Music is not mentioned to a large extent in the curriculum for Swedish preschools (National Agency, 2016). Preschool teachers don’t have any guidelines to relate to in their planning and implementation of music activities. This creates a complexity when working with music. Because of this further knowledge is needed in this area and that is why this study aims to illustrate didactic considerations in the planning and implementation of music activities in the preschool. This can further lead to inspire others to implement music in the preschool. The study looks closer at how music is valued and used as a didactic learning tool. This is done with the help of a questionnaire aimed at active preschool teachers (30 participants) and one interview. The study has a didactic perspective as a theoretical starting point and the results are analyzed and connected to the didactic triangle (Wahlström, 2015) and the didactic questions what, why and how (Ferm Thorgersen, 2012).   The result determines that music is a legitimate tool for developing children’s knowledge in several areas for example language, mathematics, science and movement. The result illustrates didactic considerations, how music activities are formed and the priority when planning and implementing music activities. The study also illustrates different ways of working with music and the preschool teachers relation to music. By contributing with new knowledge the study can therefore make it easier for others to work with music together with children in the preschool. If there are clear goals for learning and the activity is characterized by children’s influence can this lead to rewarding and fun music activities in the preschool. / Musiken har få nedslag i förskolans läroplan (Skolverket, 2016). Förskollärare och barn­skötare har därför inga tydliga riktlinjer att förhålla sig till i planering och utförande av musikaktiviteter tillsammans med barnen. Det skapas därför en komplexitet i arbetet med musik. Ytterligare kunskap behövs inom detta område och därför syftar studien till att synliggöra didaktiska överväganden i planering och utförande av musikaktiviteter i förskolan. Detta kan således leda till att inspirera flera att implementera musik i förskoleverksamheten. Studien fokuserar närmare på hur musik värderas och används som ett didaktiskt verktyg för lärande. Detta genomförs med hjälp av en enkätstudie riktad mot verksamma förskollärare och barnskötare (30 deltagare) och en intervju. Studien har ett didaktiskt perspektiv som teoretisk utgångspunkt och resultatet analyseras och kopplas till den didaktiska triangeln (Wahlström, 2015) och de didaktiska frågorna vad, varför och hur (Ferm Thorgersen, 2012).   Studiens resultat fastställer att musiken är en verksam metod för att främja barns utveckling inom flera områden som till exempel språk, matematik, naturkunskap och rörelse. Resultatet synliggör didaktiska överväganden, hur musikaktiviteter utformas och vad som prioriteras i planering och utförande. I studien synliggörs också olika arbetssätt och förskollärarnas och barnskötarnas relation till musik. Genom att bidra med ny kunskap kan studien därmed underlätta för andra att arbeta med musik tillsammans med barn i förskolan. Om det finns tydliga mål för lärandet och aktiviteten präglas av barnens inflytande kan detta bidra till givande och lustfyllda musikstunder i förskolan.

This essay aims to contribute to the field of religious education in Sweden by analyzing how three Swedish textbooks frame the topic of ‘religion and science’. By using content analysis as an analytic tool and framing theory, the essay examines how the relationship between religion and science is framed. Furthermore the essay analyze the didactic implications of the framing, using Johan Wickström’s ‘didactic text competence criteria’.   The contribution of the content analysis lies in its ability to reveal the framing of the relationship between religion and science within the material of the study and how the frames are constructed. The second part of analysis, through Wickström's 'didactic text competence criteria,' offers a critical examination that delves deeper into the complexities of the identified frameworks from a pedagogical perspective. The outcome of the critical analysis led to the conclusion that the identified frames could be perceived as problematic concerning the objectives and goals of education, as well as scientific principles and considerations for students. Furthermore, this study serves as a practical demonstration of how Wickström's criteria can serve as an analytical tool, while also underscoring its inherent limitations.

