação de situações-problema, cujas soluções possibilitaram a elaboração de conhecimentos, referentes não apenas aos conteúdos matemáticos, mas, também, à prática docente: ensinar, aprender e avaliar em matemática. Na análise dos dados, utilizamos o conceito de isolado (CARAÇA, 1989, MOURA, 2000) como princípio teórico-metodológico para a compreensão do fenômeno em desenvolvimento. Os dados foram organizados em três isolados aprendizagem docente, organização do ensino e prática pedagógica, tendo em vista a relação de interdependência e fluência entre os mesmos. Na relação entre a aprendizagem docente (apropriação dos conceitos teórico-metodológicos sobre o ensino de matemática), a organização do ensino (como elaborar atividade de ensino para que os alunos se apropriem dos conceitos) e a prática pedagógica (como colocar os conceitos teórico-metodológicos em ação na sala de aula) é que o professor se desenvolve profissionalmente, isto é, aprende a ser professor em um contínuo processo formativo. A síntese sobre o processo de aprendizagem docente foi importante para a sistematização dos elementos norteadores da avaliação em matemática na perspectiva da teoria histórico-cultural. Os resultados evidenciaram que a avaliação constitui-se em um constante processo de análise e síntese e seu direcionamento é dado pelo objetivo da atividade de ensino elaborada pelo professor, ou seja, sua intencionalidade pedagógica. A característica principal da avaliação consiste no acompanhamento do processo de ensino e aprendizagem, por meio da análise do sistema de atividade, na dinâmica entre a atividade de ensino e a atividade de aprendizagem, considerando os elementos constitutivos da atividade (necessidade, motivos, objetivos, ações e operações). Por meio da análise das ações de ensino e de aprendizagem, tendo como parâmetros as características do pensamento teórico (reflexão, análise e planificação teórica), concluímos que a avaliação é mediadora entre a atividade de ensino elaborada pelo professor e a atividade de aprendizagem realizada pelos escolares. / This research aims to investigate the meaning of evaluation in mathematics from the historical-cultural perspective, focusing on the activity theory. In order to develop the investigation, a collaborative group was formed from the Oficina Pedagógica de Matemática de Ribeirão Preto São Paulo (Math Pedagogic Workshop of Ribeirão Preto OPM/RP), constituted by teachers of Educação Infantil (Brazilian Primary Education) and teachers of the first years of Ensino Fundamental (Brazilian Secondary Education), which were participants of this research. The main role of the collaborative group was to offer an oriented development to the teachers about the teaching of mathematics from the historical-cultural perspective, aiming at collecting data on the process of appropriation of mathematical knowledge by the teachers. The development process, based on the premises of the Teaching Oriented Activity, privileged the introduction of problem-solving situations, whose solutions allowed the elaboration of knowledge, referring not only to math contents, but also to the teaching practice: teaching, learning and evaluating in mathematics. In analyzing data, we used the concept of isolated (CARAÇA, 1989, MOURA, 2000) as a theoreticalmethodological principle to understand the phenomenon under development. Data were organized into three isolated teachers learning, teaching organization and pedagogical practice, having in mind the relationship of interdependency and fluency among them. It is in the relationship among the teachers learning (appropriation of theoretical-methodological concepts on the teaching of mathematics), the organization of teaching (how to elaborate the teaching activity so that students can appropriate concepts) and the pedagogical practice (how to put theoretical-methodological concepts into practice in the classroom) that the teacher develops professionally, that is, learns to become a teacher through a continuous developing process. The synthesis about the teachers learning process was important to systematize the guiding elements of evaluation in mathematics from the historical-cultural perspective. Results showed that evaluation is constituted of a continuous process of analysis and synthesis, and its north is set by the aim of the teaching activity elaborated by the teacher, that is, his/her pedagogical intentionality. The main characteristic of evaluation lies on keeping track of the teaching and learning process, by means of the analysis of the activity system, along the dynamics between the teaching activity and the learning activity, taking into consideration the activity constitutive elements (need, reasons, objectives, actions and operations). By analyzing the actions of teaching and the actions of learning, having as parameters the characteristics of the theoretical thought (reflection, analysis and theoretical rationalization), we conclude that evaluation is a mediator between the teaching activity elaborated by the teacher and the learning activity performed by the school students.

