Yes / Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23 = female) from 9 primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.

Made available in DSpace on 2016-07-27T13:53:43Z (GMT). No. of bitstreams: 1 MARCIA RODRIGUES LEAL.pdf: 1874990 bytes, checksum: 3b8d259177a870192c90ef64c559f801 (MD5) Previous issue date: 2015-09-03 / This dissertation analyzes the Didactics concept of the researches about Mathematics teachers formation in the Midwest of the Brazil. The problem that sought to clarify was thatDidactic concepts underlying theses and dissertations about mathematics teachers formation of the Education postgraduate programs, Education-Teaching of Sciencies and Mathematics, between 2005 and 2012. For the clarification of this question, it was realized a literature search, in the form knowledge state, which found twenty (20) works related to the subject of the investigation. The research was guided by the following questions: 1) What does the researchesreveal about the Didacticon the Mathematics teachers formation? 2) For what levels of education(kindergarten, elementary, middle or university) these researches and studies have turned and how they are distributed throughout the region in relation to universities, programs and researchlines? 3) What authors have been researched more often in the Midwest about this theme? 4) What theoretical and conceptual Didactic bases predominate as fundamentals of these studies and researches? It sought up to this research, theoretical support in the contributions of Libâneo (1996, 2010, 2013), Candau (1982, 1984, 2014), and LorenzatoFiorentini (2009), Fiorentini (2004, 2005), D Ambrosio (1993, 2000) and Davydov (1982, 1988). The constitution of the corpus of the research was carried out from the collections of databases of Graduate Programs in Education, Mathematics Education, Education - Teaching of Science and Mathematics. In analyzing the data were adopted guidelines Bogdan&Biklen (1994) to the categorization and systematization of data, outlining to the following themes: Didactic, formation of Mathematics teacher and Mathematics Education. The analysis pointed out the need to broaden the understanding of the Didactic conceptions in all the actions of mathematics teacher education process. Comprehension that it can bring out the didactic actions that are being developed to face the professiondilemmas, giving a new meaning, like this, the teacher s task. / Esta dissertação analisa a concepção de Didática das pesquisas sobre formação de professores de Matemática no Centro-Oeste do Brasil. O problema que se buscou esclarecer foi que concepções de Didática fundamentam as teses e dissertações sobre formação de professores de Matemática dos programas de pós-graduação em Educação, Educação Matemática, Educação-Ensino em Ciências e Matemática, entre 2005 e 2012. Para o esclarecimento dessa questão, realizou-se uma pesquisa bibliográfica, na modalidade estado do conhecimento, na qual encontraram-se 20 (vinte) trabalhos relacionados ao tema da investigação. A pesquisa foi norteada pelas seguintes questões: 1) O que revelam as pesquisas sobre as implicações da Didática na formação do professor de Matemática? 2) Para que níveis de ensino (infantil, fundamental, médio ou superior) essas pesquisas e estudos têm se voltado e como se distribuem pela região em relação às universidades, programas e linhas de pesquisas? 3) Que autores têm sido pesquisados com mais frequência na região Centro-Oeste a respeito dessa temática? 4) Que bases teórico-conceituais da Didática predominam como fundamentos desses estudos e pesquisas? Buscou-se, para essa pesquisa, aporte teórico nas contribuições de Libâneo (1996, 2010, 2013), Candau (1982, 1984, 2014), Lorenzato e Fiorentini (2009), Fiorentini (2004, 2005), D Ambrósio (1993, 2000) e Davydov (1982, 1988). A constituição do corpus da pesquisa foi realizada a partir dos acervos dos bancos de dados dos Programas de Pós-Graduação em Educação, Educação Matemática, Educação-Ensino em Ciências e Matemática. Na análise dos dados foram adotadas as orientações de Bogdan&Biklen (1994) para a categorização e sistematização dos dados, delineando-se às seguintes temáticas: Didática, formação do professor de Matemática e Educação Matemática. A análise apontou a necessidade de ampliar a compreensão das Concepções de Didática no conjunto das ações do processo de formação dos professores de Matemática. Compreensão essa que possa trazer à tona as ações didáticas que estão sendo desenvolvidas no enfrentamento dos dilemas da profissão, ressignificando, assim, a tarefa do professor.