The goal of the diploma thesis was to find out how teachers realize project based education with the main focus on grammar school and biology teaching and also explore the influence of project based education on pupil's learning. Data were obtained by the method of semi -structured interviews, which were conducted with twelve teachers and fifty pupils at six grammar schools in three regions of the Czech Republic. The grounded theory method was used for data processing. Teacher's realization of project based education and the influence of project based education on pupil's learning are influenced by various aspects discussed in the thesis. Part of the diploma thesis is an analysis of selected Czech literary and internet sources of information dealing with project based education. Key words: project based education, realization of project based education, grounded theory, grammar school, biology

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This thesis deals with regional history and possibilities of its didactic use in teaching of History at lower - secondary school. The theoretical part of the thesis is devoted to the characterization of the project methods and regional history. There is also introduced the topic of Operation SILVER A in Pardubice and the evaluation of its importance in history of the region. The practical part of the thesis presents a design of the project with possibility of integration into the teaching of History at lower - secondary school. The results of project which has been implemented with pupils of lower - secondary school Základní škola Pardubice Benešovo náměstí during May and June 2014 and suggestions for development of the project are presented in the final chapter. Powered by TCPDF (www.tcpdf.org)

This diploma thesis deals with the inclusion of project days in Natural history lessons at elementary schools in Most and nearby villages. The diploma thesis is divided into three parts. The theoretical part is devoted to origin and history of project-based learning in the world and in czech schools, theoretical concepts that are directly related to project-based learning, and also the incusion of project-based learning into present educational proces, advantages and disadvantages of project-based learning. The research part of the thesis and the main research problem focuses on using the project-based learning at primary school. The research part is the result of a questionnaire survey that I realized at selected elementary schools. In the process of researching was used a questionnaire method, which i sone of the most common tools for data collection. Teachers from these schools took care of completing the statistical data. The questionnaire was created and distributed electronically. In the practical part I present the project day "Tree Day" which I realized at lower secondery school Obránců míru in Most. KEY WORDS Project-based learning, project day, science teaching

Abstract Research on information system implementations in construction industry, rarely focused on culture. The impact of sub cultures on information system implementation is not reviewed in detail. This research aims at increasing the empirical and theoretical understanding of the key sub cultural practices and their influence on the information system implementation in project based construction companies. This research creates awareness on the sub cultures that impact the individual stages of planning, development, installation, and maintenance of the information system implementation process. Past research on information system implementation in the construction industry was reviewed. Based on this review the sub cultures of senior management staff, project management staff, and the information management staff were identified as crucial for the successful implementation of the information system. A conceptual framework for studying the sub cultural practices present in each stage of the information system implementation was developed. Empirical data was collected in two project based construction companies that implemented an Enterprise Resource Planning (ERP) system. Collected data was analyzed with the help of the conceptual framework. Results of the empirical analysis identified key cultural practices of senior management staff, project management staff, and the information management staff that were influential in the information system implementation process. Results further identified how each of the stages of planning, development, installation, and maintenance was impacted differently by the sub cultural practices existing in the construction industry. The revised conceptual framework was presented incorporating all the cultural practices that were influential in each of the individual stages of the implementation process. / Tiivistelmä Rakennusteollisuuden tietojärjestelmien käyttöönottoa koskeva tutkimus keskittyy vain harvoin kulttuuriin, eikä aikaisempi tutkimus tarkastele yksityiskohtaisesti alakulttuurien vaikutusta tietojärjestelmien käyttöönottoon. Tutkimuksen tavoitteena on lisätä empiiristä ja teoreettista ymmärrystä keskeisistä kulttuurikäytännöistä ja niiden vaikutuksesta tietojärjestelmien toteutukseen projektipohjaisissa