Made available in DSpace on 2016-06-02T19:29:25Z (GMT). No. of bitstreams: 1 3097.pdf: 7764244 bytes, checksum: 228ead0e9d8dd230f8ee326b161ec5fe (MD5) Previous issue date: 2009-10-23 / This study, which falls within the category of exploratory research, had the following aims: a) to identify the main elements of the educational approach of socio-environmental sustainability according to the Critical Environmental Education perspective; b) to review the state of the art of educational games related to Environmental Education; c) to identify the limits and possibilities for the design and use of educational games that approach the theme of sustainability in the Critical Environmental Education perspective. A set of stages and procedures were developed based on the multi-referentiality methodology, the main ones being: a) demarcation and contextualization of the terms Critical Environmental Education , games , and sustainability ; b) survey and discussion of researches that focus on educational games; c) survey of the main aspects considered important in educational processes dealing with sustainability; d) survey and characterization of the actual games designed for Environmental Education; e) survey and analysis of table games (educational or not) and identification of their mechanics and other features; f) formulation of four proposals for educational games; g) carrying out of pretest workshops for the games created; h) reflections linking the experiences of both the proposals and pretests with the theoretical references on educational games and Critical Environmental Education. It was possible to verify that the use of games has a great educational potential and offer several possible perspectives, themes, plots, types, and mechanisms. Furthermore, the fact that games can provide a parallel world, without limits for creativity and experience, converges to the purpose of discussing the development of sustainable societies. However, practically none of those aspects is explored by most of the existing games related to Environmental Education, which have a poor level of education contribution, lack critical references, and usually provide few opportunities for a significant socio-environmental learning experience. The surveys that were carried out indicate that there is little production and use of games in Environmental Education. One of the main difficulties for developing such games, especially the simulation ones, is the incompatibility between the enormous complexity of the concept of sustainability and the need for making choices and formulating models with extreme simplifications, which is in opposition to the goals of Critical Environmental Education. It was noted that it is very difficult to conciliate educational goals with playability while designing games that approach complex themes. / O presente estudo, de natureza exploratória, objetivou: a) identificar os principais elementos da abordagem educacional da sustentabilidade socioambiental na perspectiva da Educação Ambiental Crítica; b) levantar o estado da arte dos jogos educativos no campo da Educação Ambiental; c) identificar limites e possibilidades de formulação e aplicação de jogos educativos abordando o tema da sustentabilidade, na perspectiva da Educação Ambiental Crítica. Com base no referencial metodológico da multirreferencialidade, foram desenvolvidas várias etapas e procedimentos, destacando-se: a) delimitações e contextualizações dos termos Educação Ambiental Crítica , jogos e sustentabilidade ; b) levantamento e discussão de pesquisas enfocando jogos educativos; c) levantamento dos principais aspectos apontados como importantes em processos educativos abordando sustentabilidade, na perspectiva da Educação Ambiental Crítica; d) levantamento e caracterização dos jogos existentes direcionados à Educação Ambiental; e) levantamento e análise de jogos de mesa (educativos ou não) e identificação de suas mecânicas e outras características; f) formulação de quatro propostas de jogos educativos; g) realização de oficinas de pré-teste dos jogos formulados; h) reflexões relacionando as experiências de formulação de propostas de jogos educativos e de realização dos pré-testes com os referenciais teóricos sobre jogos educativos e sobre Educação Ambiental Crítica. Foi possível constatar que a utilização de jogos tem um grande potencial educativo e oferece uma ampla gama de possibilidades de enfoques, temas, enredos, tipos e mecanismos. Por sua vez, a possibilidade de o jogo instituir um mundo paralelo, livre para a criação e experimentação, converge com o propósito de discutir a construção de sociedades sustentáveis. No entanto, quase tudo isso é desconsiderado na grande maioria dos jogos em Educação Ambiental existentes, a qual apresenta baixa contribuição educativa, não possui referenciais críticos e tende a possibilitar poucas oportunidades de aprendizagem socioambiental significativa. Os levantamentos realizados indicam que a produção e o uso de jogos em Educação Ambiental são pequenos. Uma das maiores dificuldades na formulação de jogos educativos na Educação Ambiental, em especial daqueles de simulação, é a incompatibilidade entre a enorme complexidade relacionada à sustentabilidade e a necessidade de efetuar recortes e formular modelos com simplificações extremas, o que se contrapõe aos anseios da Educação Ambiental Crítica. Notou-se uma enorme dificuldade de conjugar objetivos educacionais e jogabilidade na formulação de jogos abordando temas complexos.