Text in Afrikaans / Die doel met hierdie studie was om didaktiese riglyne te formuleer waarvolgens die afstandsonderrig van ouditkunde, as deeldissipline in die opleiding van rekenmeesters en ouditeure, beplan, uitgevoer en deurlopend geevalueer kan word. Sodanige riglyne kan dien as rigtingwysers vir die verdere ontwikkeling van geskikte afstandsonderrigstrategiee. Ten aanvang is die leerinhoud van die ouditkunde vakgebied ontleed en afgebaken. Daarna is 'n didakties-gefundeerde onderrigmodel beskryf en op die ouditkunde vakinhoud, afstandsleerders en dosente toegepas. Hieruit is riglyne geformuleer wat gevolg kan word vir die wetenskaplike beplanning, uitvoering en evaluering van ouditkunde afstandsonderrig. Uit 'n evaluering van die huidige afstandsonderrigstrategiee vir ouditkunde aan Unisa het dit gebly~ dat sekere leemtes bestaan. Ten slotte is daar op grond van die didaktiese riglyne voorstelle gemaak om hierdie leemtes te oorbrug en is verskeie onderwerpe vir verdere navorsing ook geidentifiseer. / The aim of this study was to formulate didactic guidelines according to which the distance teaching of auditing, as part-discipline in the training of accountants and auditors, can be p 1 an ned, imp 1 emented and continually evaluated. These didactic guidelines can serve as guidelines for the further development of suitable distance education strategies. First, the auditing syllabus was analysed and delineated. Next, a didactically founded instructional model was described and applied to the subject matter of auditing, distance students and tutors. From this, guidelines were formulated which can be followed to scientifically plan, implement and evaluate the distance teaching of auditing. An evaluation of the existing distance teaching strategies for auditing at Unisa indicated that certain shortcomings exist. Finally, recommendations based upon the didactic guidelines were made to overcome the shortcomings. identified. / Auditing / M. Com. (Auditing)

Si la langue française fut imposée, à l'époque coloniale à des fins d'empire et d'emprise, actuellement, elle s'impose par l'effet de la mondialisation comme une langue à visée professionnelle. Notre recherche accorde une attention particulière à l'enseignement du français à visée professionnelle dans le domaine du tourisme au Maroc. Elle se situe donc au carrefour de la didactique des langues et de la formation professionnelle initiale, suite aux programmes d'urgence décidés récemment par le Ministère du tourisme marocain concernant la mise à niveau des étudiants en français. Le besoin de réagir de manière efficace est devenu particulièrement sensible et motive la présente recherche. Notre projet est d'une part, de faire l'état des lieux de l'enseignement du français dans le domaine du tourisme au Maroc depuis l'indépendance à aujourd'hui, en examinant les outils méthodologiques utilisés, et, d'autre part, d'identifier les besoins actuels des apprenants et des enseignants et plus largement, les attentes des établissements touristiques, afin de concevoir un matériel didactique du français spécialement destiné à notre public actuel. L'objectif est de faire acquérir aux apprenants des compétences culturelles et langagières spécifiques, tant orales qu'écrites répondant aux injonctions du marché de l'emploi-En cela, le domaine de l'ingénierie de formation sera sollicité. / Back In the colonial era, French language was imposed for empire and influence purposes, yet nowadays, it stands as a language for professional purpose due to the impact of globalization. My research pays particular attention to the teaching of French for professional purpose in the field of tourism in Morocco. This research comes as an intersection between language didactics and initial vocational training, following the emergency programs recently decided by the Moroccan Ministry of tourism about upgrading French language level among students. Thus, the need to respond effectively has become particularly sensitive and is a strong motive for this research. This project is based on an appraisal of French teaching regarding tourism in Morocco altogether with reviewing used instruments for this purpose in one hand, and figuring out students and teachers current needs and even touristic institutions expectations in the other hand, in order to perceive didactical French appliances mainly intended to our present public. In fact, the intention is to pump some specific cultural and lingual proficiency whether it's written or oral, that meets the work market needs. For this purpose, training engineering is highly recommended.

