Univ., Diss.--Heidelberg, 2005. / Literaturverz. S. 309 - 321.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 144-151).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 144-151). Also available in print.

The purpose of this study has been to analyze and compare a Swedish textbook in mathematics with a Finnish textbook, to investigate how tasks connected to the field of algebra are presented in the textbooks. To carry out the analysis, I will assume Bernstein’s theoretical concepts classification, frames and sequencing, to be able to study if there is a difference in how the content and structure connected to the field of algebra, are presented in the textbooks. I have also used Rezat’s theoretical model of mathematic textbook use and the Frame factor theory, in order to also find out how the individual teachers are reasoning about the textbooks they have selected. On the basis of the information above, the following questions have been used in this study:  In what way is algebra presented in the compared textbooks? Are there any differences regarding the content and presentation of algebra in the Swedish textbook, compared to the Finnish textbook? How do the interviewed teachers’ reflect regarding the textbook they had selected? The study is based on a qualitative method such as a comparative analysis and three semi-structured interviews with class teachers. The result shows that the there are differences in how the field of algebra is presented in the textbooks. The Finnish textbooks consist of a larger amount of algebraic tasks and it also showed a higher progression in the tasks, compared with the Swedish textbooks. This may be one of the explanations why Finnish students perform better in mathematics. The conclusion of the study’s result also show that there are differences regarding the content in the textbooks and how it is presented, which makes it important for teachers to make a deliberate and conscious choice, when selecting teaching materials.

This bachelor thesis researches the differences and similarities of how Sweden is depicted in World War Two and the Cold War in Swedish history textbooks with students between age 15 and 19 as intended readers. The thesis uses a historiographical toolset described by Michael Stanford. Three textbooks from the 1960’s, one from the 2000’s, and two from the 2010’s have been analysed. My conclusions are: The textbooks have one voice and one perspective through the whole narrative thus the history in the textbooks is unchallenged, albeit the newer textbooks include discussion and text analysis for the students. The early textbooks do not criticise Swe-den during World War Two whereas the newer ones tend to have a critical outlook with one exception. The focus on Sweden in internationally affairs during the Cold War has decreased in the newer textbooks. Sweden is generally described as a peaceful neutral country with little to no international influence during both wars. The perspective on Sweden’s neutral policies are generally depicted as something positive. Two of the newer ones apply more criticism against Sweden’s politics, however. Because of the textbooks monotone retelling, teachers need to not treat the textbooks as an authority in the classroom, but as one way to tell history.

This thesis deals with the image of the First Czechoslovak Republic as presented in history textbooks in the late 20th and early 21st centuries. The main goal of the thesis is to reflect the approach to and transformation of the way the First Republic was depicted in the history textbooks issued between 1948 and 2004. The theoretical part of the thesis briefly outlines the development of school structure and curricular documents in the period observed as well as the transformation of historiographical production with respect to the Czechoslovak interwar history. Furthermore, the key terms are defined that are based on crucial topics and generalizations of the present-day Czech historiographical production. These terms are then studied in history textbooks in six periods matching the chronology of education reforms and subsequently analyzed in terms of explanation and interpretation methods. The final part of the thesis presents each of the observed interpretation changes in relation to the selected key terms. The greatest textbook alterations were found in connection with the change of the social and political circumstances after the fall of the Communist regime.

Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.

