Dissertationen: „Didactic skills“

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De, Villiers Corne. „Awakening the landscape“. Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63647.

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South Africa is one of the leading countries globally when it comes to mining and extracting minerals from the Landscape. Mining companies in South Africa are not satisfying their legal responsibilities by effectively “closing down” mines. Derelict mine sites occur all over the country and are not rehabilitated or reused at all. These mines leave behind a trail of idle landscapes, influencing the environmental and social structure of its context. This dissertation investigates the role of the landscape architect in the revival of an abandoned dumping site on the Johannesburg mining belt, in the south of the city, within the proposed Corridors of Freedom Framework. It seeks ways of transforming derelict mining spaces into spaces for opportunity as proposed by the Johannesburg Spatial Development Framework and the Urban Framework for Turffontein. The two main issues caused by the derelict mining sites in Turffontein are that of unemployment and environmental pollution. The hypothesis states that landscape design can respond to the site’s socio-environmental issues through a: didactic landscape intervention that creates awareness of the unemployment and environmental pollution; and a programme that focuses on skills development, material generation and rehabilitation. In order to test the hypothesis, research was done on key contextual and site-specific issues through on site mapping and available desktop information. Existing urban frameworks and Spatial Development Frameworks regarding the future plans of the Turffontein precinct were consulted, along with a literature review and precedent study in order to identify made use of informal interviews to solutions and opportunities at a wide range of scales. The author gather insight on the site and context related matters. In conclusion, it is argued that a didactic landscape intervention, focused on skills development, remediation, and material generation can address the key social and environmental issues of the Turffontein area. The design programme directly responds to the contextual needs, while the experience of the site design is educational. By respecting the genius loci of the place, didactic moments are created along a route in the landscape to create awareness with the users of the socio-environmental constraints challenges of the site and context. The aim is to allow future generations to experience and learn through the design intervention that confronts them with the immediate challenges and creates opportunity for growth and change.
Mini Dissertation ML(Prof)--University of Pretoria, 2018.
Architecture
ML(Prof)
Unrestricted

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Pancholi, Bhavna. „A comparison of computer aided learning and traditional didactic lectures for teaching clinical decision making skills to optometry undergraduates“. Thesis, Aston University, 2017. http://publications.aston.ac.uk/31715/.

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This study was designed to compare computer aided learning (CAL), in the form of a Virtual Patient (VP), and traditional didactic lectures as methods of teaching clinical decision making (CDM) skills to second year Optometry undergraduates. Comparisons were based on performance in multiple-choice examinations testing CDM skills (actual mastery), student feedback relating to confidence in CDM skills (perceived mastery or self-efficacy) and student satisfaction. The influence of sex, learning style and academic ability was also investigated. This is the first time that these aspects of teaching pedagogy have been studied together. Current literature informed development of didactic lectures and an online VP. Both teaching methods were designed to ensure that the same clinical content was included. This content was aimed at training students to perform problem-orientated eye examinations. A cohort of 102 students was taught using the traditional didactic lectures in academic year 2010-11 and 93 students using the online VP in academic year 2011-12. An established Index of Learning Styles instrument was used to classify students according to their preference in four learning style dimensions. Both teaching methods were designed to cater for both poles of each learning style dimension. Most students had no strong learning preferences but those that did had a tendency towards the active-sensing-visual-sequential profile. Actual and perceived mastery were scored for five key learning objectives; question selection, critical symptom recognition, test selection, critical sign recognition and referral urgency selection. The influence of academic ability and teaching method differed for each learning objective; didactic lectures favouring some, the VP others. Learning style and sex had no influence, indicating that both teaching methods catered equally for males and females with all learning styles. Comparisons between perceived and actual mastery revealed poor self-assessment accuracy. Student satisfaction, rated on a five point Likert scale, was equally high for both teaching methods. Sex was the only influential variable, with males favouring one aspect of VP training. Overall, the findings suggest that CAL should be used to supplement traditional teaching rather than replace it in order to ensure that all students benefit equally. Future research may wish to focus on self-assessment accuracy as a means of improving academic performance.