rakennusyrityksissä. Tämä tutkimus luo ymmärrystä alakulttuureista, jotka vaikuttavat tietojärjestelmän käyttöönottoprosessin suunnittelun, kehittämisen, asennuksen ja ylläpidon yksittäisiin vaiheisiin. Tutkimuksessa tarkasteltiin rakennusteollisuuden tietojärjestelmien käyttöönottoon liittyvää aiempaa tutkimusta. Tämän kirjallisuuskatsauksen pohjalta ylimmän johdon, projektijohtajien ja tietohallinnon henkilöstön alakulttuurit tunnistettiin ratkaiseviksi tekijöiksi tietojärjestelmän onnistuneelle käyttöönotolle. Tutkimuksessa kehitettiin käsitteellinen viitekehys, jonka avulla tarkasteltiin tietojärjestelmän käyttöönoton jokaisessa vaiheessa esiintyviä alakulttuureja. Empiirinen aineisto kerättiin kahdesta projektipohjaisesta rakennusyrityksestä, jotka ottivat käyttöön ERP (Enterprise Resource Planning)-tietojärjestelmän. Kerätyt tiedot analysoitiin kehitetyn käsitteellisen kehyksen avulla. Empiirisen analyysin tuloksena tunnistettiin ylemmän johdon henkilöstön, projektijohtajien ja tietojärjestelmän käyttöönottoprosessissa vaikuttavien tietohallintohenkilöiden keskeiset kulttuurikäytännöt. Tutkimuksessa tunnistettiin lisäksi, kuinka jokainen suunnittelu-, kehitys-, asennus- ja kunnossapitovaihe vaikuttivat eri tavoin rakennusteollisuudessa vallitseviin kulttuuritoimiin. Tutkimuksen tuloksena esitetiin uudistettu käsitteellinen kehys sisällyttämällä kaikki kulttuurikäytännöt, jotka vaikuttivat käyttöönottoprosessin eri vaiheessa.

A Gestão do Conhecimento (GC) ainda é um desafio para muitas organizações. Em empresas projetizadas, em que a maior parte dos profissionais se dedica à atividade de projetos, há obstáculos adicionais a serem superados. Isso acontece, entre outros fatores, devido à própria natureza dos projetos, pois são exclusivos (dificultando a aprendizagem por repetição) e finitos (em geral não há mecanismos para integrar os conhecimentos adquiridos ao longo do projeto em novos projetos). A partir desse contexto, o presente trabalho foi orientado pelo seguinte problema de pesquisa: \"como as organizações projetizadas realizam a gestão do conhecimento de seus projetos?\". Para responder a essa pergunta, foram analisados os conhecimentos relevantes para serem gerenciados, as práticas de GC utilizadas e os fatores influenciadores (facilitadores e dificultadores) presentes em três organizações: Escritório de Projetos do Banco Central, Cia de Talentos e PromonLogicalis. Além de projetizadas, essas organizações têm origem brasileira, oferecem serviços de consultoria (interna ou externa) e são referência em seus setores de atuação. A pesquisa é de natureza exploratória e descritiva, possui uma abordagem qualitativa e utiliza o método de estudo de casos múltiplos. Foi desenhado um modelo conceitual para o levantamento das práticas organizacionais com base no foco das práticas (intra ou interprojetos) e nos processos de GC para os quais contribuem mais intensamente (recuperação, criação/aquisição, compartilhamento e armazenamento). Como resultados da pesquisa foram identificados 8 conhecimentos relevantes para serem gerenciados, 7 fatores influenciadores da Gestão do Conhecimento, 10 fatores facilitadores, 4 fatores dificultadores. Além disso, foram mapeadas diversas práticas de GC intra e interprojetos nas organizações pesquisadas. Como conclusões do estudo, percebeu-se que para que se realize uma boa Gestão do Conhecimento na organização, mais importante do que as práticas empregadas é a existência de um contexto facilitador, pois se o ambiente favorece a criação, compartilhamento, armazenamento e recuperação de conhecimentos, as mais diversas práticas são estruturadas para apoiar esses processos. Além disso, percebeu-se que não parecem existir as melhores práticas de GC, mas sim, as melhores práticas para cada contexto organizacional. Espera-se que este estudo adicione conhecimentos ao campo de Gestão do Conhecimento em Projetos (PKM - Project Knowledge Management) e contribua com estudos futuros sobre o tema. / Knowledge Management (KM) remains a challenge for many organizations. In project-based companies, in which most professionals are dedicated to project activities, there are additional obstacles to overcome. This happens, among other factors, due to the very own nature of projects, because they are exclusive (making it difficult to learn by repetition) and finite (in general, there are no mechanisms to integrate the acquired knowledge throughout the project to new projects). From this context, the present study was guided by the following research question: \"how do project-oriented companies manage their project knowledge?