This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated. It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.

Thesis (Master').

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Jan 12, 2010). Includes bibliographical references.

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Jan 12, 2010). Includes bibliographical references.

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Feb 2, 2010). Includes bibliographical references.

This thesis is the first detailed and comprehensive research of the history of the 2001 Convention on International Interests in Mobile Equipment (the 'Convention' or 'CTC') and its protocols. It is submitted that the quality of response to the various challenges of the treaty-making process can serve as a measure of a convention's success, and that the unique characteristics of the CTC make it a prime target for such research. The author identifies and analyses the most problematic issues in the process of development of the Convention and its protocols, including the latest draft protocol on mining, agricultural and construction equipment. This research focuses on the documentary history of the CTC and its Aircraft Protocol (as the only protocol currently in force), relying primarily on the materials published by UNIDROIT and other international organisations, and shows that not all of the challenges found an adequate response in the Convention. Nonetheless, the shortcomings pale in comparison with the Convention's achievements: the CTC has created a highly effective machinery for regulating international interests in mobile assets. The author does not perform empirical ex post analysis of implementation of the Cape Town Convention, but this thesis will form a solid background for such research in the future. This study, apart from its scholarly importance, has clear practical value: its conclusions (including a number of treaty-making lessons originating from this research) can assist governmental officials, representatives of international organisations and legal advisors (both external and internal) participating in the treaty-making process and, it is hoped, will strengthen he attractiveness of conventions as an instrument of harmonising commercial law in the future.

The aim of this study was to explore the effects of a problem-solving heuristic instructional method on Grade 6 learners’ achievements in algebra. Two main theories inspired the design of this teaching method, namely the modelling and modelling perspective, and action, process, object, schema (APOS) theory. Modelling and modelling perspectives guided the development of modelling-eliciting activities used in the teaching method and the APOS theory guided the sequence of activities used to develop Grade 6 learners’ conceptions in algebra. The impact of the problem-solving heuristic instructional method was investigated with 198 Grade 6 learners from four different primary schools in the Zululand district of Kwazulu-Natal that were conveniently sampled. A mixed-method approach was used in this study and a hypothesis was formulated to investigate the effects of the teaching method on the learners’ achievements in algebra. The qualitative component consisted of a pre-intervention class observation of mathematics lessons of all four mathematics educators in the schools used for this study. The design and implementation of the problem-solving heuristic instructional method and the quantitative component employed non-equivalent control group design with pre-test and post-test measure. The main instruments for data collection were an observation schedule to document sequence of events in the classroom during the class observation, a standardized achievement test in algebra used to measure effects of the problem-solving heuristic instructional method and modelling-eliciting activities used as a medium of interaction between learners and the researcher during the implementation of the problem-solving heuristic instructional method. Findings from the class observation indicated all four schools made use of comparable traditional methods of instruction. The implementation of the problem-solving instructional method gave insights into how a problem-solving heuristic instructional method can be developed and used in Grade 6 algebra lessons, and the factors that could influence learners’ conceptual development in algebra. The findings from the quantitative component supported the initial hypothesis that improved scores in algebra are achieved through participation in the problem-solving heuristic instructional method. Quantitative data was analysed using the t-test, analysis of covariance, Johnson-Neyman (J-N) technique and the effect size. / Mathematics Education / D. Phil. (Mathematics Education)

The final thesis deals with an application of project within history lessons at secondary grammar schools of the Administrative Region of Ústí nad Labem .The thesis summarizes the basic theoretical findings on a projects realisation together with findings gathered by the empirical research at secondary grammar schools of Administrative Region of Ústí nad Labem. The research focused on recognising a present status of incorporating and using projects in the history lessons, and on the experience of pupils and teachers with this specific teaching strategy. On the grounds of connecting these findings, the thesis provides the reflection of possible using of projects in the course of history lessons (not only as a supplement of ordinary lessons). The thesis recognises a present status of projects realisation within history lessons, including the favoured topics, a way of realisation, outcomes, and a brief summary of particular projects offered by external organisations. The thesis deals with positives and negatives of projects realisation in accordance with opinions of pupils and teachers of secondary grammar schools of Administrative Region of Ústí nad Labem. The thesis also contains two proposals of history projects that might be used by teachers for creating their own projects.

