Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensino - usando a ferramenta dos MOOCs pela concepção da sala de aula invertida. Para avaliar a interferência da metodologia ativa de aprendizagem no desempenho, participaram da análise estudantes universitários, de duas instituições particulares, na área de Ciências Sociais Aplicadas, que após um semestre responderam a dois questionários de escalas validadas estatisticamente: Academic Motivation Scale e Escala Estratégica de Aprendizagem para ambientes on-line. Utilizou-se técnicas de análise multivariada, composta pela análise de componentes principais e análise de agrupamento, para avaliar a presença de grupos de motivação. Para a caracterização dos grupos de motivação obtidos foram calculadas as frequências dos grupos formados e médias das componentes principais, bem como as marcações de significância estatística para o teste-t de diferença de médias e técnicas de modelo de regressão para avaliar as médias finais (notas) dos estudantes de acordo com as covariáveis (estudantes que participaram do curso na plataforma MOOC, turma, grupo de motivação e gênero). Os principais resultados demonstram que a escolha de um método ativo de aprendizagem, utilizando a plataforma MOOC interfere em todos os grupos, no aumento da nota final em comparação aos estudantes que não acessaram a plataforma, portanto, não participaram de todo o processo, sendo esse efeito ainda mais expressivo para o grupo de motivação 1 (motivados pela excelência acadêmica), a IES-1 obteve um desempenho superior a IES-2. O êxito da introdução das metodologias ativas está diretamente relacionado a importância do envolvimento de todos os atores desse processo, com destaque as instituições de ensino e professores, para a formação de um indivíduo capaz de transformar a sua vida, o seu meio e a nossa sociedade. / This research analyzes the factors that support the use of active methods to increase the performance of the students towards meaningful learning, taking into account that the act of learning is not transferable, only the individual can do it and no one can learn on the other, but can stimulate the interest of students, exploring new learning opportunities and more focused on the activity of the students, using the hybridization, which is the mixture of techniques and tools to assist and streamline the learning with the combination of classroom and virtual teaching environments - using MOOCs tools for the design of the inverted classroom. In order to evaluate the interference of active learning methodology over performance, students from two private universities in the area of Applied Social Sciences took part in this research and, after one semester answered two statistically validated scales questionnaires: Academic Motivation Scale and Strategic Learning Scale, suitable for online environments. Multivariate analysis techniques, composed by Principal Component Analysis and Cluster Analysis, have been used to assess the presence of motivation groups. In order to characterize obtained motivation groups, frequencies of formed groups and main components averages were calculated as well as markings of statistical significance for the t-test mean difference and regression techniques to assess students final average (grades) according to the covariates (students who took the course in MOOC platform, classroom, motivation group and gender). Main results show that the choice of an active learning method, using MOOC platform interferes in all groups, in the final score increase comparatively to students who had not accessed the platform, thus not participating in the process; this effect was even more significant on motivation of group 1 (motivated by academic excellence), PU-1 achieved a superior performance comparatively to PU-2. The active methods introduction success is directly related to the importance of the involvement of all actors in the process, especially educational institutions and teachers, for the formation of an individual able to transform his life, his environment and our society .

Made available in DSpace on 2016-04-28T18:24:14Z (GMT). No. of bitstreams: 1 ERIKA TEIXEIRA BREGEIRO.pdf: 2506885 bytes, checksum: f133b19b0a59feb2558f7192fd653199 (MD5) Previous issue date: 2010-01-28 / This research aims at: (1) identifying the needs, wants and preferences of EJA students, as far as learning English is concerned; and (2) describing and interpreting the phenomenon of learning English from the perspective of 1st term of EJA. The theoretical foundation of the current study is based on Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 2002b), Proposta Curricular para a Educação de Jovens e Adultos (Brasil, 2002a), Diretrizes Curriculares para a Educação de Jovens e Adultos (Brasil, 2000b) among other official documents which rule such an educational segment. In addition, this study is also grounded on criteria for needs analysis, considering the perceptions suggested by Hutchinson and Waters (1987), Berwick (1989) and Dudley- Evans and St John (1998). The hermeneutic-phenomenological approach (Ricoeur, 1986/2002; van Manen, 1990; Freire, 2006, 2007) was the orientation adopted for describing and interpreting the learning of English from the perspective of 1st term EJA students as a human experience phenomenon. The research context was a public school in which, through three questionnaires, the opinions of 52 first-tem students were captured and interpreted. The results of this study indicate that the focused students need English for work-related purposes, for using computers or operating machines. In daily life, they also need this foreign language to understand ads, purchase products or use computers. As for expectations, they want to use English for traveling; understanding songs, movies; communicating; and finding better job opportunities. The results also reveal that: (1) they prefer learning English by learning vocabulary; (2) they would like to have listening-comprehension activities; and (3) they would not like to perform tasks related to writing. Furthermore, the results reveal that learning English from the perspective of EJA students, as a phenomenon of human experience, is structured in seven themes: knowledge, opportunity, difficulty, performance, lack, utility, motivation, and teacher. The results of this study may provide reference for teachers and researchers to comprehend, adapt, adjust and select materials for a variety of classroom situations / Esta pesquisa tem por objetivos: (1) identificar as necessidades, expectativas e preferências de aprendizagem da língua inglesa, na visão de alunos da EJA, e (2) descrever e interpretar o fenômeno aprender o inglês sob a perspectiva de alunos do 1º termo Médio da EJA. Este estudo fundamenta-se na Proposta Curricular para a Educação de Jovens e Adultos (Brasil, 2002a); nos Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 2002b); nas Diretrizes Curriculares para a Educação de Jovens e Adultos (Brasil, 2000a e Brasil, 2000b) dentre outros documentos para o segmento. Também foram relevantes para este estudo os critérios para Análise de Necessidades, sugeridos por Hutchinson & Waters (1987), Berwick (1989) e Dudley-Evans e St John (1998). A orientação metodológica utilizada foi a abordagem hermenêutico-fenomenológica (Ricoeur, 1986/2002; van Manen, 