Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community. An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change. By means of a literature study and personal interviews the development and design of a lifescience curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning, practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in. Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

The study commenced by identifying existing forms of Christian education using top-down education within South African Baptist Convention churches. The research established that current models of education were unsatisfactory, as they were individualist, spiritualised and lacking contextual insight A need for Christian education showing greater sensitivity to context was highlighted. A descriptive study ensued implementing Osmers'descriptive-empirical tasks within the field of Practical Theology. Informed by literature relating to liberation theology, critical pedagogy and South African contextual theology, Groome's Shared Praxis Approach (SPA) to education was selected for exploration as a type of contextual Christian education.The research had two objectives.Firstly it explored the five educational movements of SPA, as they were outworked in the township church. Secondly, it sought to establish whether SPA could potentially serve as a type of contextual Christian education within the South African context. SPA was therefore outworked within a Baptist Convention church in the township of Munsieville. Following a qualitative approach, the research observed two Bible Studies implementing SPA and undertook six semi-structured interviews.These were recorded and analysed. Conceptualisation of the data involved content analysis from which codes and categories emerged, as well as drawing on the literature as a lens to analyse and interpret that data. Inter-linked characteristics of contextual Christian education emerged from the data. These related to:contextual stories told by participants; cultural understandings of the Christian Story, and; critical reflection concerning praxis. The findings highlighted that SPA encouraged participants to engage in a participatory, praxis approach to education. Participants read the Christian Story dialogically; in community 'with' each other, as well as in relation to their context. Accordingly, the Christian education process emerged from the bottom-up, enabling participants and facilitator to co-create knowledge. The consequences of this education process indicated liberativc characteristics. The implications ofthese findings were explored. The study's pra xis cycle concludes by offering recommendations for both implementation and further study. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

In my bachelor´s thesis The Influence of the Enlightenment on the Czech School in the Turn of 18th and 19th Centuries I deal with enlightened reformative efforts of J. I. Felbiger, F. Kindermann a J. J. Ryba. Primarily, I focus on five parts of Felbiger´s so called right ?zaháňská?teaching method. Next part is concerned by Kaplice school where F. Kindermann taught and studies the industrial teaching from his point of view. I also deal with pedagogical activity of the teacher and musician J. J. Ryba. I compare their didactic approaches and analyse their effectiveness. Suggestions of the didactic application of enlightened teaching methods at present secondary schools, and examples of the own translation work are the parts of the thesis.

The diploma thesis deals with teaching regional geography of Canada at the second stage of Primary school. The main aim is to create a Czech-English textbook (that is a combination of a textbook and a workbook) which corresponds to the principles of the current educational documents (Framework Educational Programme for Elementary Education), modern educational tendencies and tries to maximize the connection among subjects, especially English language. There is a methodological guide for teachers as well. The theoretical part focuses also on the didactic analysis of current educational textbooks and workbooks of geography and English language which include the subject matter. To get a notion of the volume and methods used in teaching ?region Canada?, a research was made by a controlled discussion with Geography and English teachers of the selected schools.

