Diploma thesis analyzes pupils' ability to solve inquiry based tasks in biology lessons with regard to original problem solutions and application of theoretical knowledge. The thesis also analyzes in what types of tasks are pupils more successful and what type of problem solution they prefer. The practical part contains four worksheets with inquiry based tasks, which were created and presented to primary school pupils for the purposes of this thesis. The next part of the thesis is a summary of pupils' solutions, which are discussed at the end of the thesis.

Made available in DSpace on 2016-04-27T16:57:11Z (GMT). No. of bitstreams: 1 Jose Messildo Viana Nunes.pdf: 23561485 bytes, checksum: a130d5923e185be386b6a24fcd281551 (MD5) Previous issue date: 2011-10-28 / This research treats the practice of the argumentation as teaching method, focusing the concepts of area perimeter of plane figures. Studies in national and international levels have already broached the subject, many times using the practice of the argumentation as method, not proposing, however, ways that demonstrate the functionality of that method. So this work answers the following question: in what measure the practice of the argumentation can present itself as method that contributes to the comprehension of concepts in mathematics taking as reference the case of the area and the perimeter of plane figures? To answer our question, we propose a didactic sequence modeled and analyzed with basis in the phases that compose the argumentative process, according to Toulmin (1996). The methodology of the study have been supported in Didactic Engineering purposes, the intervention have been effectuated with pupils at the fifth grade in Ensino Fundamental (students aged 10-11), using two argumentative institutions: the classroom and the informatics laboratory where we used the Geogebra software. The theoretical foundation have been based in speculative reflections by Toulmin (1996), in argumentative classification by Pedemonte (2002) and Cabassut (2005) and in the idea of argumentative convergence by Perelman and Olbrechts-Tyteca (2005). The analysis of the activities have evidenced that the practice of the argumentation contribute to the comprehension of the concepts of area and perimeter of plane figures, habilitating this practice as teaching method. The argumentative competences acquired by the pupils through the interactions with their classmates and the researchers about the subject allowed them have more autonomy to communicate and defend their ideas, respecting the opinion of the other classmates during the discussions, pay attention to the functionality and the possible validity of their argument, besides to learn specific symbols and language of mathematics / Esta pesquisa trata da prática da argumentação como método de ensino, focalizando os conceitos de área e perímetro de figuras planas. Estudos em níveis nacionais e internacionais já abordaram o assunto, muitas das vezes utilizando a prática da argumentação como método, sem, no entanto, propor caminhos que demonstrassem a funcionalidade dessa abordagem. Assim, este trabalho responde à seguinte questão: em que medida a prática da argumentação pode se apresentar como método que favoreça a compreensão de conceitos em matemática, tomando como referência o caso da área e perímetro de figuras planas? Como resposta, propomos uma sequência didática modelada e analisada com base nas fases que compõem o processo argumentativo segundo Toulmin (1996). A metodologia do estudo apoiou-se em pressupostos da Engenharia Didática e a intervenção foi efetivada com alunos do quinto ano do Ensino Fundamental (alunos de 10 a 11 anos), utilizando duas instituições argumentativas: a sala de aula e o laboratório de informática, no qual usamos o software Geogebra. A fundamentação teórica baseou-se nas reflexões teóricas de Toulmin (1996), na classificação de argumentos de Pedemonte (2002) e Cabassut (2005) e na idéia de convergência argumentativa de Perelman e Olbrechts-Tyteca (2005). As análises das atividades evidenciaram que a prática da argumentação favoreceu a compreensão dos conceitos de área e perímetro de figuras planas, habilitando essa prática como método de ensino. As competências argumentativas adquiridas pelos discentes, a partir das interações com colegas e pesquisador sobre o assunto em questão, possibilitaram- lhes ter mais autonomia para comunicar e defender suas ideias, respeitando a opinião do colega no decorrer das discussões, ficar atentos à funcionalidade e à validade ou não de seu argumento, além de apreender símbolos e linguagem específicos da matemática

