The studying of the specialized literature and the sources took place at the very beginning of the dissertation and a literature search was made according to this research. The term "personality" was given a definition, four important personality typologies were then briefly described. A characteristic of all sixteen personality types was also described and in conclusion the chosen teaching supports were described. The practical part is to focus on the execution of personality tests on selected students and to find a relationship between the personality types of the students and the teaching support preferences. In this part was used data collected from a questionnaire survey, graphs and tables. A relationship was successfully determined between the personality types of the students and the kind of teaching support they like the most, a lot, a little and the least. A general preference of the individual personality type was determined according to the tables created on the basis of a questionnaire regarding the teaching supports. It was also determined which teaching support is generally preferred by the respondents attending the daily and combined form of study and respondents attending secondary schools. A practical use of the topic of this dissertation could be the feedback provided to the students attending secondary schools, the daily or even the combined form of study. The results could help to make the approach to education better as well as making the teaching supports more effective.

Hållbar utveckling har en framträdande plats i läroplanen för grundskolan och ambitionen är att hållbar utveckling ska genomsyra skolans verksamhet. Det har dock visat sig att implementering av hållbar utveckling i undervisningen är svårt att utföra i praktiken. Upplevda hinder är bland annat tidsbrist, avsaknad av kunskap inom området, brist på inspirerande exempel och att hållbar utveckling framställs fragmenterat i läroplanen. Det medför att hållbar utveckling i praktiken antingen behandlas i små, separata enheter vilket leder till att eleverna inte ser sammanhanget, eller i ämnesövergripande teman som kräver så mycket tid att genomföra att lärare har svårt att hinna undervisa om allt annat i kursplanen. I denna studie har ett nytt lärarstöd, ”Rädda vattnet -Rädda världen” utvecklats. Det består i dagsläget av en uppsättning om två lärarhandledningar som har utvärderats under studien. Visionen är att lärarstödet ska kompletteras med fler lärarhandledningar. Lärarstödet kan förhoppningsvis bidra till att ge eleverna en mer holistisk förståelse, det vill säga en tvärvetenskaplig förståelse, till hållbar utveckling. Två lärarhandledningar om vatten-, kemi och teknikrelaterade problem (”plaster i haven” och ”försurning”) togs fram och utvärderades med hjälp av en fokusgruppintervju. En grupp lärare för åk 4–6 som hade testat lärarstödet med sina elever intervjuades. Fyra punkter som lärarna ansåg var signifikanta för användbarheten identifierades, nämligen att lärarstödet: • Får eleverna att tycka att det är roligt • Lär ut kursinnehåll som är aktuellt och/eller finns i kursplanen • Är enkelt för läraren att använda • Tar hänsyn till tidsåtgång och andra ramfaktorer (till exempel elevgruppens storlek) / Sustainable development has a prominent role in the curriculum for Swedish primary school and the ambition is that sustainable development will permeate the school’s work. Though it has been showed that teachers think that implementation of sustainable development is difficult to execute in practice. Perceived obstacles are, for instance, lack of time, knowledge within the area and inspiring examples and that sustainable development is fragmentedly presented in the curriculum. This leads to the fact that sustainable development is in practice either dealt with as small, separate units which in turns leads to the fact that students do not see the context, or with transdisciplinary teaching in specific themes that demands much time that teachers have difficulties to find time to teach all other matter in the curriculum. In this study a set-up of two teaching tutorials have been developed and evaluated in order to give a basis for a new teaching support, “Rädda vattnet – Rädda världen” (Swedish, “Save the water – Save the world”). The support can contribute to give the students a more holistic understanding of sustainable development, that is to say a more interdisciplinary understanding, if the teaching support is further developed. The two teaching tutorials were developed within the water-, chemistry- and technology related areas “plastics in the oceans” and “acidification”. They were then evaluated with help of a focus group interview consisting of teachers for grade 4-6 who had tested the teaching tutorials with their students. Four aspects that the teachers thought were significant for the applicability were identified, namely that the teaching support: • Make the students think it is fun • Is teaching content that are authentic and/or exists in the curriculum • Is simple for the teacher to use • Take time consumed and other frame factors into consideration (for example size of the student group).

