Undersökningens syfte är att belysa på vilket sätt teknikundervisningen med sin praktiskestetiskakaraktär kan gynna språkutveckling. Teknikundervisning handlar om att ställasinför ett problem som ska lösas, om att misslyckas, förändra, pröva igen och lyckas. Idenna studie har åtta elever i åldrarna tio till femton från en förberedelseklass skapat ensaga och arbetat praktiskt med konstruktioner, dokumentation, och textbearbetning ianslutning till denna. Undersökningen ger svar på frågor kring hur de praktiska delar inomteknikundervisning kan gynna språkutveckling hos barn med svenska som andraspråk.Särskilt fokus har legat på hur eleverna interagerar när de får konstruera figurer ochåterberätta sin saga med hjälp av dessa och praktiskt–estetiskt teknikarbete. Arbetet gertydligt svar på frågan hur teknikämnets problemlösande delar kan vara speciellt lämpligapedagogiska verktyg för språkutveckling vid arbete med elever i förberedelseklass.Berättarlust och språkutveckling stimuleras genom kreativt arbete och resultatet pekar påatt elever från förberedelseklasser klarar uppgiften med bravur. / The aim of this examination is to throw light on how the school subject Technology with itspractical aesthetical quality can support language development. Technology deals with thefact that you are faced with a problem that should be solved, about failure, change, tryagain and succeed. In this examination, the pupils have created a short story and workedpractically with constructions, documentation and revision connected to their story. Theexamination answers questions concerning in what way teaching in Technology supportlanguage development among children who have another mother tongue than Swedish.How pupils interact when they are able to construct diagrams and retell their story bydiagrams and practical aesthetical work in Technology have particularly been in focus. Thiswork clearly gives an answer to the question how Technology with its quality of solution ofproblems can be particularly suitable as a pedagogical tool within language developmentamong pupils in preparatory classes. Pleasure in storytelling and language development arestimulated by creative work and the result points to the fact that pupils from preparatoryclasses solve the task with dash.

Made available in DSpace on 2016-04-29T13:18:09Z (GMT). No. of bitstreams: 1 Ana Luiza Focchi Haddad.pdf: 678295 bytes, checksum: d12abfc755c29e8cc5671713ab1b4824 (MD5) Previous issue date: 2008-06-11 / The present study aimed to investigate the influence of the separate request of the information and descripton response, when asked isolated in different moments of the experiment, on a problem solving situation. The amount of solicitation to information and description response was held constant (10 opportunities) for most of the groups. The information response consisted in the participant clicking YES or NO at the screen s computer when asked if he/she knows the solution to the exercise. The description response consisted in writing the description of contingencies. 72 subjects humans participated of this study that was divided into nine experimental groups. All participants were exposed to 40 attempts to matching to sample task. Four groups were required only to the information task but this solicitation occurred in different block of attempts. Another four groups were required only to the description task, this request occurred in different blocks of attempts. Only one group was required to information and description tasks, this solicitation occurred after the forty attempts of matching to sample task. The results suggest the higher is the number of attempts of previous exposition before the requests, the better is the performance in the non - verbal task, higher quantities of YES before the right choose at the matching to sample task and higher quantities of correct contingencies description are obtained. On the whole the participants that were request only to the information task had a better performance at the matching to sample task. The regularity of right answers at this task exerted influence on the performance of inform and describe / O presente estudo teve como objetivo investigar a influência da solicitação separada das respostas de informar e de descrever, quando solicitadas isoladamente em diferentes momentos do experimento, em uma situação de resolução de problema. A quantidade de solicitações para a resposta de informar e para a de descrever foi constante (10 oportunidades) para a maioria dos grupos. A resposta de informar consistiu em o participante clicar SIM ou NÃO na tela do computador quando questionado se sabia a solução do exercício. A resposta de descrever foi definida como a redação da descrição das contingências que operavam sobre a resolução do problema. Participaram deste estudo 72 sujeitos humanos que foram distribuídos em nove grupos experimentais. Todos participantes foram expostos a 40 tentativas de emparelhamento arbitrário da figura de comparação com a figura modelo. Para quatro grupos foi solicitada apenas a tarefa de informar, porém essa solicitação ocorreu em diferentes blocos de tentativas. Outros quatro grupos foram solicitados apenas à tarefa de descrever, essas solicitações aconteceram em diferentes blocos de tentativas. Apenas um grupo foi solicitado à tarefa de informar e à de descrever, essas solicitações ocorreram após a realização das 40 tentativas de emparelhamento arbitrário da figura de comparação com a figura modelo. A partir dos resultados encontrados sugere-se que, quanto maior o número de tentativas de exposição antes das solicitações, melhor o desempenho na tarefa não-verbal, maior o número de SIM antecedendo emparelhamentos corretos e maior a quantidade de relatos corretos. No geral, os participantes que foram solicitados apenas à resposta de informação obtiveram um desempenho superior nos acertos na tarefa de emparelhamento. A regularidade de acertos nessa tarefa exerceu influência nos desempenhos de informar e de descrever

This diploma thesis deals with the issue of creativity in the teaching of physics in elementary school. Creativity is first described in general. The reader will learn what are the aspects of creativity, what are the characteristics of creative solution of problems and how is creativity being developed in the course of live. Then, the thesis focused on the pedagogical concept of creativity. Didactic aspects of creativity teaching are presented here and creative teaching methods are characterized. Further is the work already focused on the teaching of physics itself. Besides traditional teaching methods are introduced mind maps, divergent physical tasks and advice for the realization of creativity teaching. The practical part of this thesis is the suggestion of the collection of divergent tasks and ?research probe?, i.e. the practical verification of several tasks. The tasks were given to two different groups of students, one of which had already had experience with solving these tasks, and for the second group it was something new. The results of both groups were compared and conclusions were made.