O presente trabalho considera o conceito percepção vocal, incluindo suas funções e recursos, como uma capacidade de ouvir, conscientizar e fazer, através dos seguintes tipos de recepção sensorial: controle auditivo, sensação muscular, sensibilidade vibracional e visão. Este trabalho tem por objetivos a divulgação do referido conceito e a apresentação de métodos para o seu desenvolvimento para o cantor e regente coral, nas áreas disciplinares de canto, percepção e regência coral. A discussão é alicerçada na pesquisa da literatura russa e ucraniana sobre o assunto e tem o foco central baseado no trabalho de Vladimir Morozov. Ainda em comparação com as literaturas estadunidense e brasileira, busca refletir sobre os conteúdos relativos às áreas supracitadas e explora os meios de aprimoramento dessa habilidade na prática, com foco específico no ensino da regência coral e canto coral. Propõe assim um método de ensino que oferece uma série de exercícios de desenvolvimento da percepção vocal, que abrangem o trabalho do aluno, tanto dentro da sala de aula, quanto na sua prática com o coro, podendo tais exercícios ser aproveitados no trabalho individual. Para o trabalho de pesquisa e formulação da proposta de ensino, a metodologia escolhida foi de busca, comparação, reflexão e análise da literatura, paralelamente ao desenvolvimento de exercícios específicos. / The concept of vocal perception (including its functions and resources) is, in this dissertation, considered to be the ability of hearing, understanding and performing through the following kinds of sensorial reception: auditory control, muscular and vibrational sensitivity, as well as vision. The aims of this work are: A) divulgating the formerly mentioned concept; B) introducing methods that allow both singers and choral conductors to improve their acting. The discussion is based on the Russian and Ukrainian literature on this matter and focuses mainly on the work of Vladimir Morozov. In comparing these to the Brazilian and American literature, the dissertation also ponders over the contents that relate to the areas mentioned above, and explores the possible ways of improving this ability in practical situations, with an specific focus on choral conducting and choral singing, thus proposing a method of teaching that offers a series of exercises that will encourage the development of a vocal perception for the student, which can be applied in conducting classes, individual studying and general choral practice. When researching and creating the teaching method, the methodology of choice was to search, compare, ponder and analyze literature, while developing specific exercises.

Cette recherche doctorale s’inscrit dans le cadre d’une démarche clinique d’orientation psychanalytique en sciences de l’éducation. Elle porte sur l’enseignement de la philosophie en France, tel qu’il est actuellement dispensé dans les classes terminales des séries générales et technologiques des lycées. Elle est consacrée, plus particulièrement, à la manière dont des professeurs de philosophie vivent l’acte d’enseigner leur discipline. Le matériel empirique est constitué d’entretiens cliniques non-directifs qui ont été réalisés auprès de six professeurs de philosophie de l’enseignement secondaire interviewés à partir de la consigne suivante : « J’aimerais que vous me disiez, comme ça vous vient, comment vous vivez le fait d’enseigner la philosophie ». La thèse comporte trois parties : certaines questions relatives à la construction de l’objet de recherche et à l’analyse de l’implication et du contre-transfert du chercheur constituent la première partie de ce travail. La deuxième partie comporte des éléments d’analyses pédagogiques, historiographiques et cliniques de l’enseignement de la philosophie au lycée. La troisième partie est consacrée à l’analyse des entretiens cliniques. Elle comporte des éléments de réflexion d’ordre épistémologique et méthodologique et propose une mise en perspective des entretiens et de certaines de leurs thématiques transversales. / This doctoral research is part of a clinical approach of psychoanalytical orientation in the sciences of education. It deals with the teaching of philosophy in France, as it is currently taught in the final year of high school in the academic and technological classes. It is devoted, more particularly, to the way in which teachers experience the teaching of their subject. The empirical material consists of non-directive clinical interviews that were conducted with six secondary education philosophy teachers interviewed from the following instruction : « I would like you to tell me, as it comes to you, what you feel when you teach philosophy ». The thesis is divided into three parts : some questions relating to the construction of the research subject and to the analysis of the implication and the countertransference of the researcher constitute the first part of this work. The second part includes elements of pedagogical, historiographical and clinical analysis of the teaching of philosophy in high school. The third part is devoted to the analysis of clinical interviews. It includes elements of epistemological and methodological reflection putting into perspective the interviews and some of their interdisciplinary themes.

