A tecnologia está presente de forma crescente em vários campos da sociedade e na educação tem sido bastante abordada no movimento CTS. Este trabalho tem como objetivo principal a análise dos livros didáticos de química do Ensino Médio e a elucidação das principais abordagens sobre tecnologia presentes nesses textos. Os dados analisados compreenderam trabalhos de pesquisa nos principais periódicos brasileiros da área de ensino de ciências, documentos oficiais que orientam esse ensino, editais de seleção e guias de livros didáticos assim como as quatro coleções de livros didáticos de química aprovadas no Plano Nacional do Livro Didático de 2015. A análise realizada foi baseada na análise de conteúdo utilizando categorias provenientes da literatura e categorias que emergiram dos textos. A análise dos documentos oficiais, do guia e dos editais de seleção dos livros didáticos revela que a tecnologia é considerada um conteúdo obrigatório no ensino de química. Um levantamento feito nos principais periódicos brasileiros da área de ensino de ciências revelou que a tecnologia é pouco pesquisada nesse contexto. Os trabalhos apontam que a principal concepção de tecnologia é a de ciência aplicada. Por outro lado, os documentos oficiais apontam para a importância de um ensino CTS, dos alunos compreenderem o processo histórico de desenvolvimento da tecnologia e compreenderem o funcionamento de artefatos tecnológicos. A análise dos livros didáticos revela que 79% dos exemplos encontrados apontam que tecnologia é ciência aplicada e em 8% aparecem como sinônimo de técnica. Em 12% dos trechos analisados a tecnologia influencia o desenvolvimento da ciência, entretanto na maioria dos casos é apresentada a ideia de modelo linear de desenvolvimento científico e tecnológico. Os livros didáticos também apresentam alguns exemplos de cultura tecnológica intrínseca e extrínseca. Na cultura tecnológica extrínseca dividiram-se os exemplos em otimismo e pessimismo tecnológico, acessibilidade da tecnologia, neutralidade da tecnologia e tecnologia muda a forma de ver o mundo. O número de exemplos em que a tecnologia foi vista de forma otimista é superior aos exemplos pessimistas. A tecnologia foi apresentada mais como fonte de exemplificação do que como fonte de conteúdo e também foi utilizada no livro como uma forma de justificar a aprendizagem da ciência. Assim, aparecem contradições entre as concepções de tecnologia veiculadas nos livros e as estabelecidas nos documentos oficiais. Tais contradições dificultam o trabalho dos professores em sala de aula e podem estar na raiz das visões equivocadas encontradas do termo. Dessa forma, trabalhar efetivamente a tecnologia em sala de aula requer uma mudança na postura tradicional, que tende a reduzir a tecnologia à mera ciência aplicada. Tal mudança passa necessariamente pela atualização de algumas ideias veiculadas pelos livros didáticos. / Technology is present increasingly in various fields of society and in education has been greatly addressed in the CTS movement. The aim of this work is the analysis of high school chemistry textbooks and the elucidation of the main approaches on technology present in these texts. The data analyzed included research work in the main Brazilian journals in the area of science education, official documents that guide this teaching, selection process and textbook guides as well as the four collections of chemistry textbooks approved in the National Textbook Plan of 2015. The analysis was based on the content analysis using categories from the literature and categories that emerged from the texts. The analysis of the official documents, the guide and the textbook selection processes reveals that technology is considered an obligatory content in teaching chemistry. A survey carried out in the main Brazilian journals in the field of science education revealed that technology is little researched in this context. The works show that the main concept of technology is applied science. On the other hand, official documents point to the importance of CTS teaching, students understanding of the historical process of technology development and understanding of the operation of technological artifacts. The analysis of the textbooks reveals that 79% of the examples found point out that technology is applied science and in 8% they appear as synonymous with technique. In 12% of the extracts analyzed technology influences the development of science. However, in most cases the idea of a linear model of scientific and technological development is presented. The textbooks also present some examples of intrinsic and extrinsic technological culture. In the extrinsic technological culture the examples were divided into optimism and technological pessimism, technology accessibility, technology neutrality and technology modifies the way we see the world. The number of examples in which the technology was viewed optimistically is superior to pessimistic examples. Technology was presented more as a source of exemplification than as a source of subject matter and was also used in the book as a way of justifying the learning of science. Thus, contradictions appear between the conceptions of technology conveyed in the books and those established in the official documents. Such contradictions make the work of teachers difficult in the classroom and may be at the root of the mistaken views of the term. Thus, effectively working the technology in the classroom requires a change in the traditional posture, which tends to reduce technology to mere applied science. Such change necessarily involves the updating of some ideas conveyed by textbooks.

