The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

Resumo: Buscar entender como a utilização dos jogos de empresas influenciam no processo de aprendizagem é fundamental para que o uso dos mesmos seja ampliado e mais frequente no ensino superior. Isto está diretamente relacionado ao professor/instrutor quando o mesmo opta por utilizar o jogo de empresas como um recurso didático pedagógico. O presente trabalho apresenta uma análise dos fatores relacionados ao professor/instrutor no processo de ensino aprendizagem mediado por jogos de empresas. A pesquisa é de natureza aplicada nas formas de abordagens quantitativa e qualitativa, com objetivo exploratório e procedimento técnico de pesquisa bibliográfica. Os instrumentos de coleta de dados foram dois questionários on line com perguntas semi-abertas, fechadas e de múltipla escolha. Os dados foram submetidos a análise descritiva, pois foram obtidos junto a professores e coordenadores de cursos do ensino superior e evidenciaram certa resistência por parte dos professores em usar jogos de empresas como um recurso didático pedagógico. Como principais conclusões, pode-se destacar que o professor precisa levar em consideração alguns aspectos fundamentais para o sucesso dos jogos de empresas> estar motivado e disposto a enfrentar desafios que podem surgir; dispor de tempo para preparar-se para o uso do jogo de empresas; adequar e adaptar, da melhor forma possível a sua disciplina ao jogo; cercar-se do maior número possível de informações a respeito do uso de jogos; treinar, exercitar e familiarizar-se com o jogo, antes de utilizá-lo. É necessário despertar no professor/instutor o interesse em invetir tempo para o uso de jogos de empresas que proporcionam ao processo ensino/aprendizagem mais qualidade e treiná-los para explorar, adequadamente, os potenciais do jogo / Abstract: Seek to understand how the use of business games inluences the process of learning is fundamental to their use is extended and more frequent in higher education. This is directly related to the teacher/instructor when it chooses to use the business game as teaching resource teaching. This paper presents an analysis of factors related to teacher/instructor in the teaching and learning process mediated by games companies. The research is of applied nature in the forms of qualitative and quantitative approaches, aiming exploratory procedure and technical literature. The data collection instruments were two questionnaires with questions on-line semi-open, closed and multiple choice. Data were subjected to descriptive analysis, since they were obtained from teachers and coordinators of the courses of higher education and showed some resistance from teachers in using business games as a teaching resource teaching. The main conclusions can be noted that the teacher needs to consider some fundamental aspectos to the success of business games: be motivated and willing to face challenges that may arise; have time to prepare for the use of game enterprises, adapt and adjust, as best we can to discipline his game, sorround yourself with the widest possible range of information regarding the use of games, coaching, exercise and become familiar with the game before using it. It is necessary to awaken the professor/instructor interest in investing time to use of business games that provide the teaching/learning process more quality and train them to operate properly, the potential of the game / Orientador: José de Souza Rodrigues / Coorientador: Manoel Henrique Salgado / Banca: Rui Manuel de Sá Pereira Lima / Banca: Antonio Fernando Crepaldi / Mestre

Made available in DSpace on 2014-06-11T19:26:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-28Bitstream added on 2014-06-13T19:13:21Z : No. of bitstreams: 1 zambelo_ea_me_bauru.pdf: 1037216 bytes, checksum: bfff6e70051d8a32def92237b759d471 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Buscar entender como a utilização dos jogos de empresas influenciam no processo de aprendizagem é fundamental para que o uso dos mesmos seja ampliado e mais frequente no ensino superior. Isto está diretamente relacionado ao professor/instrutor quando o mesmo opta por utilizar o jogo de empresas como um recurso didático pedagógico. O presente trabalho apresenta uma análise dos fatores relacionados ao professor/instrutor no processo de ensino aprendizagem mediado por jogos de empresas. A pesquisa é de natureza aplicada nas formas de abordagens quantitativa e qualitativa, com objetivo exploratório e procedimento técnico de pesquisa bibliográfica. Os instrumentos de coleta de dados foram dois questionários on line com perguntas semi-abertas, fechadas e de múltipla escolha. Os dados foram submetidos a análise descritiva, pois foram obtidos junto a professores e coordenadores de cursos do ensino superior e evidenciaram certa resistência por parte dos professores em usar jogos de empresas como um recurso didático pedagógico. Como principais conclusões, pode-se destacar que o professor precisa levar em consideração alguns aspectos fundamentais para o sucesso dos jogos de empresas> estar motivado e disposto a enfrentar desafios que podem surgir; dispor de tempo para