Submitted by Monique Ortiz de Camargo (m.ortizcamargo@gmail.com) on 2018-08-21T19:26:17Z No. of bitstreams: 1 Dissertação-versão-final-MoniqueOrtiz.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-08-22T12:59:14Z (GMT) No. of bitstreams: 1 camargo_mo_me_bauru.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) / Made available in DSpace on 2018-08-22T12:59:14Z (GMT). No. of bitstreams: 1 camargo_mo_me_bauru.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Essa dissertação tem como temática central a abordagem e a expressão da cotidianidade e sua relação com âmbito científico (não cotidiano) no ensino de Ciências, mais especificadamente em Livros Didáticos de Ciências do Fundamental II elencados pelo catálogo do PNLD de 2017. Baseia-se nas contribuições da psicologia Histórico-Cultural, da pedagogia Histórico-Crítica e da teoria da Vida Cotidiana de Agnes Heller, partindo dos pressupostos que a educação escolar tem função mediadora entre os âmbitos cotidiano e não cotidiano da prática social para a formação dos indivíduos; que a formação dos mesmos não pode restringir-se ao âmbito da cotidianidade, tendo que superá-lo em direção as generalidades para si e que o livro didático é um instrumento de suporte importante no processo educativo tanto para os alunos quanto para os professores. Este estudo buscou analisar a expressão do cotidiano nos livros didáticos de Ciência e a relação proposta por eles com âmbito científico. O estudo se caracteriza como uma pesquisa documental de abordagem qualitativa, envolvendo a coleta dos documentos e a análise de conteúdo. Os documentos referem-se aos livros didáticos de Ciências do 6º, 7º, 8º e 9º anos de quatro coleções do PNLD de 2017, coletados em escolas do município de Botucatu-SP. Foram estabelecidas duas unidades de análises: quanto à abordagem do cotidiano nos capítulos dos livros como um todo, nos textos principais, imagens e atividades, na qual contabilizamos quantos capítulos abordaram o cotidiano; e quanto a relação estabelecida pelo livro entre o âmbito cotidiano e o científico, considerando como categorias as relações propostas por Heller de Intentio recta 1 e 2 e Intentio obliqua 1 e 2. A partir dos dados coletados, identificamos que a abordagem do cotidiano nos livros de Ciências é expressiva, principalmente nos livros referentes ao 6º e 9º anos, e que a Intentio obliqua 1 e a Intentio recta 1 foram as relações que apareceram na maioria dos capítulos que abordaram o cotidiano, com similaridade na relação prevalecente nos livros da mesma coleção. Os resultados permitiram reflexões sobre a relação entre conhecimentos cotidianos e científicos no ensino de Ciências, possibilitando fortalecer a defesa da função da educação escolar como socializadora dos conhecimentos científicos e da importância de análises críticas sobre o cotidiano e sua função para o ensino de Ciências. / This thesis has as its central theme the approach and expression of everyday life and its relation with the scientific scope (a non-everyday scope) on science teaching, more specifically, in science textbooks for elementary school listed on the catalog of PNLD 2017 (national program of the textbook). Our theoretical foundation is on the principles of historical-critical pedagogy, historical-cultural psychology and the everyday life theory from Agness Heller, based on the assumptions that the school education has the role of mediation between the everyday and noneveryday scopes from the social life for the individuals’ formation, which cannot be restricted to the everyday scope, it has to overcome it in direction to the generic objectivation for itself; and that the science textbooks are an important support instrument in the educational process for both students and teachers. Therefore, the aim of this research was to analyze the expression of everyday life in science textbooks and the relation between it and the scientific scope proposed by them. This study is characterized as a documentary research with a qualitative approach, involving the collection of the documents in question and the content analysis. The documents are the science textbooks of the 6th, 7th, 8th and 9th years from elementary school of four collections listed on the PNLD catalog of 2017, and they were collected from schools at Botucatu-SP. Two units of analysis were established: one regarding the everyday life approach in the textbooks, including the whole chapters, its main texts, its separated boxes and sections, its images and its exercises, in which we counted how many chapters approached the everyday life; and another regarding the relationship established by the textbooks between the everyday and scientific scopes, considering the relations proposed by Heller as the categories, the “intention recta” 1 and 2, and the “intention obliqua” 1 and 2. From the collected data, we identified that the everyday life approach in science books is expressive, especially in the books referring to the 6th and 9th years. We also identified that Intentio obliqua1 and Intentio recta 1 were the relationships that appeared in the most of the chapters that approached everyday life, and we highlight a certain similarity in the relation prevailing in the books of the same collection. The results allowed us to reflect on the relationship between everyday and scientific knowledge in science teaching, making it possible to strengthen the defense of the function of school education as a socialization of scientific knowledge and the importance of critical analyzes on everyday life and its function for teaching science.

The subject of this diploma thesis titled "Evaluation of textbooks by pupils and teachers" is to evaluate a textbook in terms of its functions. The main aim was to find out the pupils and teachers views to a textbook, which is used in their Czech lessons. In the theoretical part of this thesis I´ve been working with the textbook in general and I mentioned its history and then added several classifications of its functions. In the next chapters of this thesis is the most important the functions´ classification by Dmitrij Dmitrijevič Zujev. Then I have included researches of textbook made abroad and in Czech Republic and their selected results. The practical part is based on a survey carried out in the Year Seven at one primary school in České Budějovice. The questionnaire was handed to pupils and they marked their textbooks in terms of selected features from the classification mentioned above. Teachers´ task was the same as theirs pupils and on top of that react to the pupils answers.

Diante de uma educação escolar marcada predominantemente por práticas que objetivam desenvolver a linguagem escrita, questiona-se o lugar e o papel da linguagem oral nas relações de ensino-aprendizagem da língua. Tendo como objeto de estudo as relações entre oralidade e escrita, investiga-se se as proposições didáticas em materiais selecionados pelo PNLD exploram e sistematizam a proficiência das habilidades relacionadas à linguagem oral do mesmo modo que o fazem com a leitura e a escrita. O presente estudo, utilizando-se de pesquisa descritiva-documental, analisa como as atividades de escuta, fala, leitura e escrita se apresentam nos livros didáticos, verificando se elas aludem ou não às indicações dos PCN. Investiga-se ainda como as articulações entre as habilidades linguísticas se apresentam. A análise dos materiais didáticos revela o predomínio das atividades relacionadas as habilidades de leitura e escrita e o esvaziamento da habilidade da escuta. Também revela que as atividades relacionadas à Linguagem oral, quando contempladas, estão associadas, principalmente, à leitura e à escrita. / Facing a school education marked predominantly by practices aimed to develop written language, it wonders the place and role of oral language in the teaching and learning process. This research aims to investigate whether the textbooks activities selected by PNLD policy explore and systematize the listening and talking skills proficiency in the same way as they do with reading and writing. It is a descriptive-documentary research and examines how the activities of listening, speaking, reading and writing are presented in textbooks, checking whether or not they mention the PCN propositions. It also investigates how the language skills relate each other. The analysis of the textbooks reveals the predominance of reading and writing activities and emptying of the listening skill. It also reveals that listening and talking activities, when contemplated, are associated mainly with reading and writing.