An Overview of physicogeographical regionalisations and an analysis of their representation in Geography textbooks for secondary schools Abstract At present there is a large number of various regionalisations which concern the classification of the biosphere. The aim of the thesis is to develop an overview of the regionalisations of the physicogeographical sphere in the individual constituent spheres of physical geography. Firstly, the thesis provides an overview in terms of the lithosphere, atmosphere, hydrosphere, biosphere and pedosphere. The second part contains an analysis of secondary school Geography textbooks with respect to the occurrence of regionalisation of physicogeographical spheres. The analysis is based on 3 selected criteria. The first criterion is the frequency of occurrence of the very term itself and its more precise definition. The second criterion examines whether textbooks contain graphical demonstrations of the analysed terms in a map. The third criterion enquires whether the stated terms related to regionalisation are interconnected and put into perspective with other spheres. According to the results of the analysis, the highest-scoring textbook is "Geografie I., fyzickogeografická část (2012)". As for the representation of individual regionalisations in the physicogeographical...

Com este trabalho realizamos uma comparação nas formas de compreender a Eletricidade entre estudantes de segundo grau que passaram pelas propostas de ensino do GREF e do Ramalho. Inicialmente fizemos um mapeamento das pesquisas a respeito dos conceitos espontâneos dos estudantes sobre corrente elétrica, resistência elétrica, energia e eletricidade a fim de sistematizarmos os modelos existentes sobre esses conceitos e utilizá-los na análise dos conhecimentos adquiridos pelos estudantes depois de cursarem uma das duas propostas de ensino. Através de um instrumento típico dessa linha de pesquisa, obtivemos, entre uma grande parte dos estudantes da proposta do Ramalho, resultados semelhantes àqueles encontrados nas pesquisas mapeadas enquanto, uma parcela considerável dos estudantes da proposta do GREF, mostraram uma formação diferenciada, com uma certa ampliação na visão a respeito da Eletricidade. Essas diferenças aparecem no uso correto do modelo clássico de correntes para explicar os fenômenos elétricos resistivos; na identificação mais abrangente da utilização de Eletricidade ou, ainda, no reconhecimento dos efeitos nocivos dos fenômenos elétricos, sem o temor que normalmente estes provocam. Tendo como referências nossas reflexões sobre a educação, o conhecimento físico e os processos de ensino-aprendizagem, procuramos compreender esses resultados através da análise dos elementos característicos de cada uma das propostas e pudemos verificar que, apesar de ambas tratarem do ensino de Eletricidade, são bastante diferentes. A proposta do Ramalho, com relação aos objetivos educacionais, almeja fundamentalmente que o aluno passe no exame vestibular, desenvolvendo, para isso, o conteúdo físico de maneira linear, fragmentada e apenas formal. E, no que se refere ao processo de aprendizagem, não existe espaço para a participação do aluno. E a proposta do GREF, tem como objetivo educacional, instrumentalizar o aluno para a compreensão do cotidiano, tratando o conhecimento físico de forma estruturada, usando o conceito de energia como elemento de estruturação e apresenta modelos explicativos para a construção de imagens sobre os objetos em análise. E, no processo de aprendizagem, a participação do aluno ocorre desde o início do curso, através do planejamento. / With this work we compared the ways to understand Electricity among high school students that had Electricity course with teaching proposals from GREF and Ramalho. Initially we searched for researches about students spontaneous concepts in electric current, electric resistance, energy and electricity intending to intending to arrange the existing models about these concepts, and using them to analyse how was the knowledge of the students after they had finished one of the courses from the teaching proposals. Using a typical instrument from this kind of research, with a great portion of students from Ramalhos proposal, we obtained almost the same results that we had found at the initials researches. Although, among the students from GREFs proposal, the answers showed a different formation with a certain amplification in their point of view about Electricity. These differences are: in the correct apply of the classic current model to explain electric resistive phenomenon; in recognising the great utilisation of Electricity and, in spite of harmful effects from electric phenomenon, the students usually recognise them. Considering our thoughts about Education, Physics and teaching and learning processes, we looked for to comprise these results analysing the attributes elements from which proposal and, even if the two proposals intend to teach Electricity, we could confirm that they are very different from each other. The principal educational objective from Ramalhos proposal is in order to make the student pass in the university exam; to reach this, it develops the physics contents in a linear way, and in fragments that uses only the formal language. In this proposal, the student doesnt have space to participate actively in the learning process. And, the principal educational objective for GREFs proposal is give students abilities to comprise the diary things using Physics knowledge which is developed as a structure having the energy concept guiding the whole and, this proposal still introduces explaining models to construct images about the objects which are being analysing. And, in this course, the student participates from the very beginning, including when he helps to make the plan.

