Made available in DSpace on 2016-04-27T16:57:55Z (GMT). No. of bitstreams: 1 dissertacao_simone_silva_dias_caetano.pdf: 3425501 bytes, checksum: 0fc727cfd5fbc4fbbfd084519fcd2e28 (MD5) Previous issue date: 2004-09-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this dissertation was to investigate 4th grade children's skills in reading and interpreting graphs as well as their conceptions of the statistical measure mean. More specifically, the study addressed the research question: What are the contributions of a teaching intervention based on the use of manipulative materials to the teaching and learning of elementary statistical concepts the primary school? To this end, an interventionist research approach was adopted in a study involving two classes of the fourth year of "Ensino Fundamental" in a public school in São Paulo. One class constituted the control group (GC) and the other the experimental group (GE). The field research was organised in two phases the administration of diagnostic instruments (pre- and post-tests) to both the experimental and control groups; and the teaching intervention, which was applied only with the experimental group. The results from each phase were analysed in relation to two research foci the reading and interpretation of graphs and the concept of arithmetic mean and in relation to the types of graphs used vertical-bar graphs and "two-entry" graphs (as represented in the software Tabletop). Analysis of the results indicated student difficulties in the reading and interpreting of graphs in particular situations, such as graphs with non-unitary scales and/or with null frequency; The reading and interpretation of two-entry graphs was not associated with major difficulties. For the arithmetic mean, an increase of almost 50% in students' performance was observed from comparisons of the pre-and post-test results. On the basis of these results, it appears that the teaching intervention enabled the development of strategies for solving the presented situations as well as favouring the forging of important relations between the two concepts investigated, which influenced the amplification of students' knowledge of Data Handling / O objetivo desta dissertação foi investigar o desenvolvimento da leitura e interpretação de gráficos e o conceito de média aritmética por crianças da 4ª série do Ensino Fundamental, por meio de uma intervenção de ensino com o uso de material manipulativo, a fim de responder à seguinte questão de pesquisa: Quais as contribuições de uma intervenção de ensino com o uso de material manipulativo para o ensino-aprendizagem de conceitos elementares de Estatística nas séries iniciais do Ensino Fundamental? Para tanto, foi desenvolvida uma pesquisa de caráter intervencionista com alunos de duas classes de 4ª série do Ensino Fundamental de uma escola da rede pública estadual de São Paulo; uma delas constituiu-se em grupo controle (GC) e a outra em grupo experimental (GE). A pesquisa de campo contemplou duas etapas aplicação dos instrumentos diagnósticos (pré e pós-testes), tanto no GE como no GC e aplicação da intervenção de ensino com uso de material manipulativo apenas no GE. Os resultados obtidos em cada uma dessas etapas foram analisados considerando os dois objetos da pesquisa a leitura e interpretação de gráficos e o conceito de média aritmética bem como os dois tipos de gráficos usados gráfico de barras verticais e gráfico de dupla entrada (extraído do software Tabletop). Os resultados apontaram para as dificuldades dos alunos na leitura e interpretação de gráficos em situações específicas, como gráficos com escalas não unitárias e ou com freqüência nula. A leitura e interpretação do gráfico de dupla entrada não apresentou maiores dificuldades. Quanto à média aritmética, os resultados mostraram um crescimento de quase 50% no desempenho dos alunos do GE, no pós-teste. Tendo por base tais resultados pode-se concluir que a associação da intervenção de ensino com o material manipulativo possibilitou o desenvolvimento de estratégias para a resolução das situações apresentadas e permitiu o estabelecimento de importantes relações entre os dois conteúdos abordados, as quais, por sua vez, influenciaram na ampliação do conhecimento do aluno sobre o Tratamento da Informação