Le conte provient du fonds culturel universel des peuples et participe à la transmission des savoirs à travers les générations. Comportant d’une façon plus ou moins explicite non seulement des traits culturels mais aussi des traits sociaux et symboliques, le conte populaire a depuis longtemps une place privilégiée dans l’enseignement tant de la langue maternelle que des langues étrangères. Ainsi, de nombreux travaux en didactique des langues s’intéressent à l’emploi du comte pour favoriser la communication et faciliter l’acquisition des structures linguistiques et textuelles de la langue étrangère. Compte tenu de l’importance de certaines formes d’oralité narrative dans la société libanaise, nous supposons que les potentialités culturelles et langagières du conte peuvent judicieusement être mises à profit dans l'enseignement de l'oral en classe de FLE au Liban / The tale is considered as a cultural treasure of peoples and is sometimes a way for the transmission of knowledge. Coming directly from the oral tradition, storytelling is an oral form transmitted from generation to another. Several researchers have studied the importance of storytelling in a favoring of oral communication as a genre that mobilizes the oral structures. We believe that storytelling is an essential teaching aid for teaching of listening in a class of FLE in Lebanon thanks to the specificity of the Lebanese society on the one hand, and the fact that the story retains the characteristics of the oral on the other. With our survey in the FLE class and study of social representations of the tale for Lebanese students, we conclude to the contribution of the valiant tale in learning spoken in a class of FLE in Lebanon

An vier unterschiedlich ausgerichteten Hochschulen in Deutschland wurden im Zuge der Förderprogramme der letzten Jahre Maßnahmen rund um die Digitalisierung der Lehre entwickelt. Alle verfolgten das Ziel, die mediendidaktischen Kompetenzen der Lehrenden weiterzuentwickeln. In einem ersten Schritt wurden aufgrund vergleichbarer Ausgangslagen unabhängig voneinander Unterstützungsangebote mit einem Fokus auf toolorientierte Workshops und E-Teaching Programme entwickelt. Eine intensive Auseinandersetzung mit den bisherigen Erfahrungen und den Bedarfen der Lehrenden führte zu einer Weiterentwicklung mit unterschiedlichen Schwerpunktsetzungen. Wesentlich waren dabei sowohl die gewählte Sozialform (Gruppe versus Individuum) als auch die inhaltliche Ausrichtung (Informationsvermittlung versus Begleitung von Entwicklungsvorhaben Lehrender). Aus Perspektive der hochschul- und mediendidaktisch Beratenden beschreibt jedes der vier – durch die Kombination dieser beiden Dimensionen – definierten Felder einer Matrix eine spezifische Rolle und damit auch ein Bündel relevanter Anforderungen und zu entwickelnder Kompetenzen. Diese wurden in zwei Workshops genutzt, um den kollegialen Austausch im Sinne einer Community of Practice zu fokussieren.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-04-25T15:03:32Z No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-04-27T14:13:27Z (GMT) No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) / Made available in DSpace on 2017-04-27T14:13:27Z (GMT). No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) Previous issue date: 2015-12-14 / Nosso objetivo foi investigar tanto a produção quanto o uso ou não de mapas táteis como recursos didáticos-suporte para o ensino de ciências aos alunos com deficiência visual (DV) e identificar necessidades que indicassem a proposição de formação continuada em produção de mapas táteis, para professores que atendem alunos com DV em Salas de Recursos Multifuncionais (SRM). O problema da pesquisa consistiu em saber como os mapas táteis podem servir de recursos didáticos-suporte significativos, para mediação do ensino e da aprendizagem de conteúdos de ciências aos alunos deficientes visuais do ensino fundamental? Supomos que os mapas táteis (elementos sensoriais), quando utilizados como suporte didático ao ensino de ciências, permitem: a) - aos professores que atuam nas SRM o ensino complementar e mediação da aprendizagem de conteúdos de ciências do ensino fundamental aos alunos DV; b) - a percepção tátil e mentalização de conceitos científicos, por meio de objetos representativos, possibilitando ao aluno o entendimento significativo e ampliação das suas possibilidades de aprendizagem. Utilizamos a pesquisa bibliográfica, documental e de levantamento, com uso do questionário aplicado a 27 professoras que atuam nas SRM das Escolas Estaduais de Cuiabá e Várzea Grande. Para análise dos dados utilizamos técnicas de análise estatística básica (representação gráfica e tabelas) e análise documental. Os resultados indicam que 22 professoras são efetivas, 9 contratadas, predominantemente pedagogas com especialização em atendimento educacional especializado e possui de 36 a 45 anos de idade. Alguns temas estudados nas SRM têm relação com os conteúdos de ciências na Educação Infantil e