溝通式語言教學(CLT)的原則和特色自從1995年就被帶進台灣高中英文教科書的編纂。在溝通能力的四個構成要素之中，社會語言能力是成功溝通的關鍵而且能夠經由語言行為的使用被展現出來。因此，本研究旨在探測語言行為教學在台灣英文教科書中是如何被呈現的。首先，五個最常被使用及研究的語言行為─恭維、請求、道歉、抱怨以及拒絕─在台灣最受歡迎的兩套高中英文教科書─遠東和三民─之對話中出現的次數被統計。然後，對話中主要運用到的觀點，美國的或中國的，以及教科書和教師手冊中的跨文化對照跟比較被檢視。最後，以跨文化的角度分析常和語言行為一起出現的支持性話語以及閒聊，同時，教科書和教師手冊是否有相關的解釋也被探索。 研究結果顯示，五種語言行為當中的大多數在兩套教科書中並沒有被平均地分佈，而以該五種語言行為的呈現手法來看，遠東版教科書在比例上運用較多的中國式觀點，然而三民版教科書在比例上則運用較多的美國式觀點。但是，無論兩套教科書較偏向哪一種觀點，在教科書以及其對應的教師手冊中幾乎沒有跨文化的對照和比較。至於支持性話語和閒聊的呈現方式，研究結果顯示遠東版教科書在恭維、請求和抱怨這三種語言行為的支持性話語和閒聊的呈現並不多，而三民版教科書在請求和抱怨這兩種語言行為的支持性話語和閒聊的呈現也不多，無法提供學生充足的練習機會，同時，就算有支持性話語和閒聊出現在語言行為中，在教科書跟其對應的教師手冊中仍然沒有進一步的解釋以指出美國人跟中國人在使用上的文化差異。基於本研究的研究結果，獲得之教學啟示如後。首先，雖然台灣的高中英文教科書，至少遠東版跟三民版，還沒如此地嚴肅看待語言行為教學，但對於老師來說，向學生介紹語言行為的知識卻是相當重要的，因為如此一來，方能使他們學習如何更有效地與人溝通。再者，身為一位台灣的英文老師，既然語言行為以及伴隨的支持性話語和閒聊在教科書或教師手冊當中，幾乎沒有或很少有跨文化差異性的解釋存在，增加我們語言行為教學的知識就變成了一項不可或缺的事。此外，台灣教科書的出版者應該反省教科書中對話部份的適當呈現方式，使老師能經由語言行為教學的實施改善同學的社會語言能力。最後，本研究當中被用來分析語言行為呈現所運用的主要的觀點(美國的或中國的)之分類系統，不僅對於未來針對台灣其它版本教科書做類似研究的研究者有幫助，也提供第一線教師評判教科書中對話結構呈現適當與否之標準，同時也將語言行為教學的背景知識灌輸給第一線教師。 / The principles and characteristics of Communicative Language Teaching (CLT) have been brought into senior high school English textbooks editing in Taiwan since 1995. Among the four components of communicative competence, sociolinguistic competence is the key to successful communication and can be shown through the use of speech acts. This study, therefore, intended to probe into how speech act teaching is carried out in senior high school English textbooks in Taiwan. Firstly, the frequency of the five much used and explored speech acts—compliment, request, apology, complaint, and refusal—in the conversation part of two sets of the most popular senior high school English textbooks in Taiwan—Textbook F and Textbook S—was counted. Then, the preference, American or Chinese, as well as cross-cultural comparisons and contrasts in both the textbooks and teachers’ manuals, were examined. Lastly, the common co-occurring phenomenon of supportive moves and small talk in speech acts was analyzed cross-culturally and related explanations in both the textbooks and teachers’ manuals were investigated as well. The results showed that most of the five speech acts were not appropriately distributed in both sets of the textbooks, and that Textbook F offered much more Chinese preference than American one, while Textbook S provided proportionately more American preference than Chinese one, in presenting the five speech acts. However, no matter which preference both sets of textbooks favored, there were almost no cross-cultural comparisons and contrasts made in the textbooks or their corresponding teachers’ manuals. As to the presentation of supportive moves and small talk, the findings showed that Textbook F did not present enough supportive moves and small talk in the speech acts of compliment, request, and complaint, and that Textbook S did not display enough supportive moves and small talk in the speech acts of request and complaint for students to learn from, and if supportive moves or small talk were presented, there were still no further explanations in the textbooks or their corresponding teachers’ manuals to point out cultural differences between American and Chinese usage. With regard to the findings in this study, some pedagogical implications are provided. Firstly, although the senior high school English textbooks in Taiwan, at least Textbook F and Textbook S, have not taken speech act teaching so seriously, it is quite important for teachers to introduce the knowledge of speech acts to make students learn how to communicate more effectively. Secondly, as an English teacher in Taiwan, increasing our knowledge of speech act teaching becomes a ‘must’ since there are no or few explanations of cross-cultural differences of speech acts and their supportive moves or small talk in the textbooks or teachers’ manuals. Thirdly, textbook publishers in Taiwan should reflect upon the appropriate way to present the conversation part in textbooks to improve students’ sociolinguistic competence through speech act teaching. Last but not least, the coding scheme used for analyzing the preference, American or Chinese one, in this research, can not only be helpful to future researchers conducting similar studies on other sets of textbooks in Taiwan, but also offer teachers criteria to make judgments on the organization of the conversation part in textbooks and provide them the background knowledge of speech act teaching at the same time.