Text in Afrikaans / Die doel met hierdie studie was om didaktiese riglyne te formuleer waarvolgens die afstandsonderrig van ouditkunde, as deeldissipline in die opleiding van rekenmeesters en ouditeure, beplan, uitgevoer en deurlopend geevalueer kan word. Sodanige riglyne kan dien as rigtingwysers vir die verdere ontwikkeling van geskikte afstandsonderrigstrategiee. Ten aanvang is die leerinhoud van die ouditkunde vakgebied ontleed en afgebaken. Daarna is 'n didakties-gefundeerde onderrigmodel beskryf en op die ouditkunde vakinhoud, afstandsleerders en dosente toegepas. Hieruit is riglyne geformuleer wat gevolg kan word vir die wetenskaplike beplanning, uitvoering en evaluering van ouditkunde afstandsonderrig. Uit 'n evaluering van die huidige afstandsonderrigstrategiee vir ouditkunde aan Unisa het dit gebly~ dat sekere leemtes bestaan. Ten slotte is daar op grond van die didaktiese riglyne voorstelle gemaak om hierdie leemtes te oorbrug en is verskeie onderwerpe vir verdere navorsing ook geidentifiseer. / The aim of this study was to formulate didactic guidelines according to which the distance teaching of auditing, as part-discipline in the training of accountants and auditors, can be p 1 an ned, imp 1 emented and continually evaluated. These didactic guidelines can serve as guidelines for the further development of suitable distance education strategies. First, the auditing syllabus was analysed and delineated. Next, a didactically founded instructional model was described and applied to the subject matter of auditing, distance students and tutors. From this, guidelines were formulated which can be followed to scientifically plan, implement and evaluate the distance teaching of auditing. An evaluation of the existing distance teaching strategies for auditing at Unisa indicated that certain shortcomings exist. Finally, recommendations based upon the didactic guidelines were made to overcome the shortcomings. identified. / Auditing / M. Com. (Auditing)

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Esta pesquisa tem por objetivo analisar a validade científica do ideário pedagógico-didático contra-hegemônico desenvolvido na década de 1980, em face das contestações do modo pósmoderno de pensar. Para tanto, procura dar resposta à questão medular que orienta o estudo: Como os estudiosos que constituíram o movimento da didática crítica, e que tinham suas bases epistemológicas assentadas na dialética marxiana, estão tratando as questões colocadas pela pós-modernidade, uma vez que as proposições desse modo de pensar questionam as principais teses do materialismo histórico-dialético, com implicações epistemológicas e praxiológicas diretas para o campo da pedagogia e da didática? Ainda, como questão subsidiária, indaga: Há um deslocamento epistemológico de uma didática crítica para uma didática pós-moderna? O desenvolvimento da pesquisa dá-se fundado nos estudos de natureza teórica com o recurso à pesquisa bibliográfica e às análises das entrevistas realizadas com quatro estudiosos representativos da área da didática: José C. Libâneo, Maria Rita N. S. Oliveira, Selma G. Pimenta e Vera M. Candau. Tem como pressuposto teórico-metodológico a teoria do ser social de Marx, seu método dialético, a pedagogia como ciência da e para a práxis educativa e a didática como teoria do ensino enquanto totalidade concreta. No tocante ao método dialético, o estudo se faz pautado em Marx (1978, 1988a, 2007), Lukács (1979, 2007), Kosik (1995), Kopnin (1978), Paulo Netto (2006, 2009) e Frigotto (2006); na pedagogia e na didática, dá-se com Saviani (2005b, 2006, 2007b, 2008a), Libâneo (2000a, 2008), Pimenta (2000, 2001, 2005) e Oliveira (1991, 1992). A tentativa de captar as mediações do objeto de estudo conduz ao estudo do modo pósmoderno de pensar, a partir de obras de autores como Harvey (1993), Eagleton (1998), Jameson (2004) e Anderson (2004). Para sustentar a concepção de pós-modernidade, recorre-se também a Wood e Foster (1999) e Paulo Netto (2010). A pesquisa tem as seguintes categorias nucleares: pedagogias contra-hegemônicas, hegemonia, pós-modernidade, crítica, práxis, ciência, educação, cultura, pedagogia e didática. Os resultados demonstram, no tocante à questão da pesquisa, que, para todos os entrevistados, a didática crítica não está se metamorfoseando em uma didática pósmoderna, mas indicam a presença das ideias da pós-modernidade na área da didática. No tocante ao modo de lidar dos estudiosos da didática com os referenciais teóricos, sinalizam para a importância e contribuição da