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Syftet med denna studie är att utifrån ett didaktiskt perspektiv undersöka budskap om teknik i ett urval svenska skönlitterära barnböcker samt undersöka hur berättelsernas tekniksyner förhåller sig till deras natur- respektive framtidssyn. Analyserna grundar sig på sex svenska författares skönlitterära barnböcker: Selma Lagerlöf, Otto Witt, Elsa Beskow, Karl-Aage Schwartzkopf, Sven Wernström och Sven Nordqvist. Dessa böcker innehåller frågeställningar och problematiker som i dag anses betydelsefulla och relevanta inom teknikens didaktik. Studien har tre analytiska perspektiv: att identifiera tekniken som finns representerad i barnböckerna, att undersöka barnböckernas tekniksyner i förhållande till natur och framtid samt att finna gemensamma och särskiljande teman berättelserna emellan. Analyserna visar att de olika tekniksynerna i barnböckerna är mångfacetterade. Hur tekniken gestaltas kan delas in i sex övergripande teman: tekniken som metafor eller liknelse, som antropomorf, som autonom, som resultat av kreativ drivkraft, männens teknik samt som icke tidsbunden. Det förekommer också olika syn på teknik och dess inverkan på såväl individ som samhälle. Natursynen som dominerar kan beskrivas som svagt antropocentrisk och en majoritet av berättelserna förmedlar bilden av det effektiva framtidssamhället där tekniken löser människans problem. En slutsats är att barnlitteraturens tekniklandskap kan bidra till att både vidga och fördjupa det teknikdidaktiska perspektivet. Det ambivalenta budskapet i böckerna gör att teknikens mångskiftande natur lyfts fram samt problematiseras på ett sätt som läroböcker sällan gör. Skönlitterära barnböcker skulle därför kunna fungera som utgångspunkter för didaktiska diskussioner om teknikens natur samt dess inverkan på människa, samhälle och natur i såväl nutid som dåtid. / The aim of this study is to examine, from a didactic perspective, messages conveyed about technology (view of technology) in a selection of Swedish children’s books containing elements of technology education, and to explore how these views of technology relate to nature and futures perspectives. The analysis is based on children’s books by six Swedish authors: Selma Lagerlöf, Otto Witt, Elsa Beskow, Karl-Aage Schwartzkopf, Sven Wernström and Sven Nordqvist. These books contain depictions of technology, but also depict issues and problems relevant in the field of technology education. The study has three analytical perspectives: the identification of technologies represented in the books; interpretation of the views of technology transmitted in the stories in relation to nature and futures perspectives; and identification of shared and divergent themes in the stories. The analysis shows that in general, the books present technology in diverse ways. Various facets of technology appear in the material and these are categorized into six themes: technology as metaphor or analogy; as anthropomorphic; as autonomous; technology as a result of a creative driving force; masculine technology; and technology as enduring. There are also different views of technology and its impact on individuals as well as society. The dominant view of nature in the books is weak anthropocentric and a majority of the stories convey the image of an effective future society in which technology solves human problems. A conclusion is that the technology landscapes in children’s fiction could contribute to broadening technology education. The ambivalent messages in these books reveal technology’s multifaceted nature and its complexity. The messages in children’s literature could also make it possible to problematize the nature of technology in ways that  textbooks seldom can. Children’s fiction could thereby be jumping boards for creative discussions about the nature of technology, and technology’s effects on individuals, society and nature in past and present time. / <p><strong>The published thesis is the second edition.</strong> <em>Minor changes has been made in the second edition such as correcting grammatical errors, correcting a footnote, missing letters and two missing references.</em></p>

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Em 1799, enquanto a Europa sacudia com as guerras napoleônicas, o naturalista prussiano Alexander von Humboldt e o botânico francês Aimé Bonpland embarcavam rumo à América do Sul para realizar uma expedição científica. Oficialmente, era a primeira vez que cientistas viajavam ao mundo colonial espanhol sem escolta militar. Durante a viagem, uma peste atinge a tripulação obrigando Humboldt a desembarcar em Cumaná, na Tierra Firme, área marginalizada pela colonização espanhola. Humboldt permaneceria na área (hoje território colombiano e venezuelano) até 1801; este trecho da viagem seria seu principal objeto de representação quando, em 1808, já de volta ao mundo metropolitano, publica o Quadros da Natureza. No prefácio, Humboldt dizia que a obra tinha a intenção de evocar, através da descrição paisagística, aquilo que vivenciou no mundo colonial; neste procedimento, porém, pintava a colônia como espetáculo natural regido pela harmonia do mundo; com o Quadros da Natureza, Humboldt aniquilava, na paisagem descrita, aquilo que unia a colônia à metrópole: a mais brutal violência. / In 1799, while Europe concussed by the Napoleonic wars, the Prussian naturalist Alexander von Humboldt and the French botanist Aimé Bonpland boarded to South America to perform a scientific expedition. Officially, was the first time that scientists travelled to the Spanish colonial world without military bodyguard. During the trip, a plague reaches the ship forcing the scientists to land in Cumana, in Tierra Firme, Spanish colonization\'s marginal area. Humboldt stays in Tierra Firme (now Colombian and Venezuelan territory) until 1801; this travel section would be his main representation object when, in 1808, having returned to the metropolitan world, publishes Views of Nature. In the preface, Humboldt said that the work was intended to evoke, through the landscape description, what he experienced in the colonial world; this procedure, however, painted the colony as natural spectacle governed by harmonic forces; with Views of Nature, Humboldt annihilated, in landscape description, what tied colony and metropolis: the most brutal violence.