Fundamental. Constatamos o desconhecimento do que sejam recursos de Tecnologia Assistiva, pois, os indicados não são de fato (“computador”, “internet” e “televisão”). As 31 professoras afirmam que utilizam materiais concretos, mas a maioria não produz material didático que sirva de suporte didático para ensinar ciências aos alunos deficientes visuais. Quanto à formação continuada observamos que nenhuma das formações informadas se refere à produção de material didático e, em especial, de mapas táteis ou material em alto relevo para o ensino de ciências aos alunos DV. Dentre as dificuldades apresentadas estão a falta de material pedagógico adaptado e de confecção de materiais para o atendimento educacional especializado. Como possível solução das dificuldades as professoras apontam a formação continuada e existência de materiais adaptados, indicando assim a necessidade de formação continuada como forma de subsidiar sua prática docente, promovendo possibilidades de produção de material didático adaptado (mapas táteis), que atendam à especificidade pedagógica desses alunos. / Our goal was to investigate both the production and the use or not of tactile maps as learning-support resources for teaching science to students with visual impairment, as well as identify needs to indicate the proposition of continuing education in producing tactile maps for teachers serving students with visual impairment. The research’s problem was how tactile maps can serve as a significant learning-support resources for mediation of teaching and learning science content to visually impaired elementary school students? The hypothesis is that the tactile maps (sensory elements) allow the tactile perception and mentalizing concepts through representative objects, enabling the student to meaningful understanding and expanding their learning opportunities. We use the bibliographical research, documentary and survey, using the questionnaire as a dice technique collection applied to 27 teachers who work in the Resource Rooms Multifunction of state schools of Cuiabá and Várzea Grande. For dice analysis we use basic statistical techniques (with representation in graphs and tables) and document analysis. The results indicate that 22 teachers are effective, 9 contracted predominantly pedagogues with expertise in educational specialized services who have between 36-45 years of age. Some topics studied in the Multifunction Resource living rooms are related to the science content in Elementary Education. We notice that the lack of resources as Assistive Technology, therefore the nominees are not actually ("computer", "internet" and "TV"). The 31 teachers say that they use concrete materials, but most of them do not produce educational materials to serve as a didactic support for teaching science for visually impaired students. As for continuing education we noted that none of the formations informed refer to the production of teaching materials and, in particular, production of tactile maps or materials embossed for teaching science for students with visual impairment. Among the difficulties faced are the lack of teaching materials and adapting/making materials for specialized educational services. As a possible solution for the difficulties, the teachers pointed the continuing education and the existence of adapted materials. From the survey we see the need to present to teachers who work with visually impaired students grants to assist their teaching practice, promoting adapted courseware production possibilities (tactile maps) that comply with the educational specificity of these students.

This thesis deals with new teaching software, which supports asymmetric encryption algorithms based on the issue of large numbers´ factorization. A model program was created. It allows to carry out operations related to encryption and decryption with an interactive control. There is a simple way to understand the principle of the RSA encryption method with its help. The encryption of algorithms is generally analysed in chapters 1,2. Chapters 3 and 4 deals with RSA encryption algorithm in much more details, and it also describes the principles of the acquisition, management and usage of encryption keys. Chapters 5 suggest choosing of appropriate technologies for the creation of the final software product, which allow an appropriate way to present the characteristics of the extended RSA encryption algorithm. The final software product is the java applet. Aplet is described in the chaprers 6 and 7. It is divided into a theoretical and practical part. The theoretical part presents general information about the RSA encryption algorithm. The practical part allows the users of the program to have a try at tasks connected with the RSA algorthm in their own computers. The last part of Java applet deals with the users´ work results. The information obtained by the user in the various sections of the program are satisfactory enough to understand the principle of this algorithm´s operations.