1990; Freire, 2006, 2007). O contexto de pesquisa foi uma escola pública estadual, na qual foram investigadas duas turmas do 1º termo Médio, noturno, da Educação de Jovens e Adultos, totalizando 52 participantes. Os textos que serviram de base para a interpretação foram coletados por meio de três questionários, aplicados no primeiro semestre letivo de 2008. Os resultados desta pesquisa revelaram que os alunos têm necessidades do Inglês, no trabalho, para o manuseio de máquinas e programas de computador; no cotidiano, para ler e entender anúncios, adquirir produtos ou utilizar o computador. Quanto às expectativas, desejam utilizar o inglês para viajar, compreender filmes, músicas, programas de TV, o que as pessoas falam e para ter oportunidade no mercado de trabalho. Revelam, também, que: (1) a melhor forma de aprender é conhecendo o significado das palavras; (2) gostariam de ter atividades que visassem à compreensão auditiva; e (3) não gostariam de ter atividades de prática escrita. Para os alunos pesquisados, a habilidade mais fácil, útil e, portanto, preferida é a de compreensão oral. Além disso, os resultados indicam que aprender Inglês sob a perspectiva de alunos da EJA se constitui de conhecimento, oportunidade, dificuldade, atuação, falta, utilidade, motivação e professor que emergiram como os grandes temas que estruturam esse fenômeno da experiência humana. Esses resultados permitem tecer considerações sobre a elaboração de materiais ou o planejamento de aulas destinadas especificamente a esse público. Poderá servir de referência para o professor pesquisador, avaliador, adaptador de materiais didáticos, para compreender, procurar, adequar, ajustar e selecionar os materiais para uma situação em sala de aula

Made available in DSpace on 2016-07-27T13:52:25Z (GMT). No. of bitstreams: 1 THALITTA FERNANDES DE CARVALHO PERES.pdf: 6549969 bytes, checksum: 4d5738599189441a4843816f3efc080b (MD5) Previous issue date: 2010-09-29 / Mathematics is a discipline characterized by a slow learning curve, the students considering it difficult to learn its concepts. For example the teaching of spatial geometry has been distinguished by its abandonment in the classroom. This paper aims at identifying contributions and challenges of teaching spatial geometry, with an arrangement based on the theory of developmental education. What is questioned is: given the concrete conditions, how should one develop education for students in order to form the concept of spatial geometry? Moreover: What sociocultural factors are present affecting the learning of spatial geometry? How do students perceive this type of organization providing education? Does the teacher perceives it as its activity, to teach content based on this type of organization of teaching? And what is the teacher opinion of this form of education? The research was mainly based on the theories of Vygotsky and Davydov, the specific aims being: Identify and analyze the relationships between students and mathematics and with the spatial geometry a day to day basis - identify and analyze the socio-cultural factors in the specific context of school and classroom, that affect learning spatial geometry - consider the opinion of students and teacher, concerning this way of organizing the teaching of spatial geometry. For both, a qualitative study, consisting of a teaching experiment based on the assumptions of Davydov, has been carried out. Data were collected through observations, using semi-structured instruments for diagnostic assessments. The research subjects were math teacher and 28 students in a class of 2nd year of a public high school. Data analysis revealed the following results: motivation of students during the teaching experiment, enhanced knowledge of the contents after the historical logic analysis, a new alternative for providing education to the research subjects, the concept formation of the majority of students, improvement in participation of some students, not even reaching the theoretical thinking, due to various socio-cultural factors, the teaching experiment showed evidence of qualitative changes in teacher performance. It is believed that the main contribution of this research was to show an alternative way of organizing the teaching of mathematics, particularly the teaching of the concept of volume of geometric solids. It is believed that even with the difficulties and contradictions in public school and the children's school life, it is possible to organize an education grounded on the theory of developmental education and contribute to the formation of theoretical thinking in most students. / A matemática é uma disciplina marcada pelo baixo desempenho na aprendizagem, cujos conceitos são considerados difíceis de aprender. E o ensino de geometria espacial tem sido abalizado por seu abandono nas salas de aula. O presente trabalho tem como objetivo geral identificar as contribuições e os desafios de se ensinar geometria espacial organizado, com base na teoria do ensino desenvolvimental. O que se questiona é: dadas as condições concretas, como se desenvolve o ensino para que os alunos formem o conceito de geometria espacial? E ainda: Que fatores socioculturais se apresentam afetando a aprendizagem da geometria espacial? De que modo os alunos percebem este tipo de organização de ensino? E o professor, como percebe sua atividade de ensinar um conteúdo com base nesse tipo de organização do ensino, e qual seria sua visão sobre essa forma de ensino? A pesquisa fundamentando-se principalmente nas teorias de Vygotsky e Davydov. Os objetivos específicos da pesquisa foram: - identificar e analisar as relações dos alunos com a matemática e com a geometria espacial, em sua vida cotidiana; - identificar e analisar os fatores socioculturais no contexto concreto da escola e da sala de aula que interferem na aprendizagem de geometria espacial; - analisar a visão dos alunos e do professor acerca desse modo de organização do ensino de geometria espacial. Para tanto, realizou-se uma pesquisa qualitativa que consistiu num experimento de ensino baseado nos pressupostos de Davydov. Os dados foram coletados por meio de observações, entrevistas semi-estruturadas, instrumentos de avaliações diagnósticas. Os sujeitos da pesquisa foram o professor de matemática e os 28 alunos de uma turma de 2º ano do ensino médio, de uma escola pública. A análise dos dados revelou os seguintes resultados: Motivação dos alunos durante o ensino experimental; conhecimento intensificado do conteúdo após a análise lógica histórica; uma nova alternativa de organização de ensino aos sujeitos da pesquisa; a formação de conceitos da maioria dos alunos; melhora na participação de alguns alunos, mesmo não atingindo o pensamento teórico, devido a diversos fatores socioculturais; o experimento de ensino mostrou indícios de mudanças qualitativas na atuação do professor. Acredita-se que a principal contribuição desta pesquisa consistiu em mostrar um caminho alternativo de organização do ensino de matemática, particularmente o ensino do conceito de volume de sólidos geométricos. Acredita-se que mesmo com as dificuldades e contradições presentes na escola pública e na vida escolar dos alunos, é possível realizar o ensino embasado na teoria do ensino desenvolvimental e contribuir para a formação do pensamento teórico da maioria dos alunos.

