With the introduction of outcomes-based education (OBE) in South Africa the role of teachers and learners in the teaching and learning process had to change. Teachers had to adopt a facilitation role and learners had to focus on active learning and the mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning process are continuously pressurised not only to focus on the teaching of theoretical subject matter, but also the development of higher-order cognitive skills (HOCS). Since 2006 the development of learners' HOCS in South African Schools have been emphasized in the Further Education and Training Phase (grades 10-12) through the National Curriculum Statements. Teachers in Business Studies (the new subject that replaced Business Economics as secondary school subject in 2006) have doubts in their ability to develop learners' HOCS because they doubt their own ability to demonstrate HOCS. This study indicates that the teacher training of Business Studies students should focus on the development of their HOCS, because they won't be able to develop their learners' HOCS if they can't demonstrate it themselves. The purpose of this study was to develop a teaching model for the development of education students in Business Studies' HOCS. Lecturers can use the teaching model during teacher training, to develop education students' knowledge of HOeS in Business studies, their ability to demonstrate HOCS and their critical and creative thinking skills. This study was approached from a pragmatic research paradigm. A literature study was conducted to motivate the rationale for the development of education students' HOCS, to investigate the meaning of HOCS and to determine the way in which HOCS can be learned, taught and assessed. The proposed teaching model that was developed, is based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of this study. The literature study also showed that HOCS can best be learned and taught in a social constructivist learning environment, where lecturers enable students to construct their own knowledge and skills, with a combination of inductive teaching, cooperative learning and problem/activity based learning. During the empirical component of this study the teaching model for development of HOCS was applied to education students in Business Studies. Data was gathered over a period of four months by means of a mixed methods research design. This research design acted as a purposeful research framework wherein quantitative and qualitative methods were used to solve the research problem. Findings from the results of the empirical study indicated the extent to which the teaching model led to the development of the education students' HOCS, the experience of the education students and the way in which the model was executed. The contribution of this research is viewed as a clarification of the concept HOCS, the rationale for the development of HOCS and the proposed teaching model. / Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010

With the introduction of outcomes-based education (OBE) in South Africa the role of teachers and learners in the teaching and learning process had to change. Teachers had to adopt a facilitation role and learners had to focus on active learning and the mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning process are continuously pressurised not only to focus on the teaching of theoretical subject matter, but also the development of higher-order cognitive skills (HOCS). Since 2006 the development of learners' HOCS in South African Schools have been emphasized in the Further Education and Training Phase (grades 10-12) through the National Curriculum Statements. Teachers in Business Studies (the new subject that replaced Business Economics as secondary school subject in 2006) have doubts in their ability to develop learners' HOCS because they doubt their own ability to demonstrate HOCS. This study indicates that the teacher training of Business Studies students should focus on the development of their HOCS, because they won't be able to develop their learners' HOCS if they can't demonstrate it themselves. The purpose of this study was to develop a teaching model for the development of education students in Business Studies' HOCS. Lecturers can use the teaching model during teacher training, to develop education students' knowledge of HOeS in Business studies, their ability to demonstrate HOCS and their critical and creative thinking skills. This study was approached from a pragmatic research paradigm. A literature study was conducted to motivate the rationale for the development of education students' HOCS, to investigate the meaning of HOCS and to determine the way in which HOCS can be learned, taught and assessed. The proposed teaching model that was developed, is based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of this study. The literature study also showed that HOCS can best be learned and taught in a social constructivist learning environment, where lecturers enable students to construct their own knowledge and skills, with a combination of inductive teaching, cooperative learning and problem/activity based learning. During the empirical component of this study the teaching model for development of HOCS was applied to education students in Business Studies. Data was gathered over a period of four months by means of a mixed methods research design. This research design acted as a purposeful research framework wherein quantitative and qualitative methods were used to solve the research problem. Findings from the results of the empirical study indicated the extent to which the teaching model led to the development of the education students' HOCS, the experience of the education students and the way in which the model was executed. The contribution of this research is viewed as a clarification of the concept HOCS, the rationale for the development of HOCS and the proposed teaching model. / Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010

The aim of the thesis is to gather information related to the concept formation process in geometry. Reading available literature and writing the basic terms and facts on a given subject. Part of the thesis is a collection of exercises related to the principles of the concept formation process and due to revision of Bloom's taxonomy. Then realization of active research. The research detects if the problematics of triangles in five classes of elementary school is taught according to the principles of the concept formation process.