The aim of this thesis is to analyze textbooks and on their basis to compile preparations for teaching of divisibility in elementary schools. The thesis is divided into six chapters including the introduction and conclusion. The second chapter contains the theoretical background of the literature studied. The next chapter offers an anylysis of selected textbooks. The fourth chapter describes the preparations for teaching. The following chapter contains an evaluation of teaching according to the preparations.

The aim of my work is to show the position of monotheistic religions, namely Christianity, Judaism and Islam, in civics textbooks and in the eyes of today's teachers and pupils in the primary schools. Today´s Czech society does not attach more importance to religion, even though they constitute a significant part of our and the world´s history. The work is divided into two parts, theoretical and practical. In the theoretical section are described the basic information about textbooks and further analysis of the civics textbooks that contain the topic of religion, since the 90s of the last century to the present. There is also a history outline and present of Judaism, Christianity and Islam. The main task, in the practical part, is to review and evaluate the attitudes of today's teachers and students for teaching religion in civic education in primary school. The research was conducted using questionnaires, which are suitable for obtaining information related to this issue. To compare the research, there was also added 8 years gymnasium, concretely the lower level together with two primary schools.

Com este trabalho realizamos uma comparação nas formas de compreender a Eletricidade entre estudantes de segundo grau que passaram pelas propostas de ensino do GREF e do Ramalho. Inicialmente fizemos um mapeamento das pesquisas a respeito dos conceitos espontâneos dos estudantes sobre corrente elétrica, resistência elétrica, energia e eletricidade a fim de sistematizarmos os modelos existentes sobre esses conceitos e utilizá-los na análise dos conhecimentos adquiridos pelos estudantes depois de cursarem uma das duas propostas de ensino. Através de um instrumento típico dessa linha de pesquisa, obtivemos, entre uma grande parte dos estudantes da proposta do Ramalho, resultados semelhantes àqueles encontrados nas pesquisas mapeadas enquanto, uma parcela considerável dos estudantes da proposta do GREF, mostraram uma formação diferenciada, com uma certa ampliação na visão a respeito da Eletricidade. Essas diferenças aparecem no uso correto do modelo clássico de correntes para explicar os fenômenos elétricos resistivos; na identificação mais abrangente da utilização de Eletricidade ou, ainda, no reconhecimento dos efeitos nocivos dos fenômenos elétricos, sem o temor que normalmente estes provocam. Tendo como referências nossas reflexões sobre a educação, o conhecimento físico e os processos de ensino-aprendizagem, procuramos compreender esses resultados através da análise dos elementos característicos de cada uma das propostas e pudemos verificar que, apesar de ambas tratarem do ensino de Eletricidade, são bastante diferentes. A proposta do Ramalho, com relação aos objetivos educacionais, almeja fundamentalmente que o aluno passe no exame vestibular, desenvolvendo, para isso, o conteúdo físico de maneira linear, fragmentada e apenas formal. E, no que se refere ao processo de aprendizagem, não existe espaço para a participação do aluno. E a proposta do GREF, tem como objetivo educacional, instrumentalizar o aluno para a compreensão do cotidiano, tratando o conhecimento físico de forma estruturada, usando o conceito de energia como elemento de estruturação e apresenta modelos explicativos para a construção de imagens sobre os objetos em análise. E, no