Made available in DSpace on 2016-04-27T16:57:26Z (GMT). No. of bitstreams: 1 Marcio Vieira de Almeida.pdf: 1460243 bytes, checksum: a4f44f26cc2c378ae48bfea70049311a (MD5) Previous issue date: 2013-06-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The focus on this research is the learning and teaching of Differential and Integral Calculus, through the reading of articles written by the researcher David Tall. It is a bibliographical theoretical research, in the modality of panorama, in which the organization is also based on elements of Content Analysis, according to Bardin. We present information about the biography of the English researcher and his relationship with the community of national research. The CAPES Thesis Database was studied, with the objective of identifying the use of theories developed by Tall in national researches. The material for analysis, used for the development of the panorama, was based on 14 articles, taken from the session Limits, Infinity & Infinitesimals of the academic website of the English researcher. The theoretical elements and the approaches in teaching formulated to the concepts real numbers, infinity, limits, continuity, derivatives, integral and differential equations are highlighted in this material. The panorama brings summaries and analysis of theoretical elements, besides highlighting important information on the learning and teaching of Differential and Integral Calculus under Tall s perspectives. With this research, we hope to have contributed to both research and teaching practice / Esta pesquisa tem por foco a aprendizagem e o ensino do Cálculo Diferencial e Integral. Trata-se da realização de um panorama de artigos de autoria de David Tall relacionados a esse tema. É um estudo teórico de caráter bibliográfico, na modalidade panorama, cuja organização se pautou também em elementos da Análise de Conteúdo, segundo Bardin. São apresentados dados sobre a biografia do pesquisador inglês e a relação dele com a comunidade de pesquisa nacional. É realizado um levantamento, no banco de dissertações e teses da CAPES, com a intenção de identificar a utilização dos elementos teóricos desenvolvidos por Tall, em pesquisas nacionais. O material de análise, utilizado para o desenvolvimento do panorama, constituiu-se de 14 artigos, retirados da seção Limits, Infinity & Infinitesimals do sítio acadêmico do pesquisador. São destacados, nesse material, os elementos teóricos e as abordagens para o ensino formuladas para os conceitos: números reais, infinito, limites, continuidade, derivada, integral e equações diferenciais. O panorama traz sínteses e análises de elementos teóricos, além de colocar em evidência dados importantes sobre a aprendizagem e o ensino do Cálculo Diferencial e Integral, na perspectiva de Tall. Com a apresentação deste trabalho espera-se ter contribuído tanto com a pesquisa quanto com a prática docente

<p>У&nbsp; докторској&nbsp; дисертацији&nbsp; је&nbsp; најпре&nbsp; сагледана&nbsp; теоријска&nbsp; основа&nbsp; програмиране&nbsp; наставе&nbsp; и&nbsp;проучена&nbsp; њена&nbsp; заступљеност&nbsp; у&nbsp; настави&nbsp; природних&nbsp; наука.&nbsp; Након&nbsp; тога&nbsp; је&nbsp; реализовано&nbsp; педагошко&nbsp;истраживање&nbsp; са&nbsp; паралелним&nbsp; групама(експерименталном&nbsp; и&nbsp; контролном)&nbsp; током&nbsp; кога&nbsp; је&nbsp; сагледана&nbsp;ефикасност&nbsp; примене&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp; помоћ&nbsp; компјутера(ПУПК)&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; у&nbsp;односу&nbsp; на&nbsp; традиционалну&nbsp; наставу.&nbsp; Експеримент&nbsp; је&nbsp; реализован&nbsp; на&nbsp; узорку&nbsp; од214&nbsp; ученика(106&nbsp;ученика&nbsp; у&nbsp; Е&nbsp; групи&nbsp; и108&nbsp; ученика&nbsp; у&nbsp; К&nbsp; групи).&nbsp; Ученици&nbsp; Е&nbsp; групе&nbsp; су&nbsp; садржаје&nbsp; наставне&nbsp; подтеме&nbsp;Хордати&nbsp; према&nbsp; програму&nbsp; биологије&nbsp; у6.&nbsp; разреду&nbsp; основне&nbsp; школе&nbsp; током19&nbsp; часова&nbsp; реализовали&nbsp;применом&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp; помоћ&nbsp; компјутера,&nbsp; док&nbsp; су&nbsp; ученици&nbsp; контролнe&nbsp; групе&nbsp; исте&nbsp;садржаје у исто време обрадили традиционалном наставом.&nbsp;</p><p>Инструменти&nbsp; примењени&nbsp; у&nbsp; истраживању&nbsp; су&nbsp; иницијални&nbsp; тест,&nbsp; финални&nbsp; тест&nbsp; и&nbsp; ретест.&nbsp; Свa&nbsp;три&nbsp; теста су обухваталa питања из три когнитивна домена(нивоа знања):&nbsp; ниво&nbsp; познавања чињеница&nbsp;(нивоI), ниво разумевања појмова(нивоII) и ниво анализе и резоновања&minus; примене знања(нивоIII).&nbsp;Осим тестова знања инструмент коришћен у истраживању је анкета за ученике Е групе и наставнике&nbsp;биологије&nbsp; о&nbsp; примени&nbsp; ПУПК&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; у&nbsp; основној&nbsp; школи.&nbsp; Статистичка&nbsp; обрада&nbsp; података&nbsp;добијених на тестовима знања и анкетама извршена је применом програмског пакетаSPSS 14.0.&nbsp;</p><p>Експериментална&nbsp; и&nbsp; контролна&nbsp; група&nbsp; ученика&nbsp; су&nbsp; уједначене&nbsp; на&nbsp; почетку&nbsp; истраживања&nbsp; према&nbsp;општем&nbsp; успеху, оцени из биологије и резултатима иницијалног теста. Просечно постигнуће&nbsp; ученика&nbsp;Е групе на иницијалном тесту било је68,18 поена, а ученика К групе68,80 поена. Остварена разлика&nbsp;између&nbsp; две&nbsp; групе&nbsp; на&nbsp; иницијалном&nbsp; тесту&nbsp; није&nbsp; статистички&nbsp; значајна.&nbsp; Након &nbsp; реализације&nbsp; наставне&nbsp;подтеме&nbsp; Хордати&nbsp; применом&nbsp; различитих&nbsp; одела&nbsp; наставе&nbsp; у&nbsp; Е&nbsp; и&nbsp; К&nbsp; групи&nbsp; ученици&nbsp; обе&nbsp; групе&nbsp; су&nbsp;тестирани&nbsp; финалним&nbsp; тестом&nbsp; знања.