preparar-se para o uso do jogo de empresas; adequar e adaptar, da melhor forma possível a sua disciplina ao jogo; cercar-se do maior número possível de informações a respeito do uso de jogos; treinar, exercitar e familiarizar-se com o jogo, antes de utilizá-lo. É necessário despertar no professor/instutor o interesse em invetir tempo para o uso de jogos de empresas que proporcionam ao processo ensino/aprendizagem mais qualidade e treiná-los para explorar, adequadamente, os potenciais do jogo / Seek to understand how the use of business games inluences the process of learning is fundamental to their use is extended and more frequent in higher education. This is directly related to the teacher/instructor when it chooses to use the business game as teaching resource teaching. This paper presents an analysis of factors related to teacher/instructor in the teaching and learning process mediated by games companies. The research is of applied nature in the forms of qualitative and quantitative approaches, aiming exploratory procedure and technical literature. The data collection instruments were two questionnaires with questions on-line semi-open, closed and multiple choice. Data were subjected to descriptive analysis, since they were obtained from teachers and coordinators of the courses of higher education and showed some resistance from teachers in using business games as a teaching resource teaching. The main conclusions can be noted that the teacher needs to consider some fundamental aspectos to the success of business games: be motivated and willing to face challenges that may arise; have time to prepare for the use of game enterprises, adapt and adjust, as best we can to discipline his game, sorround yourself with the widest possible range of information regarding the use of games, coaching, exercise and become familiar with the game before using it. It is necessary to awaken the professor/instructor interest in investing time to use of business games that provide the teaching/learning process more quality and train them to operate properly, the potential of the game

Submitted by Mario BC (mario@bc.ufrpe.br) on 2017-02-02T13:49:54Z No. of bitstreams: 1 Francisca Alves de Souza.pdf: 1429924 bytes, checksum: 8dcb63580a14736ed7ee893569075561 (MD5) / Made available in DSpace on 2017-02-02T13:49:54Z (GMT). No. of bitstreams: 1 Francisca Alves de Souza.pdf: 1429924 bytes, checksum: 8dcb63580a14736ed7ee893569075561 (MD5) Previous issue date: 2016-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Polynomials are of paramount importance to mathematics and when associated with functions modeling various phenomena of our day to day. This issue is addressed for the rst time at 8 years of elementary school, but students come to high school and college with various dificulties in learning it. These difi culties occur for many reasons, the main one being the aversion that students have the math classes and for that reason this work has as one of its objectives the use of the history of mathematics as a teaching support for teaching and polynomials learning. The other goal is to develop an educational support material for use in the classroom. To verify the e ectiveness of the use of the history of mathematics as a teaching resource in polynomials teaching a survey was conducted with students of the 1st series of technical course in informatics for integrated internet to high school the IFCE-Campus Crato, applying the following methodology: Application a test, which was called test 1, to check students' di culties in resolving issues surrounding the concept of polynomials, then held a workshop for polynomials study using the history of mathematics as a didactic support and to nish we applied a second test (test 2) to see if there was some progress in student learning. / Os polinômios são de suma relevância para a matemática e quando associados a funções modelam vários fenômenos do nosso dia a dia. Esse assunto é abordado, pela primeira vez, no 8º ano do ensino fundamental, porém os alunos chegam ao ensino médio e superior com várias dificuldades na aprendizagem do mesmo. Essas dificuldades ocorrem por inúmeros motivos, sendo um dos principais a aversão que os alunos tem pelas aulas de matemática e por essa razão este trabalho tem como um dos seus objetivos a utilização da história da matemática como suporte didático para o ensino e aprendizagem de polinômios. O outro objetivo é elaborar um material de apoio didático para ser utilizado na sala de aula. Para veri ficar a eficácia da utilização da história da matemática como recurso didático no ensino de polinômios foi realizada uma pesquisa com alunos da 1ª série do curso técnico em informática para internet integrado ao ensino médio do IFCE-Campus Crato, aplicando a seguinte metodologia: aplicação de um teste, o qual foi chamado de Teste 1, para verificar as dificuldades dos alunos na resolução de questões envolvendo o conceito de polinômios, depois foi realizada uma o cina para estudo de polinômios usando a história da matemática como suporte didático e para finalizar foi aplicado um segundo teste (Teste 2) para verificar se houve algum avanço na aprendizagem dos alunos.