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-05-11T12:29:55Z No. of bitstreams: 1 PDF - Tony Regy Ferreira da Silva.pdf: 2709218 bytes, checksum: ddcad943abee7fbdd891fd0a7cb4187c (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:46:38Z (GMT) No. of bitstreams: 1 PDF - Tony Regy Ferreira da Silva.pdf: 2709218 bytes, checksum: ddcad943abee7fbdd891fd0a7cb4187c (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:46:51Z (GMT) No. of bitstreams: 1 PDF - Tony Regy Ferreira da Silva.pdf: 2709218 bytes, checksum: ddcad943abee7fbdd891fd0a7cb4187c (MD5) / Made available in DSpace on 2016-07-21T20:46:51Z (GMT). No. of bitstreams: 1 PDF - Tony Regy Ferreira da Silva.pdf: 2709218 bytes, checksum: ddcad943abee7fbdd891fd0a7cb4187c (MD5) Previous issue date: 2016-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Cette recherche visait à analyser les effets du contrat didactique discuté par Guy Brousseau dans une classe de mathématiques de l'école élémentaire de la teneur en géométrie. Ce concept, étudié par le chercheur, présente les clauses de la relation pédagogique, qui sont le plus souvent sous-entendus, ils régulent les attentes et les comportements entre l'enseignant et l'élève par rapport à connaître la cible. Donc, d'abord, nous avons mené une étude sur les situations d'enseignement, nous discutons des concepts de contrat didactique, leurs transgressions et renégociations, nous concentrons notre discussion sur les effets de contrat didactique et caractéristiques alors présents de la connaissance mathématique, dans notre cas, les cercles et cercles. Pour cela, nous suivons notre méthodologie, qui effectuait l'observation des classes, lorsque nous suivons l'approche d'un professeur de mathématiques avec leurs élèves sur les connaissances en jeu. Nous avons analysé les données recueillies en vérifiant l'existence d'effets du contrat didactique. Dans un second temps, nous avons analysé les données recueillies en vérifiant l'existence d'effets du contrat didactique. Grâce à notre base théorique et les données recueillies au cours de la recherche, nous avons trouvé de résultats qui indiquent la nécessité d'une réflexion sur les relations établies dans l'Accord didactique et ses effets dans la salle de classe. Nous notons également que sa prévalence est restée à des situations impliquant la géométrie. Nous identifions les éléments qui nous montrent l'apparition d'effets de la conformité avec les règles de comportement régies par le contrat didactique. / This research aimed to analyze the effects of the Didactic Contract discussed by Guy Brousseau in a mathematics classroom of elementary school in the geometry content. This concept, studied by the researcher, presents the clauses in the teaching relationship, which most often are implied, they regulate the expectations and behavior between teacher and student in relation to know the target. So, initially, we conducted a study of the teaching situations, we discuss the concepts of didactical contract, their transgressions and renegotiations, then we focus our discussion on the Didactic Contract effects and then present characteristics of mathematical knowledge, in our case, circles and circles. For this, we follow our methodology, which was conducting observation of classes, when we follow the approach of a math teacher with their students on the knowledge at stake. We analyzed the data collected by checking the existence of effects of the didactical contract. Through our theoretical foundation and the data collected during the research, we find results that indicate the need for reflection on the relations established in the Didactic Agreement and its effects in the classroom. We note also that its prevalence remained to situations involving geometry. We identify elements that show us the emergence of effects from compliance with the rules of behavior governed by the Didactic Contract. / Esta pesquisa teve por objetivo