&nbsp; На&nbsp; финалном&nbsp; тесту&nbsp; ученици&nbsp; Е&nbsp; групе&nbsp; имали&nbsp; су&nbsp; просечно&nbsp;постигнуће85,82 поена, а ученици К групе68,87 поена. Након90 дана ученици обе групе тестирани&nbsp;су истим тестом(ретестом). Ученици Е групе имали су на ретесту просечно остигнуће85,16 поена,&nbsp;а&nbsp; ученици&nbsp; К&nbsp; групе67,71&nbsp; поена.&nbsp; Анализа&nbsp; резултата&nbsp; финалног&nbsp; теста&nbsp; и&nbsp; ретеста&nbsp; је&nbsp; показала&nbsp; да&nbsp; су&nbsp;ученици&nbsp; Е&nbsp; групе&nbsp; остварили&nbsp; већи&nbsp; квантитет&nbsp; и&nbsp; квалитет&nbsp; знања&nbsp; на&nbsp; сва&nbsp; три&nbsp; когнитивна&nbsp; домена&nbsp; и&nbsp; на&nbsp;тестовима знања&nbsp; у&nbsp; целини,&nbsp; у односу&nbsp; на&nbsp; ученике&nbsp; К групе. Остварене разлике&nbsp; у&nbsp; постигнућу&nbsp; ученика Е&nbsp;и&nbsp; К&nbsp; групе&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp; и&nbsp; ретесту&nbsp; на&nbsp; сва&nbsp; три&nbsp; когнитивна&nbsp; домена&nbsp; и&nbsp; на&nbsp; тестовима&nbsp; у&nbsp; целини&nbsp; у&nbsp;корист&nbsp; Е&nbsp; групе&nbsp; су&nbsp; статистички&nbsp; значајне.&nbsp; Од&nbsp; посебног&nbsp; је&nbsp; значаја&nbsp; знатно&nbsp; бољи&nbsp; резултат&nbsp; ученика&nbsp; Е&nbsp;групе&nbsp; у&nbsp; односу&nbsp; на&nbsp; К&nbsp; групу,&nbsp; у&nbsp; решавању&nbsp; тежих&nbsp; питања&nbsp; и&nbsp; задатака(нивоII&nbsp; иIII)&nbsp; и&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp;и&nbsp; ретесту&nbsp; у&nbsp; целини&nbsp; у&nbsp; односу&nbsp; на&nbsp; иницијални&nbsp; тест,&nbsp; односно&nbsp; испољена&nbsp; већа&nbsp; способност&nbsp; ученика&nbsp; Е&nbsp;групе у решавању комплекснијих питања и задатака у односу на ученике К групе.</p><p>Експериментално&nbsp; доказани,&nbsp; статистички&nbsp; знатно&nbsp; бољи&nbsp; резултати&nbsp; ученика&nbsp; Е&nbsp; групе&nbsp; на&nbsp;тестовима знања(финалном тесту&nbsp; и ретесту)&nbsp; у односу&nbsp; на ученике К групе, као и резултати анкета за&nbsp;ученике&nbsp; Е&nbsp; групе&nbsp; и&nbsp; наставнике&nbsp; биологије&nbsp; препоручују&nbsp; већу&nbsp; заступљеност&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp;помоћ&nbsp; компјутера&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; и&nbsp; других&nbsp; природних&nbsp; и&nbsp; друштвених&nbsp; наука&nbsp; на&nbsp; свим&nbsp; нивоима&nbsp;образовања, са циљем повећања њиховог квалитета и ефикасности.</p> / <p>U&nbsp; doktorskoj&nbsp; disertaciji&nbsp; je&nbsp; najpre&nbsp; sagledana&nbsp; teorijska&nbsp; osnova&nbsp; programirane&nbsp; nastave&nbsp; i&nbsp;proučena&nbsp; njena&nbsp; zastupljenost&nbsp; u&nbsp; nastavi&nbsp; prirodnih&nbsp; nauka.&nbsp; Nakon&nbsp; toga&nbsp; je&nbsp; realizovano&nbsp; pedagoško&nbsp;istraživanje&nbsp; sa&nbsp; paralelnim&nbsp; grupama(eksperimentalnom&nbsp; i&nbsp; kontrolnom)&nbsp; tokom&nbsp; koga&nbsp; je&nbsp; sagledana&nbsp;efikasnost&nbsp; primene&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp; pomoć&nbsp; kompjutera(PUPK)&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; u&nbsp;odnosu&nbsp; na&nbsp; tradicionalnu&nbsp; nastavu.&nbsp; Eksperiment&nbsp; je&nbsp; realizovan&nbsp; na&nbsp; uzorku&nbsp; od214&nbsp; učenika(106&nbsp;učenika&nbsp; u&nbsp; E&nbsp; grupi&nbsp; i108&nbsp; učenika&nbsp; u&nbsp; K&nbsp; grupi).&nbsp; Učenici&nbsp; E&nbsp; grupe&nbsp; su&nbsp; sadržaje&nbsp; nastavne&nbsp; podteme&nbsp;Hordati&nbsp; prema&nbsp; programu&nbsp; biologije&nbsp; u6.&nbsp; razredu&nbsp; osnovne&nbsp; škole&nbsp; tokom19&nbsp; časova&nbsp; realizovali&nbsp;primenom&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp; pomoć&nbsp; kompjutera,&nbsp; dok&nbsp; su&nbsp; učenici&nbsp; kontrolne&nbsp; grupe&nbsp; iste&nbsp;sadržaje u isto vreme obradili tradicionalnom nastavom.&nbsp;</p><p>Instrumenti&nbsp; primenjeni&nbsp; u&nbsp; istraživanju&nbsp; su&nbsp; inicijalni&nbsp; test,&nbsp; finalni&nbsp; test&nbsp; i&nbsp; retest.&nbsp; Sva&nbsp;tri&nbsp; testa su obuhvatala pitanja iz tri kognitivna domena(nivoa znanja):&nbsp; nivo&nbsp; poznavanja činjenica&nbsp;(nivoI), nivo razumevanja pojmova(nivoII) i nivo analize i rezonovanja&minus; primene znanja(nivoIII).&nbsp;Osim testova znanja instrument korišćen u istraživanju je anketa za učenike E grupe i nastavnike&nbsp;biologije&nbsp; o&nbsp; primeni&nbsp; PUPK&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; u&nbsp; osnovnoj&nbsp; školi.&nbsp; Statistička&nbsp; obrada&nbsp; podataka&nbsp;dobijenih na testovima znanja i anketama izvršena je primenom programskog paketaSPSS 14.0.&nbsp;</p><p>Eksperimentalna&nbsp; i&nbsp; kontrolna&nbsp; grupa&nbsp; učenika&nbsp; su&nbsp; ujednačene&nbsp; na&nbsp; početku&nbsp; istraživanja&nbsp; prema&nbsp;opštem&nbsp; uspehu, oceni iz biologije i rezultatima inicijalnog testa. Prosečno postignuće&nbsp; učenika&nbsp;E grupe na inicijalnom testu bilo je68,18 poena, a učenika K grupe68,80 poena. Ostvarena razlika&nbsp;između&nbsp; dve&nbsp; grupe&nbsp; na&nbsp; inicijalnom&nbsp; testu&nbsp; nije&nbsp; statistički&nbsp; značajna.&nbsp; Nakon &nbsp; realizacije&nbsp; nastavne&nbsp;podteme&nbsp; Hordati&nbsp; primenom&nbsp; različitih&nbsp; odela&nbsp; nastave&nbsp; u&nbsp; E&nbsp; i&nbsp; K&nbsp; grupi&nbsp; učenici&nbsp; obe&nbsp; grupe&nbsp; su&nbsp;testirani&nbsp; finalnim&nbsp; testom&nbsp; znanja.&nbsp; Na&nbsp; finalnom&nbsp; testu&nbsp; učenici&nbsp; E&nbsp; grupe&nbsp; imali&nbsp; su&nbsp; prosečno&nbsp;postignuće85,82 poena, a učenici K grupe68,87 poena. Nakon90 dana učenici obe grupe testirani&nbsp;su istim testom(retestom). Učenici E grupe imali su na retestu prosečno ostignuće85,16 poena,&nbsp;a&nbsp; učenici&nbsp; K&nbsp; grupe67,71&nbsp; poena.&nbsp; Analiza&nbsp; rezultata&nbsp; finalnog&nbsp; testa&nbsp; i&nbsp; retesta&nbsp; je&nbsp; pokazala&nbsp; da&nbsp; su&nbsp;učenici&nbsp; E&nbsp; grupe&nbsp; ostvarili&nbsp; veći&nbsp; kvantitet&nbsp; i&nbsp; kvalitet&nbsp; znanja&nbsp; na&nbsp; sva&nbsp; tri&nbsp; kognitivna&nbsp; domena&nbsp; i&nbsp; na&nbsp;testovima znanja&nbsp; u&nbsp; celini,&nbsp; u odnosu&nbsp; na&nbsp; učenike&nbsp; K grupe. Ostvarene razlike&nbsp; u&nbsp; postignuću&nbsp; učenika E&nbsp;i&nbsp; K&nbsp; grupe&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp; i&nbsp; retestu&nbsp; na&nbsp; sva&nbsp; tri&nbsp; kognitivna&nbsp; domena&nbsp; i&nbsp; na&nbsp; testovima&nbsp; u&nbsp; celini&nbsp; u&nbsp;korist&nbsp; E&nbsp; grupe&nbsp; su&nbsp; statistički&nbsp; značajne.