The purpose of this project was to develop an environmental education program guidebook for use by the Episcopal Church.

O objetivo desta pesquisa consiste em investigar o significado da avaliação em matemática na perspectiva histórico-cultural, focalizando a teoria da atividade. Para o desenvolvimento dessa investigação, foi formado o grupo colaborativo da Oficina Pedagógica de Matemática de Ribeirão Preto (OPM/RP), constituído por professoras da Educação Infantil e séries iniciais do Ensino Fundamental, as quais foram sujeitos da pesquisa. A função principal do grupo colaborativo foi proporcionar uma formação orientada às professoras sobre o ensino de matemática na perspectiva histórico-cultural, com o intuito de levantar dados sobre o processo de apropriação dos conhecimentos matemáticos pelas docentes. O processo formativo, pautado nos pressupostos da Atividade Orientadora de Ensino, privilegiou a apresentação de situações-problema, cujas soluções possibilitaram a elaboração de conhecimentos, referentes não apenas aos conteúdos matemáticos, mas, também, à prática docente: ensinar, aprender e avaliar em matemática. Na análise dos dados, utilizamos o conceito de isolado (CARAÇA, 1989, MOURA, 2000) como princípio teórico-metodológico para a compreensão do fenômeno em desenvolvimento. Os dados foram organizados em três isolados aprendizagem docente, organização do ensino e prática pedagógica, tendo em vista a relação de interdependência e fluência entre os mesmos. Na relação entre a aprendizagem docente (apropriação dos conceitos teórico-metodológicos sobre o ensino de matemática), a organização do ensino (como elaborar atividade de ensino para que os alunos se apropriem dos conceitos) e a prática pedagógica (como colocar os conceitos teórico-metodológicos em ação na sala de aula) é que o professor se desenvolve profissionalmente, isto é, aprende a ser professor em um contínuo processo formativo. A síntese sobre o processo de aprendizagem docente foi importante para a sistematização dos elementos norteadores da avaliação em matemática na perspectiva da teoria histórico-cultural. Os resultados evidenciaram que a avaliação constitui-se em um constante processo de análise e síntese e seu direcionamento é dado pelo objetivo da atividade de ensino elaborada pelo professor, ou seja, sua intencionalidade pedagógica. A característica principal da avaliação consiste no acompanhamento do processo de ensino e aprendizagem, por meio da análise do sistema de atividade, na dinâmica entre a atividade de ensino e a atividade de aprendizagem, considerando os elementos constitutivos da atividade (necessidade, motivos, objetivos, ações e operações). Por meio da análise das ações de ensino e de aprendizagem, tendo como parâmetros as características do pensamento teórico (reflexão, análise e planificação teórica), concluímos que a avaliação é mediadora entre a atividade de ensino elaborada pelo professor e a atividade de aprendizagem realizada pelos escolares. / This research aims to investigate the meaning of evaluation in mathematics from the historical-cultural perspective, focusing on the activity theory. In order to develop the investigation, a collaborative group was formed from the Oficina Pedagógica de Matemática de Ribeirão Preto São Paulo (Math Pedagogic Workshop of Ribeirão Preto OPM/RP), constituted by teachers of Educação Infantil (Brazilian Primary Education) and teachers of the first years of Ensino Fundamental (Brazilian Secondary Education), which were participants of this research. The main role of the collaborative group was to offer an oriented development to the teachers about the teaching of mathematics from the historical-cultural perspective, aiming at collecting data on the process of appropriation of mathematical knowledge by the teachers. The development process, based on the premises of the Teaching Oriented Activity, privileged the introduction of problem-solving situations, whose solutions allowed the elaboration of knowledge, referring not only to math contents, but also to the teaching practice: teaching, learning and evaluating in mathematics. In analyzing data, we used the concept of isolated (CARAÇA, 1989, MOURA, 2000) as a theoreticalmethodological principle to understand the phenomenon under development. Data were organized into three isolated teachers learning, teaching organization and pedagogical practice, having in mind the relationship of interdependency and fluency among them. It is in the relationship among the teachers learning (appropriation of theoretical-methodological concepts on the teaching of mathematics), the organization of teaching (how to elaborate the teaching activity so that students can appropriate concepts) and the pedagogical practice (how to put theoretical-methodological concepts into practice in the classroom) that the teacher develops professionally, that is, learns to become a teacher through a continuous developing process. The synthesis about the teachers learning process was important to systematize the guiding elements of evaluation in mathematics from the historical-cultural perspective. Results showed that evaluation is constituted of a continuous process of analysis and synthesis, and its north is set by the aim of the teaching activity elaborated by the teacher, that is, his/her pedagogical intentionality. The main characteristic of evaluation lies on keeping track of the teaching and learning process, by means of the analysis of the activity system, along the dynamics between the teaching activity and the learning activity, taking into consideration the activity constitutive elements (need, reasons, objectives, actions and operations). By analyzing the actions of teaching and the actions of learning, having as parameters the characteristics of the theoretical thought (reflection, analysis and theoretical rationalization), we conclude that evaluation is a mediator between the teaching activity elaborated by the teacher and the learning activity performed by the school students.

