Outlets for students to develop mathematical ideas and skills to solve real-life problems and applicable situations have been neglected in secondary classrooms (Gainsburg, 2008). Designing curricula that applies real-life situations has been promoted by the National Council of Teachers of Mathematics (2000), the National Research Council (1998), and the Commission on Behavioral and Social Sciences and Education (2000) and also is an expectation of state standards for student learning (Texas Education Agency, 2009). Contrary, evidence has shown low benefits to classroom real-life examples perceived by students. This study served dual purposes: 1) Determine the relationship between place-based education and mathematics learning, and 2) Investigate teacher conceptions of place-based education opportunities in high school, mathematics curriculum. This study employed two methodologies. A mixed-methods approach was employed for the meta-analysis of place-based programs and the second employed qualitative methods of structured interviewing to determine teachers’ conceptions of place-based pedagogy. Upon completion of the study, I concluded: 1) Place-based pedagogies align toward more foundational mathematic skills (e.g. measurement, number sense) when implemented, and 2) Teachers’ conceive place-based as a general effective tool for student engagement and real-world context of how mathematics functions in society.

Made available in DSpace on 2014-12-17T15:04:54Z (GMT). No. of bitstreams: 1 KelvinBO_DISSERT.pdf: 1296096 bytes, checksum: cb5094b8707e48abcf1a08fd075a98b3 (MD5) Previous issue date: 2010-08-20 / Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students / Recentes pesquisas t?m revelado que boa parte dos professores de Biologia acredita que a utiliza??o das atividades experimentais como instrumento did?tico seria a solu??o na melhoria do ensino-aprendizagem nessa disciplina. No entanto, existem alguns estudos que sinalizam a n?o efic?cia dessas aulas pr?ticas no que diz ? constru??o do conhecimento cient?fico. Afirmam ainda que, apesar desse entusiasmo dos docentes, elas s?o pouco utilizadas no Ensino M?dio. Diversos trabalhos apontam como causa dessa baixa frequ?ncia dificuldades de natureza pedag?gica, tais como aus?ncia de infraestrutura razo?vel nos laborat?rios (a falta de equipamentos, reagentes, vidrarias e insumos); o despreparo dos professores em rela??o ao planejamento e desenvolvimento das aulas; o grande n?mero de alunos por turmas; insatisfa??o salarial por parte dos docentes, entre outras; apontam tamb?m dificuldades de natureza epistemol?gica, ou seja, os tipos de vis?o que professores trazem consigo acerca das ci?ncias e das atividades experimentais. Nesse sentido, o nosso estudo objetivou elucidar se esse cen?rio perpassa em escolas de n?vel m?dio do estado do Rio Grande do Norte Brasil. No processo investigativo utilizamos um universo amostral constitu?do por vinte institui??es de ensino, divididas em dois grupos: cinco escolas federais da rede do IFRN Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte, sendo duas delas em Natal e tr?s no interior do estado. O segundo grupo ? representado por quinze escolas da rede estadual localizadas na Regi?o Metropolitana do munic?pio de Natal. Os objetivos da pesquisa foram realizar a caracteriza??o das escolas em rela??o aos espa?os dispon?veis para as atividades experimentais; identificar as dificuldades apontadas pelos professores na realiza??o dessas atividades e conhecer a concep??es dos docentes sobre atividades experimentais de Biologia. Foram utilizados como instrumento de coleta de dados um question?rio que contemplava quest?es objetivas e subjetivas, e uma entrevista semiestruturada com aux?lio de um gravador de voz. A an?lise dos dados e a observa??o in loco permitiram que se constatasse que as escolas federais apresentam melhores condi??es f?sicas em rela??o aos espa?os destinados ? execu??o das atividades experimentais, quando comparadas ?s escolas estaduais. Outro ponto sinalizado ? o fato de que os professores das escolas federais disp?em de maior tempo para planejar as atividades experimentais; s?o mais bem remunerados e suas institui??es est?o contempladas com uma pol?tica de capacita??o que possibilita ascens?o salarial. Entretanto, todas essas vantagens e benef?cios n?o se mostram numa frequ?ncia de maior expressividade em rela??o ao desenvolvimento das atividades experimentais quando comparados aos professores das escolas estaduais. Tanto os professores das escolas federais como os da rede estadual de ensino apontaram como sendo as principais dificuldades para a realiza??o de atividades experimentais quest?es inerentes ? infraestrutura como a falta de reagentes, equipamentos e mat?rias de consumo. Isso nos leva a inferir que existem outros problemas que talvez possam ter permanecido impl?citos na pesquisa como a falta de habilidade tanto no planejamento como no desenvolvimento das atividades experimentais. Quanto ?s concep??es sobre as atividades experimentais, verificamos em grande parte dos pesquisados uma vis?o emp?rico-indutivista de Ci?ncia, possivelmente herdada durante toda sua forma??o acad?mica e obviamente essa ?tica refletiu no modo como planejam e realizam as atividades experimentais com seus alunos