didática crítica, em particular aquela inspirada no marxismo, e sua validade nos dias atuais. Essa visão é compartilhada por Oliveira, Libâneo e Pimenta. Há sinalizações para modos distintos de lidar com a teoria de Marx entre esses três autores, ao passo que Candau aponta para uma didática crítico-intercultural, no diálogo com ideias pós-modernas de oposição. A pesquisa conclui pela validade e pertinência científica da posição contra-hegemônica lançada na década de 1980 e que ao longo da década de 1990 tendeu a ser contestada pela visão pós-moderna. Destaca a necessidade e validade da pedagogia histórico-crítica pelo caráter objetivo da formação humana constituinte de suas posições sobre educação e trabalho. A tarefa da didática consiste em contribuir com o desenvolvimento da consciência pedagógica do professor. Em situação de ensino, a finalidade do processo educativo é elevar a compreensão do aluno do nível sincrético ao nível da síntese. / This research aims at analyzing the scientific validity of the counter-hegemonic didactic-pedagogic approach developed in the decades of 1980 and 1990, in view of the disputes brought out by the postmodern way of thinking. In pursuing this objective, it seeks to answer the core question that guides the investigation: How are the scholars who fostered the movement for a critic didactic and had their epistemological bases grounded on the Marxism dialectic treating the questions posed by postmodernity, since its assumptions bring into question the main theses defended by dialectical historical materialism, with direct epistemological and praxticiological implications to the fields of pedagogy and didactic? Also a secondary question is posed: Is there an epistemological shift from a critical didactic to a post-modern didactic? The development of the theme comprises a theoretical study of the relevant bibliography and analyzes of interviews carried out with four representative scholars in the didactic field, namely, José C. Libâneo, Maria Rita N. S. Oliveira, Selma G. Pimenta, and Vera M. F. Candau; here the theoretical-methodological assumptions are Marxs theory of the Social Being, his dialectical method, and pedagogy seen as a science of, and for, educative praxis, and didactic seen as a theory of teaching in its concrete wholeness. As for the dialectical method, the references used are Marx (1979, 1988a, 2007), Lukács (1979, 2007), Kosik (1995), Kopnin (1978), Paulo Netto (2006, 2009) and Frigotto (2006); for pedagogy and didactic considerations, the references are Saviani (2005b, 2006, 2007b, 2008a), Libâneo (200a, 2008), Pimenta (2000, 2001, 2005), and Oliveira (1991, 1992). In the attempt to capture the mediations of the object under investigation, the post-modern way of thinking is discussed from the perspective presented by Harvey (1993), Eagleton (1998), Jameson (2004), and Anderson (2004); to support the concept of post-modernity chosen reference is made to Wood and Foster (1999) and Paulo Netto (2010). The research highlights the following nuclear categories: counter-hegemonic pedagogies, hegemony, post-modernity, critic, praxis, science, education, culture, pedagogy and didactic. The results show that, in relation to the research question, for all the interviewed scholars critical didactic is not changing into post-modern didactic, but they concede that some of the post-modern ideas are already present in the area of didactic. As for the manner those didactic scholars deal with the theoretical framework, there are indications that they consider that critical didactic, especially the segment inspired by Marxism, is important and has contributions, and is still valid in present days; this position is shared by Libâneo, Oliveira, and Pimenta. Also there are signs that those three professors have different forms of approaching Marx´s theory, and particularly Candau favors an intercultural critic didactic in the debate with opposing postmodern ideas. The research supports the validity and pertinence of the counter-hegemonic position launched in the 1980s and attacked by the post-modern trend along the 1990s. It also highlights the necessity and validity of the history-critical pedagogy due to its objectivity in human formation, one of its tenets in the reflection on education and labor. The task of didactic is to contribute with the development of teachers pedagogical consciousness. In the teaching situation the final goal of the educative process is to raise students comprehension from the syncretic level to the level of synthesis.

