Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and conceptual understanding, where conceptual understanding can be connected to a reform oriented mathematics education. By developing a reasoning competence conceptual understanding can also be developed. This thesis, which deals with students’ opportunities to learn to reason mathematically, includes three studies (with data from Swedish upper secondary school, year ten and mathematics textbooks from twelve countries). These opportunities have been studied based on a textbook analysis and by studying students' work with textbook tasks during normal classroom work. Students’ opportunities to learn to reason mathematically have also been studied by examining the relationship between students' reasoning and their beliefs. An analytical framework (Lithner, 2008) has been used to categorise and analyse reasoning used in solving tasks and required to solve tasks.Results support previous research in that teaching and mathematics textbooks are not necessarily in harmony with reform-oriented mathematics teaching. And that students indicated beliefs of insecurity, personal- and subject expectations as well as intrinsic- and extrinsic motivation connects to not using mathematical reasoning when solving non-routine tasks. Most commonly students used other strategies than mathematical reasoning when solving textbook tasks. One common way to solve tasks was to be guided, in particular by another student. The results also showed that the students primarily worked with the simpler tasks in the textbook. These simpler tasks required mathematical reasoning more rarely than the more difficult tasks. The results also showed a negative relationship between a belief of insecurity and the use of mathematical reasoning. Furthermore, the results show that the distributions of tasks that require mathematical reasoning are relatively similar in the examined textbooks across five continents.Based on the results it is argued for a teaching based on sociomathematical norms that leads to an inquiry based teaching and textbooks that are more in harmony with a reform-oriented mathematics education. Elever kan bara lära sig de det de får möjlighet att lära sig. Detta innebär till exempel att elever inte utvecklar sin resonemangs- och problemlösningsförmåga i någon större utsträckning om inte deras undervisning fokuserar på just dessa förmågor. Forskning, nationellt och internationellt visar att det finns en överbetoning på utantillinlärning och på procedurer. Detta verkar ske på bekostnad av en konceptuell förståelse, trots att det under 20 års tid pekats på behovet av en reforminriktad matematikundervisning. Matematisk förståelse kan delas in i procedurell- och konceptuell förståelse där en konceptuell förståelse kan kopplas till en reforminriktad matematikundervisning. Genom att utveckla förmågan att resonera matematiskt utvecklas också den konceptuella förståelsen. Denna avhandling, som inbegriper tre studier (med empiri från gymnasiet år ett och matematikläroböcker från tolv länder) behandlar elevers möjlighet att lära sig att resonera matematiskt. Dessa möjligheter har studerats utifrån att undersöka vilka möjligheter läroboken ger att lära sig matematiska resonemang, dels via en läroboksanalys och dels genom att studera elevers arbete med läroboksuppgifter i klassrumsmiljö. Elevers möjligheter att lära sig att resonera matematiskt har också studerats genom att undersöka relationen mellan elevers matematiska resonemang och deras uppfattningar om matematik. Ett analytiskt ramverk (Lithner, 2008) har används för att kategorisera och analysera resonemang som använts för att lösa uppgifter och som behövs för att lösa en uppgift.Resultaten från studierna har givit stöd åt tidigare forskning vad gäller att undervisning och läroböckerna inte nödvändigtvis harmonierar med en reforminriktad matematikundervisning. Och att elever har uppfattningar om matematik som bygger på osäkerhet, förväntan på ämnet och sin egen förmåga samt motivation och att dessa uppfattningar delvis kan kopplas till att eleverna inte använder matematiska resonemang för att försöka lösa icke-rutinuppgifter. Det vanligaste sättet att lösa läroboksuppgifter var att välja andra strategier än att använda sig av matematiska resonemang. Ett vanligt sätt att lösa uppgifter var att låta sig guidas, av främst en annan elev. Eleverna arbetade framförallt med de enklare uppgifterna i läroböckerna. Bland dessa enklare uppgifter var det mer sällsynt med uppgifter som krävde matematiska resonemang för att lösas relativt de svårare uppgifterna. Resultaten visade även att det fanns en negativ relation mellan en uppfattning av osäkerhet hos elever och ett användande av matematiska resonemang. Resultaten visade vidare att fördelningen av uppgifter som krävde matematiska resonemang var relativt lika i alla undersökta läroböcker från fem världsdelar.Utifrån resultaten argumenteras för en förändrad undervisning mot en undersökande undervisning och läroböcker som är mer i harmoni med en reforminriktad matematikundervisning. / Elever kan bara lära sig de det de får möjlighet att lära sig. Detta innebär till exempel att elever inte utvecklar sin resonemangs- och problemlösningsförmåga i någon större utsträckning om inte deras undervisning fokuserar på just dessa förmågor. Forskning, nationellt och internationellt visar att det finns en överbetoning på utantillinlärning och på procedurer. Detta verkar ske på bekostnad av en konceptuell förståelse, trots att det under 20 års tid pekats på behovet av en reforminriktad matematikundervisning. Matematisk förståelse kan delas in i procedurell- och konceptuell förståelse där en konceptuell förståelse kan kopplas till en reforminriktad matematikundervisning. Genom att utveckla förmågan att resonera matematiskt utvecklas också den konceptuella förståelsen. Denna avhandling, som inbegriper tre studier (med empiri från gymnasiet år ett och matematikläroböcker från tolv länder) behandlar elevers möjlighet att lära sig att resonera matematiskt. Dessa möjligheter har studerats utifrån att undersöka vilka möjligheter läroboken ger att lära sig matematiska resonemang, dels via en läroboksanalys och dels genom att studera elevers arbete med läroboksuppgifter i klassrumsmiljö. Elevers möjligheter att lära sig att resonera matematiskt har också studerats genom att undersöka relationen mellan elevers matematiska resonemang och deras uppfattningar om matematik. Ett analytiskt ramverk (Lithner, 2008) har används för att kategorisera och analysera resonemang som använts för att lösa uppgifter och som behövs för att lösa en uppgift. Resultaten från studierna har givit stöd åt tidigare forskning vad gäller att undervisning och läroböckerna inte nödvändigtvis harmonierar med en reforminriktad matematikundervisning. Och att elever har uppfattningar om matematik som bygger på osäkerhet, förväntan på ämnet och sin egen förmåga samt motivation och att dessa uppfattningar delvis kan kopplas till att eleverna inte använder matematiska resonemang för att försöka lösa icke-rutinuppgifter. Det vanligaste sättet att lösa läroboksuppgifter var att välja andra strategier än att använda sig av matematiska resonemang. Ett vanligt sätt att lösa uppgifter var att låta sig guidas, av främst en annan elev. Eleverna arbetade framförallt med de enklare uppgifterna i läroböckerna. Bland dessa enklare uppgifter var det mer sällsynt med uppgifter som krävde matematiska resonemang för att lösas relativt de svårare uppgifterna. Resultaten visade även att det fanns en negativ relation mellan en uppfattning av osäkerhet hos elever och ett användande av matematiska resonemang. Resultaten visade vidare att fördelningen av uppgifter som krävde matematiska resonemang var relativt lika i alla undersökta läroböcker från fem världsdelar. Utifrån resultaten argumenteras för en förändrad undervisning mot en undersökande undervisning och läroböcker som är mer i harmoni med en reforminriktad matematikundervisning.