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-12T20:21:52Z No. of bitstreams: 1 DissJPR.pdf: 2816780 bytes, checksum: a7109da34ad0c4f39b0315a0eb78957f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:08:43Z (GMT) No. of bitstreams: 1 DissJPR.pdf: 2816780 bytes, checksum: a7109da34ad0c4f39b0315a0eb78957f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:08:49Z (GMT) No. of bitstreams: 1 DissJPR.pdf: 2816780 bytes, checksum: a7109da34ad0c4f39b0315a0eb78957f (MD5) / Made available in DSpace on 2016-09-16T19:08:55Z (GMT). No. of bitstreams: 1 DissJPR.pdf: 2816780 bytes, checksum: a7109da34ad0c4f39b0315a0eb78957f (MD5) Previous issue date: 2015-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This current research, of qualitative nature, has been led by the question: which senses and meanings can be produced by undergraduate and graduate students while they experience, study and create teaching activities from a logical-historical perspective? Our aim was to identify and analyze the senses and meanings manifested by two subjects that composed a group of ten undergraduate and three graduate students, who gathered virtually and in person, over a semester, to reflect collectively upon the organization of teaching by means of teaching activities founded by the logical-historical perspective. To conduct the research, we sought theoretical fundaments in the logical-historical dialectical perspective on theoretical constructs that deal with Teaching Orienting Activities (AOE in Portuguese) and with the concepts of sense and meaning studied by Vygostsky. The gatherings took place in the context of the Integration, Teaching, Research and Extension Curricular Activity (ACTEPE in Portuguese) entitled: “When the history of Mathematics becomes a teaching methodology,” and they were split in three blocks: the first was aimed at motivation to work under a logicalhistorical perspective; the second one, at the study and deep analysis of it; and the third one, at the organization of teaching activities founded by this perspective. The following instruments were used to constitute research data: a field journal; narratives; audio recording of the gatherings, which were transcribed; forums held in a virtual environment; and propositions of activities that were designed or adapted by the participants and presented in the last gatherings. Upon these propositions and three specific criteria, two participants, whose trajectories were followed along the sixteen gatherings, were selected. The senses and meanings manifested by the subjects, in the context of the present study, show that organizing teaching from a logical-historical perspective can allow the involved students to seize the concepts through the exercise of thinking about them, making it possible for the learners to feel the need for developing the concept. They also show that the conceptual nexuses - both internal and external - are important theoretical constructs when working under this perspective, for they perceive internal nexuses as those which are not made explicit to the students by a formal concept representation, but they are fundamental to understand it. This meaning makes it important to evince these nexuses to organize teaching. Nevertheless, it is necessary to learn them and history can make it possible, for it holds the conceptual development process and the product of that development. / A presente pesquisa, de natureza qualitativa, se orientou pela questão: quais sentidos e significados podem ser produzidos por licenciandos e pós-graduandos enquanto vivenciam, estudam e elaboram atividades de ensino na perspectiva lógico-histórica? Tivemos por objetivo identificar e analisar os sentidos e significados manifestos por dois sujeitos que compuseram um grupo formado por dez licenciandos e três pós-graduandos, que se reuniram virtualmente e presencialmente, durante um semestre, para refletirem coletivamente sobre a organização do ensino por meio de atividades de ensino fundamentadas na perspectiva lógicohistórica. Para a condução da pesquisa, buscou-se fundamentos teóricos na perspectiva dialética lógico-histórica nos constructos teóricos que tratam da Atividade Orientadora de Ensino (AOE), e dos conceitos de sentidos e significados estudados por Vygotsky. Os encontros ocorreram no contexto da Atividade Curricular de Integração, Ensino, Pesquisa e Extensão (ACIEPE) denominada: “Quando a história da matemática passa a ser metodologia de ensino”, os quais foram divididos em três