As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real. / The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-12T14:11:44Z No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-13T13:27:27Z (GMT) No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) / Made available in DSpace on 2018-11-13T13:27:27Z (GMT). No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) Previous issue date: 2018-08-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo dessa dissertação é apresentar a educadores de escolas da rede pública e particular alternativas para a produção de equipamentos para laboratório de indução eletromagnética de custo reduzido e com qualidade comparável aos equipamentos disponíveis no mercado, além de apresentar uma metodologia para aproveitar esse material. O docente é desafiado a mudar do método tradicional, mecanizado, para um formato onde o aluno é levado a interagir com os equipamentos de laboratório, levantar hipóteses para fenômenos observados, discutir essas hipóteses com colegas e apresentar resultados. Apresentamos um planejamento com atividades de Ensino por Investigação, transferindo o foco da aprendizagem para o aluno e possibilitando a sua participação ativa no processo de aquisição do conhecimento. Docentes e discentes dialogam e constroem o conhecimento a partir dessa interação. O produto dessa dissertação inclui um passo-a-passo para construção de uma Mini-bobina de Tesla, uma bobina com quatro mil espiras ligada a diodos LED, um tubo de Foucault e uma bobina chata, além de propor experimentos para utilizar esses equipamentos. Utilizamos a metodologia POE (prever, observar, explicar) na atividade com a Mini-bobina de Tesla e atividades voltadas ao Ensino por Investigação para os demais experimentos. Ao aplicar o produto nas escolas onde o autor trabalha foi possível perceber que os resultados foram positivos, com aumento do interesse dos alunos, melhora na relação com o docente e facilidade para formalizar os conceitos nas aulas teóricas. / The objective of this dissertation is to present educators at schools in the public and private sectors alternatives to produce low-cost electromagnetic induction laboratory equipment with comparable quality to the equipment available in the market, as well as presenting a methodology to take advantage of this material. The teacher is challenged to change from the mechanized traditional method to a format where the student is led to interact with the equipment of the laboratory, to formulate hypotheses about the observed phenomena, to discuss these hypotheses with colleagues and to present results. We present a planning with activities of inquirybased science education, transferring the focus of the learning to the student and enabling their active participation in the process of learning. Teachers and students dialogue and build knowledge from this interaction. The product of this dissertation includes a step-by-step construction of a Tesla Mini-coil, a coil with four thousand wire loops connected to LEDs, a Foucault tube and a flat coil, and propose experiments to use such equipment. We used the POE methodology (predict, observe, explain) in the activity with the Tesla Mini-coil and activities focused on investigation for the other experiments. When applying the product in the schools where the author works, it was possible to perceive that the results were positive, with an increase in student interest, improvement in the relation with the teacher and ease of formalizing the concepts in the theoretical classes.

I denna studie var syftet att ta reda på vilka faktorer som enligt tidigare forskninginverkar på elevers lärande vid utförandet av systematiska undersökningar i NOundervisningen,med ett särskilt fokus på förmågan att genomföra systematiskaundersökningar. Frågeställningen har besvarats genom en systematisklitteraturstudie där tidigare forskning på området har analyserats och diskuterats.Databaserna Eric (Ebsco), Summon, NorDiNa och avhandlingar.se har använts föratt hitta relevant litteratur som har avgränsats till vetenskapliga artiklar,avhandlingar och licentiatuppsatser. Efter kvalitetsgranskning och genomläsningav de utvalda texterna har gemensamma teman utkristalliserats och texterna hardärefter diskuterats och jämförts med varandra. Resultatet visade att faktorer somatt uppmärksamma elevers intresse, låta dem använda sina tidigare erfarenheter isitt lärande och att ha en medveten och tydlig kommunikation är viktiga förelevernas kunskapsinhämtning vid systematiska undersökningar. Andra viktigafaktorer som studiens resultat visade var att en varierad frihetsgrad ochsvårighetsgrad vid laborationer samt att ge eleverna möjlighet att inte bara utföraegna undersökningar utan även få kritiskt granska, jämföra och bedömatillförlitlighet hos andra forskningsresultat är viktig för att eleverna ska fåmöjlighet att utveckla förmågan att genomföra systematiska undersökningar. / <p>so</p>

This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

- 2 - Abstract Woodlice (Isopoda) belong to major soil decompositors of plant material and at the same time easily collectible. These organisms are therefore suitable for integration into practical school lessons. The aim of this thesis is therefore to design inquiry-based education using Isopoda as an example of soil decompositors. The first part of this thesis is focused on the theoretical introduction to inquiry- based education. It is also devoted to describe woodlice (Isopoda), explain their morphology, life cycle and cover the most common species of Isopoda occurring in the Czech Republic. A simplified determination key for these most common species is included. The second part of the thesis includes complete instructions on how to use these organisms in practical teaching with elements of inquiry-based education. The manual contains techniques for collecting and storing woodlice. The manual also contains instructions to individual experiments, including the list of needed tools and advice, where to obtain the tools and other didactic materials. The third part of the thesis has a research character, where, based on a questionnaire survey, students' attitudes towards woodlice (Isopoda) and their knowledge shift before and after the practical lesson are evaluated. Keywords Isopoda, inquiry-based...