&nbsp; Od&nbsp; posebnog&nbsp; je&nbsp; značaja&nbsp; znatno&nbsp; bolji&nbsp; rezultat&nbsp; učenika&nbsp; E&nbsp;grupe&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; K&nbsp; grupu,&nbsp; u&nbsp; rešavanju&nbsp; težih&nbsp; pitanja&nbsp; i&nbsp; zadataka(nivoII&nbsp; iIII)&nbsp; i&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp;i&nbsp; retestu&nbsp; u&nbsp; celini&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; inicijalni&nbsp; test,&nbsp; odnosno&nbsp; ispoljena&nbsp; veća&nbsp; sposobnost&nbsp; učenika&nbsp; E&nbsp;grupe u rešavanju kompleksnijih pitanja i zadataka u odnosu na učenike K grupe.</p><p>Eksperimentalno&nbsp; dokazani,&nbsp; statistički&nbsp; znatno&nbsp; bolji&nbsp; rezultati&nbsp; učenika&nbsp; E&nbsp; grupe&nbsp; na&nbsp;testovima znanja(finalnom testu&nbsp; i retestu)&nbsp; u odnosu&nbsp; na učenike K grupe, kao i rezultati anketa za&nbsp;učenike&nbsp; E&nbsp; grupe&nbsp; i&nbsp; nastavnike&nbsp; biologije&nbsp; preporučuju&nbsp; veću&nbsp; zastupljenost&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp;pomoć&nbsp; kompjutera&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; i&nbsp; drugih&nbsp; prirodnih&nbsp; i&nbsp; društvenih&nbsp; nauka&nbsp; na&nbsp; svim&nbsp; nivoima&nbsp;obrazovanja, sa ciljem povećanja njihovog kvaliteta i efikasnosti.</p> / <p>The first part of doctoral thesis gives a theoretical basis for programmed classes and studies the&nbsp;presence of such classes in teaching of natural sciences. After that, pedagogical research was conducted&nbsp;with parallel groups (an experimental one and a control one) during which the efficiency of applying&nbsp;computer assisted programmed learning (CAPL) in biology classes was analysed in relation to the&nbsp;traditional classes. The experiment was realised onthe sample of 214 students (of which 106 were in the&nbsp;experimental group and 108 in the control group). With the students from the experimental group, 19&nbsp;lessons of&nbsp; Chordates&nbsp; teaching subunit, placed in the 6th&nbsp;grade of primary school according to the&nbsp;programme for biology, was done by using computer assisted programmed learning, while the students&nbsp;form the control group covered the same content in a traditional way.</p><p>Instruments used in the research were: initial test, final test and retest. All three tests included&nbsp;questions from three cognitive domains (levels of knowledge): the level of knowing the facts (level I), the&nbsp;level of understanding concepts (level II) and the&nbsp; level of analysis and reasoning &ndash; applying knowledge&nbsp;(level III). Apart from tests, &nbsp;questionnaires for the students from the experimental group and for biology&nbsp;teachers &nbsp;on application of CAPL in teaching biologyin primary schools were used as another research&nbsp;instrument. Statistical processing of data obtainedfrom the tests and questionnaires was done by using&nbsp;SPSS 14.0 software package.&nbsp;</p><p>Both experimental and control student groups were balanced at the beginning of research&nbsp;according to overall success in school, grade from&nbsp; Biology and the results of the initial test. The average&nbsp;score of students from the experimental group on the initial test was 68.18 points, while the average&nbsp; score&nbsp;of students from control group was 68.80 points. The difference in results from the initial test for the two&nbsp;groups is not statistically significant. After realisation of the Chordates teaching subunit, by &nbsp;pplying&nbsp;different teaching methods in experimental and control groups, the students from both groups were tested in&nbsp;the final test. The average score of students from the experimental group on the final test was 85.82 points,&nbsp;while the average score of students from control group was 68.87 points. After 90 days, the students of both&nbsp;groups were tested with the same test (retest). Theaverage score of students from the experimental group&nbsp;on the retest was 85.16 points, while the average score of students from control group was 67.71 points.&nbsp;The analysis of the results from the final test andretest has shown that the students from the experimental&nbsp;group achieved higher quality and quantity of knowledge in all three cognitive domains and on the tests as&nbsp;a whole, in relation to the students from the control group. The differences in achievement of the students&nbsp;from experimental and control groups on final test&nbsp; and retest in all three cognitive domains and on tests as&nbsp;whole are statistically significant in favour of the experimental group. It is also important to observe the&nbsp;significantly better result of the students from the experimental group in relation to the control group, in&nbsp;answering harder questions (levels II and III), both on the final tests and retest as a whole, in relation to the&nbsp;initial test, i.e. students from the experimental group showed greater competence in solving complex&nbsp;questions and tasks in relation to the students from the control group.</p><p>Experimentally proved, statistically significant better results of the students from the experimental&nbsp;group on tests (final test and retest) in relation to the students from the control group, as well as&nbsp; the results&nbsp;of questionnaires for students of the experimental group and biology teachers, recommend greater presence&nbsp;of computer assisted programmed learning and classes of other natural sciences and humanities on all levels&nbsp;of education, with aim to increase their quality and efficiency.</p>