摘要 本研究主要在調查國中英語教師對於教學方面的意見，其內容包含以下六個部分：一、探討語言學的內涵與研究範圍。二、探討語言學習理論的基礎。三、介紹語言教學的發展。四、介紹語言測驗的重要性。五、了解教具與教學資源的種類。六、建議與結論。 本研究以台北市國民中學英語教師為調查對象，在學校方面抽出20所國民中學，發出200份問卷，回收167份，回收率83.5%，有效問卷151份。調查工具採自編之「國中英語教師教學意見調查」問卷。研究中所採用的統計方法包括次長分配、百分比統計以及卡方考驗等，問卷的處理則採SPSS for windows統計套裝軟體進行統計分析。 據此，本研究的研究結果如下： 一、 在英語教師應接受的專業訓練方面：超過90%的國中英語教師認為英語教師應接受語言學的訓練，而其中以語言發展史與語音學為最重要的範圍。 二、 在各種英語教學方法中以溝通、口說教學法最受國中英語教師的重視。值得注意的是默示教學法、暗示教學法這類新式的教學法只有不到六成的英語教師覺得重要，這有可能是因為有多數的英語教師不了解其意涵，且此兩種教學法在現行的國中英語教學上有其施行的困難。 三、 在教學技巧上，現行國中英語教師認為教導學生學習會話與造句的技巧最重要。 四、 在語言測驗方面，現行國中英語教師認為聽力與發音的測驗最重要。 五、 在教具與教學資源上，現行國中英語教師認為使用圖片與黑板、戲劇來教學是重要的。 再者，綜合文獻探討、研究過程及實證調查之分析結果，針對有關單位與 國中英語教師、未來研究提出以下建議： 對於有關單位的建議： 一、 釐清英語教學的目的及其在中學教育的地位。 二、 實施英語教學的內容，宜將聽、說、讀、寫四種技能列為平常地位來設計課程與教材。 三、 提供充分的教具與教學資源。 四、 採用合宜的入學測驗，導正正確的英語教學。 五、 具有彈性的英語課程內容與授課時數。 六、 籌劃真正實用的英語師資培養課程及提供足夠進修管道。 對於國中英語教師的建議： 一、 教師應建立終身學習的信念。 二、 授課時所採用的教學教法須與教學理論配合。 三、 採用合宜學習評量的方式。 對於未來研究的建議： 一、 本研究採量化之研究，未能再深入了解英語教學的現況，建議可再採深度訪談或觀察的方式來進行研究。 二、 研究對象方面，建議可將研究對象擴大至台灣省英語教師的研究。 第一章 緒論 第一節 研究動機與目的 第二節 研究問題與名詞釋義 第三節 研究範圍與研究限制 第二章 文獻探討 第一節 語言學的意義與研究範圍 第二節 語言習得理論 第三節 英語教學法的介紹 第四節 英語測驗的重要 第五節 英語教學與視聽教育工具 第三章 研究方法 第一節 調查研究的架構 第二節 調查對象與樣本之選取 第三節 調查研究工具的編製 第四節 調查研究的實施過程 第五節 調查研究資料的統計處理 第四章 調查結果的分析與討論 第一節 對於教師應接受的教學訓練的調查結果 第二節 對於各種英語教學法看法的調查結果 第三節 對於各種教學技巧看法的調查結果 第四節 對於英語測驗的看法的調查結果 第五節 對於使用教具看法的調查結果 第五章 結論與建議 第一節 結論 第二節 建議 / The study of the investigation of the teachers' opinions about teaching in Junior High School Abstract The main purpose of this study are to explore junior high school teachers' opinions about teaching. It contains six parts: First, the study explores the content of Linguistics. Second, the study explores the basic theories of language learning. Third, the study introduces the development of language teaching. Forth, the study introduces the importance of language exams. Fifth, the study wants to understand the kinds of teaching resources. Six, the conclusions and suggestions. Objectives of the study include public junior high school English teachers in Taipei City. 20 schools have been sampled and 200 copies of the questionnaires dispatched. 151 copies of effective samples are actually acquired. Data of questionnaires statistic packaging software "SPSS for windows". Based upon data of literature review and questionnaire, conclusions have been reached as follow: 1.The professional training about English teachers: Over than 90% of English teachers think that an English teacher should accept the training of linguistics. Most important parts of linguistics are Phonetics and the history of language development. 2.Most of the junior high school English teachers think that communicative language teaching method, and audio-lingual method are most important teaching methods to teach English in junior high school. 3.Most of the English teachers think that the most important teaching skills is how to teach conversation and sentence-making. 4.The junior high school English teachers think that the listening exam is the most important part of language exams. 5.The junior high school English teachers think it important to use blackboard, drama to teach English. According to the results of this study, following proposals are offered: 1. As to the educational authorities, they should (1) Make sure that status of English in junior high school education. (2) Design the textbook with the equality of four skills, the content contains: Listening, speaking, reading, and writing. (3) Offer enough teaching resources. (4) Adopt suitable entrance examination. (5) Design flexible class. 2. As to the teacher: (1) The teachers should have the faith to learn as old as one can. (2) The teachers should use suitable teaching method. (3) The teachers should adopt suitable exams. 3. As to further study: (1) They can enlarge the samples. (2) The can use another way understand the truth of English teaching in junior high schools.