The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item &ldquo / Views on Science-Technology-Society (VOSTS)&rdquo / instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo / views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item selected from the epistemology of science category corresponded to the purposes of the assessment. In order to understand participants&rsquo / views on nature of science in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a picture of the preservice science teachers&rsquo / views on nature of science. Results of this study revealed preservice science teachers&rsquo / misconceptions on nature of science. Their views are mostly traditional on the nature of science. Results of the study indicated that preservice science teachers held traditional views (naive) regarding the definition of science / the nature of scientific models / the relationships between hypotheses, theories, and laws / fundamental assumptions for all science / the scientific method / uncertainty in scientific knowledge / epistemological status of scientific knowledge / coherence of concepts across disciplines. On the other hand participants have contemporary views (realistic) on the nature of observation / the nature of classification schemes / the tentativeness of scientific knowledge / cause and effect relationship. Analysis of interviews also supported these findings and gave a deep insight on preservice science teachers&rsquo / views on nature of science.

Em 1799, enquanto a Europa sacudia com as guerras napoleônicas, o naturalista prussiano Alexander von Humboldt e o botânico francês Aimé Bonpland embarcavam rumo à América do Sul para realizar uma expedição científica. Oficialmente, era a primeira vez que cientistas viajavam ao mundo colonial espanhol sem escolta militar. Durante a viagem, uma peste atinge a tripulação obrigando Humboldt a desembarcar em Cumaná, na Tierra Firme, área marginalizada pela colonização espanhola. Humboldt permaneceria na área (hoje território colombiano e venezuelano) até 1801; este trecho da viagem seria seu principal objeto de representação quando, em 1808, já de volta ao mundo metropolitano, publica o Quadros da Natureza. No prefácio, Humboldt dizia que a obra tinha a intenção de evocar, através da descrição paisagística, aquilo que vivenciou no mundo colonial; neste procedimento, porém, pintava a colônia como espetáculo natural regido pela harmonia do mundo; com o Quadros da Natureza, Humboldt aniquilava, na paisagem descrita, aquilo que unia a colônia à metrópole: a mais brutal violência. / In 1799, while Europe concussed by the Napoleonic wars, the Prussian naturalist Alexander von Humboldt and the French botanist Aimé Bonpland boarded to South America to perform a scientific expedition. Officially, was the first time that scientists travelled to the Spanish colonial world without military bodyguard. During the trip, a plague reaches the ship forcing the scientists to land in Cumana, in Tierra Firme, Spanish colonization\'s marginal area. Humboldt stays in Tierra Firme (now Colombian and Venezuelan territory) until 1801; this travel section would be his main representation object when, in 1808, having returned to the metropolitan world, publishes Views of Nature. In the preface, Humboldt said that the work was intended to evoke, through the landscape description, what he experienced in the colonial world; this procedure, however, painted the colony as natural spectacle governed by harmonic forces; with Views of Nature, Humboldt annihilated, in landscape description, what tied colony and metropolis: the most brutal violence.

In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Zweifellos beansprucht Schiller wie kaum ein anderer Dichter, die Freiheit des Menschen zur Grundlage seines philosophischen Denkens und künstlerischen Schaffens gemacht zu haben. Vorliegende Studie, die Schillers Jugendschriften zentral thematisiert, eröffnet den Blick auf die ideengeschichtliche Kontinuität dieses Denkens, das seinen Ursprung in der Stuttgarter Akademiezeit hat. Es wird also die innere Einheit von Schillers Denken betont, die jedoch nicht in der Kant-Lektüre, sondern in der frühen anthropologischen Prägung gesehen wird. Das verwendete quellenuntersuchende Vorgehen ermöglicht es, Schillers Akademieschriften in Verbindung mit der intellektuellen und szientifischen Gesamtlage der Zeit detailliert zu analysieren und zu interpretieren. Was dabei sichtbar wird, ist ein Naturbegriff, mit dem die lebendige Ganzheit der Natur als universeller Wirkungszusammenhang einzusehen versucht wird und der Akzent auf der Selbstbewegtheit der Natur liegt. Die Natur wird als etwas Produktives, sich Selbstorganisierendes, sich Selbstvollendendes begriffen. Dieser Naturbegriff liegt dem anthropologischen Selbstverständnis zugrunde. Frühzeitig gibt Schiller diesem anthropologischen Konzept eine geschichts- und moralphilosophische Dimension. / Undisputed, Schiller demands- as hardly any other poet – that he had made freedom of mankind to the foundation of his philosophical thoughts and artificial creation. This essay on hand has Schiller’ leaflet of his youth as subject and opens a view to the variety of ideas of the continuity of these thoughts which has its origin in the time at the academy in Stuttgart. The inner unit is marked which will not be seen in Kant’s readings , but also in the early anthropological coining. The used source- survey gives a chance to analyse and interpret Schiller’ leaflets in an association with the intellectual and scientific situation of this time in detail. It becomes clear that the expression of nature is seen as the living holistic of the nature which has a relationship between effects and that the accent lies on the automatically moving of the nature. The nature is made clear as something automatically organising and completed and something productive. This expression of nature is the basic of the anthropological comprehension. Premature, Schiller gives this anthropological draft a historical moral standard dimension.

The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students&amp / #8217 / understanding of acid-base concepts. Also, the effect of instruction on students&amp / #8217 / attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&amp / #8217 / attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&amp / #8217 / views on nature of science.