Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-13T11:37:30Z No. of bitstreams: 1 arquivototal.pdf: 2616875 bytes, checksum: 8bae2f31306ed3242aedb8aa81bb39c3 (MD5) / Made available in DSpace on 2016-01-13T11:37:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2616875 bytes, checksum: 8bae2f31306ed3242aedb8aa81bb39c3 (MD5) Previous issue date: 2015-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to understand the sense construction of student statements in e-forums/classes of a course from UAB/UFPB Virtual, according to the dialogic theory of language from Bakhtin and the Circle, for whom the dialogism is an essential condition to the statement production. The leading issue has the objective to answer: “What dialogic relations do the students constitute, in the e-forums/classes, to the comprehension and production of senses in their texts?”. The interest in this study emerges with the researcher experience in superior courses of online distance teaching, that pointed to the need of more researches dedicated to the teaching-learning of the reading and writing processes, focusing on the formation of the responsive-active reader subject. As a research methodology, we opted for the netnographic field study because it allows the immersion of the researcher in loco to the direct observation of language actions of the researched group in different phases, propitiating the surveying, selection and analysis of data. The data were collected through the following instruments: the field diary; the AVA Moodle (1.9.3+ version); the SPRING and 04 sounding questionnaires used in the pilot phase of the research. The corpus is constituted of 50 statements produced by students, in 02 e-forums/classes, in the year of 2010, as responses to activities proposed by a discipline of a course from UAB/UFPB Virtual. Based on the bakhtinian theory – in special, the speech of others and the presumed discourse –, we elaborated the analytical categories to investigate how the voice of others is materialized in the students’ statements. The results evidence that the students interact, basically, with three social voices in the e-forums/classes: the voice of the teacher, the discussed text, and other students which participate of the virtual class. These dialogical relations constituted by students, in the analyzed e-forums, do not always influence, positively, the construction of their statements, because a fragmented reading, or even, an unclear interpretation, when reproduced, collaborate to the thematic deviation, mischaracterizing the e-forums/classes by not having the debate of opinions, but the reproduction of discourses. Among these social relations, the most expressive is the interaction “student-student”, responsible for these deviations, considering that the comprehension of “one” student influences the answer of the “other” in the e-forum/classes. We concluded that this more restrict interaction between “student-student” generate many problems of comprehension in the virtual class, since their statements interact, in their majority, only with generalized and/or fragmented ideas of the texts, creating unsatisfactory responses in relation to the comprehension of the discourses objects. Because of this, the teacher-tutor must be more present in the discussions realized in the e-forums/aula, propitiating a more ample and constructive dialogue between student-text and student-student to avoid such thematic deviations. We also noticed that the studies of Bakhtin and the Circle were significant to understand the construction of the responsive-active reader subject in the teaching-learning of Portuguese language in the online distance teaching. / Este trabajo tiene como objetivo comprender la construcción de sentidos que figuran estudiantes en foros electrónicos / clase de un curso de la UAB / Virtual UFPB la luz de la teoría de la dialógica lenguaje Bajtín y el Círculo para quien el dialogismo es un requisito previo para la obtención de la declaración. La pregunta principal es responder "Lo que los estudiantes de relaciones dialógicas son en foros electrónicos / clase, para la comprensión y producción de significados de sus textos?". El interés en este estudio surge de la experiencia del investigador en la educación superior en la enseñanza a distancia en línea donde verificaou la necesidad de más investigación dedicado a los problemas de la enseñanza y el aprendizaje de la lectura y la escritura, centrándose en la la formación del sujeto lector sensible