Submitted by RAQUEL POZZENATO SILAZAKI null (rpsilazaki@hotmail.com) on 2017-03-28T12:55:47Z No. of bitstreams: 1 Dissertação Final de Mestrado Raquel Pozzenato Silazaki.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-29T20:33:40Z (GMT) No. of bitstreams: 1 silazaki_rp_me_prud.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) / Made available in DSpace on 2017-03-29T20:33:40Z (GMT). No. of bitstreams: 1 silazaki_rp_me_prud.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) Previous issue date: 2017-02-10 / Este estudo desenvolveu-se no interior da linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP/Presidente Prudente. Investigou as ações voltadas à formação continuada e à atuação dos Coordenadores Pedagógicos do Ensino Fundamental I, do Sistema Municipal de Ensino de Araçatuba-SP, especificamente das Escolas de Tempo Integral e de Atividades Complementares. A análise focaliza as concepções acerca da formação desses profissionais, compreendidos por nós como formadores de professores da Educação Básica (RINALDI, 2009) e sobre os desafios pertinentes à sua prática neste complexo processo de implementação de um ‘novo modelo de escola’ ainda em construção no município. Esta pesquisa derivou da proposta “A Formação de Professores e a Escola de Tempo Integral: políticas, práticas e desafios” (FAPESP 2014/14750-4). Adotou a abordagem qualitativa de pesquisa em educação a partir de uma matriz teórica interpretativa (PACHECO, 1995), por meio da qual buscou-se compreender o processo de aprendizagem profissional dos Coordenadores Pedagógicos em exercício nessas escolas, a partir de sua participação em um curso de formação continuada, que considerou os seus conhecimentos, atuação e suas demandas cotidianas. Desenvolveu-se via pesquisa bibliográfica, documental e pela coleta de dados, por meio do trabalho empírico, pautada na perspectiva construtivo-colaborativa (COLE; KNOWLES, 1993) de pesquisa-intervenção. Participaram 7 Coordenadores, de 5 escolas. A coleta de dados ocorreu a partir do desenvolvimento do curso, na modalidade de aperfeiçoamento, de 180 horas e certificação pela Pró-Reitoria de Extensão Universitária (PROEX) da UNESP. A técnica e os instrumentos de pesquisa utilizados foram: o grupo dialogal, o questionário e a filmagem. A análise de dados foi orientada pela análise de conteúdo e evidenciou o papel ativo dos sujeitos da pesquisa na produção de conhecimentos. Como resultados alcançados constatamos um contexto de escolas marcado por desafios de natureza administrativa e pedagógica. Não há processos formativos oferecidos aos Coordenadores, via sistema municipal, centrados nas concepções da Educação Integral e da Escola de Tempo Integral e que os auxiliem nas necessidades formativas emanadas na escola. Portanto, é necessária a formação que os sustente no desempenho do papel de formador de professor e no fortalecimento de sua identidade profissional, que se mostrou fragilizada. Para que esses profissionais se percebam e se reconheçam como formadores de professores da/na Educação Básica é necessário aprimorar seu campo de atuação, criando mecanismos de interação coletiva e colaborativa que os auxilie na detecção dos problemas que surgem nas práticas educativas. Constatou-se a precarização das condições de trabalho (falta de profissionais/infraestrutura) para o atendimento dos alunos em novos tempos e espaços educativos; a precarização documental e legal acerca da Educação Integral e da Escola de Tempo Integral. Propomos a revisão dessas questões, bem como a consolidação de uma Política Pública de Estado no município para as escolas com jornada ampliada, como também uma Política de Formação Continuada voltada aos Coordenadores, que possuem a função legalmente constituída, mas ainda carecem de maior reconhecimento profissional e de valorização que os assegure em seus processos de desenvolvimento profissional. / This study was developed within the research line “Education Professionals Formation, Educational Policies and the Public School”, of the Post-Graduate Program in Education of the Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista UNESP/Presidente Prudente’s campus. Investigated the actions directed to the continued formation and to the performance of the Pedagogical Coordinators in Elementary Schools from the Public-School System in Araçatuba City, specifically, the full-time and complementary activity public schools. The analysis rests on the conceptions about the formation of these professionals, understood by us as teacher’s formers in basic education (RINALDI, 2009), and on relevant challenges to its practice in this complex process of implementing a 'new school model' still under construction in the city. It is a derivative project of the proposal “Teacher’s Formation and the Full Time School: Policies, Practices and Challenges" (FAPESP 2014/14750-4). Adopts qualitative research in education from an interpretative theoretical matrix (PACHECO, 1995), which we seek to understand the professional learning process of pedagogical coordinators acting in this schools, from their participation in a continuing education program considering its performance, knowledge and everyday demands. It was developed through bibliographical, documentary and data collection research, through empirical work, guided by the constructive-collaborative perspective (COLE; KNOWLES, 1993), of intervention research. Participated 7 pedagogical coordinators from 5 schools. The data collection was through the development of a continuous training course, in the modality of improvement, lasting 180 hours and certification by the Pro-Rectory of University Extension (PROEX) of UNESP. The technique and the research instruments used in this process were: the dialog group, the questionnaire and the filming. The data analysis was guided by the content analysis and