\". In order to answer this question, the relevant knowledge to be managed was analyzed, the KM practices were identified and the influencing factors (facilitating and complicating factors) were raised in three project-based companies: Project Management Office from Banco Central, Cia de Talentos and PromonLogicalis. Besides being project-based, these organizations are from Brazil, offer consulting services (internal or external) and are references in their sectors. The research has an exploratory and descriptive nature, uses a qualitative approach and is based in multiple case studies. It was designed a conceptual model for the organizational practices identification based on the practices\' focus (intra and inter-project) and on the KM process that they contribute the most (retrieval, creation / acquisition, sharing and storage). This research identified 8 relevant knowledge to be managed, 7 influencing factors of knowledge management, 10 facilitating factors and 4 complicating factors. In addition, the intra and inter-project practices in the surveyed companies were mapped. As for conclusions to the study, it was realized that in order to make a good knowledge management in the organization, the existence of a facilitating context is more important than the practices employed, because if the environment favors the creation, sharing, storage and retrieval of knowledge, the most diverse practices are implemented to support these processes. Moreover, it was realized that that the best knowledge management practices seem not to exist, but instead the best practices for each organizational context. It is expected that this study can add knowledge to the field of PKM - Project Knowledge Management and that it may contribute to future studies on the subject.

São muitas as pesquisas nos dias de hoje que buscam por métodos e ferramentas para aumentar a autonomia do aluno na condução dos processos de aprendizagem, uma vez que os métodos tradicionais de ensino nem sempre se mostram eficazes na formação de estudantes com capacidade crítica, coerente com as necessidades do mundo atual. O presente trabalho tem como objetivo investigar de que modo uma atividade de Aprendizagem Baseada em Projetos (ABPr), apoiada por um ambiente tecnológico desenvolvido para este fim, pode contribuir no desenvolvimento de projetos por meio de recursos de recomendação de conteúdo e ferramentas de colaboração entre pares. Para isto é utilizado uma abordagem ativa de aprendizagem, a ABPr, definida como um método de aprendizagem centrado no aluno e que enfatiza atividades para o desenvolvimento de projetos. Durante este processo os alunos podem tomar suas próprias decisões e agir sozinhos ou em grupos. Para a aplicação do método proposto foi estruturada uma atividade educacional, que consiste no desenvolvimento de um projeto a partir das investigações dos alunos em relação a um tema proposto pelo professor. O desenvolvimento deste projeto se inicia e termina em sala de aula, entretanto as fases intermediárias podem ocorrer em outros locais. Para a execução da atividade foi desenvolvida uma ferramenta que incentiva a colaboração entre os alunos. Isto permite uma maior interação entre os participantes e também a possibilidade dos alunos colaborarem nos projetos uns dos outros. Durante o desenvolvimento de seus projetos, a ferramenta sugere materiais complementares relacionados ao assunto tratado, como forma auxiliar os alunos em seus processos investigativos. Para a avaliação do trabalho proposto foi estruturada uma pesquisa quali-quantitativa, na modalidade estudo de caso, com coleta de dados por meio da análise de projetos, registro de atividades, questionários e entrevistas. Os resultados obtidos através dos experimentos realizados demonstraram que a atividade educacional proposta por este trabalho contribuiu de forma significativa para o desenvolvimento de projetos e para uma maior interação entre os alunos. / Many research works focus on the development of methods and tools to increase student autonomy in the conduct of learning processes, as traditional teaching methods are not always effective in training students with critical skills, in accordance with the needs of today's world. This study aims to investigate how a Project-based Learning (PBL) activity, supported by a technological environment developed for this purpose, can contribute to the development of projects by means of content recommendation resources and collaboration tools among peers. For this reason, an active learning approach is used, PBL, defined as a student-centered learning method that emphasizes activities for project development. During this process students can make their own decisions and act alone or in groups. For the application of the proposed method an educational activity was structured consisting in the development of a project based on students' investigations related to a topic proposed by the teacher. The development of this project starts and ends in the classroom, but the intermediate stages can occur in other places. For the execution of the activity, a tool was developed for fostering collaboration between students. This allows a higher interaction between participants and the possibility of students to collaborate on each other's projects. During the development of their projects, the tool suggests additional materials related to the subject at hand, as a way to assist students in their research processes. For the evaluation of the proposed work a quali-quantitative study was structured, with data collection performed from project analysis, activity logging, questionnaires and interviews. Results from the experiments performed showed that the educational activity proposed by this work contributed significantly to the development of projects and for a higher interaction among students.