Alors que l’enseignement de l’histoire au Québec visait jadis à promouvoir l’acquisition par les élèves de contenus spécifiques, nationalistes et religieux, depuis plusieurs décennies des volontés scientifiques et politiques cherchent à réorienter la discipline. L’histoire enseignée doit dorénavant orienter son approche sur celle de la science histoire. D’une focalisation sur la transmission de contenus, on vise maintenant l’apprentissage d’un mode spécifique d’appréhension du réel : la pensée historienne. Cette étude soulève la question de la correspondance entre l’histoire enseignée et l’historiographie savante actuelle dans un contexte de changement de paradigme épistémologique et des rapports au savoir que cela implique. L’hypothèse posée est que l’histoire enseignée – telle qu’elle apparait dans les manuels d’histoire occidentale à l’usage des cégépiens et cégépiennes – n’a pas suivi l’évolution historiographique des dernières années, précisément quant à leur posture épistémologique. / While the teaching of history in Quebec once aimed to promote students acquire specific content, nationalist and religious, decades of scientific and political will seek to reorient the discipline. The history taught must now shift its approach to the history of science. In focusing on the transmission of content, learning is now targeting a specific mode of apprehending reality: historical thinking. This study raises the question of correspondence between school history and the current scholarly historiography in the context of epistemological paradigm shift and reports to know that this implies. The assumption is that the history taught – as it appears in Western history textbooks for use by college students – did not follow the historiographical developments in recent years, specifically with regard to their epistemological posture.