This master's thesis deals with the means of innovation in the training of chemistry teachers. The theoretical part deals with the reforms of the Czech education system, measuring systems, especially the Vernier system, Inquiry-Based Science Education and also the project of implementation of the regional action plan. The experimental part focuses on the verification of several experiments, where temperature sensors and a force sensor from the Vernier system were used, and the possibility of their introduction into the teaching of future chemistry teachers. Furthermore, the work deals with the introduction of the Vernier measuring system for a selected high school. The success of the implementation of the measuring system was verified in the form of an interview with the teacher and the school management. After the introduction of the system, a successful science course was started at the school.

No description available.

Syftet med studien är att öka kunskapen om hur lärare inom årskurs 1 - 3 uppfattar arbetet med skolutvecklingsprogrammet Naturvetenskap och teknik för alla (NTA) inom teknikämnet. Studiens frågeställningar har besvarats genom kvalitativa intervjuer, både enskilda och fokusgrupper, med lärare inom grundskolans lägre åldrar som använder sig av NTA i teknikundervisningen. Resultatet visar att teknikämnets status fortfarande är lågt och att teknik är ett ämne som ofta hamnar i skuggan av andra ämnen. Lärarna menar att NTA bidrar till en högre kvalité på undervisningen då programmet erbjuder en helhetslösning i form av bland annat material, lärarhandledningar och fortbildning. Samtidigt kan lärarna själva välja att anpassa upplägget utifrån sin egen klass och bekvämlighet. Resultatet visar att lärarna väljer att arbeta med NTA på flera olika sätt samt att tekniktemat Testa teknik ofta används på fel sätt. I det stora hela är det tydligt att lärarna är nöjda med skolutvecklingsprogrammet samtidigt som de menar på att det finns viss utvecklingspotential. Avslutningsvis diskuteras resultatet där även teknikundervisningens likvärdighet ifrågasätts kopplat till NTA. / The purpose of this study has been to increase the knowledge of how some teachers in primary school perceive the work with the kit-based programme Naturvetenskap och Teknik för Alla (NTA) in the subject of technology. The main questions of this study have been answered through qualitative interviews, both individual interviews and focus groups, with primary teachers that have been using NTA in their technology education. The results confirm that the technology subject has a low status and is often hidden in the shadows of other subjects. The teachers believe that NTA contributes to a higher teaching quality as the kit-based programme includes a complete material, teacher’s guidance and further training to increase their competence, etc. At the same time, the teachers have a choice how to adapt the ”kit” based on their own convenience and the individuals in their classrooms. The results show that teachers are working with NTA in several different ways and that one of the boxes that includes technology is often used incorrectly. As a conclusion it is clear that the teachers are satisfied with the program, but at the same time there is room for improvement. At the end of this essay the results are discussed, including the equivalence of technology subject that is affected when using the NTA-program.

Syftet med denna studie är att bidra med ökade kunskaper om hur lärare använder och uppfattar undersökande arbete samt undersöka om det finns några skillnader beroende på om de använder sig av NTA-materialet eller inte. Dataempirin samlades in genom semistrukturerade intervjuer från tio lågstadielärare där hälften använde sig av NTA-materialet. Resultatet visar att det inte är några större skillnader mellan de två grupperna i varför lärare använder sig av ett undersökande arbete och vad eleverna ska lära sig. Skillnaderna fanns främst i hur lärarna använder sig av undersökande arbete och vilka förutsättningar som finns på skolan för att arbeta undersökande. Det fanns ett tydligt samband mellan hur de arbetade och lärarnas engagemang och intresse. Lärarnas yrkeserfarenhet och ämneskunskap visade sig även ha en stor betydelse vid användningen av arbetsmetoden. / The purpose of this study is to contribute with increased knowledge of how teachers use and perceive inquiry-based work methods as well as to see if there are any differences depending on if they use the NTA-material or not. The data was collected through qualitative interviews where ten primary school teachers were interviewed. The results shows there are no major differences in why teachers use inquiry-based work methods and/or what students will learn when the methods are used. The differences rather appeared in how the teachers used the inquiry-based work methods and what type of prerequisites that are available. Furthermore, there was a strong correlation between what methods they used and the teacher’s engagement. Lastly the teachers professional experience and subject knowledge proved to have a significant meaning when using the work method.