1966年聯合國教科文組織通過《關於教師地位之建議書》，肯定教師為一專門職業，並表示：「在執行其專業任務時，教師應享有學術自由。由於教師特別有資格去評估最適合學生的教學輔助方法，他們應當在如教材的選擇及修正、教科書之評選及教學方式之實際應用等方面，擔負決定性的角色。」然而戰後台灣中小學的教育內容長期由教育部掌控，統編本教科書、禁止使用參考書及測驗卷，都是許多台灣中小學生求學時的共同經驗。在種種政策的限制下，教師長期欠缺教材選擇權。 本論文從教師教材選擇權的理論出發，透過政府公報、報紙等史料的瀏覽以及相關法令的分析，嘗試呈現戰後台灣國民中小學教師教材選擇權的發展脈絡及面貌。國民中小學教師的教材選擇，包括教科書選擇與補助教材選擇。在教科書選擇方面，深受教科書制度影響，而影響戰後台灣教科書政策的主要因素有蔣中正的強人意志、升學主義和解嚴後對教育開放多元的訴求。而在補助教材的選擇上，同樣受到政府的限制。其中參考書和測驗卷的使用，教育部更始終採取禁止的態度。 / In 1966, United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted “Recommendation Concerning the Status of Teachers” agreed that teaching should be regarded as a profession and said, “The teaching profession should enjoy academic freedom in the discharge of professional duties. Since teachers are particularly qualified to judge the teaching aids and methods most suitable for their pupils, they should be given the essential role in the choice and the adaptation of teaching material, the selection of textbooks and the application of teaching methods.” This thesis starts from theoretical studies, through analyzes in government published gazette, newspaper, and related law and ordinance, and then attempts to present the development of teacher’s option in teaching materials of Elementary School and Junior High School after the Second World War in Taiwan. The teaching materials include textbooks, reference books, and supplementary materials. The educational policy and school system effect deeply to the selection in textbooks. The Chiang Kai-Shek’s determination, the Obsession, and demands of open and diversification of education after martial law lifted are all the major causes to define the textbook policy in Taiwan after WWII. In the selection of supplementary materials, it is also under government’s restriction. The usage of reference books and test paper are complete prohibited by Ministry of Education in Taiwan.

<p>The main purpose with this study is to describe teachers’ use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers. The analysis was made using qualitative methods and with a perspective of didactics.</p><p>The results show that textbooks are not as dominating in the classroom as recent studies have proposed. Instead we can see a varied and flexible use of different educational materials, where teachers consciously and independently choose both which media to use and how to use it. Their aim is to shape a curriculum which helps the students learn, but it is seldom explicitly formulated by the teachers. That is among other things discussed in this study, together with the result that school subjects affect the use of teaching material more than teaching styles do.</p> / <p>Syftet med undersökningen är att beskriva användningen av läromedel och hjälpmedel på gymnasiet, samt att diskutera denna användning i förhållande till skolämne och lärarstil. Data har samlats in dels under tjugo klassrumsobservationer i ämnena svenska, engelska och religion, dels genom öppna intervjuer med de fyra undervisande lärarna. Dessa data har sedan analyserats med kvalitativa metoder och ur ett didaktiskt lärarperspektiv.</p><p>Resultatet visar att läroböcker inte har den dominerande roll i undervisningen som tidigare forskning pekat på. Istället ser vi här en varierad och flexibel materialanvändning, där lärarna mycket medvetet väljer både vilka läromedel och hjälpmedel som används och också hur de används. Målet för dem är hela tiden att utifrån de förutsättningar de har forma en undervisning som hjälper eleverna att lära. Att detta och andra mål för läromedelsanvändningen sällan uttrycks explicit av lärarna diskuteras i uppsatsen, liksom att ämnet verkar påverka användningen mer än lärarstilen.</p>

Denna rapport handlar om utveckling av ett undervisningsmaterial för elever på fordonsprogrammet inom området elektroniska styrsystem. Rapporten beskriver processen från idé fram till färdigt undervisningsmaterial. Detta har tagits fram för att ge eleverna en bredare, mer generell kunskap inom detta ämnesområde än vad som är möjligt att få genom enbart teoretisk undervisning kring utvalda märkesspecifika system.  Undervisningsmaterialet bygger på teoretiska avsnitt som varvas med praktiska övningar kring en mikrokontroller med tillhörande sensorer och aktuatorer. Genom att skapa korta styrprogram som hanterar dessa sensorer kan olika funktioner skapas med hjälp av mikrokontrollen. Detta gör att många av de delfunktioner som används inom fordonselektroniska styrsystem kan simuleras.