analisar os efeitos do Contrato Didático discutido por Guy Brousseau em uma sala de aula de matemática do Ensino Fundamental no conteúdo de geometria. Esse conceito, estudado pelo pesquisador, apresenta as cláusulas estabelecidas na relação didática, que na maioria das vezes são implícitas, elas regulam as expectativas, bem como o comportamento entre professor e aluno em relação ao saber visado. Assim, inicialmente, realizamos uma reflexão sobre as situações didáticas, buscamos discutir os conceitos do Contrato Didático, suas transgressões e renegociações, em seguida, focamos nossa discussão nos efeitos do Contrato Didático e depois apresentamos características do saber matemático, em nosso caso, circunferências e círculos. Para tanto, seguimos nossa metodologia, que teve a realização de observação das aulas, quando acompanhamos a abordagem de um professor de matemática com seus respectivos alunos diante do saber em jogo. Analisamos os dados coletados verificando a existência de efeitos do Contrato Didático. Através da nossa fundamentação teórica e dos dados coletados durante a realização da pesquisa, pudemos encontrar resultados que indicam a necessidade de reflexão sobre as relações estabelecidas no Contrato Didático e seus efeitos na sala de aula. Constatamos, ainda, que sua predominância se manteve diante das situações envolvendo a geometria. Identificamos elementos que nos comprovam o surgimento de efeitos a partir do cumprimento das regras de comportamento, regidas pelo Contrato Didático.

Im Mittelpunkt steht eine Schülergruppe in einer der drei Musikstunden auf DVD, die sich mit dem Erfinden einer Choreografie befasst. Ausgehend von dem bildungsgangdidaktischen Konstrukt der Entwicklungsaufgabe werden die unterschiedlichen Perspektiven rekonstruiert, aus denen heraus Schüler und Lehrer die in der Aufgabenstellung enthaltenen Anreize und Schwierigkeiten wahrnehmen. / The article focuses on a group of students/ pupils in one of the music lessons on DVD, that is concerned with the invention of a choreograhy. Taking developmental tasks into consideration, It deals with the different perspectives of pupils and teacher and the related obstacles and incentives inherent in the original tasks.

Der Beitrag beschreibt die deutsche Musikdidaktik von einer Meta-Ebene. Die an den Autor, einen Deutschdidaktiker, herangetragene Aufgabe wurde in drei Fragen gefasst: 1. Wie stellt sich die Landschaft der Deutschdidaktik aus der Adler- (bzw. Google earth-) Perspektive dar? 2. Wo würde der Adler die Brennpunkte der musikdidaktischen Tagungsdiskussion auf seiner Deutschdidaktik-Karte verorten? 3. Welche Gemeinsamkeiten und welche Unterschiede sieht der Adler zwischen der deutsch- und der musikdidaktischen Diskussion? Die Antwort ist ein Text mit einprägsamen Bildern aus dem Unterricht, mit Übersichten zur Deutschdidaktik und detaillierten Reflexionen aus einer kognitionstheoretischen Perspektive. Brennpunkte werden anhand von Begriffspaaren wie „Didaktik vs. Methodik“ und der Orientierung an „systematischem Aufbau vs. Erfahrung“, „Produktion vs. Rezeption“ sowie an „Produktionsprozessen oder -produkten“ lokalisiert. Die drei Beispielstunden von der DVD lassen sich auf drei Aufgabenfelder der Deutschdidaktik beziehen. / The article looks at music education / music didactic for general schools from a meta-level. The task for the author, a lecturer for didactic of German, was formulated in three questions: 1. How would you draw a map of the didactic of German from the perspective of an eagle (or Google earth)? 2. Where on this map would you locate the focal points of the music didactic discussion after the symposion? 3. Which common and which different points do you see between the didactic of music and the didactic of German? The article gives an answer with clear pictures from situations in the classroom, with overall views and detailed reflexions from a cognition-theoretical point of view. It locates focal points by pairs of terms like “didactic vs. methodology”, “teaching step by step vs. staging situations of experience”, “production vs. reception of music”, “focusing processes vs. objects of music education”. The three lessons on DVD can be related to three scopes of tasks of the didactic of German each.