O preparo e produção de material didático para cursos on-line demanda o trabalho de uma equipe multidisciplinar (com técnicos e especialistas de diferentes áreas) junto aos professores-autores. A organização e o processo de produção são complexos e específicos para cada projeto e instituição de ensino. Nesta pesquisa, o objetivo é analisar como ocorreu o processo colaborativo de produção de material didático no curso semipresencial de Licenciatura em Ciências da USP/UNIVESP (no período de 2013). Este estudo é definido como pesquisa qualitativa, identificada como estudo de caso. Para alcançar os objetivos previstos foi realizada coleta de dados documentais e entrevistas com profissionais que participaram do processo de criação. Para análise dos dados obtidos foi realizado inicialmente o levantamento de posicionamentos teóricos ligados aos principais termos que permeiam o estudo. Por meio de análise de conteúdo foram estabelecidas as relações entre a teoria estudada e os dados coletados. Ao final, conclui-se que, por se tratar de um trabalho em equipe, o conteúdo (texto) original precisa passar por alterações e adequações ao longo de todo o processo até se tornar material didático do curso (em seus diferentes formatos). Vale destacar que esse processo de produção é acompanhado, discutido e validado pelo professor em todas as suas etapas. Como em toda equipe multidisciplinar, a comunicação e as inter-relações entre os profissionais são constantes e significativas para o processo. É nesse contexto de trabalho em equipe (junto ao professorautor) que ocorrem momentos de cocriação didática, resultado de um trabalho colaborativo e de criação. Verificou-se que esse processo de atuação das equipes na produção de material didático tem momentos intercalados de trabalho individualizado e colaborativo. Apesar desse fluxo estar desenhado de forma linear, com etapas predefinidas, é nas inter-relações e trocas de conhecimentos, sugestões e adequações do conteúdo que ocorrem momentos de cocriação. Trata-se de um processo híbrido: linear e de cocriação. Linear em sua estrutura e forma de trabalho e de cocriação como parte natural das relações humanas e da produção coletiva de conhecimento. / The preparation and the production of didactic materials for on-line courses demand a multidisciplinary teamwork (technicians and specialists from different areas) along with teacherauthors. The organization and the process of production are complex and specific for each project and teaching institution. The objective of this research is to analyze how the collaborative process of the didactic material produced in the blended learning course of the Licentiate Degree in Science from USP/UNIVESP (conducted over a certain period of time. Qualitative approach has been adopted for this study, more specifically, a case study research. In order to accomplish our goals, we have conducted data collection by using review of documents as well as interviews with the professionals that participated in the creation process. For the purpose of analyzing the collected data, we have gathered diverse theoretical approaches related to the main topics of this study. By having the content analyzed, a relationship between the studied theory and the data collected has been established. In conclusion, due to the fact that it is the product of a teamwork, the original content (text) needs to go through some changes and adaptations during the whole process until the final version of the didactic material (in all its different formats) is completed. It is important to emphasize that every step during the process of production is attended, discussed and validated by the teacher-author. As in any multidisciplinary teamwork, the communication and the interrelationships are constant and meaningful to the process. It is in this context of teamwork (including the teacher-author) that the didactic co-creation occurs, being the result of collaborative and creation work. It has been verified that the groups worked in intercalated moments throughout the production of the material: as individuals or in collaboration. Despite the fact that there are predefined steps which are supposed to flow in a linear way, co-creation takes place during the interrelationships, the exchange of knowledge and suggestions and the adaptation of the content. It turns out to be a hybrid process: linear and co-creative. Linear in its structure and its way of working and co-creative as a natural part of human relationships and as a collective production of knowledge.