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Johnson, Kirby. „Using Didactic Teaching and Behavior Skills Training with Parents to Promote Function-based Responding to Child Challenging Problem Behavior“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2172.

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The purpose of the study was to evaluate if a novel approach to the didactic component of Behavior Skills Training (BST) would have an effect on parent treatment integrity responding to child problem behavior. During baseline, the researcher observed parent responses to child problem behavior across brief intervals. Additionally, a foundational ABA concepts didactic session took place with the researcher. In the second phase, parents participated in didactic learning sessions to learn about functions of behavior, as well as the appropriate function-based responses to their child’s problem behavior outlined in his/her Behavior Intervention Plan. During the BST phase, the researcher modeled function-based responding and/or provided performance feedback to parents on their correct or incorrect responses to child problem behavior. Results showed that the novel approach to the didactic component in BST was effective at increasing parent correct responding to child problem behavior for 2 out of 3 families.

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Smith, Sandra G. „The Effects of Didactic Training & Behavioral Skills Training on Staff Implementation of a Stimulus Preference Assessment with Adults with Disabilities“. DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7310.

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This study assessed the effects of BST and DT on the treatment integrity scores of four direct care staff (DCS) conducting a multiple stimulus without replacement assessment with confederates. A concurrent multiple baseline design showed that BST was effective in achieving mastery level treatment integrity scores for all participants and that these scores generalized to adults with disabilities and remained at mastery levels after a 2-week generalization phase.

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Sikhavhakhavha, Philemon Marubini. „Didactic-professional inservice training and development needs of secondary school teachers in a region of the Northern Province / Philemon Marubini Sikhavhakhavha“. Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8744.

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For effective teaching to take place in secondary schools, teachers need to be adjusted positively towards reality and need to possess a thorough knowledge of the learning material which they offer. Teachers can be helped to adjust positively towards reality and also possess a thorough knowledge of the learning material if their didactic professional needs are being satisfied through in-service education and training. ln-service education and training aims at improving teachers' competence and performance in the classroom situation. This study aims at identifying the didactic-professional in-service education and training needs of secondary school teachers in the Northern Province. The following didactic-professional needs are identified: • The need to improve secondary school teachers' academic competence. • The need to update teachers' knowledge and skills to be able to cope with professional technological changes in the classroom. • The need to appraise secondary school teachers' in the classroom situation. The study also aims at determining the shortcomings of the strategies currently being used in the in-service education and training of secondary school teachers and also at finding strategies in order to improve the present situation. The sample of this study comprises 244 randomly selected teachers, 1 05 randomly selected managers and all subject advisors (n=11) in the former Venda in the Northern Province. Data was collected from the above sample, through the use of a questionnaire. A Likert type scale was used in the questionnaire. In conclusion, some of the findings of this study are as follows: • Appraisal of teaching activities in the classroom is fair or poor. It is recommended that teachers be appraised to help them to identify their weak points and also to give them advice on their teaching. Principals, deputy principals and departmental heads need to be involved in this process. • Reflective practice of teachers is fair or poor. It is recommended that principals, deputy principals and departmental heads create conditions favourable to teachers to collaborate and cooperate in their schools. • Panel inspection sometimes occurs or rarely occurs. It could be of help to teachers if inspectors of schools conduct panel inspection to help teachers to identify the areas they need to improve their teaching. • Assistance to secondary school teachers by subject advisors sometimes occurs or rarely occurs. Again here it could be of help if subject advisors render their assistance to secondary school teachers to enable them to identify their weak points. • ln-service training centres only cater for teachers teaching. grade 12. It is recommended that in-service training centres cater for all teachers in secondary schools. • Class visits by circuit managers sometimes occur or rarely occur. It is recommended that circuit managers visit classrooms to acquaint themselves with what is happening there. • College programmes for improving professional competence are average or below average. It is recommended that college programmes for improving professional competence be improved in the Northern Province. • Short courses and seminars at the in-service training centres are fair or poor. It is recommended that they be improved to help secondary school teachers with their didactic-professional needs.
Thesis (MEd)--PU for CHE, 1999

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Halili, Lirie. „Skrivutveckling hos lågstadieelever i skrivsvårigheter : En systematisk litteraturstudie om lärares didaktiska kompetens“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105489.