Made available in DSpace on 2016-12-08T16:35:10Z (GMT). No. of bitstreams: 1 Angela.pdf: 622944 bytes, checksum: 8e9a17e6f7760d0923c75221e557dc9d (MD5) Previous issue date: 2009-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research is about the teaching of reading in Far Schools of Florianópolis. The context is the regulation of primary teaching which has occurred in Santa Catarina state since 1946. Because of the state‟s teaching system adaptation to Federal Laws, it was set a regulation for primary teaching schools decree n. 3.735/1946 establishing new teaching programs; among them, the Reading, Oral and Written Language Program for the Elementary Primary Course. In general, these documents‟ pedagogical directions kept the contents of the educational reorganization made by Orestes Guimarães, in the beginning of the XX century: the intuitive method, as a general orientation for all curriculum school subjects, and the analytic method, as a specific method to teach reading. The principles of the intuitive method were deepened and included proposals made by the New School (Escola Nova), which tried to involve the student actively in reading. Nevertheless, the proposals of teaching renewal were opposed to the control and vigilance devices upon teachers‟ and students practice and behavior. Centering our research in the space between prescriptions and practice, we analyzed the legislation in force at that time, the Reading and Language Program reading contents, the conditions in which the teaching occurred and the way teachers got the directions through their practice‟s report. Two moments of the teaching of reading were considered for this research: the teaching of reading in 1st grades, which includes the decoding of written language codes; the teaching of reading in the following grades, emphasizing the fluent and effective reading. Analysis revealed contradictions between the official reading method and the primer books sent to the Far Schools as well as contradictions between the proposals for reading diversifications, and the reading contents‟ control. Silently or not, teachers adopted the new directions according to their schools‟ goals and boundaries. In this way, the teaching of reading occurred through resistance and also agreement with official instructions, showing little ruptures, pointing evidences of changes in the school culture of Far Schools / Este estudo trata do ensino da leitura em Escolas Isoladas de Florianópolis no contexto da regulamentação do ensino primário ocorrida no Estado de Santa Catarina a partir de 1946. Em decorrência da adaptação do sistema de ensino estadual às Leis Orgânicas Federais, foi criado o Regulamento para os Estabelecimentos de Ensino Primário o Decreto n. 3.735/1946 e implantados novos Programas de Ensino, entre os quais o Programa de leitura e Linguagem Oral e Escrita para o Curso Primário Elementar. Em linhas gerais, as diretrizes pedagógicas desses documentos conservaram o conteúdo da reforma educacional empreendida no Estado por Orestes Guimarães, no início do século XX: o método intuitivo como orientação geral a todas as disciplinas do currículo e o método analítico como método específico para ensinar a ler. Os princípios do ensino intuitivo aprofundavam-se e passavam a incluir proposições da Escola Nova, visando envolver o aluno ativamente no ensino da leitura. As propostas de renovação do ensino, no entanto, conflitavam-se com dispositivos de vigilância e controle das ações docentes e discentes. Centrando nossa investigação no interstício entre as prescrições e as práticas, analisamos a legislação em vigor no período, os conteúdos do Programa de Leitura e Linguagem Oral e Escrita, as condições em que esse ensino se efetuou e o modo como os professores se apropriaram das prescrições, pelo relato de suas práticas. Dois momentos de ensino da leitura foram considerados nesta pesquisa: o ensino da leitura na 1ª série, que envolve a decifração do código escrito; o ensino da leitura depois de vencido esse primeiro passo, nas séries seguintes, visando o aperfeiçoamento da leitura corrente e expressiva. As análises revelaram contradições entre o método oficial para ensinar a ler e as cartilhas enviadas às Escolas Isoladas, bem como entre as propostas de diversificação das leituras e o controle de seu conteúdo. De forma silenciosa ou declarada, os professores apropriaram-se das normas de acordo com as finalidades e limites da própria escola. O ensino da leitura, nesse sentido, ocorreu por meio de resistências e apoio às instruções oficiais, dando a ver permanências e vestígios de pequenas rupturas, que apontavam para mudanças na cultura escolar das Escolas Isoladas

