Annotation The diploma thesis focuses on problems and diagnostics of selected pre-concepts of technical education. The theoretical part is divided into several thematic units relating to constructivism, pre-concepts and technical education at primary school. In the practical part there are investigated affective and cognitive level of selected pre-concepts by questionnaire. Afterwards it was evaluated standard of integration of one pre-concept where the cognitive maps were used. The respondents were the pupils of 4. and 5. classes of primary school ZŠ Grünwaldova in České Budějovice.

The diploma thesis studies performance of 14 and 15 year-old children in four selected athletics disciplines: 60 metres, long jump, shot put, running at 800 metres (girls), 1500 metres (boys). The goal is to compare the performance of students using statistical methods and comparative methods. Comparing the performance was held at selected schools in the distrikt of České Budějovice. Research was attended by a total of 88 pupils of which 44 girls and 44 boys. From the processed results showed that the schools are no different in terms of performance.

This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of learning mathematics as my main data collection method I began to understand the view of mathematics that my students were constructing as they negotiated the complicated terrain that I know as the mathematics classroom. This method of student stories to communicate student voice was selected by me to allow the students the freedom to express themselves in a variety of comfortable, differentiated formats. My methodological approach evolved as the action research phases progressed, allowing for methodological inventiveness (Dadds and Hart 2001). This was a deliberate decision by me so that my research progress could be best served by a suitable methodological approach. The end result was a qualitative study that embraced a living theory model of action research (McNiff 2013), where practitioners can develop their own personal theories of practice (Whitehead 1999). Within this action research structure I used a narrative approach, considering narratives both as a data collection method and as a transformative phenomenon. Using the ideas of narrative research for data collection, I facilitated storytelling workshops with my students, collecting stories to inform the research interest. In this research, using narratives was also considered as a phenomenon because of their influence in allowing authors to model and re-model their experiences through their stories. I found that considering narrative as phenomenon complemented and supported a portraiture methodological stance (Lawrence-Lightfoot 2005). Narrative as a phenomenon also became apparent by the influence the student stories had on my 9 ability to understand my classroom and my subsequent teaching practice. To analyse the story data I utilised the ideas of Anderson (2011) who developed a transpersonal research method that incorporates the researcher's intuition, emotional and personal capacities into the research process. By using a multi-method approach of thematic analysis, symbolic interactionist perspective, input from colleagues and my reflexive intuition, I formed an analysis of the data that could be used to look at similarities and trends in the student stories. In addition, working with the student stories encouraged levels of empathy between the reader and the student author that transformed classroom practice and understandings. There are several ways that this thesis can contribute to practice. Firstly this research develops a pedagogical tool that encourages student voice, celebrates individuality and helps create an approachable interface between mathematics teacher and student. Secondly, it models how this way of working could be used to inform the practice of the classroom teacher by developing a deeper understanding of their students. Thirdly, the identification of particular themes is invaluable to subject department development and planning, and these themes can feed into a department and whole school ethos. Finally, it models a form of action research that encourages critical reflexive practice and utilises the knowledge, experience and intuition of the researcher with the sole purpose of improving the experiences of their students.

Orientador: Maria Regina Cavalcante / Banca: Maria Amália Pie Abib Andery / Banca: Jair Lopes Júnior / Resumo: A educação infantil inclusiva deve considerar a diversidade inerente à espécie humana e garantir a todos os alunos o acesso aos conhecimentos produzidos pela humanidade, bem como o seu desenvolvimento pessoal. Para a promoção das aprendizagens, a prática pedagógica dos professores deve ser constituída por uma variedade de procedimentos de ensino a serem executados em função do repertório dos alunos. Na literatura da Análise Experimental do Comportamento as instruções têm se mostrado procedimentos eficazes no ensino de novos comportamentos e nas situações em que as consequências para o responder são remotas. Este estudo investigou as instruções, como procedimento de ensino, apresentadas por uma professora de Educação Infantil para os alunos com desenvolvimento típico e para os alunos com necessidades educacionais especiais durante as atividades de rotina e no ensino dos conteúdos de Linguagem Oral e Escrita (LOE), realizadas em sala de aula. Os dados foram coletados através de filmagem das interações da professora com dois alunos com desenvolvimento típico e com dois alunos com necessidades especiais - um com diagnóstico formal de Mielomeningoceli associada à hidrocefalia e outro com diagnóstico informal de deficiência mental. Constatou-se que a professora utilizou-se das instruções, como procedimento de ensino, para todos os alunos tanto durante as atividades de rotina como no ensino dos conteúdos de LOE. Essas instuções, na maioria das situações, descreviam apenas as classes de respostas a serem emitidas pelos alunos e esses as seguiam exatamente da forma como haviam sido descritas pela professora. Verificou-se, em algumas situações, que a professora identificava algumas das dificuldades apresentadas pelos alunos com necessidades educacionais... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The inclusive infantile education must consider the inherent diversity to the human specie being and guarantee to all pupils the access to the knowledge produced by the humanity, as well as its personal development. To promote the learnings, professor's pedagogical practice must be constituted by a variety of educational procedures to be executed in function of the repertoire of the pupils. In the experimental analysis of the behavior literature the instructions have shown efficient procedures in the education of new behaviors and in the situations where the consequences of answer it are remote. This study investigated the instructions, as educational procedure, presented by a teacher of infantile education to the pupils with typical development and for the pupils with special educational necessities during the routine activities and in the education of the contents of verbal and written language (VWL) occurred in the classroom. Data had been collected by filming the interactions of the teacher with two pupils with typical development and two pupils with special educational necessities - one with foram diagnosis of mielomeningoceli associated to hidrocefalia and another on with informal diagnosis to mental deficiency. It was verified that the teacher used the instructions, as educational procedure, to all the pupils in such a way during the routine activities in VWL contents teachings. These instructions, in the majority of the situations, described only anwers classes to be emitted by the pupils and they followed accurately in the way... (Complete abstract click electronic access below) / Mestre

