Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning. / Thesis (PhD)--University of Pretoria, 2016. / Humanities Education / PhD / Unrestricted

Submitted by GABRIELA CASTRO SILVA CAVALHEIRO (gcvsilva@gmail.com) on 2017-08-29T21:47:00Z No. of bitstreams: 1 TES_DOUT20170815_CAVALHEIRO_GABRIELA_CASTRO_SILVA.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-08-30T17:17:23Z (GMT) No. of bitstreams: 1 cavalheiro_gcs_dr_bauru.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5) / Made available in DSpace on 2017-08-30T17:17:23Z (GMT). No. of bitstreams: 1 cavalheiro_gcs_dr_bauru.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5) Previous issue date: 2017-08-15 / Este trabalho trata da resolução de problemas (RP) e da investigação matemática (IM) na formação inicial de professores de Matemática e objetivou responder às seguintes perguntas de pesquisa: Quais as contribuições, para licenciandos em Matemática, de um processo de intervenção formativa que envolve teoria, prática e análise da RP e da IM como metodologias de ensino e aprendizagem de Matemática? Segundo esses sujeitos, quais as potencialidades e as dificuldades didático-pedagógicas no uso em sala de aula das metodologias em questão? Eles preferem alguma dessas metodologias ao utilizá-las na prática? Por quê? Com o intuito de alcançar tal objetivo, realizou-se uma investigação qualitativa, mediante estudo do caso a seguir: um processo de intervenção formativa, com sete licenciandos em Matemática, de uma instituição pública de Ensino Superior no interior do estado de São Paulo, matriculados na disciplina Prática Pedagógica VI, vinculada ao estágio supervisionado II, que aborda observação e regência nos anos finais do Ensino Fundamental. Tal processo foi constituído por cinco fases: 0. Discussão sobre a RP e a IM como metodologias de ensino e aprendizagem de Matemática; 1. Elaboração de planos de aula de RP e de IM; 2. Simulação das regências de aula na disciplina Prática Pedagógica VI; 3. Aplicação das regências em aulas de Matemática nas escolas onde os licenciandos estagiavam; e 4. Análise do uso da RP e da IM em termos de potencialidades e dificuldades didático-pedagógicas. A coleta/produção dos dados foi realizada durante três meses, por meio de questionários, análise documental, observação participante e entrevista, sendo analisados à luz dos pressupostos teóricos da análise textual discursiva. Concluiu-se que o processo de intervenção formativa permitiu aos futuros professores: a) ampliar seus conhecimentos prévios e construir novos, b) investigar sua própria prática docente, c) contrastar uma metodologia com a outra, d) refletir na e sobre a ação docente, e e) relacionar teoria e prática. Além disso, esses sujeitos apontaram potencialidades e dificuldades didático-pedagógicas próprias do uso da RP ou IM e também comuns à utilização de ambas as metodologias. Entende-se que esta pesquisa contribuiu para as áreas de Educação e Educação Matemática, pois o processo de intervenção formativa deu origem a uma metodologia de formação docente e também trouxe elementos para práticas pedagógicas efetivas na Educação Básica. / This work deals with problem solving (PS) and mathematical investigation (MI) in the initial Mathematics teacher training and aims to answer the following research questions: What contributions, for undergraduate students in Mathematics, of a process of formative intervention that involves theory, practice and analysis of PS and MI as methodologies of teaching and learning of Mathematics? According to these subjects, what are the didactic-pedagogical potentialities and difficulties in classroom use of the methodologies in question? Do they prefer any of these methodologies when using them in practice? Because? In order to achieve this objective, a qualitative investigation was carried out, through a study of the following case: a process of formative intervention with seven undergraduate students in Mathematics of a public university in the interior of the state of São Paulo, enrolled in the discipline Pedagogical Practice VI, linked to the supervised stage II, which addresses observation and regency in the Secondary School. This process was constituted by five phases: 0. Discussion about PS and MI as methodologies of teaching and learning of Mathematics; 1. Preparation of PS and MI lesson plans; 2. Simulation of the classroom regencies in the discipline Pedagogical Practice VI; 3. Application of regencies in mathematics classes in schools where undergraduate students trained; And 4. Analysis of the use of PS and MI in terms of didactic-pedagogical potentialities and difficulties. The collection/production of the data was done during three months, through questionnaires, documentary analysis, participant observation and interview, being analyzed in light of the theoretical assumptions of the discursive textual analysis. It was concluded that the process of formative intervention allowed the future teachers to: a) expand their previous knowledge and build new ones, b) investigate their own teaching practice, c) contrast one methodology with the other, d) reflect on and about the teaching activity, and e) relate theory and practice. In addition, these subjects pointed out the didactic-pedagogical potentialities and difficulties characteristic of the use of PS or MI and also common to the use of both methodologies. It is understood that this research contributed to the areas of Education and Mathematical Education, since the process of formative intervention gave rise to a methodology of teacher training and also brought elements for effective pedagogical practices in Basic Education.