Orientador: Rodolfo Langhi / Resumo: Levantamentos realizados em publicações da área de Educação em Astronomia apontam que um dos focos recorrentes de pesquisa são os recursos/materiais didáticos e, dentre eles, estão os livros didáticos. Estes passaram a ser o principal foco das análises, pois, segundo alguns autores, eles se tornaram o principal, e às vezes o único, material utilizado pelos professores nas aulas de Ciências. Além disso, tem-se discutido o poder dos livros didáticos sobre o currículo. As pesquisas da área mostram que um dos obstáculos quanto ao ensino de astronomia é a relativa baixa quantidade de material bibliográfico, com linguagem acessível e fonte segura. Soma-se o fato de que, ao realizar um levantamento bibliográfico inicial, foram encontrados poucos trabalhos que discutiam a presença da astronomia em livros didáticos para o ensino fundamental I (ou anos iniciais). Diante de alguns questionamentos, o objetivo da presente pesquisa foi investigar o conteúdo de astronomia ensinado aos alunos dos anos iniciais do ensino fundamental I a partir da análise do livro didático de Ciências adotado pelo sistema municipal de ensino de Bauru/SP. Para esta análise, utilizou-se como referencial os resultados de pesquisas da área e os documentos oficiais do governo. Quanto à fundamentação metodológica, a pesquisa teve como apoio os princípios da Análise de Conteúdo, seguindo suas três fases: pré-análise, exploração do material e tratamento dos resultados e interpretações. Os resultados revelaram quais sã... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Surveys carried out in publications regarding the Astronomy Education area point out that one of the recurrent research focuses are resources and didactic materials and, among them, are the textbooks. These became the major focus of analysis, because, according to some authors, it became the main, sometimes the only, material used by teachers in Science classes. In addition, the power of textbooks on the curriculum has also been discussed. Researches in the area shows that one of the obstacles to astronomy teaching is the relatively low amount of bibliographic material with accessible language and reliable sources. In addition, when conducting an initial bibliographic survey, few studies that discussed the presence of astronomy in textbooks for the early years of elementary school were found. In the face of some questions, the objective of this research was to investigate the astronomy contents taught to students in the early years of elementary school based on the analysis of the science textbook adopted by the municipal educational system of Bauru/SP. For this analysis, research results in this area and official government documents were used as a reference. As for the methodological basis, the research was supported by the principles of Content Analysis, following its three steps: pre-analysis, exploration of the material and treatment and interpretation of the results. The results revealed what are the astronomy contents taught, how they are organized, how is their relati... (Complete abstract click electronic access below) / Mestre