The aim of this essay has been to show how the object America is constructed in two of the most used history books in Swedish high school. The theoretical framework used in this paper is based on the post-structural discourse analysis as presented by Michel Foucault. More specifically can be said that Foucault´s theories about formation of objects have been used as a tool to show how the image of America is constructed in the books. Later this paper also discuses which subject positioning the studied books take, also this inspired by Foucault´s theories. The study is presented with long quotes from the studied material to reach a transparency that enables the reader to see which dictums the conclusions are based on. This also makes it easy for the reader to judge whether or not the conclusions are reasonable. Two central themes has been located and focused on: 1) The arrival of the Europeans and their conquest of America and 2) the emancipation from Europe. With its focus on America this essay has been able to reveal that America gets its meaning through the Europeans which due to the theoretical framework means that America doesn´t exist without being contrasted with the European civilization. The essay has also shown that the linguistic category “America” embodies different significance in different parts of the books. At first America is generally described as a continent without history that gets invaded by Europeans and the linguistic category refers to current Latin America. This changes however and later the linguistic category “America” refers to the current United States and gets associated with terms such as freedom.

The main purpose with this study is to describe teachers’ use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers. The analysis was made using qualitative methods and with a perspective of didactics. The results show that textbooks are not as dominating in the classroom as recent studies have proposed. Instead we can see a varied and flexible use of different educational materials, where teachers consciously and independently choose both which media to use and how to use it. Their aim is to shape a curriculum which helps the students learn, but it is seldom explicitly formulated by the teachers. That is among other things discussed in this study, together with the result that school subjects affect the use of teaching material more than teaching styles do. / Syftet med undersökningen är att beskriva användningen av läromedel och hjälpmedel på gymnasiet, samt att diskutera denna användning i förhållande till skolämne och lärarstil. Data har samlats in dels under tjugo klassrumsobservationer i ämnena svenska, engelska och religion, dels genom öppna intervjuer med de fyra undervisande lärarna. Dessa data har sedan analyserats med kvalitativa metoder och ur ett didaktiskt lärarperspektiv. Resultatet visar att läroböcker inte har den dominerande roll i undervisningen som tidigare forskning pekat på. Istället ser vi här en varierad och flexibel materialanvändning, där lärarna mycket medvetet väljer både vilka läromedel och hjälpmedel som används och också hur de används. Målet för dem är hela tiden att utifrån de förutsättningar de har forma en undervisning som hjälper eleverna att lära. Att detta och andra mål för läromedelsanvändningen sällan uttrycks explicit av lärarna diskuteras i uppsatsen, liksom att ämnet verkar påverka användningen mer än lärarstilen.

Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a preparatory class and the other school is placing the child into a regular class. Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines. Method: The study is based on two methods. One method are interviews, we interviewed three active persons from each selected school. We also interviewed a researcher in this subject and a person who works for the municipality with the reception of newly arrived children. The second method is based on textual analysis document issued by the Immigration Department (Migrationsverket) and the Education Department (Skolverket) as well as the Municipalities and Counties of Sweden (Sveriges Kommuner och Landsting). Theories: We have chosen to use two social theories: Mead's interactionist theory and Vygotsky's sociocultural theory. These theories are both based on the importance of social interaction for development. Conclusions: We have concluded that the most important thing is not whether the child is placed in preparatory class or a regular class. The key factor is how the teaching is, what resources are available and what skills the teacher has. We have also concluded that there are guidelines from the Education Department but that the schools in this study did not follow.

In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.

The main aim of this diploma thesis is to make a collection of problems out of the thematic topic of number and variable, and divisibility of natural numbers which integrates the chosen curriculum in the educational area of Mathematics and its Applications and Man and the Society. The work is divided into two parts. The first part focuses on the theoretical background of the topic. The second, practical part includes the chosen curriculum (in terms of divisibility of natural numbers) from the point of view of the educational areas of Mathematics and its Applications and Man and the Society. The practical part can be used as a material for interdisciplinary teaching. There are also solutions for each piece of the material.