[ES] La presente tesis doctoral se enmarca en un conjunto de investigaciones centradas en el empleo de metodologías activas en el ámbito de las matemáticas, con el propósito de incrementar tanto los logros de aprendizaje como la motivación de los estudiantes en los niveles de educación secundaria y universitaria. En un contexto en el que se observa una disminución en el interés de los alumnos hacia las matemáticas, disciplina que perciben como desafiante y abstracta, se reconoce la necesidad apremiante de que los docentes proporcionen herramientas innovadoras y adopten enfoques pedagógicos que revitalicen el interés de los estudiantes en esta materia. La profunda comprensión de los conceptos matemáticos se revela como un componente crucial para un aprendizaje significativo y requiere de una diversidad de enfoques y estrategias educativas que puedan aplicarse para fortalecer la formación de los alumnos, promoviendo el desarrollo integrado de competencias matemáticas y tecnológicas. A través de metodologías activas, como flipped classroom, aprendizaje cooperativo, aprendizaje basado en juegos o gamificación, que poseen un gran potencial didáctico, los alumnos tienen la oportunidad de alcanzar un aprendizaje efectivo, lo que implica que pueden comprender de manera efectiva y eficiente los conceptos matemáticos, al mismo tiempo que se mejora el potencial del grupo clase Las experiencias recopiladas en esta investigación, que incluyen la implementación de la metodología flip, el uso de vídeos didácticos enriquecidos, la gamificación, materiales manipulativos, herramientas tecnológicas y la promoción del pensamiento computacional, entre otras, abarcan tanto la educación preuniversitaria, que engloba secundaria y bachillerato, como la universitaria. La metodología de investigación se fundamenta en un enfoque exploratorio, pre-experimental y cuasi-experimental de naturaleza transversal. En todos los casos, se incorporan fundamentos teóricos que respaldan las experiencias realizadas, así como análisis cuantitativos y cualitativos de los datos recopilados. Los resultados obtenidos en estos estudios reflejan un notorio aumento en los logros de aprendizaje y la motivación de los estudiantes como consecuencia de la implementación de estas metodologías. En resumen, esta tesis doctoral se erige como un compendio de investigaciones que subrayan la importancia de las metodologías activas en la enseñanza de las matemáticas en los niveles de educación secundaria y universitaria. Los hallazgos respaldan la efectividad de estas metodologías para reavivar el interés de los estudiantes en las matemáticas y promover un aprendizaje más profundo y motivador en estas áreas. Con ello, se sientan las bases para una mejora continua en la enseñanza de las matemáticas en todos los niveles educativos. / [CA] La present tesi doctoral s'emmarca en un conjunt d'investigacions centrades en l'ús de metodologies actives en l'àmbit de les matemàtiques, amb el propòsit d'incrementar tant els assoliments d'aprenentatge com la motivació dels estudiants en els nivells d'educació secundària i universitària. En un context en el qual s'observa una disminució en l'interés dels alumnes cap a les matemàtiques, disciplina que perceben com a desafiadora i abstracta, es reconeix la necessitat urgent que els docents proporcionen eines innovadores i adopten enfocaments pedagògics que revitalitzen l'interés dels estudiants en esta matèria. La profunda comprensió dels conceptes matemàtics es revela com un component crucial per a un aprenentatge significatiu i requereix d'una diversitat d'enfocaments i estratègies educatives que puguen aplicar-se per a enfortir la formació dels alumnes, promovent el desenvolupament integrat de competències matemàtiques i tecnològiques. A través de metodologies actives, com flipped classroom, aprenentatge cooperatiu, aprenentatge basat en jocs o ludificació, que posseeixen un gran potencial didàctic, els alumnes tenen l'oportunitat d'aconseguir un aprenentatge efectiu, la qual cosa implica que poden comprendre de manera efectiva i eficient els conceptes matemàtics, al