activo. Como metodología de la investigación, optamos por naturaleza netnographic de estudio de campo por permitir la inmersión del investigador in loco para la observación directa de las acciones lingüísticas del grupo de investigación en las diferentes etapas, que proporciona la encuesta, el análisis y la selección de datos. Los datos fueron recolectados a través de los siguientes instrumentos: el diario de campo; el AVA Moodle (versión 1.9.3+); SPRING y 04 cuestionarios utilizados en la fase experimental de la investigación. El corpus analizado cuenta con 50 enunciados producidos por los estudiantes en 02 foros electrónicos / clase, en 2010, como una respuesta a las actividades de una disciplina de un curso de la UAB / UFPB Virtual. Basado en la teoría de Bakhtin - en particular, el discurso del otro y el supuesto discurso - hemos desarrollado las categorías analíticas para investigar cómo se materializa la voz del otro en las declaraciones de los estudiantes. Los resultados muestran que los estudiantes interactúan principalmente con tres voces sociales en foros electrónicos / clase: la voz del maestro, el texto discutido y otros estudiantes participantes de la clase virtual. Estas relaciones dialógicas establecidas por los estudiantes en foros electrónicos analizados, no siempre influir positivamente en la construcción de sus declaraciones porque una lectura fragmentada, o una interpretación errónea, cuando jugó colaboran para desviaciones del tema, envilecidos los foros electrónicos / clase porque no había discusión de opiniones, pero la reproducción de discursos. Entre estas relaciones sociales las más significativas es la interacción "alumno-alumno" responsable de estas desviaciones, ya que la comprensión de "un" estudiante influye en la respuesta del "otro" en el e-foro / clase. Llegamos a la conclusión de que esta interacción más restringido entre el "alumno-alumno" crea muchos problemas de comprensión en el clase virtual, pues sus declaraciones interactúan, en su mayoría, sólo con las ideas generalizadas y / o fragmentadas de textos, generando respuestas insatisfactorias a la comprensión de los objetos del discurso. Por esta razón, el profesor-tutor debe estar más presente en las discusiones en foros electrónicos / clase, proporcionando un diálogo más amplio y constructivo entre el alumno-texto y alumno-alumno para evitar tales desviaciones del tema. Además, hemos observado que los estudios de Bajtín y el Círculo fueron significativas para entender la construcción del sujeto lector sensible activo en el proceso de enseñanza-aprendizaje de la lengua portuguesa en la educación a distancia en línea. / O presente trabalho objetiva compreender a construção de sentidos de enunciados discentes em e-fóruns/aula de um curso da UAB/UFPB Virtual à luz da teoria dialógica da linguagem de Bakhtin e o Círculo para quem o dialogismo é uma condição essencial para a produção do enunciado. A questão norteadora consiste em responder “Quais relações dialógicas os alunos constituem, nos e-fóruns/aula, para a compreensão e produção de sentidos de seus textos?”. O interesse neste estudo surge com a experiência da pesquisadora em cursos superiores no ensino a distância online, onde verificou a necessidade de mais pesquisas dedicadas à problemática do ensino-aprendizagem da leitura e da escrita, enfocando a formação do sujeito leitor responsivo ativo. Como metodologia de pesquisa, optamos pelo estudo de campo de cunho netnográfico por permitir a imersão da pesquisadora in loco para a observação direta de ações de linguagem do grupo pesquisado em diferentes fases, propiciando o levantamento, a seleção e a análise dos dados. Os dados foram coletados por meio de os seguintes instrumentos: o diário de campo; o AVA Moodle (versão 1.9.3+); o SPRING e 04 questionários de sondagem utilizados na fase piloto de pesquisa. O corpus analisado possui 50 enunciados produzidos por alunos, em 02 e-fóruns/aula, no ano de 2010, como respostas a atividades de uma disciplina de um curso da UAB/UFPB Virtual. Baseados na teoria bakhtiniana – em especial, o discurso de outrem e o discurso presumido –, elaboramos as categorias analíticas para investigarmos como a voz do outro é materializada nos enunciados dos alunos. Os resultados evidenciam que os alunos interagem, basicamente, com três vozes sociais nos e-fóruns/aula: a voz da professora, do texto discutido e de outros alunos participantes da aula virtual. Essas relações dialógicas constituídas pelos alunos, nos e-fóruns analisados, nem