Vis dažniau kalbama apie vieną aktualiausių mokyklos problemų - moksleivių mokymosi motyvacijos silpnėjimą, pasireiškiantį nenoru mokytis, blogu lankomumu, domėjimosi stoka, užduočių neatlikimu ar visišku pasitraukimu iš mokyklos. Kiekviena šalis susiduria su nebaigusiųjų mokyklos ir iškritusių ar nubyrėjusių iš mokyklos problema. Todėl jos sprendimas negali būti atsietas nuo šalies ekonominės bei socialinės struktūros. Ši problema egzistuoja daugelyje pasaulio šalių ir yra siejama su skurdu, bedarbyste, piktnaudžiavimu narkotikais bei alkoholiu, žema socialine padėtimi, pakitusiomis socialinėmis vertybėmis. Problema – nepanaudojami veiksniai, kurie galėtų paskatinti mokymąsi Jaunimo mokykloje. Objektas – mokymąsi Jaunimo mokykloje skatinančių veiksnių visuma. Tyrimo tikslas: atskleisti veiksmingiausius mokymą(si) skatinančius veiksnius Jaunimo mokykloje. Darbe keliami šie uždaviniai: 1. Atskleisti mokymo (si) sampratą. 2. Apibrėžti mokymąsi skatinančių veiksnių visumą; 3. Išryškinti jaunimo mokyklos ypatumus ir besimokančiųjų charakteristikas; 4. Atskleisti nelankymo priežastis jaunimo mokykloje; 5. Išryškinti pagrindinius veiksnius, skatinančius mokymąsi jaunimo mokykloje. Tyrimo metodai: 1. Mokslinės literatūros apžvalga. 2. Interviu ir apklausa raštu. Išvadose paaiškėjo, jog pagrindiniai mokymąsi skatinantys veiksniai Jaunimo mokykloje yra: • bendravimas paremtas bendradarbiavimu • geras mokyklos mikroklimatas • netradicinių metodų taikymas Tyrimo rezultatų analizė... [toliau žr. visą tekstą] / Increasingly, one of the most pressing problems in schools - students' learning motivation decline, indicated by a learning experience, poor attendance, lack of interest, task, or not being a full withdrawal from school. Each country is faced with drop-outs and left school problem. Therefore, its decision can not be decoupled from the country's economic and social structure. This problem exists in many countries around the world and is associated with poverty, unemployment, drug and alcohol abuse, low social status, social values changed. The problem - goes unused, factors which could encourage the learning of young people in school. Subject - Youth in school learning all the factors. The aim of the study: to reveal effective training factors in school youth. The work of the following tasks: 1. Disclosure of Instruction concept. 2. Defining the learning factor in promoting a whole; 3. Highlight the features of school and student characteristics; 4. Failure to disclose the reasons for the youth in school; 5. Highlight the key factors that promote learning in young people in school. Research methods: 1. Scientific literature review. 2. Interviews and survey writing. The conclusions showed that key factors in promoting the learning of young people in school: • communication-based cooperation • good schools microclimate • non-traditional methods Analysis of the results of the study indicate that a different treatment of students and teachers in training. Students and... [to full text]

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

This study investigates whether teachers working with children ages 6 – 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their classes, and if so, how. The following research questions are answered:  Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense? Are LGBTQ questions relevant and of interest in the education? Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room? And if so, in what way?  The method used is qualitative research in the form of interviews and observations. The conclusions reached are that in theory most teachers agree that an LGBTQ perspective is of importance in the classes; however in practice it is not that easy. Most teachers agree that is it difficult to incorporate this perspective. All teachers stress that their pedagogical education lacked in providing an LGBTQ perspective, but a couple teachers point out that they have received it from their workplace instead.

Problem-based learning (PBL) is being adopted increasingly as a learning and teaching strategy within the United Kingdom. Although facilitation is recognised as being central to PBL, much of the current literature on facilitation in PBL is conflicting. This study explored the espoused and actual conceptions of PBL adopted by facilitators on a newly-developed pre-registration nursing diploma programme that employed PBL. To explore the lived experience of the PBL curriculum, a constructivist interpretist qualitative research design was adopted. For facilitation in PBL to be effective in promoting independent learning and developing critical thinking, teachers were required to sustain the newly espoused pedagogy and to adapt their actions to match. All participants possessed facilitation skills before the start of the study, however expertise in PBL facilitation took time and practice to acquire as existing skills had to be applied in new ways. Findings identified four broad approaches to facilitation: directive conventionalist, liberating supporter, nurturing socialiser and pragmatic enabler. Over time, most facilitators converged from a directive conventionalist approach towards that of a pragmatic enabler. The transitions were influenced by the need to resolve dissonance between espoused theories and theories-in-use; increased understanding of the dialogic nature of PBL; the use of communicative spaces to share and reflect on experience and an enhanced awareness of student diversity. While the findings relate specifically to PBL facilitation, they also contribute to the understanding of the types of teaching and learning strategies required by the large and increasingly diverse student body.