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product, or its role in informing learner and teacher understanding of human rights. Intentions to promote inclusivity and new communal identities notwithstanding, this work establishes that the recontextualising discourse of human rights within Japan's school curriculum, as a discourse that regulates identity and citizenship, portrays the rights of marginalised and non-Japanese identities as privileges extending beyond the norm of society, while at the same time implicitly denying ethnic Japanese individuals full access to rights language. Thus, while learners regard human rights of value, many are less receptive and empathetic to rights claims made by non-like others, and are likely to consider society as incapable of embracing diversity. Human rights concepts possess symbolic value and weight; however, their symbolic importance can be easily embedded within particularistic notions of identity and nationality to ends contrary to multiculturalism and cosmopolitanism, which for this research was witnessed in their transformation into tools for cultural and political legitimacy by the Japanese State. This research arrives at these conclusions through a systemic, holistic analysis of human rights learning in Japan that ties official knowledge to instructional and learning outcomes. This research is first a mixed-method policy sociology utilising computer-based analytical techniques to examine the structure and content of human rights knowledge within upper-secondary social studies textbooks representing Japan's official curriculum. This is followed by a comparative case study of two upper-secondary institutional sites of human rights learning, an academic, public coeducational western Japan senior high school, and a private Tokyo girls' senior high school, the primary differentiation being that the western Japan school is an explicit site of human rights learning, applying its own content and pedagogic practice as part of a specialised human rights curriculum designed to supplement the official curriculum. This research not only has implications for Japan in yielding a greater understanding of how the curriculum engages and reproduces identities and to what end, but also potentially to understand how similar tensions and contradictions between universal and particular play out in other national, State-sponsored education contexts.

A travers l'exemple de Molière, nous nous intéressons à la construction et à l'évolution de la représentation de l'auteur classique dans les manuels du secondaire depuis le XIX° siècle jusqu'à aujourd'hui. c'est donc le processus de la construction du mythe scolaire de Molière que nous questionnons. Notre réflexion porte d'abord sur l'analyse de la place de Molière dans les programmes successifs et dans les manuels, afin de déterminer le rapport qu'entretiennent ces deux pôles représentatifs de l'institution scolaire ainsi que l'évolution de leurs contenus en regard de l'oeuvre de Molière. Nous interrogeons ensuite le Molière des manuels à la lumière de la critique exégétique: dans quelle a-t-elle influencé la construction puis l'évolution du mythe scolaire de l'auteur-acteur? Ces deux premières étapes nous conduisent à nous pencher sur l'évolution du corpus scolaire des oeuvres moliéresques: qu'en est-il de la fortune des pièces canoniques ainsi que de tout le pan des comédies du dramaturge occulté par les programmes? Enfin, nous nous intéressons à ce nouveau "langage" introduit dans les manuels à partir du second quart du XX° siècle, qu'est le corpus iconographique: a-t-il entraîné une nouvelle lecture de Molière et de son oeuvre? Ce cheminement nous conduit au coeur de la représentation de Molière, auteur scolaire patrimonial par excellence. / Through Molière's works, we will focus on how secondary textbooks have decided to represent this author from the nineteenth century until today. It is thus the process of building the school myth of Molière that we try to question. Our study first deals with analysing the place of Molière in successive programs and textbooks in order to determine the relationship between these two main poles of the educational institution as well as the evolution of their contents regarding Molière's works. We will then question the works of Molière as used in textbooks focussing on the exegetical critique : how far has it influenced the construction and the development of the school myth of the author-actor ? These first two steps lead us to think about the evolution of the academic corpus of Molière's works : What about the success of the canonical plays as well as all the comedies that are no longer studied ? Finally, we will focus on the iconographic corpus, that is to say the new « language » that was introduced in textbooks from the second quarter of the twentieth century : has it led to a new reading of Moliere's works?This leads us to the heart of Molière, the first exemple of an academic author