sempre influenciam, positivamente, a construção de seus enunciados porque uma leitura fragmenta, ou ainda, uma interpretação equivoca, quando reproduzidas colaboram para os desvios temáticos, descaracterizando os e-fóruns/aula por não haver debate de opiniões, e sim a reprodução de discursos. Dentre essas relações sociais a mais expressiva é a interação “aluno-aluno” responsável por esses desvios, tendo em vista que a compreensão de “um” aluno influencia a resposta do “outro” no e-fórum/aula. Concluímos que essa interação mais restrita entre “aluno-aluno” gera muitos problemas de compreensão na aula virtual visto que seus enunciados interagem, em sua maioria, apenas com ideias generalizadas e/ou fragmentadas dos textos, gerando respostas insatisfatórias em relação à compreensão dos objetos de discursos. Por esse motivo, o professor-tutor deve ser mais presente nas discussões realizadas nos e-fóruns/aula, propiciando um diálogo mais amplo e construtivo entre aluno-texto e aluno-aluno para evitar tais desvios temáticos. Também, evidenciamos que os estudos de Bakhtin e o Círculo se mostraram significativos para entender a construção do sujeito leitor responsivo ativo no processo de ensino-aprendizagem de língua portuguesa no ensino a distância online.

This graduate research thesis describes how to use interactive whiteboards during physics classes in primary school. The thesis focuses on the method and way how to integrate this equipment into classes. Furthermore, there are evaluations of educational applications for this equipment on the Internet and examples of how teachers have incorporated this application into their classes. In addition, this work is supported by research undertaken at selected middle schools in the South Bohemia. The whole work includes videos of this technology being used during physic lectures and own digital learning materials.

<p>У докторској дисертацији најпре је сагледана теоријска основа програмиране наставе и проучена њена заступљеност у настави географије. Након тога је&nbsp; реализовано педагошко истраживање са паралелним групама (експерименталном и контролном) током кога је сагледана ефикасност примене програмиране наставе у настави географије у односу на традиционалну наставу. Експеримент је&nbsp; реализован на узорку од 194 ученика. Инструменти примењени у истраживању су иницијални&nbsp; тест, финални тест и ретест. Сва три теста су обухватала питања из три нивоа знања: основни ниво, средњи ниво и напредни ниво. Осим тестова знања инструмент коришћен у истраживању је анкета за ученике Е групе и наставника географије о примени и ефикасности програмиране наставе у основној школи. Статистичка обрада података добијених натестовима знања и анкетама извршена је применом програмског пакета SPSS 21.0. Експериментално&nbsp; су&nbsp; доказани знатно&nbsp; бољи резултати ученика Е групе на тестовима знања (финалном тесту и ретесту) у односу на ученике К групе. Ученицима је учење географије&nbsp; програмираном наставом било занимљивије, више су научили, и није им било тешко и напорно. Учење географије програмираном наставом помогло им је да боље разумеју градиво из географије. Резултати показују да би наставници географије волели да имају више могућности за примену програмиране наставе, за коју сматрају да је занимљивија за ученике, да их подстиче на учење и да је&nbsp; динамичнија, у односу на традиционални тип наставе.</p> / <p>U doktorskoj disertaciji najpre je sagledana teorijska osnova programirane nastave i proučena njena zastupljenost u nastavi geografije. Nakon toga je&nbsp; realizovano pedagoško istraživanje sa paralelnim grupama (eksperimentalnom i kontrolnom) tokom koga je sagledana efikasnost primene programirane nastave u nastavi geografije u odnosu na tradicionalnu nastavu. Eksperiment je&nbsp; realizovan na uzorku od 194 učenika. Instrumenti primenjeni u istraživanju su inicijalni&nbsp; test, finalni test i retest. Sva tri testa su obuhvatala pitanja iz tri nivoa znanja: osnovni nivo, srednji nivo i napredni nivo. Osim testova znanja instrument korišćen u istraživanju je anketa za učenike E grupe i nastavnika geografije o primeni i efikasnosti programirane nastave u osnovnoj školi. Statistička obrada podataka dobijenih natestovima znanja i anketama izvršena je primenom programskog paketa SPSS 21.0. Eksperimentalno&nbsp; su&nbsp; dokazani znatno&nbsp; bolji rezultati učenika E grupe na testovima znanja (finalnom testu i retestu) u odnosu na učenike K grupe. Učenicima je učenje geografije&nbsp; programiranom nastavom bilo zanimljivije, više su naučili, i nije im bilo teško i naporno. Učenje geografije programiranom nastavom pomoglo im je da bolje razumeju gradivo iz geografije. Rezultati pokazuju da bi nastavnici geografije voleli da imaju više mogućnosti za primenu programirane nastave, za koju smatraju da je zanimljivija za učenike, da ih podstiče na učenje i da je&nbsp; dinamičnija, u odnosu na tradicionalni tip nastave.