M.Ed. (Media Science) / In 1981 the Human Sciences Research Council published the findings of its comprehensive investigation into all aspects of education in the Republic of South Africa. The work committee on educational technology made, inter alia, two recommendations that are pertinent to this study, namely: "Educational technology should be accepted as a fundamental factor in the planning, development and implementation of the educational system at all levels (1981:36). " and "In order to expedite the extension of educational technology in solving problems confronting education, the concepts of educational technology should form part of the pre- and continuing training of all categories of personnel involved with teaching, training and extension services (1981: 37) " Aspects of these two recommendations were also taken up in the White Paper on the Provision of Education in RSA. "The Government accepts the importance of educational technology as one of the modern and potentially extremely valuable aids in education.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

M.Ed. (Media Science) / Please refer to full text to view abstract

Orientador: Iraíde Marques de Freitas Barreiro / Banca: Graziela Zambão Abdian Maia / Banca: Natalina Aparecida laguna Sicca / Resumo: A presente pesquisa visa analisar materiais de biologia pertencentes a dois currículos oficiais do Estado de São Paulo: a Proposta da Coordenadoria de Estudos e Normas Pedagógicas (CENP), implementada ao longo da década de 1980, e o "São Paulo Faz Escola", empreendido desde 2008 na rede pública paulista. O intuito é verificar o compromisso democrático de ambos, já que, apesar de serem empreendidos em contextos diferentes, a pretensão de se formar para a cidadania seria uma característica hegemônica mantida. No entanto, embora a Proposta da CENP tenha essa característica reconhecida, o currículo "São Paulo Faz Escola" estaria sendo visto como um retrocesso enquanto política democratizante. Analisar a produção de discursos em torno da formação democrática dos jovens é de interesse da pesquisa, especialmente em momento no qual mudanças em relação à formação de nível médio estão para ser empreendidas. Como referencial analítico, pautou-se na teorização curricular crítica e na concepção tridimensional do discurso. Na leitura dos materiais, buscou-se compreender a maneira pela qual os currículos oficiais tratam os conflitos, partindo do pressuposto de que os conflitos são essenciais ao regime democrático e, por conseguinte, à formação democrática, cidadã. A abordagem dos conflitos no ensino das áreas científicas tem especial relevância, dado que seriam eles também propulsores de novos conhecimentos. Desse modo, partiu-se da análise da disciplina de biologia para refletir acerca dos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this research, I analyze Biological Science materials that belong to two official curricula of São Paulo state: the proposal of CENP (Coordination of Norms and Pedagogic Studies), which was implemented during the 1980s, and "São Paulo Faz Escola", undertaken since 2008 in São Paulo public school system. The aim of this study is to verify their democratic commitment, since the pretension of educating for citizenship would be held, although they are undertaken in different contexts, as a hegemonic characteristic. However, in spite of such a characteristic being identified in the proposal of CENP, "São Paulo faz escola" curriculum would be seen as a regression qua democratizing policy. This research also seeks to examine the discourse production concerning the democratic education of young students and considering this period in which changes on High School education are to be implemented. The critical curricular theorizing and the three-dimensional conception of discourse are used as analytical references. Through the reading of those materials, I intend to comprehend the way by which the official curricula deal with these conflicts, from the assumption that the latter ones are essencial to the democratic regime and, consequently, to the democratic and citizen education. Besides, the approach of such conflicts during the teaching in scientific areas is relevant, granted that those would also boost new knowledge. Thus, from the analysis of the Biological Science discipline an... (Complete abstract click electronic access below) / Mestre

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The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.

M.Ed. / Teaching and learning activity is characterised by effective communication. Teaching and learning as communication is successful when the learner has taken in new information with understanding. Effective teaching cannot take place unless effective communication takes place. On the other hand effective communication depends on media that are used in the teaching-learning activity (Heinich, et al, 1989: 13). In the teaching and learning of biology, educational media are important. The study of biology is a practical venture that requires the use of media e.g. realia, models, pictures and chemicals. Biology needs to be learnt through active participation, experience, observation and investigation by both the learner and the educator. This is not possible without the . use of media. In real life, the learner's senses are stimulated by media such as real objects, pictures, radio, television, books, etc. In the teaching of biology, the learner's senses must be equally stimulated. It is therefore necessary that the biology teacher be continuously reminded of the Chinese proverb which says, " I hear, and I forget; I see and I remember. I do, and I understand" (Dwyer, 1993: 194).

The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.