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa, que tem como fundamentação básica a concepção sociointeracional de linguagem, afirma o compromisso com uma prática pedagógica que privilegie a competência discursiva, autorizando o trabalho com as modalidades oral e escrita. Nosso olhar, no entanto, está focado com a produção de textos orais nas aulas de Língua Portuguesa do segundo segmento do Ensino Fundamental, contemplando diferentes gêneros textuais. A partir da análise crítica das propostas de trabalho com a referida modalidade de texto presentes em coleções didáticas que fazem parte do Programa Nacional do Livro Didático (Guia PNLD), à luz do que propõem os Parâmetros Curriculares Nacionais (PCN), pretende-se atingir dois objetivos principais. O primeiro é verificar se as obras selecionadas efetivamente atendem àquilo que está presente não só nos PCN, como também na própria Apresentação das obras em questão, espaço em que o(s) autor(es) orientam o estudante em relação aos propósitos do trabalho, as linhas que o apoiam e os caminhos seguidos na consecução daqueles propósitos. O segundo, propor uma reorientação metodológica com sugestões de atividades que visem a explorar, de maneira mais consistente, a oralidade em sala de aula. / This research, whose basic fundament is the conception of language sociointeraction, affirms the commitment with a pedagogical practice that favors the discursive competence,giving ground to the work in oral and written modalities. Our focus, however, is the text production in Portuguese language classes of the second segment of the Brazilian elementary school (6th to 9th grade), covering all text genres. From the critical analysis of the work proposals with the referred text modality found in didactic collections that are part of the National Program of Textbooks (PNLD guide), under what is proposed in the National Curricular Parameters (PCN), it is intended to achieve two main objectives. The first is to verify if the selected works effectively meet not only what is required in the PCN, but also in the introductory text of the book itself, space in which the author(s) guide the student on the purposes of the work, which lines supports it, and the pathways followed in attaining those purposes. The second is to propose a methodological reorientation with suggestions of activities that address to explore, in a more consistent way, the orality in classroom

The purpose of the research is to identify how pupils and teachers experience different kind of study material in school. It is also important to know which factors affect these experiences. This is what my study will examine. The key-factor to be able to interpret different kinds of multimodal literacy is to understand its textual genre. Pupils and teachers need a certain level of technological skills to be able to create multimodal text and to have an estimation of the purpose of different text genres. To analyze the research material a hermeneutic method is used with a phenomenographic focus of the experience that the survey data and interviewed informants provide for the research. Results shows that some experience is similar between the teachers and pupils concerning the different study materials, then again preference might differ when it comes to preparations for tasks or lectures. Something all informants agree upon, is that the computer as digital tool is positive since it is used in every subject in school and it is never lost or forgotten at home by pupils.

No description available.

Diploma thesis "Assesment of regional textbooks published in Czechia after the year 1990. Demonstration of Krnovsko work course book creating" is focused on the local region exploration which represents huge and still not used capacity from the geographical point of education. The first part of this work explains the term local region by the way of the special sources and is followed by comfirmation of the local region education in framework educational programmes and foreign curricula. In the fourth and the fifth parts of this thesis there is scatched the concept of local region recognition and regional textbook creation. The regional textbooks collection from educational institution Lipka in Brno was the main subject of of the qualitative and quantitive part of the research and the source for the selected textbooks assesment as well. Final part of this thesis is the centre of it. The special chapter about Krnovsko was formed for the future textbook from the author's own study research, local region textbooks assesment and her practical experience.

The name of the thesis: Practical exercises using the theme of tropical and subtropical fruits in teaching natural history and biology describe the basic issue that the following text is devoted to. This thesis is connected to my bachelor thesis, "Tropical Fruit in Natural History and Biology Textbooks," defended in 2010. The main objectives of the thesis was to complete the contentual analysis of natural history and biology textbooks for the 2nd degree of primary schools, lower grades of grammar schools, and secondary schools. I focused on the issue of the incorrect inclusion of certain plants in chapters for tropical and subtropical fruits. Based on the total contentual analysis of textbooks, I have chosen the processing of practical exercises with the theme of tropical and subtropical fruits as the main objective. Based on the evaluation of the questionnaire, which served as a basis for practical exercises, in which teachers of natural history and biology were addressed, I was focused primarily on lab exercises, worsheets, proposals for project days, didactic games, and excursion worksheets, when creating the practical exercises. The subsequent objective was to verify one laboratory exercise in teaching. The result of this thesis is not only a brief review of natural history and biology...