</p> / <p>Theoretical basis of programmed instruction and its representation in&nbsp; geography&nbsp; teaching&nbsp; was examined in the&nbsp; dissertation.&nbsp; Afterwards,a pedagogical study with parallel groups(an experimental&nbsp; one&nbsp; and&nbsp; a&nbsp; control&nbsp; one)&nbsp; was realized during which the efficacy of programmed instruction in&nbsp; geography&nbsp; teaching in relation to traditional teaching&nbsp; was&nbsp; perceived. The experiment was carried out on a sample of 194 students. The instruments&nbsp; used in the research are&nbsp; an&nbsp; initial test,&nbsp; a&nbsp; final test and&nbsp; a&nbsp; retest. All three tests included questions from the three levels of knowledge: basic level, intermediate level and advanced level. In addition to&nbsp; the tests of knowledge, the&nbsp; instrument&nbsp; which was&nbsp; used in the research&nbsp; was&nbsp; a survey for&nbsp; E group&nbsp; students and geography teachers on the implementation and effectiveness of programmed instruction in elementary school. Statistical analysis of data obtained in these tests and surveys was carried out by applying the software package SPSS 21.0.Significantly better results&nbsp; of&nbsp; E group students on achievement tests (the&nbsp; final test and&nbsp; the&nbsp; retest) were experimentally demonstrated&nbsp; in comparisonto students in K group. The students&nbsp; found&nbsp; learning geography&nbsp; through programmed&nbsp; instruction&nbsp; more interesting, they learned&nbsp; more, and&nbsp; it was not either&nbsp; difficult&nbsp; or hard for them. Learning geography&nbsp; through programmed&nbsp; instruction&nbsp; helped them understand the geography material better. The results show that geography&nbsp; teachers would like to have more opportunities for the implementation of programmed instruction which they&nbsp; find&nbsp; more interesting for students&nbsp; and they also think thatit encourages them to learn and is more dynamic compared to the traditional type of teaching.</p>

In response to the covid-19 pandemic in 2020, the Swedish National Agency for Education and the Public Health Agency of Sweden recommended that all upper secondary schools in Sweden would temporarily transition to distance education. A report was simultaneously ordered by the Swedish School Inspectorate, which would monitor the effects the distance education had on Swedish upper secondary schools. The report found that many areas of the Swedish upper secondary school had suffered during the period of distance education. The purpose for this essay is to examine how the findings of the report corresponds with the experiences in German teaching at upper secondary level, one year after the publishing of the original report. An interview with a teacher of German was conducted, who had spent the last three semesters teaching German in an upper secondary school, which mostly was spent via online teaching due to the recommendations from the Public Health Agency. The findings suggest that most of the negative consequences highlighted by the report coincide with the experiences in teaching of German as a foreign language, although many of the findings also apply to other parts of the schoolsystem as well. The findings, furthermore, seem to indicate that certain aspects of what was highlighted by the report could potentially affect foreign language teaching especially, as language learning depends on interactional factors to be successful. The gradual return of present learning has also created a situation of hybrid learning, which only seem to affect certain parts of the school system, German teaching included. To combat similar situations with negative effects in the future, this essay aims to discuss ways in which to actively work towards a teaching approach that is affected to a lesser extent than have been monitored during the covid-19 pandemic. Ways in which to improve future teaching include actively fostering good motivational practices and adapting to working methods which combine the positives of both present and online teaching practices.