The objective of this study was to analyze the conceptions about the Scientific Education of the professors that develop scientific research activities in the Science in the School Program (PCE), in the state schools of Catu, between the years of 2013 and 2016. The research consists of a qualitative case study, making use of the methodology of data collection adapted, based on the proposal of Hewson and Hewson (1988) denominated CTSI - Conception of Teaching Science Interview, through semi-structured interview. Data analysis was done through the Discursive Textual Analysis Technique (MORAES, 2003; MORAES; GALIAZZI, 2005). As a result, it was observed that the understandings were constructed through ten emerging categories: "Research as a foundation for the (re) construction of knowledge", "Reconstructive questioning as a fomenting citizen performance", "The activity of orientation as an attitude "The teacher as he organizes the mobilization of young researchers", "The protagonism as the impeller of the students' epistemic positioning", "Decision-making as an attitude of criticism and reflection", "Scientific education as a innovative modality capable of (re) signifying teaching and student performance "," Scientific Education as a strategy to promote the student's epistemic posture "," Scientific education and its contribution to the social function of science teaching from a citizen perspective "and "Scientific education as" glasses "for overcoming distancing and the teaching of science and everyday life. " These categories indicate adherence to the main theorists who discuss the Scientific Education, thus not presenting significant deformations that compromise the vision about this modality of education. / O presente estudo teve como objetivo analisar as concepções sobre a Educação Científica dos docentes que desenvolvem atividades de investigação científica no Programa Ciência na Escola (PCE), nas escolas estaduais de Catu, no período entre os anos de 2013 e 2016. A pesquisa consiste em um estudo de caso, de caráter qualitativo, fazendo uso da metodologia de coleta de dados adaptada, baseada na proposta de Hewson e Hewson (1988) denominada CTSI – Conception of Teaching Science Interview, através de entrevista semiestruturada. A análise de dados se deu por meio da Técnica de Análise Textual Discursiva (MORAES, 2003; MORAES; GALIAZZI, 2005). Como resultados, observou-se que as compreensões foram construídas através de dez categorias emergentes: “A pesquisa como alicerce para a (re)construção do conhecimento”, “O questionamento reconstrutivo como fomento a atuação cidadã”, “A atividade de orientação enquanto atitude propulsora da atuação discente crítica”, “O professor enquanto agende de mobilização de jovens pesquisadores”, “O protagonismo como impulsor do posicionamento epistêmico dos estudantes”, “A tomada de decisões como atitude de criticidade e reflexão”, “A educação científica enquanto uma modalidade inovadora capaz de (re)significar a atuação docente e discente”, “A Educação Científica como estratégia de fomento à postura epistêmica do estudante”, “A educação científica e sua contribuição para a função social do ensino de ciência numa perspectiva cidadã” e “A educação científica como “óculos” para a superação do distanciamento entre o ensino de ciências e a cotidianidade”. Estas categorias indicam aderência aos principais teóricos que discutem a Educação Científica, não apresentando assim deformações significativas que comprometam a visão sobre esta modalidade de educação. / São Cristóvão, SE

Made available in DSpace on 2016-04-28T20:57:07Z (GMT). No. of bitstreams: 1 RISOMAR ALVES DOS SANTOS.pdf: 685763 bytes, checksum: 3c73a20e032550e73c39cae68d6e4a25 (MD5) Previous issue date: 2007-02-12 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study has the objective to apprehend how last year undergraduate students of a Pedagogy course, in the city of São Paulo, understand racism, prejudice and discrimination in teacher education and professional development. The theoretical framework was based on teacher education researchers, such as: André (1999), Candau (2002), Imbernón (2002), Garcia (1999) as well as on researchers who discuss racism and discrimination, such as: Guimarães (2002), Cavalleiro (2003), Munanga (1999) and Jones (1973). The methodological procedures included: a questionnaire in the beginning of the study, field notes and an intensive interview with a simulation teaching case. The content analysis made it possible to organize data in three topics: the participants´ view of racism; education for the diversity; underlying conceptions about the diversity: the place of black race. The results disclosed that the participants have a critical view of racism, prejudice and discrimination, understanding them as barrier to respectful relations between the many social groups. They suggest that education and education for the diversity may be the human solution to valuation of different cultures and groups. Further, they emphasize racist behavior still persisting in the 21st century is unacceptable . My conclusion at the end of this research is that we still have a long way to achieve an educational system that is built upon equality, in which becomes possible the construction of a multi-cultural and multi-racial society / Este estudo objetivou apreender como graduandos do último ano de um curso de Pedagogia da cidade de São Paulo compreendem o racismo, o preconceito e a discriminação na sua formação e atuação profissional. A fundamentação teórica apoiou-se em autores que discutem a formação de professores como: André (1999), Candau (2002), Imbernón (2002), Garcia (1999) e o tema racismo e discriminação como: Guimarães (2002), Cavalleiro (2003), Munanga (1999) e Jones (1973). Os procedimentos metodológicos incluíram: questionário, entrevista semi-estruturada e um caso de ensino. A análise de conteúdo possibilitou organizar os dados em três eixos temáticos: o racismo do ponto de vista dos pesquisados; a formação para a diversidade: concepções subjacentes e concepções acerca da diversidade: o lugar da raça negra. Os resultados revelaram que os participantes têm uma visão crítica a respeito do racismo, do preconceito e da discriminação, compreendendo-os como impedimento de relações respeitosas entre os vários grupos sociais. Apontam que a educação e a formação voltadas para a diversidade pode ser a saída para a valorização das diferentes culturas e grupos humanos. Destacam, também, como inaceitável que práticas racistas sejam cometidas em pleno século XXI. Concluo com essa pesquisa ainda ser longo o caminho a percorrer, para uma educação que considere a igualdade na diferença, tornando possível a construção de uma sociedade pluricultural e multiracial

Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.