Depuis quelques années, l'algorithme fait son entrée dans l'enseignement secondaire en France et à l'étranger. L'enseignement de ce concept fortement lié aux mathématiques et à la preuve soulève de nombreuses questions didactiques. Cette thèse propose une analyse épistémologique du concept afin de permettre l'étude de sa transposition didactique et la construction de situations didactiques. Dans un premier temps, nous présentons une analyse épistémologique détaillée du concept en mettant en avant ses aspects fondamentaux. Cela permet de proposer un modèle de conceptions (au sens de ckc) pour l'algorithme du point de vue du savoir savant et tenant compte l'ensemble des formes que peut prendre l'algorithme. Ces résultats, validés expérimentalement par les analyses d'entretiens avec des chercheurs, permettent de mener une étude de la transposition en jeu dans l'enseignement secondaire français (lycée). Au travers de l'étude des instructions officielles, de manuels scolaires et de ressources en ligne, nous mettons en évidence une transposition partielle du concept principalement orientée vers la programmation et l'usage de l'algorithme comme un outil. Enfin, la dernière partie propose une caractérisation de problèmes fondamentaux pour l'algorithme et des perspectives pour la construction et l'étude de situations didactiques en algorithmique. / For few years, the notion of an algorithm has been introduced in secondary school curricula in France and abroad. Teaching this concept, strongly linked with mathematics and proof raises many didactic questions. This thesis proposes an epistemological analysis of the concept of an algorithm in order to allow the study of its transposition and the building of didactic situations. First, we introduce a detailed epistemological analysis of the concept, highlighting its fundamental aspects. It allows us to propose a model of conceptions (in the meaning of ckc) for algorithm viewed from the academical knowledge and taking into account the different forms an algorithm can take. Those results, experimentally validated by the analysis of interviews of researchers, permit to study the didactic transposition involved in the French secondary school (lycée). Through the study of the official curricula and some textbooks and online resources, we emphasize a partial transposition of the concept, mainly tool-oriented and based on programming. Finally, the last part proposes a characterization of fundamental problems for algorithm and perspectives for designing an studying didactic situations in algorithmics.

The work will focus on the issue of the Czech literary canon and the literary legacy as a national wealth, while the work will focus especially the reception of this legacy in pupils at the elementary school. For this purpose, two authors were chosen - Karel Hynek Mácha and Božena Němcová. They are canonical authors their works were in many ways pioneering and determined for the subsequent development of Czech literature. The thesis is asking the extent to which importance is attached to these writers in the eyes of elementary school pupils. The work highlights the different perceptions of key authors in the past and in today's context. The work will also try to find out what didactic procedures and strategies are chosen by teachers in the teaching of chosen authors. Another objective of the thesis is to find out whether teachers use their own innovative methods in teaching about the mentioned authors, or compare the applied forms with other possible procedures, which could contribute by their attractive nature to the positive acceptance of students and also to the subsequent deepening of the understanding of the given issue.