The presented master's thesis is concerned with the topic of the revised version of Bloom's taxonomy and its implementation to second language teaching with regards to its higher levels through the use of different activating methods of teaching. The aim of this thesis is to, with the support of academic literature, consider the role of the activating methods in language teaching and their potential relationship to the revised taxonomy. Based on these findings it is later aimed to present suggestions applicable in practice about how to combine these two instruments with regards to Spanish language teaching. The thesis includes a research done through a questionnaire which aims to map the teachers' knowledge of the activating teaching methods and the potential means of using them while teaching.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T19:38:55Z No. of bitstreams: 1 izabelatalitadesales.pdf: 2502791 bytes, checksum: 3618911906870c6fe7742fdf73942d7f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-26T13:09:55Z (GMT) No. of bitstreams: 1 izabelatalitadesales.pdf: 2502791 bytes, checksum: 3618911906870c6fe7742fdf73942d7f (MD5) / Made available in DSpace on 2017-05-26T13:09:55Z (GMT). No. of bitstreams: 1 izabelatalitadesales.pdf: 2502791 bytes, checksum: 3618911906870c6fe7742fdf73942d7f (MD5) Previous issue date: 2017-02-21 / O presente trabalho apresenta a descrição do desenvolvimento e aplicação de uma Sequencia Didática abordando tópicos de Termodinâmica. O estudo foi realizado com duas turmas do 2ª ano do Ensino Médio de uma escola estadual localizada no município de Juiz de Fora, Minas Gerais. A Sequência Didática foi elaborada baseada nos aspectos teóricos da Aprendizagem Significativa de David Ausubel. Utilizamos a Taxonomia de Bloom como instrumento na identificação e declaração dos objetivos mobilizados no desenvolvimento cognitivo do aluno, servindo de norteador em nosso planejamento de todo o processo de ensino. A Sequência Didática incorpora atividades investigativas experimentais, textos relacionando Física com fatos cotidianos, análises e interpretação de diversas formas de linguagens visando alcançar dimensões cognitivas mais altas. A análise das atividades ao longo da aplicação da Sequencia Didática mostrou bons resultados: os alunos manifestaram maior interesse e motivação em aprender, tornando-se mais participativos e ativos em sua aprendizagem. Concluímos que a diversidade de atividades desenvolvidas durante o processo de ensino, especialmente as experimentais e em grupo, possibilita o alcance dos processos cognitivos mais altos. / The present work is an account of the application of a Didactic Sequence addressing topics of Thermodynamics. The study was carried out with two High School classes of a public state school located in the city of Juiz de Fora, Minas Gerais. The Didactic Sequence was elaborated based on the theoretical framework of the Meaningful Learning of David Ausubel. We used Bloom's Taxonomy as an instrument in the identification and declaration of the objectives mobilized in the student's cognitive development, serving as a guide in our planning of the whole teaching process. The Didactic Sequence incorporates experimental investigative activities, texts relating physics with everyday phenomena, analysis and interpretation of various forms of languages in order to reach higher complex cognitive dimensions. The analysis of the activities along the application of the Didactic Sequence showed good results: the students expressed greater interest and motivation in learning, becoming more participative and active in their learning. We conclude that the diversity of activities developed during the teaching process, especially the experimental ones and group work, is more likely to enable higher cognitive processes to be achieved.