Made available in DSpace on 2015-09-25T12:18:09Z (GMT). No. of bitstreams: 1 mestrado_romulo-01_1.pdf: 647333 bytes, checksum: e4e14459fed036e326958b1d3718e6c3 (MD5) Previous issue date: 2012-05-21 / The present work has as its aims to check the contribution of manipulative materials in the learning and teaching process of Mathematics in the classroom routine during contents development. The research has been based in the processes of internalization, mediation, concept formation of Vigotski s social constructive theory, as well as in researches de Fiscarelli, Nacarato, Lorenzato, Aguiar, Turrioni, Fiorentini and Miorim, making use of manipulative materials and Mathematics teaching laboratory from the classroom. The research has been developed on the qualitative research mode, where we make the option for the teacher research approach, where we act as researcher teacher in our own classroom. The field work was done in 9th year class of elementary school in a private school in Campina Grande city. When researching about several authors concepts about the theme, we identified some limitations of a direct order about the manipulative material usage which we cannot use in all classes, or some contents of indirect order as a demand of a longer time for planning, and use of resources for the use in the classroom. About the possibilities, we remark the socialization in the team work, of a more performing and thoughtful student in relation to the teaching-learning of Mathematics, and a more active participation in the teacher-student relationship. We identified at this use can link the teaching-learning process of certain contents in a qualified way. Presenting some teaching situations where the manipulative material is present, we will discuss how to work out scientific concept formation on the pupil, being the teacher a linking subject in this process. Among the obtained results we highlight: the student s more intense involvement in the developed activities and in team work, a deeper comprehension of Mathematics concepts, with a larger possibility of leaving the guided manipulating activity towards a mental activity. / O presente trabalho tem como objetivo investigar a contribuição do uso de material didático de manipulação no processo de ensino-aprendizagem de Matemática no cotidiano da sala de aula, durante o desenvolvimento de conteúdos. Fundamentamos esta pesquisa nos processos de internalização, mediação, formação de conceitos da teoria sócio construtivista de Vigotski, assim como, em pesquisas de Fiscarelli, Nacarato, Lorenzato, Aguiar, Turrioni, Fiorentini e Miorim, que exploram o uso de material didático e do laboratório de ensino de Matemática em sala de aula. O trabalho foi desenvolvido na modalidade de pesquisa qualitativa, em que optamos pela abordagem pesquisa pedagógica, de Lankshear e Knobel, em que atuamos como o professor-pesquisador da nossa própria sala de aula. O trabalho de campo foi realizado em uma turma de 9o ano do ensino fundamental, em uma escola da rede particular de Campina Grande. Ao pesquisar as concepções de vários autores sobre o tema, identificamos algumas limitações de ordem direta quanto ao uso do material didático de que não podemos usá-lo em todas as aulas ou conteúdos e de ordem indireta como a exigência de um tempo maior de planejamento e elaboração de recursos para a sua utilização em sala de aula. Em relação às possibilidades, destacamos a socialização no trabalho em grupo, de um aluno mais atuante e reflexivo em relação ao ensino-aprendizagem da Matemática e uma participação mais ativa na relação professor-aluno. Identificamos que seu uso pode qualitativamente mediar o ensino- aprendizagem de determinados conteúdos. Ao apresentar situações de ensino onde o material didático de manipulação se faz presente, discutiremos como desencadear a formação de conceitos científicos no educando, tendo o professor como mediador desse processo. Entre os resultados obtidos destacamos: um envolvimento mais intenso do aluno nas atividades desenvolvidas e em trabalhos de grupos, uma compreensão mais profunda dos conceitos matemáticos, com uma possibilidade maior de sair da atividade manipulativa mediada para a atividade mental.