Orientador: Maria Raquel Miotto Morelatti / Banca: Leny Rodrigues Teixeira / Banca: Saddo Ag Almouloud / Resumo: Este trabalho, de natureza qualitativa, vinculado à linha de pesquisa "Práticas Educativas na Formação de Professores", do Programa de Pós-graduação em Educação, da Faculdade de Ciências e Tecnologia - FCT/Unesp, Campus de Presidente Prudente, tem por objetivo investigar as vantagens e limites de uma proposta didática baseada em uma seqüência múltipla de situações de aprendizagem e como ela pode favorecer a aprendizagem significativa de conceitos geométricos envolvidos na relação espaçoplano. Para tanto, elaboramos, aplicamos e analisamos uma seqüência didática de situações de aprendizagem, que utilizou metodologia e recursos diferenciados, junto a trinta e dois alunos de uma 5a série do ensino fundamental da escola pública "EMEF Marechal do Ar Márcio de Souza e Mello", da cidade de Álvares Machado - SP. Os pressupostos teóricos de Ausubel, Parsysz, Van Hiele e Duval alicerçam a fundamentação e a análise do trabalho. Antes de iniciarmos a intervenção pedagógica, aplicamos uma avaliação diagnóstica para identificarmos os conhecimentos prévios e as dificuldades dos alunos. A partir desse diagnóstico, planejamos e desenvolvemos nove situações de aprendizagem, vivenciadas ao longo de seis meses do ano de 2007, as quais empregaram recursos didáticos diversificados, dentre eles, o computador. Ao final, aplicamos novamente a avaliação, com o intuito de identificarmos os avanços em relação à compreensão de conceitos. Para melhor analisarmos o material coletado, dividimos os alunos em três grupos. A análise dos dados revelou que um grupo não apresentou avanços expressivos em relação ao domínio dos conceitos envolvidos por não conseguir se desvincular das situações concretas para abstrair delas regularidades quanto aos elementos e conceitos em jogo... / Abstract: This is a qualitative study linked to the research line "Educative Practice on Teachers' Formation", from the Post Graduation Program in Education, of Science and Technology College (Faculdade de Ciências e Tecnologia - FCT/Unesp), Campus of Presidente Prudente. The present study has the objective of investigating the advantages and the limits of a didactic proposal based on a multiple sequence of learning situations and how it can support the significative learning of geometric concepts involved in the plane-space relationship. To do so, we elaborated, applied and analyzed a didactic sequence of learning situations that used different resources and methodology, with thirty two students from the 5th grade from a public school "EMEF Marechal do Ar Márcio de Souza e Mello", from Álvares Machado - SP. We used the theoretical presupposes from Ausubel, Parsysz, Van Hiele and Duval that contributed to the base and the analysis of this study. Before we initiate the pedagogic intervention, we applied a diagnostic evaluation to identify the students' previous knowledge as well as their possible difficulties. From this diagnostic we planed and developed nine learning situations, experimented during six months in 2007 and for what we used different didactic resources, as the computer, for example. Finally we applied the evaluation again to verify the students' improvement about the concepts comprehension. To best analyze the collected data, we divided the students in three groups... / Mestre

The object of this work is to propose the teaching text about the region of "South Africa" for second level of the Primary Schools and lower classes of the long-term Schools. The teaching text is getting from valid education documents and didactic appreciation of the current textbooks and exercise books destined for the above mentioned types of schools, including one German textbook. The proposal of an exercise book, which support the teaching text, is added. There are also included methodics of didactic analysis of textbooks and methodics of creating teaching text in this thesis.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-15T13:15:48Z No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-15T13:15:48Z (GMT). No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The history and philosophy of science can be used as subsidies to improve science teaching, including biology. For this improvement to occur, it is necessary to carry out researches to raise the historical aspects of concepts elaboration related to the scientific content present in schools and also the materials to support teachers, like textbooks. For that purpose, a study, from the 1950s to the present day on the conceptual development of genotype and phenotype, was carried out to provide theoretical subsidies for the analysis of these terms in high school biology textbooks. This research is justified by the need to evaluate how the concepts are presented in textbooks, since there is a need to adapt and revise the concepts according to the academic research notes, and also how the mere "knowledge used" is transposed to the "knowledge taught". The general objective of this study was to analyze how