processo de aprendizagem, a participação do aluno ocorre desde o início do curso, através do planejamento. / With this work we compared the ways to understand Electricity among high school students that had Electricity course with teaching proposals from GREF and Ramalho. Initially we searched for researches about students spontaneous concepts in electric current, electric resistance, energy and electricity intending to intending to arrange the existing models about these concepts, and using them to analyse how was the knowledge of the students after they had finished one of the courses from the teaching proposals. Using a typical instrument from this kind of research, with a great portion of students from Ramalhos proposal, we obtained almost the same results that we had found at the initials researches. Although, among the students from GREFs proposal, the answers showed a different formation with a certain amplification in their point of view about Electricity. These differences are: in the correct apply of the classic current model to explain electric resistive phenomenon; in recognising the great utilisation of Electricity and, in spite of harmful effects from electric phenomenon, the students usually recognise them. Considering our thoughts about Education, Physics and teaching and learning processes, we looked for to comprise these results analysing the attributes elements from which proposal and, even if the two proposals intend to teach Electricity, we could confirm that they are very different from each other. The principal educational objective from Ramalhos proposal is in order to make the student pass in the university exam; to reach this, it develops the physics contents in a linear way, and in fragments that uses only the formal language. In this proposal, the student doesnt have space to participate actively in the learning process. And, the principal educational objective for GREFs proposal is give students abilities to comprise the diary things using Physics knowledge which is developed as a structure having the energy concept guiding the whole and, this proposal still introduces explaining models to construct images about the objects which are being analysing. And, in this course, the student participates from the very beginning, including when he helps to make the plan.

The background of this study is that the study results in science subject for many multilingual students are heading in a downward trend. Research has shown that many multilingual students are having a hard time adjusting to the advanced language used in the classroom. Which contains difficulties for students in understanding the content of science and assimilate to the teaching. The first aim of this study has been to research how scientific concepts in the subject of biology are being introduced through textbooks. The scientific concepts that were being analyzed are species, ecosystem, food chain, photosynthesis, and circulations in nature. The second aim is to research how multilingual students are getting support by the textbooks. The study´s aim and research questions have been executed through qualitative and quantitative analysis of two science textbooks in biology. Something that was identified in the result was the certain concepts were not mentioned at all and that one of the textbooks many times did not mention the scientific concepts by their scientific name. A conclusion of the study is the importance of combining the scientific language with the everyday language in education as to the subject of science with multilingual students. The textbooks contain different kinds of scaffolding strategies to introduce scientific concepts as for support by illustrations and photographs, short pieces of text and connections to other concepts.