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-07T14:26:32Z No. of bitstreams: 1 DissFRM.pdf: 2433590 bytes, checksum: 6e85a959bdb345d03140a44c1210f967 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:33:19Z (GMT) No. of bitstreams: 1 DissFRM.pdf: 2433590 bytes, checksum: 6e85a959bdb345d03140a44c1210f967 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:33:28Z (GMT) No. of bitstreams: 1 DissFRM.pdf: 2433590 bytes, checksum: 6e85a959bdb345d03140a44c1210f967 (MD5) / Made available in DSpace on 2016-10-20T19:33:35Z (GMT). No. of bitstreams: 1 DissFRM.pdf: 2433590 bytes, checksum: 6e85a959bdb345d03140a44c1210f967 (MD5) Previous issue date: 2016-06-01 / Não recebi financiamento / This research originated from issues related to scientific literacy, aimed to analyze the potential and limitations of the study on medicinal plants from the CTS approach (Science- Technology-Society). Science education according to this perspective establishes relationships between scientific knowledge, technological development and social reality in order to encourage responsible decision making. Therefore, the research involved the participation of twenty students in a class of 3rd grade of elementary school of a municipal school in the interior of São Paulo and was developed through activities with CTS character, interdisciplinary and contextual. We used as instruments to collect data daily researcher, the written record and represented by designs of the students, the audio recording of his speeches and photographs. For the data analysis, established as criteria the Structuring Axes of Scientific Literacy proposed by Sasseron and Carvalho (2011) and we adapted. As a result, we identified indicative aspects of the process of initiation to scientific literacy. Among them we highlight the construction of relevant knowledge to the context of life of students and applicable to everyday situations, awareness of responsible actions through analysis and reflections on the new information and evidence of understanding of the relationship between science, technology, society and its implications. The study also highlighted the importance of attentive and active role of the teacher during the development of the activities and pointed out limitations regarding the conduct of discursive activity in science classes and difficulty in articulating the opinions of students and science concepts. Finally, we believe that this research could contribute to the practice of teachers working in the early years of elementary school to consider training as a continuum. / Esta pesquisa, originada a partir de questões relacionadas à alfabetização científica, teve como objetivo analisar as potencialidades e limitações do estudo sobre plantas medicinais a partir da abordagem CTS (Ciência-Tecnologia-Sociedade). O ensino de Ciências segundo essa perspectiva estabelece relações entre os conhecimentos científicos, o desenvolvimento tecnológico e a realidade social a fim de favorecer a tomada de decisão responsável. Para tanto, a pesquisa envolveu a participação de vinte alunos de uma turma de 3º ano do Ensino Fundamental de uma escola municipal do interior de São Paulo e foi desenvolvida por meio de atividades com caráter CTS, interdisciplinar e contextual. Utilizamos como instrumentos para a obtenção dos dados o diário da pesquisadora, o registro escrito e representação por desenhos dos alunos, a gravação em áudio de suas falas e as fotografias. Para a análise dos dados, estabelecemos como critério os Eixos Estruturantes da Alfabetização Científica propostos por Sasseron e Carvalho (2011) e por nós adaptados. Como resultados, identificamos aspectos indicativos para o processo de iniciação à alfabetização científica. Dentre eles destacamos a construção de conhecimentos pertinentes ao contexto de vida dos alunos e aplicáveis a situações do cotidiano, a conscientização de ações responsáveis por meio das análises e reflexões acerca das novas informações e indícios do entendimento das relações existentes entre ciência, tecnologia, sociedade e suas implicações. O estudo também salientou a importância da postura atenta e ativa do professor durante o desenvolvimento das atividades e apontou limitações referentes à condução da atividade discursiva nas aulas de ciências e a dificuldade em articular as opiniões dos alunos e os conceitos científicos. Por fim, entendemos que esta pesquisa poderá contribuir para a prática de professores atuantes nos anos iniciais do Ensino Fundamental que consideram a formação como um contínuo.

