Thesis (Ph. D.)--Columbia University, 1933. / Vita. Bibliography: p. 183-192.

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Bibliography: p. 183-192.

The main object of this thesis were focused on analysis in case of traffic education in Czech repubic, parallely whit research of traffic literacy in specific segment, as a starting point for propositions of improvements in system of trafic education. Desingn of possible solutions were made after analysis, which should leads to improvement of traffic literacy primarily and secondary of travel lirecy.

To follow, the focus of this diploma thesis is how traffic education can be properly incorporated into the first stage of our primary school curriculum and the different possibilities how the whole subject should be taught. Theoretical part deals with traffic education as part of education and also defines the term - traffic education, the meaning and the aim of traffic education area all together with short view into traffic education concept and comparision to abroad. In this part you can also find overview of implementation and content of outputs for each grade at the first stage of primary school together with various materials which can be used in traffic education. There is prepared short functional model of traffic education lesson for each grade in accordance with RVP (framework education program) in research part. These lessons has been tried out. An important aspect of teaching model is that there is no need of speacial material and it is not time consuming. Teaching model is also commented by several teachers from various cities, types of schools and different lenth of teaching practise and supplemented by possible conection with other subjects or cross-cutting themes. Key words: traffic education, trafic safety, traffic risks, utility, educational program, model, primary school

Utgångspunkten i mina arbeten om barn och trafik har varit trafiksäkerheten som ett genomgripande samhällsproblem, med barnens utsatta läge i fokus. Arbetet är uppdelat i två delar, där ett examensarbete på C-nivå, som är en översikt, utgör Del I. Del II utgörs av detta examensarbete på D-nivå och består av en empirisk undersökning om förskolebarns trafikförståelse. Syftet med föreliggande studie har varit att undersöka femåriga förskolebarns trafikförståelse utifrån tre olika aktörers perspektiv: barnens, förskolans och föräldrarnas. De frågeställningar som studerades var: vilka föreställningar som barnen har om trafik; hur barnen har tillägnat sig dessa föreställningar; hur barnen uppträder i trafiken samt hur förskolepersonalen och föräldrar arbetar med barnens trafikfostran. För att få svar på frågeställningarna genomfördes en fallstudie på en förskola där åtta barn, barnens två förskollärare samt tre föräldrar intervjuades. Dessutom observerades barnen under en trafikutflykt och deras trafikteckningar analyserades. Resultatet pekar på att förskolebarnen hade tillägnat sig såväl kunskaper som missförstånd om trafiken. Barnen uppfattade att trafik i första hand är motorfordon och vägar men såg inte sig själva som en del av trafiken. De kände till att trafiken har ett inneboende regelsystem, men förstod inte i samma utsträckning upphovet och orsaken till detsamma. Barnen visade stort intresse för trafiksignaler, men alla barn greppade inte innebörden av den gula färgen. Barnen i denna studie förstod att vägmärken har en symbolisk innebörd, där märkena med abstrakta symboler var svårast att tolka korrekt. Svårigheter med att särskilja höger och vänster framträdde också i studien. Med avseende på cykelhjälmsanvändning ansåg barnen att hjälmen endast hade till uppgift att skydda dem vid osäker cykling. Barnen hade inhämtat sina kunskaper och föreställningar från många olika, och ibland oväntade källor, huvudsakligen hemmet och förskolan. Barnens observerade vistelse i trafiken förflöt smidigt, där förskolans användning av reflexvästar och grupperingarna vid promenader framstod som invanda och användbara rutiner. Förskolans och hemmets trafikfostran genomfördes som praktisk träning i verklig trafikmiljö, företrädesvis genom promenader, bussresor och cykling. På förskolan var den vuxne en större auktoritet i trafiken än som annars är brukligt. Ibland arbetade förskolan med osynliga gränsdragningar som ett pedagogiskt verktyg för att skydda barnen i trafiken. / Traffic safety, viewed as a radical community problem, has been the starting-point in this work, with children’s vulnerable position in focus. This work is divided into two parts. Part I is an examination paper on C-level, consisting of a survey within this field. Part II consists of this examination paper on D-level, an empirical study about pre-school children’s understanding of traffic. The aim of the present work has been to study five-year-old pre-school children’s understanding of traffic, as viewed from the perspective of three different groups, the children, the pre-school teachers and the parents. The questions at issue were: the children’s conceptions of traffic and how those conceptions have been acquired, the children’s conduct in traffic, and how pre-school teachers and parents work with children’s traffic training. To answer those questions a case study was accomplished at a pre-school, where eight children, two pre-school teachers and three parents were interviewed. Moreover, I made a field study of the children during their walks in traffic and analyzed their traffic drawings. The results show that the pre-school children had acquired knowledge as well as misunderstandings about traffic. The children understood traffic as consisting of motor vehicles and roads but did not comprehend themselves as a traffic element. They knew that traffic has an inherent system of rules but did not to the same extent understand the origin or cause of those rules. The children were deeply interested in traffic lights but all children did not grasp the meaning of the yellow light. The children in my study understood that road signs have a symbolic message and road signs with abstract symbols were the most difficult to interpret correctly. Difficulties in distinguishing between right and left also appeared in the study. In regards to the use of bicycle helmets the children believed the sole purpose of the helmet was to protect them during unsteady cycling. The children had acquired their knowledge and conceptions from many different sources, mainly from the home and the pre-school. The observed traffic walks of the children passed smoothly, where the use of reflex vests and the groupings during the walks appeared to be ingrained and useful routines. The education of the pre-school and the home was carried through as practical training in the real traffic environment, preferably through walks, bus rides and cycling. In pre-school, the adult was a greater authority in the traffic situation than normally the case. Sometimes the pre-school worked with invisible delimitations as an educational tool with the purpose of protecting the children when in the traffic setting.