Made available in DSpace on 2016-06-02T20:25:01Z (GMT). No. of bitstreams: 1 1681.pdf: 9469748 bytes, checksum: c338529cfdda9ab66d63e87dd75ae7ab (MD5) Previous issue date: 2008-01-09 / This study presents a comparison of the English as a Foreign Language courses offered at two companies. Our purpose is to evaluate what is the treatment of the language use specificities in these companies employees peformance of their functions in their daily work routine. We discuss the key role of needs analysis in the design of effective LSP courses, as stated by Hutchinson and Waters (1984, 1987) and Dudley-Evans and St John (1998), among other reserchers in the field. Our data analysis shows how important it is that professionals who decide to work in this area search for solid theoretical information on this fruitful and progressive branch of EFL/ESL, more specifically. Our study can provide initial theoretical basis for those language teachers, especially the ones working with EFL,who wish to be introduced or to obtain / Este estudo objetiva comparar os cursos de inglês de duas empresas a fim de avaliar qual o tratamento dado às especificidades de uso da língua no desempenho das funções de seus funcionários-alunos em suas rotinas de trabalho. Embasados, principalmente, nos achados de Hutchinson e Waters (1984, 1987) e Dudley-Evans e St John (1998), discutimos a relevância da análise de necessidades como instrumento essencial para o planejamento de um curso para propósitos específicos mais adequado às necessidades e aos interesses de um público-alvo. A análise de dados mostra a importância que o conhecimento teórico sobre o ensino de línguas para propósitos específicos tem no trabalho de profissionais que se propõem a atuar nessa, fértil e crescente, área do ensino de línguas. Esta pesquisa pode ser utilizada como um embasamento teórico inicial para professores de língua estrangeira, sobretudo língua inglesa, que queiram conhecer ou saber mais a respeito do planejamento de um curso para propósitos específicos.