the concepts of genotype and phenotype are introduced in textbooks for basic education system. To find out the following questions were asked: Are the concepts of genotype and phenotype presented and transposed to textbooks respecting the scientific knowledge of each era? Is there historical recurrence in these materials of how the definition of these concepts came to be? The methodology is qualitative in nature, comprising data content analysis, which consists of three steps: pre-analysis, coding and categorization. The process of analyzing didactic transposition was carried out according to the following elements: Transformation Outsourcing, Internal Transformation, knowledge programmability, context-bound, biological aging and aging moral distance, textualization of knowledge, didactic creations and the old/new dialectic. Analyzing the results it was evidenced that the concepts of genotype and phenotype present in the respective textbooks did not follow the understanding of the scientific community of each era. Generally, the delay of the didactic transposition occurs, with respect to the development of the scientific knowledge. It is understood that part of this delay is acceptable, since it is very difficult for textbooks to be edited at the time of scientific research. However, authors and editors need to be concerned with the updates that emerge from scientific production, and care must be taken to ensure that there is no distancing of decades between the concepts presented in the teaching materials in relation to the compressions accepted by the scientific community. Regarding to analysis of the elements of the didactic transposition, it was noticed that the books usually present the contents of genotype and phenotype in a synthetic way, which may make it impossible to develop the scientific literacy of the students, leading them to see the genetics in a deterministic way, without considering the internal and external interferences for the constitution of the phenotype. / A história e a filosofia da ciência podem ser utilizadas como subsídios para melhorar o ensino das ciências, dentre essas, a biologia. Para que essa melhora aconteça, é necessário realizar pesquisas cujo objetivo consista em levantar os aspectos históricos da construção dos conceitos relacionados aos conteúdos científicos apresentados em sala de aula e também nos materiais de apoio aos professores, como o livro didático. Com esse intuito, foi realizado um estudo, desde a década de 1950 até os dias atuais acerca do desenvolvimento conceitual de genótipo e fenótipo, para fornecer subsídios teóricos para a análise desses termos em livros didáticos de Biologia do Ensino Médio. Essa pesquisa se justifica pela necessidade de avaliar como os conceitos estão apresentados nos livros didáticos, uma vez que existe a necessidade de adequação e revisão dos conceitos conforme os apontamentos da pesquisa acadêmica, e ainda como são transpostos esses conhecimentos do “saber sábio” para o “saber a ensinar”. O objetivo geral desta pesquisa foi analisar como os conceitos de genótipo e fenótipo são apresentados em livros didáticos destinados à educação básica. Para tal fim, realizamos os seguintes questionamentos: Os conceitos de genótipo e fenótipo são apresentados e transpostos para os livros didáticos respeitando os conhecimentos científicos de cada época? Apresenta-se recorrência histórica nesses materiais de como se chegou a definição desses conceitos? A metodologia é de natureza qualitativa, compreendendo a análise de conteúdo dos dados, que consiste em três etapas: pré-análise, codificação e categorização. O processo de análise da transposição didática foi realizado conforme os seguintes elementos: dessincretização do saber, despersonalização do saber, programabilidade do saber, publicidade do saber, envelhecimento moral/biológico, finalidade na textualização do saber, criações didáticas e a dialética antigo/novo. Ao analisar os resultados evidenciou-se que os conceitos de genótipo e fenótipo presentes nos respectivos livros não acompanharam a compreensão da comunidade científica de cada época. Geralmente, ocorre a demora da transposição didática, com relação ao desenvolvimento do conhecimento científico. Entendemos que parte dessa demora é aceitável, visto que, é muito difícil os livros didáticos serem editados no momento imediato ao desenvolvimento das pesquisas científicas. No entanto, os autores e editores precisam se preocupar com as atualizações que emergem da produção científica, e cuidar para que não haja distanciamento de décadas entre os conceitos apresentados nos materiais didáticos em relação às compressões aceitas pela comunidade científica. Quanto à análise dos elementos da transposição didática, percebemos que os livros geralmente possuem apresentação dos conteúdos de genótipo e fenótipo de uma forma sintética, o que pode impossibilitar o desenvolvimento da alfabetização científica dos alunos, levando-os a ver a genética de forma determinista, sem considerar as interferências internas e externas para a constituição do fenótipo.