Text in Afrikaans / Die twee boeke waarin J.J. Collyer die kampanjes in Duits Suidwes-Afrika (Namibie) en Duits Oos-Afrika (Tanzanie) beskryf, bevat enkele kennis stellings wat vandag nog bruikbaar is. Collyer verduidelik dat militere foute van die verlede histories deur die staf ontleed moet word om sodanige foute in die toekoms te vermy. Hy gaan egter verder en verduidelik dat die moontlikheid om toekomsti.ge optrede te verbeter nodig is om onnodige bloedvergieting te verhoed. Hierdie verhandeling het ten doel gehad om die laaste stelling van Collyer te ondersoek en te bepaal of dit wel in Suid-Afrika toegepas is. Die navorsingsprobleem van die verhandeling was om te bepaal ofKrygsgeskiedenis aangewend is om die militere doktrine in Suid-Afrika mee te verbeter. Die bevinding van die verhandeling was dat daar slegs in enkele gevalle deur die SuidAfrikaanse Nasionale Weermag (en sy voorgangers) wel van Krygsgeskiedenis gebruik gemaak was om doktrine mee te ontwikkel en dat baie meer gedoen behoort te word. / The two books of 1.1. Collyer which discuss the campaigns in German South West Africa (Namibia) and German East Africa (Tanzania) contain knowledge propositions that are still valid today. Collyer explains that the military mistakes that were made in the past should be analysed especially by the staff today to prevent making the same mistakes in the future. He goes on to explain that future conduct should be improved in order to prevent unnecessary bloodshed. This dissertation's aim was to investigate Collyer's proposition and to determine whether this was applied in South Africa. The research problem of the dissertation was to determine whether Military History was utilised to improve South Africa's military doctrine. The finding of the dissertation was that the South African National Defence Force (and its predecessors) utilised Military History only in very few cases to develop doctrine and that much remains to be done. / Political Sciences

Made available in DSpace on 2016-12-08T16:35:02Z (GMT). No. of bitstreams: 1 Ada.pdf: 366439 bytes, checksum: bdd0af2f7b9b59c1da95cec65484e83f (MD5) Previous issue date: 2011-12-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has the aim to verify the pedagogic contribution of Fontes Series. Series of books for reading, organized by professor Henrique da Silva Fontes, adopted in public schools of the State of Santa Catarina, in the early 1920‟s and widely used until the 1950‟s. The production of school textbooks and manuals of instruction had its major impetus with the replacement of the abstract nature and few utility of education for intuitive teaching method, also known as object lessons. This method was the basis of the new way of teaching, at the transition of the XIX-XX centuries. After being successfully implemented in several countries, was conducted extensive feasibility study for Brazil, through the reports about Reform of Primary, Secondary and Higher levels, written by Rui Barbosa. However, the implementation of the desired innovations collide with the use of manuals and compendiums for schools who, although express the same philosophical basis, communicated on different aspects to the scientific progress. The procedures and curricular subjects needed to be reviewed, to the effect to print a particular vision of the teaching through the object lessons, which constitute the national modernization project. What is the contribution of the Fontes Series in this context? From that question the research retrieves legal, methodological and didactic aspects of the period, with the purpose of demonstrate the social and pedagogic performed by this series of books for reading. At the time that the school books were translated from German and Italian, in Santa Catarina and, in other states, from French, English, Polish and Japanese, the Fontes Series has collected texts of Brazilian and Portuguese poets and prosaist, emphasizing the value of the vernacular language / Esta pesquisa tem como escopo verificar a contribuição pedagógica da Série Fontes. Série de livros de leitura, organizada pelo professor Henrique da Silva Fontes, adotada nas escolas públicas do Estado de Santa Catarina, no início da década de 1920 e largamente utilizada até a de 1950. A produção de livros escolares e manuais de ensino teve seu grande impulso com a substituição do caráter abstrato e pouco utilitário da instrução escolar pelo método de ensino intuitivo, também conhecido por lições de coisas. Este método constituía a base da nova forma de ensinar, na transição dos séculos XIX-XX. Após ser implementado com êxito em vários países, foi realizado vasto estudo para sua exequibilidade no Brasil, por meio dos pareceres sobre a Reforma do Ensino Primário, Secundário e Superior, redigidos por Rui Barbosa. Porém, a realização das inovações almejadas colidia com o uso de manuais e compêndios escolares que, embora expressassem a mesma fundamentação filosófica, comunicavam vertentes distintas em relação ao progresso científico. Os procedimentos e conteúdos curriculares precisavam ser revisados, a fim de imprimirem a visão específica do ensino por meio das lições de coisas, constitutivas do projeto modernizador nacional. Qual a contribuição da Série Fontes nesse contexto? A partir dessa questão a pesquisa recupera aspectos legais, metodológicos e didáticos da época, com o propósito de demonstrar a função social e pedagógica desempenhada por esta série de livros de leitura. Ao tempo em que os livros escolares eram traduções do alemão e italiano, em Santa Catarina e, em outros estados, do francês, inglês, polonês e japonês, a Série Fontes reuniu textos de poetas e prosadores brasileiros e portugueses, dando ênfase à valorização da língua vernácula