Esta dissertação tem como principal objetivo analisar o processo de inclusão de um estudante com deficiência intelectual (DI) na Educação Superior Tecnológica do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul, Campus Bento Gonçalves, tendo como foco a mediação docente. O aporte teórico foi constituído pelo estudo do conceito e características da deficiência intelectual, com sustentação de autores como Mantoan (2006) e Pletsch (2014); sobre conceitos e reflexões da educação inclusiva no contexto da educação básica e da educação superior, com Carvalho (2009), Baptista (2002), Beyer (2010), Magalhães (2006) e Mittler (2003); e nas contribuições de Vygotsky para educação, amparada em seus trabalhos sobre a Defectologia e a Mediação, com apoio de autores como Rego (2012), La Taille (1992) e Beyer (1996). Para executar essa pesquisa de ordem qualitativa, conduziu-se uma investigação utilizando como estratégia um estudo de caso, composto por entrevistas semiestruturadas e análise de documentos. Para tanto, foram ouvidos sete professores que lecionaram disciplinas para o estudante com DI e o próprio estudante. Também foram analisados os principais documentos da instituição que abordam as questões do acesso e da permanência de pessoas com deficiência na educação superior. Os dados obtidos na entrevista realizada com os professores foram organizados em três categorias que viabilizaram uma análise mais detalhada das falas: concepção de aprendizagem, ação docente e interação. A análise dos dados foi realizada com base na análise de conteúdo de Bardin (2000). Os documentos e a entrevista com o estudante foram analisados, resumidos e integrados às análises das três categorias. Os resultados obtidos no estudo demonstraram a dificuldade que a presença de um estudante com DI na educação superior desencadeia no processo de ensino, já consolidado, dos professores. Também revelou que algumas mudanças são necessárias na ação pedagógica do professor para que a mediação docente aconteça. A conclusão estabelece a importância da mediação docente em sala de aula para promover a aprendizagem do estudante com deficiência intelectual e identifica que a mediação docente pode ser pensada a partir do entrelaçamento de uma concepção de aprendizagem que compreenda a possibilidade da construção de vias alternativas para a aprendizagem e desenvolvimento de pessoas com deficiência e de uma ação docente planejada, que busque favorecer o aluno no seu processo de aprendizagem por meio de interações intencionais, contínuas e edificadoras. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-09-21T19:04:26Z No. of bitstreams: 1 Dissertacao Maria Isabel Accorsi.pdf: 1798593 bytes, checksum: 033fadc433d741e815abf71784355605 (MD5) / Made available in DSpace on 2016-09-21T19:04:26Z (GMT). No. of bitstreams: 1 Dissertacao Maria Isabel Accorsi.pdf: 1798593 bytes, checksum: 033fadc433d741e815abf71784355605 (MD5) Previous issue date: 2016-09-21 / This dissertation aims to analyze the process of inclusion of a student with intellectual disabilities (ID) in the Technological Higher Education of the Federal Institute of Education, Science and Rio Grande Technology South Campus Bento Gonçalves, with a focus on teaching mediation. The theoretical contribution was made by the concept of the study and intellectual disability characteristics, with support of authors like Mantoan (2006) and Pletsch (2014); on concepts and reflections of inclusive education in the context of basic education and higher education, with Carvalho (2009), Baptist (2002), Beyer (2010), Magellan (2006) and Mittler (2003); and the contributions of Vygotsky for education, based on its work on Defectology and mediation, with the support of authors as Rego (2012), La Taille (1992) and Beyer (1996). To perform this qualitative research was conducted an investigation using as a case study strategy, composed of semi-structured interviews and document analysis. Therefore were heard seven teachers who teach for students with ID and the student himself. The main documents of the institution that approach the issues of access and retention of people with a disability in higher education Have also been analyzed. The data obtained in the interview with the teachers were organized into three categories that enabled a more detailed analysis of the speeches: design of learning, teaching action and interaction. Data analysis was based on Bardin content analysis (2000). The documents and the interview with the student were analyzed, summarized and integrated into the analysis of the three categories. The results of the study demonstrated the difficulty that the presence of a student with DI in higher education sets off in the teaching process, already consolidated, teachers. Also reveals that some changes are needed in the teacher's pedagogic action so that the teaching mediation happen. The conclusion establishes the importance of teaching mediation in the classroom to promote learning of the intellectual disabled student and identifies the teacher's mediation can be thought from the interweaving of a conception of learning to understand the possibility of building alternative pathways learning and development of people with a disability and a teacher planned action, that seeketh favor the student in the learning process by means of intentional, continuous and builders interactions.

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...

The aim of this diploma work is to make a research procedure adequate to the topic "What does the nowadays teacher working with the children with the specific learning disabilities look like?" The main issue of the project, based on the survey questionares directly relevant to the research, is to find similarities in the structure of the teachers´ personalities. The research procedure of interviewing the teachers tries to achieve an idea of an idol teacher working with the children with the specific learning disabilities.

This thesis deals with the linking of school education with museum educational activities. It focuses primarily on the possibility of primary schools. It assesses how the museum can be used in the implementation of educational activities. He draws attention to specific forms of educational activities at the museum. In Detail, it is focused on defining the various teaching methods that can be prioritized in museum education. The thesis describes the role of museum education program, which is applicable in the project classes at school. The entire work points out apparent effort to integrate extracurricular learning opportunities taking place in the museum with school hours. Museum learning is seen as complementary and expanding the classroom. Yet he constantly emphasizes the uniqueness of the museum. Museum with a different environment from the school can offer a remarkable experience associated with teaching.