The aim of this diploma thesis is to describe the problem of children´s presence in traffic, to explore the state of traffic education on basic schools and to show children´s knowledge. The introductory part of my thesis shows, that the accidents statistics are getting better, but there is still a place for their improvement. My surveys on basic schools also show that. Some basic schools even don´t have traffic education at all or only in a limited range. The thesis describes the state of traffic education from the Framework Education Programme for Elementary Education view. Traffic education doesn´t have big integration there these days. It´s only on the teachers, how they interpret the meaning of the requirements in individual subjects. So schools don´t have to take a big care about traffic education. Fortunately there will be a change in Framework Education Programme in the future. The traffic education will have more important role there. On the basis of the Framework Education Programme I have suggested some possibilities, how to integrate the traffic education in current school subjects. The survey among selected students of Teacher Training for Primary Schools also takes part. I wanted to explore, what is the students´ opinion about traffic education and show their preparedness for its teaching.

Made available in DSpace on 2016-03-15T19:41:59Z (GMT). No. of bitstreams: 1 Josefina Giacomini Kiefer.pdf: 4006172 bytes, checksum: 4b69c87d1be58b3b98be3fec076e4279 (MD5) Previous issue date: 2011-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The traffic education may be an important tool to build values in public transit and also as an important tool for the dissemination of knowledge and practices for education. This study presents the non-formal education programs developed by the Companhia de Engenharia de Tráfego São Paulo and how these actions can contribute to a more harmonious coexistence in the urban Sao Paulo, including with respect to issues related to the environment. The programs were cited in Agenda 21 the city of Sao Paulo as vehicles for environmental education. In particular, it was described and analyzed the program "Doing School: educating for new values in traffic" which aims at training teachers to develop the transit issue and its different approaches, including citizenship and environment in schools. The analyzed segment refers to the elementary school II teachers and education to youth and adults teachers. We interviewed 86 teachers who participated in the training from April 2007 to February 2010. To tabulate the data collected was used Qualiquantsoft software, which allows obtaining the Collective Subject Discourse. With this research, it was possible to identify strengths in the program, such as carrying out projects at schools, which promote an interdisciplinary approach, including integrating the content of the environment and citizenship, the concern of the faculty in building projects that consider the specificity site. Among the points identified for improvement actions are the low compliance of the call for faculty participation in training and lack of instruments for monitoring the implementation or not projects in schools. However, the program is very well rated by teachers participating in training. Teachers say they are satisfied with the content, methodology, among other attributes evaluated in the research, which proves to be worth the investment in improvement actions for this type of program / A educação para o trânsito pode ser um importante instrumento tanto para a construção de valores cidadãos no trânsito quanto para a disseminação de saberes e práticas à educação ambiental. Este estudo apresenta os programas de educação não-formal desenvolvidos pela Companhia de Engenharia de Tráfego e como estas ações podem contribuir para uma convivência mais harmônica no espaço urbano paulistano, inclusive, com relação às questões relacionadas ao meio ambiente. Estes programas foram citados na Agenda 21 da cidade de São Paulo, como veículos para a educação ambiental. Em especial, foi descrito e analisado o Programa Fazendo Escola: educando para novos valores no trânsito , que objetiva capacitar os professores para o desenvolvimento do tema trânsito e suas diferentes abordagens, assim como cidadania e meio ambiente, nas escolas. O segmento analisado refere-se aos professores de Ensino Fundamental II e Educação de Jovens e Adultos. Foram entrevistados 86 professores que participaram da capacitação no período de abril de 2007 a fevereiro de 2010. Para tabulação dos dados coletados foi utilizado o software Qualiquantsoft, que permite a obtenção do Discurso do Sujeito Coletivo. Com esta pesquisa, foi possível identificarem-se pontos positivos no programa, como a realização de projetos, nas unidades escolares, que promovem uma abordagem interdisciplinar, inclusive integrando os conteúdos de meio ambiente e cidadania; a preocupação do corpo docente em construir projetos que consideram a especificidade local. Entre os pontos identificados para ações de melhoria estão a baixa adesão do professorado ao chamado para participação na capacitação e a falta de instrumentos para o acompanhamento da implantação ou não de projetos nas escolas. Contudo o programa é muito bem-avaliado pelos professores que participam da capacitação. Os docentes dizem-se satisfeitos com os conteúdos, a metodologia, entre outros quesitos avaliados pela pesquisa, o que demonstra ser válido o investimento em ações de melhoria para este tipo de programa