Made available in DSpace on 2015-09-25T12:22:04Z (GMT). No. of bitstreams: 1 PDF - Romulo Alexandre Silva.pdf: 5263184 bytes, checksum: b07b919946bc382ec09bd334be671b14 (MD5) Previous issue date: 2012-05-21 / The present work has as its aims to check the contribution of manipulative materials in the learning and teaching process of Mathematics in the classroom routine during contents development. The research has been based in the processes of internalization, mediation, concept formation of Vigotski s social constructive theory, as well as in researches de Fiscarelli, Nacarato, Lorenzato, Aguiar, Turrioni, Fiorentini and Miorim, making use of manipulative materials and Mathematics teaching laboratory from the classroom. The research has been developed on the qualitative research mode, where we make the option for the teacher research approach, where we act as researcher teacher in our own classroom. The field work was done in 9th year class of elementary school in a private school in Campina Grande city. When researching about several authors concepts about the theme, we identified some limitations of a direct order about the manipulative material usage which we cannot use in all classes, or some contents of indirect order as a demand of a longer time for planning, and use of resources for the use in the classroom. About the possibilities, we remark the socialization in the team work, of a more performing and thoughtful student in relation to the teaching-learning of Mathematics, and a more active participation in the teacher-student relationship. We identified at this use can link the teaching-learning process of certain contents in a qualified way. Presenting some teaching situations where the manipulative material is present, we will discuss how to work out scientific concept formation on the pupil, being the teacher a linking subject in this process. Among the obtained results we highlight: the student s more intense involvement in the developed activities and in team work, a deeper comprehension of Mathematics concepts, with a larger possibility of leaving the guided manipulating activity towards a mental activity. / O presente trabalho tem como objetivo investigar a contribuição do uso de material didático de manipulação no processo de ensino-aprendizagem de Matemática no cotidiano da sala de aula, durante o desenvolvimento de conteúdos. Fundamentamos esta pesquisa nos processos de internalização, mediação, formação de conceitos da teoria sócio construtivista de Vigotski, assim como, em pesquisas de Fiscarelli, Nacarato, Lorenzato, Aguiar, Turrioni, Fiorentini e Miorim, que exploram o uso de material didático e do laboratório de ensino de Matemática em sala de aula. O trabalho foi desenvolvido na modalidade de pesquisa qualitativa, em que optamos pela abordagem pesquisa pedagógica, de Lankshear e Knobel, em que atuamos como o professor-pesquisador da nossa própria sala de aula. O trabalho de campo foi realizado em uma turma de 9o ano do ensino fundamental, em uma escola da rede particular de Campina Grande. Ao pesquisar as concepções de vários autores sobre o tema, identificamos algumas limitações de ordem direta quanto ao uso do material didático de que não podemos usá-lo em todas as aulas ou conteúdos e de ordem indireta como a exigência de um tempo maior de planejamento e elaboração de recursos para a sua utilização em sala de aula. Em relação às possibilidades, destacamos a socialização no trabalho em grupo, de um aluno mais atuante e reflexivo em relação ao ensino-aprendizagem da Matemática e uma participação mais ativa na relação professor-aluno. Identificamos que seu uso pode qualitativamente mediar o ensino- aprendizagem de determinados conteúdos. Ao apresentar situações de ensino onde o material didático de manipulação se faz presente, discutiremos como desencadear a formação de conceitos científicos no educando, tendo o professor como mediador desse processo. Entre os resultados obtidos destacamos: um envolvimento mais intenso do aluno nas atividades desenvolvidas e em trabalhos de grupos, uma compreensão mais profunda dos conceitos matemáticos, com uma possibilidade maior de sair da atividade manipulativa mediada para a atividade mental.