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Att kunna skriva har en stor betydelse i dagens samhälle. Elever i skrivsvårigheter kan påverkas negativt i olika sammanhang i livet. I klassrummet har läraren ett ansvar att se till att dessa elever utvecklar en god skrivförmåga. Syftet med studien är att undersöka vad svensk och internationell forskning visat de senaste 10 åren när det gäller lärares didaktiska kompetens på området skrivutveckling hos elever i skrivsvårigheter i lågstadiet. Studiens frågeställningar handlar om att undersöka vilka kunskaper och kompetenser läraren behöver ha för att gynna skrivutvecklingen hos elever i skrivsvårigheter. Det lyfts även fram vilka undervisningsmetoder som understödjer skrivutvecklingen hos elever i skrivsvårigheter. De huvudbegrepp som behandlas i studien är: skrivsvårigheter, skrivutveckling, undervisningsmetoder och didaktisk kompetens. Metoden som valts till studien är en systematisk litteraturstudie där tre vetenskapliga avhandlingar och sex artiklar ligger till grund för min undersökning. Materialets resultat visar att lärarens skrivkunskaper har en stor betydelse för att gynna elevers skrivutveckling i skrivsvårigheter samt att läraren använder sig av varierande arbetsmetoder. Några framgångsrika undervisningsmetoder som presenteras i resultatet är stöttning och olika typer av skriftspråksaktiviteter.

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Dahlqvist, Mathias. „Musik och Motorik : En intervjustudie om lärares uppfattningar om musik och motorik i brassundervisning på kulturskolan“. Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33169.

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Studien syftar till att ta reda på hur musiklärare ser på motoriska problem, hur informerade de är om elevers svårigheter och hur de hanterar eventuella motoriska problem som kan uppstå i instrumentalundervisningen. I bakgrundskapitlet presenteras motoriska aspekter, samt tidigare forskning och studiens teoretiska utgångspunkter. Den forskningsmetod som använts i studien är den kvalitativa intervjun. Jag har intervjuat fyra lärare som arbetar med brasselever. Intervjuerna transkriberades, bearbetades och analyserades och de svar som framkommit utgör studiens resultat. I resultatet beskrivs hur lärarna får reda på motoriska problem och hur de hanterar dem. Det visar sig att de nästan aldrig får någon information. Lärarnas arbetssätt skiljer sig från varandra. Det finns två tydliga metoder: Task-specific training där lärarna övar eleverna på ett specifikt problem och det holistiska synsättet där grovmotorisk träning står i centrum. I diskussionen jämförs lärarnas svar med de motoriska aspekter som står i bakgrunden, forskningsfrågorna och det teoretiska perspektiv som jag valt. Jag ställer lärarnas tillvägagångssätt mot varandra och pekar på skillnaderna mellan deras metoder.
The study aims to find out how the teachers' look at motor problems, how informed they are about pupils difficulties and how they handle motor skill problems that may arise in instrumental teaching. The background chapter presents motor skill aspects, previous studies about the subject and the study's theoretical starting points. The research method used in this study is the qualitative interview. I have interviewed four teachers who work with brass pupils. The interviews have been transcribed, processed, analyzed and the answers came to constitute the study's results. The result describes how teachers' learn about motor problems and how they handle them. It turns out that they hardly ever get any information. The teachers have different approaches from each other. There are two distinct methods: Task -specific training where the teachers practice the students on a specific problem and the holistic approach, which is about gross motor training. The discussion compares the teachers’ responses to the motor skill aspects, research questions and the theoretical perspectives that I have chosen. I put the teachers approaches against each other, pointing out the differences between their methods.

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Xavier, Jenifer Virgino dos Santos. „Habilidades argumentativas de alunos do ensino fundamental em uma sequência didática argumentativa de ecologia“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-10072018-112610/.

