"Organic chemistry" is the fifth part of web-based database of chemical experiments. Eight experiments are presented in total in the diploma paper (on internet from May 2010). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by questions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm

This thesis examines the motivation of social workers towards lifelong education. In the first part there is the summary of current state of lifelong education of social workers in the Czech republic, particularly the legislation that includes the obligation of such education. It also consits of other documents that somehow include requirements of lifelong education, proposed changes of so-called professional law and experts' opinions. In the second part, I examine the motivation towards lifeong education, theory of motivation and pros and cons of that education. The thesis also includes a survey which is made of interviews with social workers. The participants were asked about their perception of need of such education in social work, how such education works at their workplace, what works as thier motivation towards it and whether they see any obstacles in getting it.

``Organic chemistry{\crq}q is the fifth part of web-based database of chemical experiments. Thirteen experiments are presented in total in the diploma paper (on internet from May 2010). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by questions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm

Submitted by VANIA KELEN BELÃO VAGULA null (vaniakbel@yahoo.com.br) on 2016-04-09T22:05:25Z No. of bitstreams: 1 TESE_VANIA_VAGULA_2016.pdf: 6298390 bytes, checksum: 4f6d72a6cba59ff2214c5fea42b462ef (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-12T14:55:48Z (GMT) No. of bitstreams: 1 vagula_vkb_dr_prud.pdf: 6298390 bytes, checksum: 4f6d72a6cba59ff2214c5fea42b462ef (MD5) / Made available in DSpace on 2016-04-12T14:55:48Z (GMT). No. of bitstreams: 1 vagula_vkb_dr_prud.pdf: 6298390 bytes, checksum: 4f6d72a6cba59ff2214c5fea42b462ef (MD5) Previous issue date: 2016-02-18 / Esta tese de doutorado está vinculada à linha de pesquisa “Processos formativos, ensino e aprendizagem” do Programa de Pós-graduação em Educação da FCT/UNESP, campus de Presidente Prudente. É uma investigação-ação que versa sobre o ensino de estratégias metacognitivas de leitura, com textos de Hans Christian Andersen. Pautou-se em uma concepção dialógica de linguagem e de texto, tendo como aporte uma metodologia de ensino norte-americana que propõe ensinar as estratégias de maneira sistematizada, apresentando-as uma de cada vez, em contextos que propiciem aos leitores em formação presenciarem o uso delas por leitores mais experientes (professor), em trocas com seus pares e individualmente (alunos). Objetivou conhecer mais sobre as contribuições que o ensino de leitura por meio de estratégias metacognitivas poderia proporcionar para as relações entre o leitor e o texto. Para o processo investigativo que constitui esta tese foram escolhidas sete estratégias: visualização, conexões – texto-texto, texto-leitor e texto-mundo–, perguntas ao texto, previsão, inferência, sumarização e síntese. Com o intuito de gerar os dados analisados, foram realizadas observações, diagnósticos, entrevistas e oficinas de leitura em uma sala de 5° ano do ensino fundamental da rede municipal de ensino de Presidente Prudente. Esta tese apresenta um estudo sobre a vida e obra de Andersen, uma descrição da intervenção e uma análise dos resultados obtidos nas oficinas com cada uma das estratégias, contemplando uma discussão sobre os avanços nas relações entre leitor e texto após a intervenção efetivada, como parte desta pesquisa. O processo investigativo permitiu conhecer mais sobre a metodologia de ensino de estratégias metacognitivas de leitura, tendo apontado algumas dificuldades para o trabalho com textos literários, que envolveram as estratégias de sumarização e síntese, bem como a necessidade de que os leitores em formação coordenassem, para a concretização das aprendizagens, as capacidades de compreender a estratégia ensinada, tomar consciência de seus próprios pensamentos, compreender o(s) gráfico(s) proposto(s) e realizar o registro escrito. A tese confirmou, ainda, o papel do conhecimento prévio como essencial para compreender o novo, sendo que a leitura de diferentes textos do mesmo autor e a aquisição de conhecimentos sobre Andersen trouxeram contribuições significativas para ampliar e aprofundar os conhecimentos dos alunos. A análise dos dados demonstrou também que a aprendizagem de estratégias com a metodologia adotada e sua prática em contextos reais de leitura com os textos selecionados pôde auxiliar na aproximação entre aluno e texto, facilitando a compreensão. Apontou, assim, avanços significativos para a formação dos sujeitos desta pesquisa, ajudando-os a se tornarem leitores ativos e a incorporarem as estratégias trabalhadas, como recursos amplos para estabelecerem diálogos ricos com os textos. / This doctoral thesis is linked to the line of research "training process, teaching and learning" of the Post-Graduate Program in Education of the FCT/UNESP, Presidente Prudente campus. It is an action research which deals with the teaching of metacognitive reading strategies from Hans Christian Andersen‟s work. The research was based on a dialogical conception of language and text, with the contribution of an American teaching methodology which proposes that strategies are taught in a systematic way, appearing one at a time in contexts that provide readers in training witnessing their use by more experienced readers (teacher), in exchange with their peers and individuals (students). It aimed at learning more about the contributions that reading instruction through metacognitive strategies could provide for the reading procedure. Regards to the investigative process that constitutes this thesis, seven reading strategies were chosen: visualizing, connections - text-to-text, text-toreader and text-to-world -, questioning, prediction, inferring, summary and synthesis. In order to generate the data analyzed, observations, diagnoses, interviews and reading workshops were performed in a room of 5th grade of elementary school in Presidente Prudente. This thesis presents a study on Andersen‟ life and work, the description of the intervention and analysis of the outcomes in workshops with each of the strategies, including a discussion on the progress in relations between reader and text after the intervention of this research. The investigative process allowed us to know more about the methodology of teaching metacognitive reading strategies, pointing out some difficulties to work with literary texts which involved summary and synthesis strategies as well as the needs for readers in formation coordinate, for achievement of learning, skills taught to understand the strategy, be aware of their own thoughts, understand the graphic(s) proposed and elaborate the written activities. The thesis also confirmed the role of prior knowledge as essential to understand the new one. Reading different texts by the same author and the acquisition of knowledge about Andersen has made significant contributions to expand and deepen students‟ knowledge. Data analysis also showed that the learning strategies with the methodology used, and its practice in real contexts of reading with the selected texts, could make the approach between student and text easier. It pointed, thus, significant advances for the formation of the subjects of this research, helping them to become active readers and to incorporate the strategies worked as ample resources to establish rich dialogues with texts.