This diploma thesis focuses on the issue of seniors in transportation and examines the typical causes of traffic accidents caused by the participation of persons of this age category. The theoretical part of the thesis explains the demographic development of the society with regard to the population’s mobility and describes the personality of the person in the transport environment from the traffic psychology point of view focusing on seniors. The empirical part of the thesis focuses on the analysis of traffic accidents with the participation of seniors, defining the causes. It sets out the practical tools that can be used to objectively assess the driver's ability to drive in terms of driver's age and the possibility of reducing the number of traffic accidents caused by the elderly.

Title: Analysis of traffic education teaching 5th grades in selected primary schools in Prague Objectives: The main aim of this thesis was to explore and compare the knowledge of traffic education for pupils who have completed 4th year of primary school who used to teach traffic playground compared to students who do not receive instruction in the transport field. Methods: The research group has a total of 111 fifth grade students from four schools in Prague. The method for obtaining data used questionnaires to evaluate it using Excel. Results: The results highlighted in the testing of hypotheses on the conformity of success responses of the two test files of students who received instruction on traffic playground and students who did not pass the teaching. The absolute values of the survey results (its parts) shows a slight increase in the success of students using the transport field. Keywords: road safety, traffic education, school education, children in traffic, 5th class Powered by TCPDF (www.tcpdf.org)

A educação para o trânsito se mostra essencial quando se evidencia um número assustador de mortes e lesões em acidentes. Esta dissertação apresenta o planejamento e a aplicação de um curso de Física e Segurança no Trânsito direcionado a jovens e adultos, visando à educação para o trânsito a partir da introdução de alguns conceitos de Física. Planejado a partir das sequências didáticas fundamentadas na teoria da aprendizagem significativa de David Ausubel, Joseph Novak, D. B. Gowin e M. A. Moreira: as UEPS - Unidades de Ensino Potencialmente Significativas, disponibiliza-se um produto educacional, na forma de repositório digital, contendo os roteiros das aulas, guias de atividades e guia de apoio ao professor, além de sugestões de vídeos e slides, para livre reprodução, adaptação e aplicação. / The traffic education is essential when evidence shows a frightening number of deaths and injuries in accidents. This dissertation presents the design and implementation of a Physics Course and Traffic Safety targets young people and adults, aiming to traffic education since the introduction of some concepts of Physics. Planned from the didactic sequences based on the theory of meaningful learning of David Ausubel, Joseph Novak, D.B. Gowin and M.A. Moreira: the PMTU - Potentially Meaningful Teaching Units, offers up an educational product, in the form of digital repository, containing the scripts of classes, activities and support to guide teacher guides, as well as suggestions of videos and slides, for free reproduction, adaptation and application.