evidenced the active role of the subjects of this research in the production of knowledge. As results achieved we find a school context marked by administrative and pedagogical challenges. There are no training processes offered to the Coordinators, through the Municipal Education System, focusing on the concepts of Full-time Education and the Full-Time Schools and that help them with the training needs emanated in the school. Therefore, it is necessary a training that supports them in the role of teacher’s trainers and in the strengthening of their professional identity, which has been weakened. In order for these professionals to perceive and recognize themselves as teacher’s trainers of the Basic Education, it is necessary to improve their field of action, seeking mechanisms of collective and collaborative interaction to expand their capacities in the detection of problems that arise in educational practices. It was observed the precariousness of working conditions (lack of professionals and infrastructure) for the care of students in new times and educational spaces; the documentary and legal precariousness about Full-time Education and the Full-Time Schools. We propose a revision on these subjects, as well as the consolidation of a Public Policy of State in the municipality for the schools with extended hours, as well as a Policy of Continuous Formation aimed to Coordinators, who have the legally constituted function, but still need more professional recognition and valuation that assures them in their professional development processes.

O foco deste trabalho é a realização de estágio supervisionado em grupos na formação inicial de professores. A pesquisa acompanhou quatro equipes, formadas por dois a quatro estagiários, em duas situações: nas aulas da disciplina Metodologia do Ensino de Inglês, do curso de Licenciatura da Faculdade de Educação da USP, e nas aulas no estágio supervisionado dessas equipes nos minicursos de inglês, nessa mesma instituição. Os dados apresentados aqui foram coletados em 2006 por meio do contato prolongado com os sujeitos da pesquisa, utilizando instrumentos tais como observações de aulas, conversas informais, entrevistas semi-estruturadas e questionários, dentre outros. Buscou-se assim delinear uma descrição qualitativa e detalhada dos sujeitos e de sua experiência de estágio, tendo como interesse principal aspectos relacionados ao próprio trabalho em grupo. Foram observadas quatro principais dimensões do estágio em equipe. A primeira dizia respeito à escolha dos parceiros para formar o grupo. O contato prévio com os colegas e também a conveniência de horários foram identificados como sendo os principais fatores considerados nessa decisão. O segundo aspecto observado na pesquisa foi o da organização das equipes para a preparação das aulas. Como tal atividade não era prevista na grade curricular, devendo ser realizada pelos estagiários em suas horas livres, eles geralmente articulavam a preparação dos materiais a distância, por telefone e e-mail. A terceira característica do trabalho em grupo nos minicursos estava relacionada ao ensino em equipe nas aulas propriamente ditas. Nessa situação, a ansiedade ao ser observado pelos pares foi notada, assim como a dinâmica dos grupos no que se refere à divisão de papéis em sala de aula. A última dimensão do trabalho em grupo analisada na pesquisa foi a existência de líderes informais nas equipes. Mostrou-se que a emergência de líderes não poderia ser explicada por apenas uma única motivação, como maior experiência profissional ou maior conhecimento do conteúdo, estando, em vez disso, inter-relacionada com características do líder propriamente dito, dos demais integrantes do grupo e do contexto como um todo. / The focus of this study is group work in the teaching practicum in initial teacher education. The research observed four groups, made up of two to four student-teachers, in two situations: during classes in the discipline English Teaching Methodology, which is part of the Teaching License course of FEUSP (School of Education of the University of São Paulo), and during the practicum classes of these groups in the English minicourses, in that same institution. The data presented here were collected in 2006 by means of extended contact with the research subjects, using tools such as class observations, informal conversations, semi-structured interviews and questionnaires, among others. The aim was to make a qualitative and detailed description of the subjects and their experience in the teaching practicum, the main interest lying on aspects related to group work. Four main dimensions of group work were observed in the practicum. The first was related to the choice of partners to form a group. It was observed that previous contact with colleagues and also schedule constraints were the main factors taken into account in this decision. The second aspect observed in the research was the organization of the teams to prepare classes. The student-teachers had to use their free time for this activity, since it was not included in the regular class timetable. For this reason, they usually arranged the preparation of materials by phone or e-mail. The third characteristic of group work in the minicourses was connected to team teaching in the classrooms. In this situation, feelings of anxiety for being observed by one\'s peers were detected and the group dynamics regarding the alternation of roles in the classroom were also analyzed. The last dimension of group work investigated in the research was the existence of informal leaders in the teams. It was shown that the emergence of leaders could not be explained by a single motivation (such as greater professional experience or greater knowledge of the content); instead, it was interrelated with characteristics of the leaders themselves, of the other group members and of the context as a whole.