La thèse étudie l'évolution sous contraintes du milieu que se donnent les élèves dans les cadres des premiers moments d'une activité d'étude et de recherche sur les équations du premier degré à une inconnue en classe de 4°. Le dispositif d'observation - analyses mathématique et didactique a priori soutenant la proposition d'activité, mise en place de groupes au sein des classes, films des interactions au sein du processus de recherche - recourt à une méthodologie de type clinique. Elle autorise une analyse micro-didactique qui, utilisant les récents développements de la théorie Anthropologique du didactique, conclut à la différenciation des milieux, des temporalités et des fonctions au sein des groupes observés et un enrichissement du concept de mémoire didactique. / The thesis studies the evolution under constraints of the milieu that pupils give themselves in the frames of the first moments of an activity of study and research on single-unknown equations of the first degree in class of 4 °.The observation device - a priori mathematical and didactical analyzes supporting the activity proposal, setting up groups within the classes, films of the interactions within the research process - resorts to a methodology of the clinical type. It allows a micro-didactic analysis which, using the most recent developments of the anthropological theory of didactics, concludes with the differentiation of the environments, the temporalities and the functions within the groups observed and an enrichment of the concept of didactic memory.

Made available in DSpace on 2016-04-28T19:34:35Z (GMT). No. of bitstreams: 1 Laura Garcia Abrao.pdf: 648215 bytes, checksum: 5b03788db6c257ff7ef39c415353a600 (MD5) Previous issue date: 2009-04-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A big challenge to a teacher is changing scientific knowledge into didactic content. To achieve this goal, complex theories have to be changed, without losing their properties and characteristics, to be assimilated by students. In this manner, the didactic transposition can be conceived as a body of acts that can change and become a wise knowledge to teaching knowledge , which brings in the core of the issue the conception that teaching can be built by the articulation of the academic competency plus pedagogic competency. In this context, we are able to see that inappropriate development of teachers impedes them from thinking about the didactic transposition practice and transforming it from expert awareness into instruction in behavior of Portuguese language. Here, we consider carefully the didactic transposition for an efficient teaching of Portuguese language. So we think about appropriate text theories of teaching Portuguese language and, assuming that universities don´t consider the didactic transposition, we have analyzed the Linguistics teaching courses of a public and private university searching for didactic transposition to apply in Portuguese lessons. We propose activities which go in the way of Linguistics education. It is possible to conclude that the supposition considered is true because the Linguistics courses that have been analyzed neither considered the didactic transposition nor the Linguistics education. So, we are able to conclude that didactic sequences are rich tools for teaching Portuguese language and, if used properly, it is possible to develop a work based on didactic transposition / Um grande desafio do professor é transformar um conhecimento científico em conteúdo didático e, para isso, teorias complexas, sem perder suas propriedades e características, precisam ser transformadas para serem assimiladas pelos alunos. Assim, a transposição didática pode ser concebida como um conjunto de ações transformadoras que tornam um saber sábio em saber ensinável , que traz em seu bojo a concepção de que a docência se constrói numa articulação da competência acadêmica com a competência pedagógica. Nesse contexto, percebemos que a formação inadequada do professor o impede de refletir sobre a prática da transposição didática para o ensino de língua portuguesa. Refletimos aqui sobre a transposição didática para um ensino de língua portuguesa mais eficaz. Para tanto, refletimos sobre as teorias de texto adequadas ao ensino de língua portuguesa, e, partindo da hipótese de que as universidades não contemplam a transposição didática, analisamos os programas de Prática de Ensino de Letras de uma universidade pública e uma particular, buscamos a transposição didática para aplicar na sala de aula de língua portuguesa e propomos atividades que percorram os caminhos da Educação Lingüística. A partir disso, concluímos que a hipótese levada em conta é verdadeira, os programas do curso superior de Letras analisados não levam em conta os princípios da transposição didática e não contemplam a Educação Lingüística. Chegamos à conclusão também de que as seqüências didáticas são ferramentas muito ricas para o ensino de língua portuguesa e, utilizando-as adequadamente, é possível desenvolver um trabalho de ensino à luz da transposição didática