nÃo hà / Este trabalho teve como objetivo analisar a abordagem do conteÃdo energia em livros didÃticos de ensino mÃdio selecionados pelo Governo Federal para uso em escolas pÃblicas no Guia Nacional do Livro DidÃtico PNLD 2012, à luz da teoria do Construtivismo Humano. A metodologia utilizada para a efetivaÃÃo desse inquÃrito envolveu uma pesquisa bibliogrÃfica acerca dos conceitos ensino de FÃsica, livro didÃtico, Construtivismo Humano, Aprendizagem Significativa e energia. O estudo dos livros didÃticos selecionados constituiu uma pesquisa de natureza descritiva, em relaÃÃo à exposiÃÃo do conteÃdo energia nesses manuais. A abordagem adotada foi qualitativa, a partir dos fundamentos epistemolÃgicos da teoria do Construtivismo Humano e da concepÃÃo cientÃfica de energia de Duit e Heausller (1994). Assim, analisaram-se os livros segundo categorias: concepÃÃes alternativas de energia (ou seja, concepÃÃes baseadas no senso comum, em desacordo com as concepÃÃes cientÃficas), concepÃÃes equÃvocas de energia (referentes ao uso equivocado das concepÃÃes alternativas como cientÃficas), quatro aspectos do conceito energia (conservaÃÃo, transformaÃÃo, transporte e degradaÃÃo), concepÃÃes dos conceitos correlatos a energia (tais como calor, trabalho e entropia) e organizaÃÃo da exposiÃÃo. Em geral, observou-se que as coleÃÃes de livros didÃticos analisadas apresentavam poucas consideraÃÃes acerca das concepÃÃes alternativas de energia, na introduÃÃo dos capÃtulos. Por outro lado, verificou-se que expÃem equivocadamente como cientÃficas algumas concepÃÃes alternativas. AlÃm disso, na maioria das coleÃÃes, observou-se que sÃo abordados todos os aspectos que caracterizam a energia, contudo, de forma fragmentada, em volumes diferentes. Quanto à hierarquia conceitual, verificou-se comumente uma breve introduÃÃo acerca do conteÃdo energia antes da abordagem de trabalho mecÃnico, apesar de nÃo se considerar o conceito de sistema fÃsico como mais geral do que o conceito de energia. Portanto, pode-se afirmar que os livros apresentam falhas conceituais e de abordagem, quando referenciados pelo Construtivismo Humano. / This study has the objective of analyzing the approach of the energy content in school textbooks selected by the Federal Government for use in public schools in the Guide National Textbook PNLD 2012, on the light of the theory of Human Constructivism. The methodology used for the accomplishment of this investigation involved literature review on the concepts of Physics Teaching, Textbook, Human Constructivism, Meaningful Learning and Energy. The study of selected textbooks was a descriptive research, in relation to the exhibition energy content of these manuals. A qualitative approach was adopted, from the epistemological foundations of the theory of Human Constructivism and the scientific conception of energy by Duit and Heausller (1994). Thus, we analyzed the books according to these categories: alternative energy concepts (concepts based on common sense, at odds with scientific conceptions), energy misconceptions (for the use of misconceptions as scientific conceptions), four aspects of the energy concept (conservation, transformation, transport and degradation), conceptions of concepts related to energy (like heat, work and entropy) and organization of the presentation. In general, it was observed that the collections of textbooks analyzed had few considerations concerning alternative conceptions of energy in the introduction of chapters. On the other hand, it was found that they expose some misconceptions on scientific concepts. Furthermore, in most collections, we observed that all aspects are discussed characterizing the energy, however, it is fragmented in different volumes. Considering the conceptual hierarchy, it is commonly a brief introduction on the energy content before the approach of mechanical work, although not considering the concept of the physical system to be more general than the energy concept. So, it can be said that the books had failures on the conceptual approach, when referred to Human Constructivism.