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Entre os diversos aspectos relacionados a argumentação, esse trabalho tem como foco a avaliação das habilidades argumentativas fomentadas por uma sequência didática de cunho argumentativo, que aborda como tema central a restinga, mais especificamente as adaptações que esse ambiente exige da flora. Analisamos a produção escrita dos alunos geradas num total de 16 aulas, com o objetivo de identificar e classificar as habilidades argumentativas estimuladas pela referida sequência. Investigamos os dados obtidos utilizando uma ferramenta de análise construída, baseada nos trabalhos de Cajén et al. (2002), Azevedo et al. (2014) e Scarpa et al. (2015a e 2015b). Considerando apenas a totalidade de habilidades argumentativas almejadas para a sequência didática, observamos que uma média de 54% das respostas explicitaram habilidades argumentativas. Nossos resultados apontam na direção de que determinadas estratégias metodológicas usadas por algumas das atividades foram mais eficazes no fomento de habilidades argumentativas do que outras. Encontramos indícios de que perguntas que apresentam multivariáveis dificultam a mobilização de habilidades argumentativas específicas.
Among the various aspects related to argumentation, this work focuses on the evaluation of the argumentative skills promoted by a didactic sequence of argumentative character, which approaches as the central theme the restinga, more specifically the adaptations that this environment requires by the flora. We analyzed the written production of the students generated in a total of 16 classes, with the objective of identifying and classifying the argumentative skilss stimulated by the said sequence. We investigated the data obtained using a constructed analysis tool, based on the works of Cajén et al. (2002), Azevedo et al. (2014) and Scarpa et al. (2015a e 2015b). Considering only the totality of argumentative skills expected for the didactic sequence, we observed an average of 54% of the answers that explained argumentative skills. Our results point in the direction that certain methodological strategies used by some of the activities were more effective in the development of argumentative skills than others. We found evidence that questions that present multivariables make it impossible to mobilize specific argumentative skills.

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Rocha, FlÃvia Cavalcante. „O texto autobiogrÃfico na sala de aula: uma proposta de ensino da produÃÃo escrita para alunos do 9Â ano“. Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18710.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Ler e escrever sÃo duas aprendizagens essenciais numa sociedade baseada no conhecimento, e um cidadÃo que nÃo tenha o domÃnio dessas duas competÃncias vÃ comprometido seu sucesso escolar e suas possibilidades de inclusÃo social. Este trabalho objetiva, entÃo, contribuir com o ensino e a aprendizagem da produÃÃo escrita de alunos do 9Â ano do Ensino Fundamental de uma escola pÃblica municipal de Fortaleza-CE, por meio da produÃÃo de textos autobiogrÃficos. Ã concebida uma sequÃncia didÃtica, baseada na proposta de Dolz, Noverraz e Schneuwly (2004), como recurso metodolÃgico para verificar o desempenho dos alunos nos textos escritos assim como para comprovar a eficiÃncia de tal procedimento como proposta de ensino da produÃÃo textual. Para desenvolver a competÃncia dos alunos na produÃÃo de textos, sobretudo os escritos, seguem-se, ainda, as orientaÃÃes dos ParÃmetros Curriculares Nacionais de LÃngua Portuguesa, que norteiam o trabalho com gÃneros textuais em sala de aula e certificam que Ã necessÃrio contemplar a diversidade de textos e gÃneros, nÃo apenas por sua relevÃncia social, mas tambÃm porque textos pertencentes a diferentes gÃneros sÃo organizados de diferentes formas. Nessa perspectiva, trabalha-se a produÃÃo escrita na abordagem processual segundo Vieira (2005), intencionando valorizar a identidade dos alunos e ressaltar a sua importÃncia como indivÃduos participativos e crÃticos na sociedade em que vivem. A anÃlise dos dados possibilita a constataÃÃo de progressos significativos nos textos produzidos apÃs a aplicaÃÃo da sequÃncia didÃtica e comprova a eficÃcia de tal procedimento como proposta de intervenÃÃo para o ensino da produÃÃo de textos no 9Â ano do Ensino Fundamental. Permite, ainda, aos professores uma grande satisfaÃÃo em constatar o desenvolvimento dos alunos, alÃm de tambÃm proporcionar a esses estudantes uma visÃvel sensaÃÃo de bem-estar diante do progresso alcanÃado nas suas produÃÃes textuais. Em sÃntese, este trabalho se propÃe a investir na melhoria das prÃticas de leitura e escrita dos alunos do Ensino Fundamental II e pode ser constituÃdo como uma iniciativa pedagÃgica de aplicaÃÃo do Modelo IdeolÃgico de Letramento preconizado por Street (2014).