The study explores two research questions: Q1, What teaching methods do four-year accounting faculty use with nontraditional accounting students; and Q2, how effective do accounting faculty and students perceive those methods to be with nontraditional accounting students? Nontraditional students are defmed to be students 25 years of age or older. After interviewing 30 faculty members and surveying 53 students, a variety of different teaching methods were identified. Although, faculty indicated an inclination for lecture, they preferred group work, but did not use it because of time limitations and large class sizes. Further, the younger/traditional students preferred a variety of different teaching methods, while the older/nontraditional students preferred homework. Of particular importance was the finding according to faculty, that the wants and needs of the accounting profession did not correspond with the reasons why students major in accounting. The accounting profession wants and needs people with problem solving skills, an ability to cope with ambiguity, general business knowledge, and interpersonal skills. However, students are majoring in accounting because they want financial security, believe accounting is mathematics, like accounting's procedural nature, and believe accounting is unambiguous. Therefore, to graduate accounting students with wants and needs congruent with those of the accounting profession, accounting schools must either redirect accounting student majors or attract different students to accounting. Also of particular importance, were the differences of opinion by faculty of whether there should be an additional 30 hour educational requirement to become a CPA. While most faculty agreed that the additional education improved professional quality, and some even wanted the requirements made more stringent, perhaps similar to those to become an attorney, a significant and vocal minority of the faculty stated that they were opposed to the additional educational requirement because it would prevent poorer students from majoring in accounting because of the additional cost of the additional education. Finally, there is the issue of competition in the classroom. Most faculty indicated that competition was a fact of life in accounting, that competition needed to be used in the classroom, and that students needed to learn how to cope with it.

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This thesis deals with the application of methods of Critical Thinking in the teaching of Czech language, literature and art education in secondary schools. The work is divided into two parts - theoretical and practical. The theoretical part focuses on the definition of teaching methods in general, discusses the principles of the Reading and Writing for Critical Thinking, classification and description of its each method and also a question best alternative arts curriculum or components of the Czech language for the application of methods of Critical Thinking. The practical part includes ideas for lessons of Czech language, literature and art, created according to the principles of Critical Thinking and using its methods.

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

Depuis les débuts des sciences humaines à la fin du dix-huitième siècle, la pédagogie et la psychologie scientifiques se sont constituées conjointement autour des questions du développement et de l’activité d’apprentissage chez l’enfant. Les notions d’activité, de développement et d’apprentissage ont permis d’établir l’hypothèse empiriste d’une psychogenèse des facultés mentales dont l’enfance attesterait naturellement à travers ses âges successifs. Les mouvements d’éducation nouvelle, issus des thèses philosophiques et pédagogiques exprimées par Rousseau dans l’Emile en 1762, ont pu donner sa dimension pratique à l’idéal d’une éducation négative fondée sur l’activité de l’enfant comme expression spontanée de ses forces vitales et spirituelles. Dans l’entrecroisement d’une métaphysique de l’activité, d’une conception libérale humaniste de l’éducation, d’une rationalité émancipatrice et de perspectives pédagogiques psychophysiologiques, peu à peu marquées par l’évolutionnisme et l’utilitarisme, sont nés les principaux paradigmes des pédagogies contemporaines : sensualistes, vitalistes, pragmatiques, fonctionnalistes, puis constructivistes. Dans cette recherche, nous avons analysé de façon archéologique et généalogique, à l’instar de M. Foucault, les dispositifs philosophiques et épistémologiques convergents et opposés qui ont permis leur constitution. Il apparaît que Rousseau a non seulement écrit le programme de leur déploiement mais encore anticipé des contradictions que celui-ci allait rencontrer durant la crise institutionnelle ultérieure de la modernité. / Since the beginning of human sciences at the end of the eighteenth century, scientific pedagogy and psychology were founded conjointly around questions of the development and learning activity in childhood. The ideas of activity, development and learning have allowed to establish the empiricist hypothesis of a psychogenesis of mental faculties that would be proven naturally by the successive phases of childhood. The movements of New Education, stemming from the philosophical and pedagogical theses expounded in Rousseau’s Emile in 1762 have provided the ideal of a negative education founded on the activity of the child as spontaneous expression of his vital and spiritual forces with its practical dimension. It is in the intertwinent of a metaphysics of activity, a liberal and humanist conception of education, an emancipatory rationality, and pedagogical psycho-physiological perpectives marked increasingly by evolutionism and utilitarianism, that the principal paradigms of contemporary pedagogies were born : sensualist, vitalist, pragmatic, functionalist, and finaly constructivist. In the vein of M. Foucault this thesis proposes an archeological and genealogical analysis of the philosophical and epistemological apparatus or ”dispositives” that, converging and diverging, made the formation of these pedagogies possible. It seems that Rousseau did not only write the program of their deployment, but also anticipated the contradictions that the latter would encounter during the subsequent institutional crisis of modernity.

Diploma thesis deals with methods of communication and stylistic education at the elementary school, specifically in the second class. The main aim is to create a stack of methods for this subject which will be effectively applicable in practice. The task is divided into theoretical and empirical part. The theoretical one has six chapters. Five of them characterize notions connected to the topic, definitions, conception of communication and stylistic education in past and nowadays. They also submit principles, content and goal of this component. The sixth chapter presents different categorization described in scholarly literature. It compares described systems and it apprizes with available methods. The empirical part is dedicated to the stack of communication and stylistic education methods that is possible to use in specific lessons. It has been based on analysis of scientific literature, own class observation and it is complemented by innovative teaching methods. In the end of thesis we discuss about available material for teachers, the efficiency of created method, advantages of created stack and its usage in future.