Summary in Tsonga and English / Ndzavisiso lowu wu xopela xiyimo xa mavumbelo, matsalelo, mahikahatelo na mathyelo ya swikomiso na mavulwankatso eka Xitsonga hi xikongomelo xo bumabumela maringaneriselo ya swona. Switiviwa swi huma eka switshuriwa swo hambanahambana swa nomu na swo tsariwa ku katsa na swa dyondzo (swa vuvulavuri, swihlayahlaya na swihlamuselamarito) swihangalasamahungunyingi na swinavetiso etilayiburari, eswikolweni, emagondzweni, eka tibilibodo na le makhumbini ya miako.Tinxaka ta mikomiso ti kumeka eka swa vanhu (mavito, swiyimo, vuxaka), matiko, tin’hweti, masiku ya vhiki, mavito ya tiholideyi, ya tihuvo, ya mihlangano, ya tiyunivhesiti, nasw. Ku na nkomisokulu (wa switshuriwa swo leha swa ndzungulo na swa nkalandzungulo, xikombiso: xihungwana, vumbiwa) na nkomisotsongo (wa switshuriwa swo koma: xivulwa, xivulwahava, rito, xiaki, peletwana). Lowu ndzavisiso wu pakanise nkomisotsongo. Nkomisotsongo wu paluxa mikhetekanyokulu ya mune ya ‘rikhwanyano’, ‘rivulwankatso’, ‘xikomiso’ na ‘rivulwampfilungano’. Swikombiso hi nandzelelano i: ‘za’ < zela); Huriri/(HRR) < ‘Huvo ya Rixaka ya Ririmi’, na (NSFAS > En-es-FAS). Xikomiso xi tihlawulekisa hi ku peleta kumbe ku komisa hi ku tsala ntsena, rito ra kona ri vuriwa hi ku hetiseka. Rikhwanyano na rivulwankatso swona swi tihlawulekisa hi ku vuleka tanihi rito rohelela. Rivulwampfilungano ri hlanganisa rivulwankatso na xikomiso. Rixaka rin’wana na rin’wana ri tlhela ri va na swivumbeko na mahikahatelo yo hambana. Matirhiselo ya swihikahato ya ya hi milawu ya ririmi ro karhi, xikombiso: nkomiso wa rivitavito wu fanele ku sungula hi letere lerikulu. Ndzavisiso wu paluxa leswaku ku tirhisiwa ka hiko (.) swi fanele ku papalatiwa eka nkomiso hikuva hiko yi teka ndhawu leyi nkomiso wu lwelaka ku hunguta yona hileswi hiko na vangwa swi hlayiwaka tanihi xitekandhawu loko ku hlayeriwa maletere. Ndzavisiso lowu wu basisile matheme lama thyiweke mikomiso eka Xitsonga, ku engetela nhlayo ya mikomiso na ku susumeta misinya yo yi ringanerisa. Ndzi bumabumerile swilaveko na swiyila ku pfuneta vahundzuluxeri na ku va seketela hi ku famba ndzi nyika maritondzingano ya Xinghezi laha swi kotekaka. Switandzhaku swi nyika vumbhoni bya leswaku nhluvuko wa mikomiso eka Xitsonga wa tshikeleriwa hi van’wana va lava nyikiweke matimba yo kondletela ntirho wa vuhundzuluxeri, leswi koxaka ku cinca ka maehleketelo. / This study analyses the state of shortenings (abbreviations and acronyms) in Xitsonga in order to determine their formation, structure, punctuation and naming patterns with the aim of recommending standardisation strategies. The data was collected from various oral and written sources. Various types of shortenings manifest in human phenomena (names, social positions and relations), names of countries, months, weekdays, holidays, boards, organisations, universities, etcetera. There are long shortened texts (e.g. abstracts, summaries) and short texts (sentence, phrase, word, morpheme, syllable). This study focusses on the short texts. Short texts fall into four major categories: ‘compression’, ‘acronym’, ‘abbreviation’ and ‘acreviation’ (combination of acronym and abbreviation). Examples of these forms are respectively ‘za’ < ‘zela’; ‘Huriri’/HRR < ‘Huvo ya Rixaka ya Ririmi’; and NSFAS > En-es- FAS. An ‘Abbreviation’ is characterised by spelling the word letter-by-letter or using it only in writing but uttering its full form when reading, while compression and acronym are characterised by the word’s ‘pronounceability’ in normal syllables. ‘Acreviation’ describes a combination of ‘acronym’ and ‘abbreviation’. Each of these forms further reveals different structural and punctuation patterns. The use of punctuation marks depends on the rules of a specific language, for example, the shortening of a proper name has to begin with a capital letter. The study also reveals that as much as possible, the use of a period should be avoided in the abbreviation as it occupies the space which the abbreviation intends to save because a full stop and space are counted as a character when a word count is done. This study has successfully clarifies the terminology used in the naming of shortenings in Xitsonga, increases the number of shortenings and proposes standardisation guidelines. The researcher recommends do’s and don’t’s for translators and provides English equivalents where applicable. The addenda provide evidence in support of the fact that the development of abbreviations and acronyms in Xitsonga is still thwarted by some individuals who are given coordination roles in translation projects and that a change of mindset is necessary. / African Languages / D. Litt. et Phil. (African Languages)