A utilização de métodos ativos na educação é um dos grandes desafios atuais. A Aprendizagem baseada em Projetos - ABPr é uma das abordagens que guiam os alunos em uma investigação ativa através de uma questão central, resolvendo um problema do mundo real e que, geralmente, requer um resultado final prático. Apesar da existência de novas abordagens pedagógicas, nem sempre é simples a tarefa de envolver os alunos nas atividades propostas pelos professores. Uma perspectiva que promove o engajamento dos alunos é a Gamificação, definida resumidamente como a utilização de elementos de jogos em ambientes não jogos. Ela vem sendo empregada em diversas pesquisas no campo educacional, porém, existe a necessidade de desenvolvimento de estudos mais aprofundados buscando investigar como as mecânicas de jogos podem ser relacionadas com a educação. Esta pesquisa tem objetivo de investigar de que modo um Ambiente Gamificado, para apoio a ABPr, pode contribuir com os processos colaborativos no desenvolvimento dos projetos dos alunos. Na pesquisa elaborou-se um modelo de atividade de ABPr, que serviu de base para concepção do Ambiente Gamificado. A estrutura deste ambiente é composta por mecânicas de jogos como desafios, pontos, níveis, ranking e o quadro de experiência colaborativa dentro do Ambiente Virtual de Aprendizagem MOODLE. Foi realizado um experimento com duas turmas no curso superior de Administração da Universidade Federal do Maranhão. A pesquisa foi estruturada com abordagem quantitativa e qualitativa. Como análise realizou-se os cruzamentos dos dados a partir dos registros no ambiente, questionário aplicado aos alunos, entrevistas com os professores e análise dos projetos desenvolvidos. Como resultados é possível afirmar que a Gamificação na atividade de ABPr promoveu a colaboração entre os alunos no Ambiente Gamificado e as suas colaborações contribuíram para o desenvolvimento dos projetos dos alunos. / The use of active methods in education is one of the major current challenges. The Project-based Learning - PjBL is one of the approaches that guide students in active inquiry through a central question, solving a real world problem and it generally requires a practical outcome. Despite the existence of new pedagogical approaches, it is not always simple task to engage students in activities proposed by the teachers. A perspective that promotes student engagement is the Gamification, briefly defined as the use of game elements in non-gaming environments. It has been used in several studies in the educational field, however, there is a need to develop further studies seeking to investigate how game mechanics can be related to education. This research aims to investigate why a Gamified Environment, to support PjBL, can contribute with collaborative processes in the development of student projects. In the research elaborated a PjBL activity model, which served as the basis for creation of Gamified Environment. The structure of this environment consists of game mechanics as challenges, points, levels, rankings and collaborative experience board in the MOODLE Learning Management System. An experiment was conducted with two groups in the higher education course in Business Administration at Federal University of Maranhão. The research was structured with quantitative and qualitative approach. As analysis was realized the crossing data from the logs in the environment, questionnaire deployed to the students, interviews with teachers and analysis of projects developed. As a result we can say that the Gamification in PjBL activity promoted the collaboration among students in Gamified Environment and his collaborations contributed to the development of student projects.