blocos, sendo o primeiro destinado à motivação para o trabalho com a perspectiva lógico-histórica; o segundo para o seu estudo e aprofundamento; e o terceiro para a organização de atividades de ensino fundamentadas por esta perspectiva. Utilizamos para a constituição dos dados da pesquisa os seguintes instrumentos: diário de campo; narrativas; gravações de áudio dos encontros, que foram transcritas; fóruns realizados em um ambiente virtual; e propostas de atividades elaboradas e/ou adaptadas pelos participantes e apresentadas nos últimos encontros. Partiu-se de tais propostas de atividades e de três critérios específicos para selecionar dois participantes, que tiveram suas trajetórias acompanhadas ao logo dos dezessete encontros. Os sentidos e significados manifestos pelos sujeitos, no contexto do presente estudo, indicam que organizar o ensino a partir da perspectiva lógico-história pode permitir que os estudantes envolvidos se apropriem dos conceitos através do movimento de pensar sobre eles, possibilitando assim, que os educandos possam sentir a necessidade de elaboração do conceito. Indicam ainda, os nexos conceituais, internos e externos, como importantes constructos teóricos ao se trabalhar nessa perspectiva, pois compreendem os nexos internos como aqueles que não se encontram explícitos ao estudante pela representação formal do conceito, mas que são fundamentais para compreensão do mesmo. Tal significado faz com que se torne importante, para a organização do ensino, evidenciar esses nexos. No entanto, é preciso conhecê-los e a história pode possibilitar isso, pois nela está presente o processo de elaboração conceitual e o produto dessa elaboração.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-27T11:43:36Z No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-07T15:19:22Z (GMT) No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-07T15:20:15Z (GMT) No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) / Made available in DSpace on 2017-02-07T15:21:35Z (GMT). No. of bitstreams: 1 DissJDG.pdf: 2538569 bytes, checksum: 2bd392a73e09e78f3c27c58f12aa1f13 (MD5) Previous issue date: 2016-11-17 / Não recebi financiamento / This dissertation presents the master’s research developed at the Professional Graduate Program in Education of the Federal University of São Carlos, guided by the following question: how do students of the 1st grade of Elementary School take in the numerical concept while experiencing teaching activities? The objectives of this research were to identify how children from a class of the 1st grade of Elementary School take in the numerical concept, and to discuss it through the data obtained according to the cultural-historical activity theory. The methodology was based on a qualitative perspective, specifically on a case study of a class of six-year-old students from a municipal school in the state of São Paulo. Three teaching activities with an abacus were developed based on the cultural-historical perspective. Analysis was based on an interpretative view of the demonstrations expressed by the students during the development of the activities, transcribed through filming. The results show that during the realization of the situations triggering learning it was possible to perceive that the students appropriated the numerical concept. / Esta dissertação apresenta a pesquisa de mestrado desenvolvida no Programa de Pós- Graduação Profissional em Educação da Universidade Federal de São Carlos, norteada pela seguinte pergunta: como alunos do 1º ano do Ensino Fundamental se apropriam do conceito numérico enquanto vivenciam atividades de ensino? Os objetivos desta pesquisa foram identificar como ocorre a apropriação do conceito numérico pelas crianças de uma turma do 1º ano do Ensino Fundamental e discutir esta apropriação por meio dos dados obtidos, à luz da teoria histórico-cultural. A metodologia fundamentou-se em uma perspectiva qualitativa, mais especificamente em um estudo de caso de uma turma de alunos de seis anos de idade, em uma sala de aula de uma escola municipal do interior do Estado de São Paulo. Foram desenvolvidas três atividades de ensino com ábaco na perspectiva histórico-cultural. A análise se baseou em uma visão interpretativa das manifestações expressas pelos alunos durante o desenvolvimento das atividades, transcritas através das filmagens. Os resultados nos mostram que, durante a realização das situações desencadeadoras de aprendizagem foi possível perceber que os alunos se apropriaram do conceito numérico.