高中圖書館的宗旨在配合學校教育目標，並支援、豐富與實現學校的教育計畫，為學校整體教學中所不可或缺的一部份。許多國外研究亦已證明學校圖書館與教師之合作對於學生學術成就具有正向影響力。本研究透過訪談法瞭解臺北市高中圖書館支援教學之內涵，釐清圖書館負責人對於支援教學之看法，並分析支援教學所面臨之瓶頸與成功因素，探討高中圖書館如何突破困難，提出有效支援教學之策略。 / 綜合而言，臺北市高中圖書館支援教學之內涵包括：1. 積極發展館藏資源，以滿足教師之教學需求；2.善用資訊傳播科技以支援教學；3. 為師生提供圖書館利用教育，增進其資訊素養；4.由資訊融入教育著手，為教師提供教學諮詢服務。 / 若將支援教學相關服務依教師與館員合作關係歸納為「協調」、「合作」與「協同」三個層次，臺北市高中圖書館目前多已達協調、合作層次，僅少數圖書館達協同層次。和國外圖書館相較，臺北市高中圖書館離理想的協同性支援教學（如教學諮詢、協同教學、參與課程規畫）仍有一段距離。 / 臺北市高中圖書館支援教學之困難包括：1. 升學主義依然掛帥，成為圖書館推動資訊素養教育與資訊融入教育時之障礙；2. 館員缺乏學科教學專業知能，使教學諮詢服務不易獲得教師信任；3. 現階段圖書館人力不足，資訊相關業務之負荷過重。 / 而臺北市高中圖書館支援教學服務之成功因素則在於：1. 掌握資訊科技與資訊教育政策所提供之新契機；2. 館員具備圖書館學與資訊科技專業知能；3. 校長在經費、設備與人力資源上之支持；4. 教師之高度使用需求及參與意願；5. 館員之服務熱忱更為深化支援教學服務之要素。 / 綜合文獻探討與訪談結果，高中圖書館有效支援教學之策略包括： 1. 整合圖書館之服務及學科教學活動，以提升學生學習效能；2. 以資訊融入教育為己任，進而提供教學諮詢服務；3. 建置教學知識庫，整合教學資源；4. 充份整合人力資源，提供較深入之支援教學服務；5. 爭取教師之認同，共同創造新時代之教學願景；6. 培育種子教師，透過成功經驗之激勵，逐步推動高中圖書館之轉型；7. 積極爭取校外經費與設備之補助，以豐富師生教與學之經驗；8. 加強高中圖書館從業人員之專業知能，成為深度支援教學之支柱。 / 最後，本研究為深入支援教學提出幾點建議，供相關單位參考：1. 高中圖書館應協助教師進行個人知識管理；2. 高中圖書館員應深入了解社會發展、教育趨勢與學習需求；3. 高中圖書館從業人員應保持開放心態，隨時充實專業知能；4. 高中圖書館應持續推展與評鑑支援教學相關服務；5. 教育相關單位應將資訊素養概念納入學科教學中之中。 / The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support. / Findings show that (1) teaching support services provided in most cases come under the “coordination” and “cooperation” stage, according to the Pollard and Montiel-Overall taxonomy framework, and very few senior high school libraries provide “collaboration” stage services. (2) Most directors keep conservative attitude toward “collaboration” stage services. (3) The difficulties encountered in teaching support include: tight course schedule, lack of education professional librarians, and tedious work. (4) Successful teaching support factors include: policy, professions in library and information science, unique personality, administration support, and teachers’ willingness. (5) Effectively teaching support strategies include integrating library programs into curriculum, helping teachers to integrate ICT into their lessons, assisting in teachers’ personal knowledge management, making better use of human resources, building visions with teachers, creating success stories, striving for budget actively, enhancing librarians’ professional ability. / Finally, the suggestions were made: (1) Senior high school libraries should assist in teachers’ personal knowledge management. (2) Senior high school librarians should keep learning. (3) Librarians should know the education trends and learning needs. (4) Services should be delivered, evaluated, and improved persistently. (5) Educational authorities should put emphasis on information literacy in subject instructions.

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)