Die Dissertation behandelt aus unterrichtspraktischen Fragestellungen heraus Gestalt und Anwendungsmöglichkeiten aktuell nutzbarer Lehrwerke des Orgelspiels. Aus der Perspektive einer Lehrtätigkeit des Autors an der Musikhochschule erwächst eine Reflexion zur Funktionalität und Wirksamkeit von Orgellehrwerken nach gegenwärtig zugrunde liegenden Kriterien. Es wird der Frage nachgegangen, inwieweit sich didaktische Zielsetzungen früherer und heutiger Zeit unterscheiden und Thesen zur Verwendung elementarer Orgelschulen aufgestellt. Ausgehend von den Entwicklungen bei der Anwendung von Orgellehrwerken im Verlauf der Musikgeschichte wird sichtbar, dass sich die berufspraktischen Anforderungen innerhalb des Aufgabenbereiches eines Organisten am Beginn des 21. Jahrhunderts spürbar verändert haben. Es wird die Bedeutung interpretatorischer, methodischer, musikwissenschaftlicher und psychologischer Aspekte für den heutigen Verlauf des Unterrichtsprozesses beleuchtet. Zudem wird dargestellt, inwieweit speziell der Orgelunterricht einen Sonderfall im Spannungsfeld gegenwärtiger Instrumentalpädagogik bildet.

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Purpose: Does manikin fidelity affect learning outcomes in neonatal resuscitation simulation? Description: This experimental design accessed and randomly assigned health care professionals (HCP) (N=60), who completed Neonatal Resuscitation Program (NRP) recertification in a simulation lab. The experimental group used a high-fidelity manikin. The control group recertified using a low-fidelity manikin. Dependant variables included learning outcomes of confidence, skill performance, and knowledge. These were measured using the newly developed Neonatal Resuscitation Confidence Tool (NRCT), Megacode Assessment, and NRP written exam. Both groups underwent the same simulated resuscitation scenario. Outcome: A significant increase in confidence with simulation was found (p<.001). HCPs using the high-fidelity simulator did not have a significant increased level of confidence, knowledge or skill performance compared to using the low-fidelity simulator. However, there was a significant increase in confidence with repeated NRP courses (p=.003). Implications: The use of simulation for NRP is important to increase capability with increased practice intervals. / ix, 109 leaves : ill. ; 29 cm. --

The presented master thesis compares the effectiveness of geology teaching at primary school using a frontal and "alternative" teaching methods. For the research pupils were firstly tested in the form a didactic pre-test, which was focused on the basic knowledge of geology. Then two geological topics were selected and worked out following a frontal and interactive teaching methods (i.e., using Inquiry Based Science Education and multimedia). The topics were alternately taught in two groups (classes) of respondents at the primary schools. The difference in the effectiveness of the selected teaching methods was evaluated on the basis of the results of the post-test. According to the obtained results the teaching of geology at the primary school is definitely more efficient using "alternative" teaching methods in the comparison with frontal methods of teaching.

This thesis deals with teaching about inanimate nature of the local region. The main theme of the thesis is to create own suggestions for project teaching on the 2nd grade of elementary school using the example of inanimate nature of Novohradské mountains. The project includes various activities focused on teaching about inanimate nature. The theoretical part deals with basic principles of interdisciplinary relations, project-based teaching and field exercise. It also includes an assessment of the significance of the interdisciplinary relitonships of the topic inanimate nature within the FEP. One of these chapters is devoted to the physical-geographic characteristics of the Novohradské mountains. The practical part is the final suggestion of the project.