Syftet med studien var att bidra med kunskap kring matematikläroböcker utifrån ett genusperspektiv. Detta genom att undersöka i vilken grad flickor, kvinnor, pojkar och män representeras i läroböckerna samt hur de framställs genom att se till de benämningar och aktiviteter de tillskrivs. Innehållsanalys har utförts på sammanlagt 629 sidor fördelat på 18 kapitel ur läromedelsserierna Alfa Beta Gamma Matematik, Matte Direkt Borgen samt Eldorado Matte. Samtliga serier används i grundskolans årskurs 4, 5 och 6.  Tidigare forskning visar att män är överrepresenterade i läroböcker. Denna studie visar på signifikanta skillnader (p<0.05) i fördelningen mellan karaktärer av manligt och kvinnligt kön i både läroböckernas bild- samt textinnehåll, där manligt kön utgör majoritet. De mest förekommande karaktärerna i läroböckernas texter och bilder var pojkar, den minst förekommande var kvinnor. Studien visar även att män oftare än kvinnor tillskrivs yrkesroller samt att karaktärer av manligt kön oftare utförde en sportaktivitet än karaktärer av kvinnligt kön. Manligt kön tillskrivs också fler yrkesroller, samt fler sportaktiviteter än kvinnligt kön. / The purpose of this study was to contribute with knowledge about mathematics textbooks from a gender perspective. This was done by looking at the degree to which girls, women, boys and men are represented in the textbooks and how they were presented by looking at the names and activities they were attributed. Content analysis has been performed on a total of 629 pages divided into 18 chapters from the teaching aid series Alfa Beta Gamma Matematik, Matte Direkt Borgen and Eldorado Matte. All series are used in compulsory school grades 4, 5 and 6.  Previous research shows that men are overrepresented in textbooks. This study shows significant differences (p<0.05) in the distribution between male and female characters in both the textbooks' image- and text content, to the advantage of male gender. The most common character in the textbooks' texts and pictures were boys, the least common were women. This study also shows that men more often than women are assigned professional roles and that characters of the male sex more often performed sports activities than characters of the female sex. Male gender is also attributed more professional roles, as well as more sports activities than female gender.

The purpose of his study was to investigate cultural values and beliefs embedded in high school English textbooks currently used in Korea. Specifically, this study addressed the following questions: (1) What Korean cultural values and beliefs are conveyed to youth in high school English textbooks? (2) How do the textbooks' discourse and visuals convey these messages? For the study, five reading textbooks approved by the Ministry of Education (MOE) in Korea, were analyzed. Critical discourse analysis (CDA) was adopted as a main approach to investigate what cultural values and beliefs were presented in the selected chapters in these textbooks. The texts were analyzed as a whole, then on the sentence levels, and the word level. First, the themes in the chapters were examined and discussed by looking at narratives, images, and the choice of certain vocabulary. For the further analysis of linguistic features in the texts, the Mood systems, modality, and the use of personal pronouns were investigated. Four themes were found to convey what the authors or Korean society value and believe as ideal objectives for Korean youth: pursuing a successful life, getting a good job, having a positive mind and persistence, and mastering English for a career purpose. In addition, certain images and word choices supported and strengthened the authors' view on the topic. The analysis also revealed that certain linguistic features contributed authority and certainty to the authors: the frequent use of imperative and declarative mood, the frequent use of modal verbs expressing a strong degree of certainty, and the use of certain personal pronouns that established the relationship between the authors and the readers. The study shows that the texts situate the reader (Korean youths) in a position where they are expected to conform to social norms, restrain themselves, and remain blindly optimistic while ignoring their own interest, curiosities, and critical thoughts.

CAPES / Este trabalho mostra um estudo sobre as sete indeterminações matemáticas. Apresenta uma análise de livros didáticos de Cálculo e mostra que esse assunto é tratado de forma semelhante por todos eles, mediante aplicação da Regra de L’Hôspital. A proposta deste trabalho é fornecer explicações mais completas e adequadas ao entendimento de estudantes, professores e entusiastas da Matemática sobre indeterminações. O texto contém uma lista de exemplos sobre todas as possibilidades de interminações através de limites cujo resultado pode ser igual: a zero, infinito, constante não nula, ou limite não existente. Além disso, tráz uma análise contextualizada dessas expressões através da História da Matemática e de como a tentativa de compreender o infinito trouxe avanços significativos tanto na Matemática quanto na Filosofia, para resolver problemas como o hotel de Hilbert e os paradoxos de Zenão. / This work is about the seven mathematical indeterminate forms. It presents a review of many Calculus textbooks and shows that all of them treat the subject of indeterminate forms in similar way, by using the L’Hôspital’s rule. This study aims to provide a more general explanation of indeterminate forms to Math students, teachers, and enthusiasts. For each indeterminate form, it shows examples of limits that are equal to zero, infinite, a non-zero constant, or does not exist. It also discusses how the notion of infinity solved paradoxes in Mathematics and Philosophy throughout the history, such as Hilbert Hotel and Zeno paradoxes.