Cette recherche s'inscrit dans le contexte de la formation initiale des enseignants de français langue étrangère et s'intéresse à l'introduction des technologies de l'information et de la communication (TIC) dans les pratiques pédagogiques. Notre travail s'interroge sur les apports d'un dispositif de télécollaboration (SLIC – Second Life Interculturel) mettant en relation de futurs enseignants de Master FLE de l'université Blaise Pascal avec des apprenants de FLE de Carnegie Mellon University à Pittsburgh (États-Unis) autour de la réalisation de tâches collaboratives à visée interculturelle au sein du monde virtuel Second Life. Ce projet s'appuie sur deux dimensions de la formation des enseignants : la mise en situation et la réflexivité. L'objectif de cette thèse est de comprendre comment se construit la relation pédagogique entre futurs enseignants et apprenants de français langue étrangère lorsqu'ils sont amenés à travailler ensemble dans le cadre d'un dispositif de télécollaboration au sein d'un monde virtuel et que les étudiants français ont un rôle d'animateur. Cette recherche a deux visées : d'une part une visée descriptive en analysant les tâches, les interactions des participants et leurs verbalisations en vue de comprendre leurs comportements et les relations qu'ils tissent. D'autre part, cette recherche a une visée plus praxéologique dans le sens où les résultats nous permettent d'identifier des éléments de réflexion permettant d'améliorer la formation des enseignants de FLE aux TICE. Notre cadre théorique se situe dans le domaine de l'apprentissage des langues médiatisé par les technologies. Il relève de l'analyse des interactions et de la sociologie goffmanienne, et s'appuie essentiellement sur le modèle interactionniste de la relation interpersonnelle qui l'envisage selon deux dimensions : une dimension verticale qui concerne le système de places (hiérarchie vs. égalité) et une dimension horizontale (distance vs. proximité). Nous avons adopté une approche ethnographique. Les données recueillies ont été structurées sous forme de corpus d'apprentissage afin de les analyser en contexte. Dans une perspective inductive et émique, nous croisons différents types de données pour leur donner du sens et répondre à nos questions de recherche. Dans un premier temps, nous avons étudié le contexte du point de vue des caractéristiques des participants, de leurs attentes, du scénario pédagogique et de la manière dont les participants occupent l'espace interactionnel durant les séances dans le monde virtuel. Nous avons ensuite analysé le positionnement réciproque des participants dans leur manière de se présenter et avons croisé leurs différentes perceptions des rôles endossés par chacun. Enfin, nous avons examiné les décalages entre la prescription, la perception et la réalisation de deux tâches collaboratives. Notre recherche a permis de mettre en lumière la complexité de la construction de la relation pédagogique entre futurs enseignants et apprenants à travers l'étude de quelques observables permettant de reconstruire l'émergence et le développement de cette relation. Nous avons montré que les étudiants français tendent à créer un rapport hiérarchique avec les étudiants américains tout en essayant de développer une relation de proximité. Les apprenants américains acceptent la dimension hiérarchique mais tiennent à garder leurs distances. Ainsi, nous avons pu observer l'établissement d'un contrat didactique, proche de celui que l'on rencontre dans un contexte institutionnel où les rôles d'enseignant et d'apprenant sont fortement marqués. / This research focuses on the integration of Information and Communication Technology (ICT) in the initial training of teachers of French as a Foreign Language and on pedagogical communication. Our work examines the contribution of a telecollaborative project (SLIC: Second Life Interculturel). This project involved students from Université Blaise Pascal (Clermont-Ferrand, France) enrolled in a Master's program in French language teaching using ICT and advanced-level undergraduate students of French from Carnegie Mellon University (Pittsburgh, United States). For all SLIC participants, the main objective was the development of intercultural communicative skills through collaborative tasks in the virtual world Second Life. This project was designed to take two important aspects of teacher training into consideration: active and reflexive learning.The aim of this thesis is to understand how students manage to develop pedagogical relationships online when involved in a telecollaborative project using a virtual world and how the teachers in training adopt the role of discussion leader. This study has two goals: firstly, a descriptive one, analyzing tasks and online interactions in order to better understand the actions of participants, as well as the relationships they build. Secondly, this thesis has a praxeological aim since the results allow us to identify some elements for reflection concerning the improvement of ICT integration in teacher training.The Computer-Assisted Language Learning domain provides the theoretical background for this thesis. The latter draws on theoretical foundations in interaction analysis and sociology. We use the interactionnist model of the interpersonal relationship considering two dimensions: a vertical dimension which concerns the rank system (hierarchy vs. equality) and a horizontal dimension (distance vs. closeness).We adopted an ethnographic approach. We collected and structured data into a LEarning and TEaching Corpus (LETEC) in order to analyze them in context. We crossed-analyzed different data types from the perspectives of the participants, adopting a "data first" procedure. First, we studied the context, looking at the students' characteristics, their expectations, the learning design and the way they occupied the interactional space during their working sessions in Second Life. Then, we analyzed their mutual positioning by examining the way in which the participants present themselves and the mutual perceptions they had of the role(s) played by each member of the group. Finally, we studied the gaps between prescription, perception and the realization of two collaborative tasks.Our research allowed us to highlight the complexity of the development of online pedagogical relationships between teachers in training and learners of French. We showed that the teachers in training tended to create a hierarchical relationship while trying to develop some closeness. The learners of French accepted the hierarchical dimension but kept their distances. Hence, we were able to identify the construction of a learning contract very close to what is usually observed in an institutional context in which the roles of the teacher and the student are heavily marked.

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.