Orientador: João Pedro Pezzato / Resumo: O livro didático é parte integrante da cultura escolar. Sua relevância na escola moderna foi se ampliando à medida que se tornou instrumento de apoio quase indispensável aos professores e aos alunos, em razão de democratizar o acesso aos conteúdos concernentes ao campo do saber de uma disciplina escolar. Na história da Geografia escolar brasileira, o livro didático assume particular relevância a partir das primeiras décadas do século XX, com as obras do professor Carlos Miguel Delgado de Carvalho. O objetivo deste estudo é a análise dos conteúdos de climatologia escolar em livros didáticos de Geografia para o Ensino Médio em perspectiva diacrônica. O período escolhido abrange a década de 1960 até a década de 2010. Foram selecionados cinco livros didáticos, pertencentes a autores da Geografia escolar brasileira: os livros O Mundo em que vivemos e Terra brasileira, de Aroldo de Azevedo, da década de 1960; o livro Geografia geral, de Elian Alabi Lucci, da década de 1980; o livro Panorama geográfico do Brasil, de Melhem Adas, da década de 1980; o livro Geografia: contextos e redes – volume I, de Angela Corrêa da Silva, Nelson Bacic Olic e Rui Lozano, da década de 2010. Além dos conteúdos específicos de climatologia escolar, analisamos as intenções dos autores por meio de seus discursos, presentes nos prefácios, capítulos introdutórios e partes específicas para o professor. Adotamos como método investigativo o chamado paradigma indiciário, um ramo da hermenêutica. Desse modo, proc... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The textbook is an integral part of school culture. Its relevance in the modern school has expanded as it has become an extremelly essential support instrument for teachers and students, due to the democratization of access to content concerning the field of knowledge of a school subject. In the history of Brazilian school geography, the textbook assumes unique relevance from the first decades of the twentieth century, with the works of Carlos Miguel Delgado de Carvalho. The aim of this study is the analysis of the contents of school climatology in Geography textbooks for high school in a diachronic perspective. The period chosen ranged from the 1960s to the 2010s. Five textbooks belonging to authors of Brazilian school geography were chosen: the books O Mundo em que vivemos e Terra Brasileira, by Aroldo de Azevedo, from the 1960s; the book Geografia geral, by Elian Alabi Lucci, from the 1980s; the book Panorama geográfico do Brasil, by Melhem Adas, from the 1980s; the book Geografia : contextos e redes – volume I, of Angela Corrêa da Silva, Nelson Bacic Olic and Rui Lozano, from the 2010s. In addition to the specific contents of school climatology, we analyzed the authors' intentions through their speeches, present in the prefaces, introductory chapters and specific parts for the teacher. We adopted as an investigative method the so-called indiciary paradigm, a branch of hermeneutics. Thus, we carried out an investigation that contemplates not only the relationship of the of... (Complete abstract click electronic access below) / Résumé: Le manuel scolaire est partie intégrant de la culture scolaire. Sa pertinence dans l'école moderne s'est élargie quand il est devenu un instrument de soutien important aux enseignants et aux élèves, en raison de la démocratisation de l'accès aux contenus concernant le domaine de la connaissance d'une discipline scolaire. Dans l'histoire de la géographie scolaire brésilienne, le manuel scolaire a une pertinence particulière dès les premières décennies du XXe siècle, avec les travaux du professeur Carlos Miguel Delgado de Carvalho. L'objectif de cette étude est d'analyser le contenu de la climatologie scolaire dans les manuels de géographie du secondaire dans une perspective diachronique. La période choisie part des années 1960 jusqu’aux années 2010. Des cinq manuels appartenant à des auteurs de la géographie scolaire brésilienne ont été sélectionnés: les manuels scolaires O Mundo em que vivemos et Terra Brasileira, de Aroldo de Azevedo, des années 1960; le manuel scolaire Geografia geral, de Elian Alabi Lucci, des années 1980; le manuel scolaire Panorama geográfico do Brasil, de Melhem Adas, des années 1980; le manuel scolaire Geografia: contextos e redes – volume I, de Angela Corrêa da Silva, Nelson Bacic Olic et Rui Lozano, des années 2010. En plus, du contenu spécifique de la climatologie scolaire, nous avons analysé les intentions des auteurs à travers leurs discours, présentes dans les préfaces, chapitres d'introduction et parties spécifiques pour l'enseignant. Nous avons... (Résumé complet accès életronique ci-dessous) / Doutor

The thesis deals with the possibilities of presentation of geological information in the field of regional geology. The main aim of the thesis is to create the proposal of On-line Textbook in Regional Geology which can be used as a learning resource for universities, experts and all interested people. There had not been paid enough attention to the geology subject within the basic and secondary schools curriculum for last years. Geology was the part of other taught subjects. Nevertheless, there were initiatives that allowed to find new space for geology subject that has been realizing especially within frame educational programme at grammar schools. There are many resources that can be used during the educational process of regional geology such as traditional textbooks, expert compendiums, but also modern aplication in the form of internet projects. Unfortunatelly, current accesible web applications are not updated and do not include modern findings and knowledge. The proposal of On-line textbook represents the core topic of the thesis. This concept is being developed with the support of the Czech Geological Survey (CGS) in collaboration with the Faculty of Science at Charles University in Prague. There is the connection with CGS portal which is the main communication interface with the user. CGS portal...

This thesis deals with cultural studies and their role in language lessons. It describes both the history of cultural studies teaching and contemporary tendencies in this field. A sample of textbooks of Czech for foreigners illustrates what kind of information in which quality is presented to the students of Czech language. The aim of this thesis is to find out how the cultural studies in the analysed textbooks meet the requirements imposed on them, which information are according to the authors important and relevant. At the same time the inadequacies and incompleteness should be shown.