The Swedish society has quite rapidly undergone a change from a more homogenic population to a more multicultural one. This leads to questions about how teachers handle the recent change. This study aims to investigate if upper-secondary school teachers in biology experience challenges when teaching about the evolutionary theory in a multicultural society, and if biology teachers consider teachers resources to be supportive enough to conduct evolutionary education according to the national curriculum. This study uses interviews as the data collection method and the respondents are situated in different contexts in the Swedish school to provide a width to the sample even though few respondents are included. The results of the study show that biology teachers experience challenges connected to multiculturality and evolution teaching. The teachers mentioned three prominent categories where the challenges were most noticeable: misunderstandings, resistance, and lack of previous knowledge. The multicultural aspect occurred in all the categories. The results also showed that teachers believed that the teacher resources covered the needs for planning the content of evolutionary teaching but not how to face the value conflicts that emerge due to a collision between students’ faith and the evolutionary theory. The conclusion of the study is that all respondents experience challenges connected to their teaching of the evolutionary theory in the context of multiculturality, but the occurrence and severity of the problems are unique. The problems are mostly connected to the emotional disruptions that students´s experience when their beliefs and the evolutionary theory collides. The challenges result in a request for more resources for teachers to be able to face the students’ internal conflicts and to make the school more welcoming to students with different believes. Examples of resources that teachers might find helpful could be informative seminars and the development of simulations. / Sverige har under en relativt kort tidsperiod gått från ett land med en mer homogen befolkning till en mer multikulturell. Frågor uppstår då hur lärare hanterar denna förändring. Denna studie ämnar undersöka om gymnasielärare i biologi upplever utmaningar i samband med evolutionsundervisning i ett mångkulturellt samhälle samt om biologilärarna upplever att det finns nog med lärarresurser till stöd för att genomföra en evolutionsundervisning enligt de nationella läroplanerna. Studien använder sig av intervju som metod och alla respondenter kommer från olika geografiska platser samt skolsituationer inom den svenska skolan för att bidra med en bredd till urvalet trots ett lågt deltagarantal. Resultatet av studien visar att biologilärare på gymnasiet upplever utmaningar kring mångkulturalitet och undervisning av evolutionsteorin med varierande utsträckning och allvarlighetsgrad. Lärarna i studien nämnde tre kategorier som mest utmanande inom evolutionsundervisningen: missförstånd, motstånd och förkunskaper, där den mångkulturella aspekten förekom inom alla tre kategorier. Resultatet visade också att lärare upplever att de lärarresurser som finns idag är tillräckliga för behovet av upplevt stöd för innehållsplanering av evolutionsteoriundervisning men att det saknas resurser för hur lärare ska inkludera alla elever och möta värdekonflikter som uppstår till följd av en krock mellan elevers tro och evolutionsteorin. Studiens slutsats är att alla lärare upplever utmaningar inom evolutionsundervisning kopplat till mångkulturalitet men i olika utsträckning och komplexitet. Utmaningarna grundar sig främst i det emotionella dilemmat som elever upplever när tro och evolutionsteori krockar. I och med detta efterfrågas fler resurser för att kunna möta elevers inre konflikter och för att göra skolan mer välkomnande för elever med olika trosuppfattningar. Resurser som efterfrågas kan innebära allt från informativa seminarium till utveckling av simuleringsverktyg.