mateix temps que es millora el potencial del grup classe Les experiències recopilades en esta investigació, que inclouen la implementació de la metodologia flip, l'ús de vídeos didàctics enriquits, la ludificació, materials manipulatius, eines tecnològiques i la promoció del pensament computacional, entre altres, abasten tant l'educació preuniversitària, que engloba secundària i batxillerat, com la universitària. La metodologia d'investigació es fonamenta en un enfocament exploratori, pre-experimental i quasiexperimental de naturalesa transversal. En tots els casos, s'incorporen fonaments teòrics que recolzen les experiències realitzades, així com anàlisis quantitatives i qualitatives de les dades recopilades. Els resultats obtinguts en estos estudis reflecteixen un notori augment en els assoliments d'aprenentatge i la motivació dels estudiants a conseqüència de la implementació d'estes metodologies. En resum, esta tesi doctoral s'erigeix com un compendi d'investigacions que subratllen la importància de les metodologies actives en l'ensenyament de les matemàtiques en els nivells d'educació secundària i universitària. Les troballes recolzen l'efectivitat d'estes metodologies per a reavivar l'interés dels estudiants en les matemàtiques i promoure un aprenentatge més profund i motivador en estes àrees. Amb això, s'estableixen les bases per a una millora contínua en l'ensenyament de les matemàtiques en tots els nivells educatius. / [EN] This doctoral thesis is part of a set of research projects focused on the use of active methodologies in the field of mathematics, with the aim of increasing both learning achievements and student motivation in secondary and university levels. In a context where there is a decline in students' interest in mathematics, a discipline perceived as challenging and abstract, it is recognized the pressing need for teachers to provide innovative tools and adopt pedagogical approaches that revitalise students' interest in this subject. A deep understanding of mathematical concepts emerges as a crucial component for meaningful learning and requires a diversity of approaches and educational strategies that can be applied to strengthen students' education, promoting the integrated development of mathematical and technological competencies. Through active methodologies such as flipped classroom, cooperative learning, game-based learning, or gamification, which have great didactic potential, students can achieve effective learning, implying that they can understand mathematical concepts effectively and efficiently while enhancing the potential of the class group. The experiences gathered in this research, including the implementation of the flip methodology, the use of enriched educational videos, gamification, manipulative materials, technological tools, and the promotion of computational thinking, among others, span both pre-university education, including secondary and high school, and university education. The research methodology is based on an exploratory, pre-experimental, and quasi-experimental cross-sectional approach. In all cases, theoretical foundations supporting the experiences are incorporated, along with quantitative and qualitative analysis of the collected data. The results obtained in these studies reflect a noticeable increase in learning achievements and student motivation because of the implementation of these methodologies. In summary, this doctoral thesis stands as a compendium of research highlighting the importance of active methodologies in the teaching of mathematics at the secondary and university levels. The findings support the effectiveness of these methodologies in reigniting students' interest in mathematics and promoting deeper and more motivating learning in these areas. With this, it lays the groundwork for continuous improvement in the teaching of mathematics at all educational levels. / Jiménez Hernández, C. (2024). Diseño, implementación y análisis de diferentes metodologías activas en el proceso de enseñanza-aprendizaje de matemáticas [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/203650