<p>Syftet med denna kvalitativa studie är att undersöka vilken syn lärare och elever har påInternet som arbetsverktyg i undervisningen och skolarbetet. För att ta reda på detta har vigenomfört kvalitativa intervjuer med fyra gymnasielärare, varav två arbetar på en kommunalskola och två arbetar på ett friskolegymnasium. Dessutom har vi genomfört kvantitativaenkätundersökningar med 100 gymnasieelever, 50 på vardera skola. Vår undersökning visaratt lärarna och eleverna är positivt inställda till Internet i undervisningen, men den påvisaräven att eleverna, särskilt de på friskolan, har en tendens att se Internet som sin enda källa,vilket är något som bekymrar lärarna. De menar därtill att källkritik är något man som läraremåste gå igenom kontinuerligt för att få eleverna att förstå innebörden av det och hur viktigtdet är. I resultatdelen jämför vi hur de båda skolorna och dess lärare och elever uppfattar attInternet fungerar som arbetsverktyg och informationskälla samt hur lärarna tror att lärandetoch lärarollen kommer att te sig i framtiden. Efter resultatdelen följer en diskussionsdel där vitar upp varför vi tror att lärarna och eleverna på de två skolorna har dessa uppfattningar ochtankar kring Internet som undervisningsmaterial/medel.</p>

Syftet med denna kvalitativa studie är att undersöka vilken syn lärare och elever har påInternet som arbetsverktyg i undervisningen och skolarbetet. För att ta reda på detta har vigenomfört kvalitativa intervjuer med fyra gymnasielärare, varav två arbetar på en kommunalskola och två arbetar på ett friskolegymnasium. Dessutom har vi genomfört kvantitativaenkätundersökningar med 100 gymnasieelever, 50 på vardera skola. Vår undersökning visaratt lärarna och eleverna är positivt inställda till Internet i undervisningen, men den påvisaräven att eleverna, särskilt de på friskolan, har en tendens att se Internet som sin enda källa,vilket är något som bekymrar lärarna. De menar därtill att källkritik är något man som läraremåste gå igenom kontinuerligt för att få eleverna att förstå innebörden av det och hur viktigtdet är. I resultatdelen jämför vi hur de båda skolorna och dess lärare och elever uppfattar attInternet fungerar som arbetsverktyg och informationskälla samt hur lärarna tror att lärandetoch lärarollen kommer att te sig i framtiden. Efter resultatdelen följer en diskussionsdel där vitar upp varför vi tror att lärarna och eleverna på de två skolorna har dessa uppfattningar ochtankar kring Internet som undervisningsmaterial/medel.

Abstract In our dissertation we address the needs rooting in the ongoing process of systematic efforts to improve the Czech educational system. Mainly, we focus on the question of how to implement the cross-curricular topic Multicultural Education into English language classes at lower and upper secondary schools. As Multicultural Education, along with the other cross-curricular topics, has become an obligatory and essential part of the reformed Czech curricula. The author of this dissertation is employed with the English Department at the Faculty of Education of The University of South Bohemia in České Budějovice. That is why we aim to introduce the theoretical background and history of the cross-curricular topic Multicultural Education in the Czech educational system. Then, based on that theoretical background, we shall design and run a course at the Pedagogical faculty for our students (teachers-to-be) that will provide them with sufficient amount of theory. Within the course the students will be given enough practical examples of the implementation of Multicultural Education into English classes when combining cultural and linguistic aims and at the end of the course we will allow the students to design and try such a class during their peer teaching. We will also publish the results of the course for...