Questões relacionadas aos materiais instrucionais têm sido bastante discutidas em trabalhos reportados na literatura. Sabe-se que o Livro Didático é um dos materiais mais utilizados nas aulas de química, uma vez que norteia toda a prática docente, desde a escolha do conteúdo até o processo de avaliação. No estado de São Paulo, um novo material chegou às escolas para auxiliar as práticas pedagógicas do professor e contribuir para a aprendizagem dos alunos: Caderno do Professor e Caderno do Aluno. Nesta perspectiva, a presente pesquisa tem como objetivo geral investigar as relações que o professor de química estabelece com os materiais instrucionais, em especial, com o Livro Didático e os Cadernos do Estado. Para tanto, foram entrevistados 11 professores de química do município de São Paulo que atuam em escolas públicas. Os dados foram analisados a partir das ideias de \'violência primária\' e \'violência secundária\' de Aulagnier (1975), e dos \'patamares de aprendizagem de Villani e Barolli (2000a; 2000b). A partir dos resultados obtidos verificamos que as maneiras pelas quais os materiais instrucionais se inserem na prática pedagógica do professor dependem de alguns elementos, tais como contexto do ensino, concepções de formação e demandas dos alunos. Percebemos que a introdução dos Cadernos do Aluno criou uma perturbação na ação pedagógica, enquanto que o Livro Didático ainda representa o conhecimento científico escolar. Ficou evidente que a sala de aula não é espaço neutro, pelo contrário, é um espaço cheio de confrontos de pontos de vista, de identidades, de valores e de percepções. Lidar com as divergências e diferenças pressupõe, no entender da nossa pesquisa, abordar criticamente os diferentes materiais que os professores vão incorporar à sua prática. Podemos concluir que independentemente do que for imposto aos professores, eles buscarão atalhos que lhes permitam satisfazer suas demandas. / Issues related to instructional materials have been widely discussed in studies in the literature. It is known that the Textbook is one of the materials most commonly used in chemistry classes, since it guides the whole teaching practice, from the choice of content to the evaluation process. To assist the teacher\'s pedagogical practices and contribute to the students learning a new material has been used in Sao Paulo State: The Teacher\'s and Student\'s Notebook. In this perspective, the present study aims at investigating the relationships that the chemistry teacher establishes with the instructional materials, in particular with the Textbook and Notebooks provided by the government. Eleven public school chemistry teachers of São Paulo were interviewed. Data were analyzed according to the ideas of \'primary\' and \'secondary violence\' proposed by Aulagnier (1975) and the \'levels of learning\' from Barolli Villani (2000a, 2000b). The results show that the ways in which instructional materials are included in the teacher\'s pedagogical practice depends on several factors, such as the context of teaching, training concepts and demands of the students. We realize that the introduction of the Student\'s Notebook created a disturbance in the pedagogical action, whereas the Textbook still represents the school\'s scientific knowledge. It was evident that the classroom is not neutral space, it is instead, full of different points of view, identities, values and perceptions. Dealing with disagreements and differences requires a critically approach of the different materials that teachers will incorporate into their practice. We conclude that teachers will seek shortcuts to meet their demands regardless of what is imposed on them.

In this paper we examine an Australian project in which we seek to develop leadership capacity in staff and students throughout the country, such that they may contribute to and lead others to contribute to the development and sharing of learning support resources for mathematics and statistics across disciplines and universities. One of the tangible outputs is a set of video based learning support resources that can be embedded in subjects across disciplines and shared across institutions. However the guiding aim is to develop leadership capacity, in its simplest form leading others to lead others to contribute to the project. Leadership may also be developed and exercised across different aspects of the project whether it be mapping needs, drawing together disciplines groups, finding ways to recognise and reward those engaged in the process, developing resources and the associated skills, ensuring copyright adherence, creating learning designs for optimal use of resources, evaluating the impact on student outcomes, peer review and the dissemination of findings.