Novas metodologias de ensino com enfoque na participação ativa dos alunos vêm sendo experimentadas na Educação Básica com a finalidade melhorar a aprendizagem dos conteúdos programáticos. Dessa forma, neste trabalho investigamos os efeitos motivacionais que uma sequência didática baseada na Aprendizagem Baseada em Projetos promoveu em alunos do primeiro ano do Ensino Médio de uma escola pública do interior do estado do Rio de Janeiro. A pesquisa foi desenvolvida com um desenho misto. Qualitativa em primeiro momento para analisar a receptividade e a motivação dos alunos a um novo método de ensino. Em segundo momento, na etapa quantitativa, a amostra foi composta por 72 alunos com delineamento de pesquisa quase experimental com aplicação de pré e pós-teste utilizando grupos de controle e experimental com contrabalanceamento. Para tanto foram desenvolvidas duas propostas de sequências didáticas utilizando a Aprendizagem Baseada em Projetos como método de ensino concomitante ao ensino tradicional de Matemática. A primeira sequência didática propôs que os alunos divididos em equipes sugerissem melhorias na infraestrutura predial da escola para tanto dever iam confeccionar a planta baixa e orçamento de custos das modificações sugeridas. Ao final, apresentaram os resultados a comunidade escolar. A segunda sequência didática propôs que os alunos, também divididos em equipes, sugerissem a comunidade escolar medidas de uso consciente de energia elétrica a partir das atividades investigativas em suas casas. Para tanto efetuaram o cálculo consumo diário em kWh dos aparelhos elétricos de suas casas, em seguida estimaram o consumo mensal por meio do conceito de proporcionalidade de uma função polinomial de 1º grau e por fim analisaram os dados coletados. Os resultados qualitativos indicam que os alunos gostaram de trabalhar cooperativamente, saber como aplicar a Matemática em seu cotidiano, além de sentirem mais motivados e participativos. Os resultados quantitativos indicam que não foram observadas alterações significativas entre a Aprendizagem Baseada em Projetos e o método de ensino tradicional nos aspectos motivação para aprender e atitudes em relação à Matemática, por outro lado no aspecto desempenho acadêmico, em uma das turmas onde foi utilizada a Aprendizagem Baseada em Projetos apresentou melhor desempenho que a outra turma onde se utilizou o método tradicional de ensino. Dado o exposto conclui-se que os alunos se mostram mais entusiasmados quando participam de atividades escolares colaborativas que envolvam atividades reais e concretas. Assim, a utilização da Aprendizagem Baseada em Projetos em concomitância com o método de ensino tradicional pode contribuir para melhoria no desempenho acadêmico e motivação para aprender. / New teaching methodologies with the approach in active students participation are being tried in basic education to improve learning of programmatic content. Thus, in this work, we investigate the motivational effects that a didactic sequence based on Project-Based Learning promoted in first-year students of the High School of a public school in the interior of the state of Rio de Janeiro. The research was developed with a mixed design. Qualitative in the first moment to analyze the receptivity and the motivation of the students to a new method of teaching. In the second moment, the quantitative stage, the sample consisted of 72 students with a quasi-experimental design with an application of pretestposttest using control groups and experimental with counterbalance. For this, was developed two proposals of didactic sequences using Project-Based Learning as a method of teaching concomitant with the traditional teaching of Mathematics. The first didactic sequence proposed that the students divided into teams suggested improvements in the school\'s building infrastructure so they should make the floor plan and cost budget of the suggested modifications. At the end, they presented the results to the school community. The second didactic sequence proposed that the students, also divided into teams, suggested to the school community measures of conscious use of electrical energy from the investigative activities in their houses. In order to do so, they calculated the daily consumption in kWh of the electric appliances of their homes, then they estimated the monthly consumption through the concept of proportionality of a polynomial function of 1st degree and finally analyzed the data collected. The qualitative results indicate that the students liked to work cooperatively, to know how to apply Mathematics in their daily life, in addition to feeling more motivated and participative. The quantitative results indicate that there were no significant differences between the Project-Based Learning and the traditional teaching method in the aspects motivation to learn and attitudes towards Mathematics, on the other hand in the academic performance aspect, in one of the classes where the Project-Based Learning was used presented better performance than the other class where the traditional method of teaching was used. Given the above, concludes that students are more enthusiastic when they participate in collaborative school activities that involve real and concrete activities. Thus, the use of Project-Based Learning in concomitance with the traditional teaching method can contribute to improvement in academic performance and motivation to learn.