Made available in DSpace on 2017-07-24T19:45:51Z (GMT). No. of bitstreams: 1 Leandro Antonio Santos.pdf: 5171194 bytes, checksum: e4add7ffd8718234ab15799212820476 (MD5) Previous issue date: 2016-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This master dissertation describes the process of research, development and application of four teaching units addressed to the study of motion carried out at a public high school. In the teaching units were discussed concepts such as velocity, free fall and its relationship with the study of the inclined plane, gravity acceleration, simple pendulum and finally, the principle of conservation of the linear momentum. A better understanding of the physical contents was intended by emphasizing discussions concerning to the scientific models, the possible formalization schemes and their correspondent idealizations or approximations. By applying the teaching units, methodological tools were considered in the form of computer simulations, experimental activities, documentaries and experimental video presentations. Also, discussions of solved problems, general searches and debates were enforced. The Interactionist Social Theory due Vigostski was applied as the theoretical basis for the work. From that perspective, the social interaction in the classroom was further enhancing by promoting the exchange of ideas, an active involvement of the students and a permanent dialogue, that allowed the classroom teacher to work in the zone of proximal development acting as the mediator between the previous student knowledges and the scientific knowledge to be acquired. It also is emphasized the collaborative work with others physics teachers at Nearby Pubic High Schools that allowed the improvement of the present proposal. / Esta dissertação de mestrado descreve o processo de pesquisa, de elaboração e de aplicação de quatro unidades didáticas voltadas ao estudo do movimento, para estudantes do primeiro ano do Ensino Médio, de uma escola pública paranaense. Nas unidades de ensino são abordados conceitos como de velocidade, de queda livre e sua relação com o estudo do plano inclinado, de aceleração da gravidade e estudo do pêndulo simples e, por fim, do princípio da conservação da quantidade de movimento linear. Busca-se uma melhor compreensão dos conteúdos físicos privilegiando uma discussão conceitual dos modelos científicos, os possíveis esquemas de formalização e suas respectivas idealizações e aproximações. Ao aplicar as unidades didáticas, foram considerados procedimentos metodológicos na forma de simulações computacionais, atividades experimentais, exibição de documentários e experimentos em vídeo. Além disso, foram propostas discussões sobre a resolução de exercícios, pesquisas e debates. A Teoria Sociointeracionista de Vigostski é utilizada como base teórica para o trabalho. A partir dessa perspectiva, buscou-se valorizar a interação social em sala de aula, o intercâmbio de ideias, o envolvimento ativo dos estudantes, o diálogo permanente, possibilitando ao professor em sala de aula trabalhar na zona de desenvolvimento proximal, agindo como mediador entre o conhecimento que os estudantes já possuem e os conhecimentos científicos a serem adquiridos. Ressalta-se o perfil de trabalho colaborativo com os outros professores de física das Escolas Públicas próximas que permitiram o aperfeiçoamento da presente proposta.

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

1. Background information 2. Explanations during the lessons 3. Deepening under standing in some assignments 4. Conclusion

1. Critical thinking in curriculum framework 2. A general look at critical thinking 3. How critical thinking take s place in the classroom and some specific examples 4. Suggestions 5. Conclusion

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1. Eastern Europe: the case of Czech Republic and Slovakia 2. Turkey 3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks) 4. Evaluations 5. Main changes to the curriculum Framework 6. Looking Forwards

1. The Assignment 'Devotion to Religion and acitive Citizenship' 2. The Assignment 'How are religious spread across Europe' 3. The Assignment 'Is football as important as religion?' 4. The Assignment 'Why be religious?' 5. The Assignment 'Lucky charms' 6. The Assignment 'No Creo en el Jamas' (Life after death) 7. The Assignment 'Religion and its influence on politics ans policies' 8. The Assignment 'Secularisation in Europe' 9. The Assignment 'The meaning of religious places' 10. The Assignment 'Unity in diversity' 11. Which conceptions did you find?

1. What comes to your Mind when you think of 'patterns'? 2. Does your assignment include patterns? 3. Did you decide tu use some of the patterns? 4. If yes, what problem did you explain with the help of patterns? 4. Describe which patterns you used and how you used them 5. Did you explain the concept of a pattern to your pupils? 6. From your point of view – did pattern offer a helpful structure to prepare your lesson? 7. To what extent were patterns useful for the pupils to understand the main topic of the lesson? 8. How would you improve teaching patterns in your assignments? 9. If you didn ’t use any patterns / explain why. 10. What do you think about using the concept of patterns in general? 11. Will you use patterns in other lessons in the future? Describe why or why not. 12. Conclusion

1. What do we mean, when we say ‘deepening understanding’? 2. Which methods can be used to foster deepening understanding? 3. Examples for deepening understanding based on the assignments 4. Summary of methods and results 5. How did we train deepening under standing in school? 6. What did the pupils learn from it? 7. Our own experiences working on this chapter

1. What does critical thinking mean? 2. Critical thinking in school 3. Critical thinking as a process 4. Analysing and evaluating the questionnaire 5. Interview with one of the students 6. Analysis and evaluation of the assignments 7. Conclusion