The use of information and communication technologies, including computer graphics, in teaching chemistry is one of the frequent issues of contemporary chemistry didactics. Current publications are mainly focused on displaying structure of chemical compounds and symbolic form of chemical reactions. This thesis offers a more complex view on the computer graphics and other means of information and communication technologies - their possibilities and limits of use in teaching. The goal of the thesis is to provide an overview of selected computer-graphics technologies and to discuss their role during current curricular reform, based on current problems identified by students attending chemistry-teacher training courses and chemistry teachers. Usability of selected elements in pre-teaching and teaching phases was checked. Innovations of contemporary teaching methods were proposed using computer graphics. The thesis is focused on the area of visualization of educational content with use of computer graphics, computer-assisted innovation of methods and educational content, computer games and the role of computer graphics in didactic transformation. Two textbooks for lower-secondary and upper-secondary schools were created. These textbooks contain newly developed parts using computer graphics. According to...

Possibilities of demography implementation in the classes at higher secondary education level Abstract The main goals of the diploma thesis are to evaluate the degree of implementation and the potential of demography during lessons at the higher secondary school level and to suggest specific activities that can be implemented within the lessons. It is the first thesis aimed solely at the didactics of demography. The work uses publicly available online databases of the Czech Statistical Office, the United Nations and the Population Reference Bureau. An analysis of syllabi of subjects from the first years of selected universities, a content analysis of selected secondary school textbooks and a Framework Education Programme were performed. The analyses show a large scope for the implementation of demography not only in the teaching of geography. The work is complemented by specific proposals of activities that can be used in teaching at upper secondary schools. Keywords: Czechia, demography, teaching demography, implementation, upper secondary schools, textbook analysis, Framework Education Programme

Matýsková, P. (2010): Mathematical skills applied to the teaching of geography at secondary schools in the topic the Earth as a cosmic orb. Department of Social Geography and Regional Development, Charles University in Prague. Submitted diploma thesis deals with interdisciplinary relationships between mathematics and geography at grammar schools in the topic the Earth as a cosmic orb. The relationships are generally described from the point of view of three curriculum forms (intended, implemented and achieved). In the area of the intended curriculum there is an analysis of curriculum documents carried out, especially of the Framework educational programme and of selected school educational programmes. Subsequently, the links between selected secondary school textbooks of geography and mathematics are evaluated on the basis of required curriculum, its quality, intelligibility and occurrence of examples from the practice. The subchapters of the selected unit, in which an application of mathematical skills can be found, are defined in detail and specified on the basis of the carried analysis. Deep, semi-structured interviews were conducted with the teachers at selected grammar schools for the purpose of the study of the implemented curriculum. The achieved curriculum was found out on the basis of the...

Trots att lyrik kan bidra med mycket till elevers utveckling visar såväl elever som lärare ofta en negativ eller osäker inställning till genren. Läromedel kan därför få ett stort inflytande över lyrikundervisningen. Syftet med detta arbete är att granska de frågor och arbetsuppgifter som kopplas till lyrikexempel i läroböcker för gymnasiekursen svenska 1, för att synliggöra vad dessa uppgifter didaktiskt kan bidra med i undervisningen.  En etnografisk innehållsanalys av tolv läroböcker för svenska 1, publicerade under åren 2011– 2015, genomförs. Frågorna och arbetsuppgifterna delas in i tio olika kategorier och granskas utifrån teorier från Dysthe (1996), Rosenblatt (1938/2002) och Tengberg (2011).  Resultatet visar att vad läroböckernas lyrikrelaterade arbetsuppgifter kan bidra med i undervisningen varierar stort, även inom de funna kategorierna. Uppgifter finns som kan underlätta elevens transaktion med texten, medan andra kan hindra denna. Slutsatsen är att lärare själva kritiskt bör granska de uppgifter som ges till eleverna, för att säkerställa deras kvalitet. / Even though poetry has a lot to contribute to students’ development, students as well as teachers often show a negative or uncertain attitude to the genre. Therefore, textbooks can have a great influence on poetry instruction.  The purpose of this study is to examine questions and tasks related to poetry in textbooks for the upper secondary school course Swedish 1, to bring to light what these questions and tasks can contribute didactically.  An ethnographic content analysis of twelve textbooks for Swedish 1, published in the years 2011–2015, is carried out. The questions and tasks are divided into ten different categories and examined through theories brought forth by Dysthe (1996), Rosenblatt (1938/2002) and Tengberg (2011).  The result shows that what poetry-related questions and tasks in the textbooks can contribute to instruction varies greatly, even within the categories found. Some tasks can aid the student’s transaction with the text, while others can hinder it. The conclusion is that teachers need to critically examine the tasks given to students, to ascertain their quality.