Submitted by Simone Souza (simonecgsouza@hotmail.com) on 2017-06-27T15:24:33Z No. of bitstreams: 1 DISS_2014_Claudia Regina Soares Magnani.pdf: 6074115 bytes, checksum: 4a8a0b98c454a2a9b31de6cb57cc52ce (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-27T16:23:25Z (GMT) No. of bitstreams: 1 DISS_2014_Claudia Regina Soares Magnani.pdf: 6074115 bytes, checksum: 4a8a0b98c454a2a9b31de6cb57cc52ce (MD5) / Made available in DSpace on 2017-06-27T16:23:25Z (GMT). No. of bitstreams: 1 DISS_2014_Claudia Regina Soares Magnani.pdf: 6074115 bytes, checksum: 4a8a0b98c454a2a9b31de6cb57cc52ce (MD5) Previous issue date: 2014-02-14 / O presente trabalho apresenta um estudo sobre o desenvolvimento de meios alternativos para o ensino de Química na Educação Básica, motivado pelo aumento da potencialidade na efetivação do processo de ensino-aprendizagem por meio da junção de âmbitos virtuais e estratégias de ensino. Após análise dos temas abordados na Revista QNEsc no período de 1995 a 2011, pôde-se perceber a carência de informações sobre o tema Interações Atômicas e Moleculares. O site QuimiLIG@ foi construído com o objetivo de investigar a contribuição na prática pedagógica de professores de Química da educação básica, especificamente no ensino médio, do conteúdo de Interações Atômicas e Moleculares, buscando também a concepção dos professores com relação à sua eficiência. A realização da pesquisa teve como base a metodologia qualitativa, onde se encontra presente o estudo de caso, em que o pesquisador analisa os dados de maneira indutiva, considerando toda a riqueza de detalhes presente nas informações e não se atentando apenas às estatísticas. Como instrumentos de coleta de dados foram utilizados estudos nos artigos da Revista Química Nova, livros didáticos, um questionário e reuniões com os sujeitos da pesquisa, membros do PIBID, que analisaram o site e sua relação direta com o ensino de Química e as Tecnologias da Informação e da Comunicação no processo educacional. Por meio da pesquisa foi possível constatar que o ensino de Química muitas vezes torna-se confuso e distante da realidade dos alunos, que, ao se mostrarem constantemente desmotivados por diversas razões (como o modelo educacional tradicional totalmente voltado para a memorização recorrente), tornam o processo de ensino-aprendizagem mais complexo, o que reflete num nível insatisfatório de conhecimento adquirido. As Tecnologias da Informação e da Comunicação têm cumprido um papel importante na dinamização do processo tradicional, propiciando maior interação no âmbito escolar, o que permite aos alunos uma troca de informações mais interativa e que assegura o conhecimento duradouro. O site QuimiLIG@, por proporcionar estratégias de ensino das mais diversas áreas da Química, como Atomística, Tabela Periódica, Interações Atômicas e Moleculares, oferece uma alternativa aos métodos como os livros didáticos, comumente utilizados em sala de aula. Por intermédio desse Guia Didático, o professor pode diversificar o modelo psicopedagógico focado na transmissão-recepção, e o aluno pode se interessar pelo conteúdo visto de diferentes nuances. Na proposta pedagógica foram observados os aspectos que criam situações propícias à aprendizagem e que sensibilizam o aluno de forma a simplificar e esclarecer ao máximo os conteúdos trabalhados. No processo de construção do site foram usadas diversas ferramentas computacionais, como o FileZilla, o Joomla, o Locaweb e o Registro.br, que articulados resultaram na página do Guia Didático na internet. Os resultados dos questionários respondidos pelos sujeitos do PIBID (uma coordenadora, uma supervisora e três alunos da graduação) sobre o QuimiLIG@ foram sistematizados e analisados de maneira que seus resultados atestaram a eficácia do site, com relação aos seus aspectos técnicos, pedagógicos e motivacionais, podendo contribuir, sobretudo de uma forma original e prática para o processo de ensino-aprendizagem de Química. / This work presents a study about the development of alternative methods for the teaching of chemistry in basic education, motivates by the increase of the potentiality in the execution of the teaching-learning process joining the virtual space and teaching strategies. After the review of the themes approached in the QNEsc Magazine in the period of 1995 to 2011, the lack of information about molecular and atomic interactions were very clear. The site QuimiLIG@ was built with the intention of investigate the contribution in the pedagogic practice of chemistry teachers in basic and high school with atomic and molecular interactions, also searching the conception of the teachers and their efficiency. The research execution was based on the qualitative methodology, where the study in case fits; the researcher analyzes the informations in an inductive way, not only being aware of the statistics but also considering all the sort of details brought by the informations. As data collections sources were used the Quimica Nova Magazine articles, didactic books, quiz, meetings with the subjects of the research and the PIBID members that analyzed the site and it’s direct relation with the chemistry teaching and technologies of information in communication with the educational process. Through the research it was possible to see that the chemistry teaching often becomes confusing and far from the reality of the students, who can constantly feel discouraged for many reasons (such as the traditional educational model totally focused on the memorization of the subjects) that make the teaching-learning process more complex, which reflects in an unsatisfactory level of acquired knowledge. Information and communication technologies have fulfilled an important role in streamlining the traditional process, providing greater interaction with the school that allows students a more interactive exchange of information and to ensure the lasting knowledge. The site QuimiLIG@, offers an alternative to methods like textbooks commonly used in the classroom for providing teaching strategies from the most diverse areas of chemistry such as Atomistic, periodic table, Atomic and Molecular Interactions. Through this Didactic Guide, the teacher can diversify the psychology model focusing on the transmission-reception, and the student may be interested by seen the content in different ways and sides. On pedagogical proposal were observed aspects that create situations conducting to learning and to sensitize the student in order to simplify and clarify the contents worked. In the process of construction of the site were used various computational tools, such as FileZilla, Joomla, Locaweb and the Registro.br, which articulated resulted in Didactic Guide page on the internet. The results of the questionnaires answered by the PIBID subjects (a coordinator, a supervisor and three graduate students) about QuimiLIG@ were systemized and analyzed so that their results attested to the effectiveness of the site with respect to it’s technical aspects, educational and motivational, contributing, especially of an original form and practice for the teaching-learning process of chemistry.