Orientador: Maria Regina Cavalcante / Banca: Maria Stella Coutinho de Alcantara Gil / Banca: Alessandra de Andrade Lopes / Resumo: Apesar das universidades no Brasil serem responsáveis pela formação de profissionais de nível superior, pelo desenvolvimento de pesquisas e pela realização de atividades de extensão, os docentes universitários muitas vezes não recebem preparação para ensinar. E uma das dificuldades encontradas por este professor está em identificar procedimentos de ensino que favoreçam a aprendizagem de seus alunos. Na visão da análise do comportamento o sucesso ou fracasso do ensino está nas relações entre as respostas dos indivíduos envolvidos no processo e as condições nas quais ele ocorre. Neste sentido, o professor tem um papel de destaque por ser quem escolhe o método a ser utilizado. Neste trabalho foram analisados dois procedimentos de ensino comumente utilizados por professores, a apresentação de perguntas e de instruções. Instruções e perguntas são comportamentos verbais, e ambos podem funciona como regra especificando o reforço que modelou a topografia da resposta e colocou-a sob o controle do estímulo e são úteis para resolver a questão da primeira ocorrência da resposta. O presente trabalho apresenta um modelo de investigação de variáveis possivelmente relacionadas ao comportamento de Instruir e Perguntar de uma professora universitária do curso de matemática. Para isto, foram feitas filmagens e análises de seis aulas, procurando observar o que a professora fazia, em que momento, e como os alunos se comportavam diante do fazer da professora, e também qual a ação dela após as respostas dos alunos. As instruções e perguntas foram identificadas. Em seguida, as instruções foram classificadas como: instruções mínimas, instruções que descreviam o antecedente e a resposta e a consequencia e instruções completas. Foram identificados as situações em que as instruções e as perguntas ocorreram e analisadas possíveis relações entre a situação ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Although Brazilian universities are responsible for top-level professionals' education, research development and for carrying out extension activities, professors are rarely prepared to teach. And one of the difficulties faced by professors is to identify teaching procedures that promote learning of their students. At the behavior analysis poitnof view the success or failure of education is on relations between the responses of people involved in the process and the on conditions under which it occurs. So, teachers have a important role because they choose the teaching method that will be used. In this paper two procedures commonly used by teachers in the classroom were examined, the presentation of questions and instructions. Both are verbal behaviors, and can function as a rule by specify the reinforcement that modeled the response topography and placed it under stimulus control. Both are efficient in promoting the first occurrence of the response. This paper presents an investigation model of variables possibly related to Instruct and Ask Question behaviors of a college professor of a mathematics course. To this aim, six classes were filmed and analyzed; trying to see what the professor did, when she did, and how students behave as a consequence, and also how she acts after the students' responses. After Instructions and questions were identified, the instruction were classified as minimal instructions, instructions that described the antecedent and the response, instructions that described the response and consequence or complete instructions. The situation in which the instructions and questions were presented and possibly relations between the antecedent situations and the events subsequent to these instructions or questions were analyzed. It was identified the frequency of students' behaviors subsequent to the asking question ant instructing behaviors of the professor. These ... (Complete abstract click electronic access below) / Mestre

The aim of this thesis is to analyze textbooks and on their basis to compile preparations for teaching of divisibility in elementary schools. The thesis is divided into six chapters including the introduction and conclusion. The second chapter contains the theoretical background of the literature studied. The next chapter offers an anylysis of selected textbooks. The fourth chapter describes the preparations for teaching. The following chapter contains an evaluation of teaching according to the preparations.

The thesis is divided into theoretical and research part practical. The theoretical part focuses on the description and presentation of teaching methods and current trends used in teaching. A special chapter introduces the innovative methods that are currently used in teaching the Czech language at upper primary schools and the possibility of their practical application. The main aim of the research is to identify the attitude of the Czech language teachers at second level of elementary school to innovative teaching methods. The practical part consists of a research using quantitative research methodologies, implemented as the questionnaire survey.

The aim of the thesis is to gather information related to the concept formation process in geometry. Reading available literature and writing the basic terms and facts on a given subject. Part of the thesis is a collection of exercises related to the principles of the concept formation process and due to revision of Bloom's taxonomy. Then realization of active research. The research detects if the problematics of triangles in five classes of elementary school is taught according to the principles of the concept formation process.

The thesis consists of two parts - theoretical and practical. The theoretical part defines basic issues related to the topic of advertising education. The practical part describes the preparation, implementation and assessment of the thematic block on advertising that took place at the second stage of the basic school ZŠ Jana Kubelíka, Neveklov.

The main aim of this dissertation "Life context of a pupil of divorced parents" is to describe how parent's divorces influence children and their future life. In theoretical part I will define basic terms such as family, marriage, divorce and its causes. In the following part I will focus on after divorce childcare and reactions of children on divorce. Practical part is focused on both quantitative and qualitative researches. Quantitative research is conducted by questionnaire survey and qualitative research is carried out by in-depth interview. Participants in both studies were pupils who attend second grade of elementary school. The aim of this part is through a combination of questionnaires and interviews to determine how divorce affected these pupils.