``Illuminating experiments I{\crqq} is the second part of web-based database of chemical ex-periments and its suitability is especially for secondary schools. Seventeen experiments are presented in total (on internet from August 2005). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by ques-tions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm

``Laboratory preparation of inorganic compounds{\crqq} is the fourth part of web-based data-base of chemical experiments. This compartment is suitable especially for secondary and high schools. Fifteen experiments are presented in total (on internet from December 2006). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by questions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm

``Illuminating experiments II{\crqq} is the third part of web-based database of chemical ex-periments. This compartment concurs ``Illuminating experiments I{\crqq} and its suitability is especially for primary schools. Seventeen experiments are presented in total (on internet from December 2006). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by questions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm

The Experiments of macromolecular chemistry are the seventh part of webbased database of chemical experiments. This section is intended particularly for secondary and high schools. Thirteen experiments are presented in total (posted on Internet since March 2011). The part of the didactic process includes video clips, method instructions and principles of experiments. The scope of teaching applications is suggested by questions and tasks.

This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.

This ethnographic study describes the intersection between politics and education, and between discourses and practice pertaining to indigeneity among the Manobo of Tagpalico in a highland area of the Philippines. The analysis reveals the interrogation of my own personal values as I came to understand what are held to be important values by the Manobo. For example, my idealistic perceptions of indigenous leaders were challenged by what I came to appreciate about their leadership skills relative to strategic and situated participation in the context of complex relations with various outsiders. This study further explains how adults and children actively engage in social processes through which they negotiate what counts among them as significant, appropriate knowledge and learning. It discusses how global discourses of education, literacy, and indigenous peoples are spoken about in ideal terms, but enacted differently in local practice. Salient in understanding this study is an appreciation of how the role of learning in practice (Lave and Wenger, 1991) plays an important part in situated participation of actors in the educational enterprise. Against a background of local understanding about what it is important to know about – principally farming and other economic activities - and international discourses of indigeneity, schooling, literacy and development, children, parents, leaders, teachers, and nuns have appropriated and negotiated their notions of being ‘educated’ and ‘indigenous’ within a social space that is the school setting. As the Manobo explore what it means to be ‘educated’ in a politically volatile environment, they also learn to use their understanding of what it means to be ‘indigenous’ in order to negotiate their positionalities relative to external groups like the nuns, teachers, anthropologists, the military, guerrillas, and other non-Manobo groups.This study argues that learning to become educated transforms understanding of what it is to be a more valued person in the community, which altogether translates into significant differences in the children’s sense of self or personhood. Children are allowed to negotiate their social position within the family and the community through education but at the same time it also creates new forms of ‘inequality’ and ‘social separation’ (Froerer, 2011:695). For example, emerging forms of social differentiation in Tagpalico are evident in the processes through which more female members are becoming educated, bringing in a greater contribution to the family’s economic resources and thereby, developing a sense of choice about their lives as ‘individuals’ in charge, to a certain extent, over their own destinies.