Orientador: Regilene A. Sarzi Ribeiro / Resumo: Essa pesquisa apresenta um estudo sobre o ensino da arte através da imagem e suas proposições reflexivas referentes à sua produção e repercussão no contexto educacional e cultural. A partir de um estudo sobre a fotografia, como meio provocador crítico-sensível, ressalta-se a importância da compreensão de abordagens metodológicas que são propulsoras de reflexões, no processo ensino-aprendizagem das artes visuais. Também problematiza a questão de como o ensino, mediado pela imagem, pode gerar processos e produtos capazes de provocar a transformação do pensamento sobre a realidade tecnológica em que vivemos. Tem como objetivo evidenciar a relevância de um ensino de arte mediado pela imagem tecnológica tornando consciente os processos de acesso e produção midiática na sociedade contemporânea, promovendo a mediação tecnológica crítica a partir de um aprofundamento do conhecimento sobre as relações de produção artística mediado pela tecnologia. A metodologia desenvolvida foi o levantamento bibliográfico sobre os temas interdisciplinares, além da pesquisa participante e pesquisa-ação. Também foram utilizadas as abordagens metodológicas do Project Zero de Harvard, como o Teaching for Understanding e o Artful Thinking. A análise da coleta de dados foi realizada a partir do desenvolvimento do projeto educacional fotográfico, contendo aulas e práticas reflexivas e fotográficas, além de um questionário final, que resultou em um relato de experiência. Os principais resultados apresentados... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is a study about Arts teaching through image and its reflective propositions regarding its production and broadcast inside cultural and educational contexts. Analysis of photography as a provocative and critical sensitive medium highlights the importance of understanding methodological approaches that might trigger reflections in visual arts teaching and learning processes. It also problematizes the issue of how teaching through image might generate processes and products able to provoke transformation of thoughts about the technological reality we live in. It aims to put into evidence the relevance of art teaching process through technological images, bringing to consciousness the processes of access to media and its production in today’s society, promoting critical technological mediation triggered by deepening knowledge about the relations between artistic production and technology. The chosen methodology was bibliographic research about interdisciplinary themes, besides participative research and action research. Harvard’s Project Zero’s methodological approaches have also been used, such as Teaching for Understanding and Artful Thinking. Data analysis was collected from the educational project based on photography development, with lessons and reflective practices and also photography, besides a final survey, which resulted in a case report. The main results achieved show the relevance of art teaching through image and improved by reflective practices about... (Complete abstract click electronic access below) / Mestre

Title: Using online tools to assigns and assess the work of secondary school pupils in mathematics Author: Jiří Vančura Department: Department of Mathematics Education Supervisor: doc. RNDr. Jarmila Robová, CSc., Department of Mathematics Education Abstract: Despite the long-term trend of technology implementation in mathematics education, there is not much research that would empirically and long-term monitor the impact of technology on pupils' knowledge. The presented three studies examine the potential benefits of using Khan Academy as a tool for assigning and assessing homework in mathematics at upper secondary schools. The studies deal with three groups of research questions. What is the attitude of pupils towards the Khan Academy implementation, and what benefit do they see in the online practice? Can pupils transfer acquired knowledge from Khan Academy to the school context? In addition to procedural knowledge, does Khan Academy develop a deeper understanding of the underlying concepts? At the time of the research, the author was the mathematics teacher of some of the participating pupils. Based on the results of these studies, the consequences and recommendations for teaching mathematics at upper secondary schools using online platforms are discussed at the end of the thesis. Keywords: Khan Academy,...

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The problem of this study was to investigate the effect of an in-service program utilizing Benjamin S. Bloom (Ed.) and others' Taxonomy of Educational Objectives, Handbook I: Cognitive Domain (Bloom's Taxonomy) on (1) the self-concept of experienced secondary English teachers and social studies teachers, (2) the cognitive level of test items on teacher-made examinations, and (3) the attitude changes toward school subjects as rated b students.