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Harrysson, Jessica. „Kvalitativ Teknikundervisning : En kvalitativ studie om hur en lärare med goda förutsättningar skapar en kvalitativ teknikundervisning“. Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67564.

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The purpose of the study was to investigate what a teacher with good prerequisites and opportunities considers it necessary to create a qualitative technology education. The good prerequisites of the study are teachers' continuing education in technology as well as access to custom technology materials. The study was conducted with three different methods to get broader and deeper results, as the study only examined a teacher. The methods were a performance map in conversation with the teacher, an observation of a technology lesson designed by the teacher and finally a qualitative interview that evaluated the lesson and the teacher's views on technology teaching. The study shows that the subject of technology is characterized by a particular character with great focus on practical work to develop students' creativity and thought processes. The subject matter requires the opportunity to be incorporated into larger contexts that deal with the subject matter of the technical subject to man, society and the environment. Technology teaching is influenced by the teacher's view of technology and that the teacher's technical didactic skills contribute to a qualitative technology education. The subject matter needs to be visualized in school, given time for reflection and discussion, as well as given custom material to create qualitative technology education based on the syllabus criteria.
Syftet med studien var att undersöka vad en lärare med goda förutsättningar och möjligheter, anser krävs för att skapa en kvalitativ teknikundervisning. De goda förutsättningarna i studien handlar om lärares fortbildning i teknik samt tillgång till anpassat teknikmaterial. Studien genomfördes med tre olika metoder för att få ett bredare och djupare resultat, då studien endast undersökte en lärare. Metoderna var en föreställningskarta i samtal med läraren, en observation på en tekniklektion utformad av läraren och slutligen en kvalitativ intervju som utvärderade lektionen och lärarens åsikter om teknikundervisning. Studien visar på att teknikämnet präglas av en speciell karaktär med stort fokus på praktiskt arbete för att utveckla elevers kreativitet och tankeprocess. Teknikämnet kräver tillfällen för att sättas in i större kontexter som behandlar teknikämnets relationer till människan, samhället och miljön. Teknikundervisningen påverkas av lärarens syn på teknik och att lärarens teknikdidaktiska kompetens bidrar till en kvalitativ teknikundervisning. Teknikämnet behöver synliggöras i skolan, ges tid till reflektion och diskussion samt ges anpassat material för att kunna skapa en kvalitativ teknikundervisning utifrån kursplanens kriterier.

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Toua, Léonie. „Enjeux du conte de source orale dans le processus d’éducation langagière en contexte scolaire.Intervention didactique dans quatre collèges francophones au Cameroun“. Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL012.

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Souvent considéré comme une pure littérature ludique et enfantine, le conte ne relève pas seulement d'une pratique culturelle ancrée dans les arts et modes de vie, mais d'une modalité pédagogique émanant de la dialectique de l'oralité. Bien plus, il semble occuper une place primordiale dans le contexte socio-culturel africain/camerounais et ce, malgré le développement et l'expansion de la « société de l'écriture ». Mais au vu des difficultés auxquelles seraient confrontés certains acteurs de l’éducation (enseignants, conteurs, élèves) à transmettre cet art de la parole, ne serait-il pas temps de découvrir la manière et la pédagogie avec lesquelles le conte peut permettre aux élèves de déployer des compétences orales? Comment initier les apprenants à une pratique artistique du conte qui différencie l'action de lire à celle de conter oralement? Partant de différents niveaux de médiation, les pistes de ce travail explorent l'approche pédagogique de l'oralité et proposent des activités langagières dans trois collèges au Cameroun. Nos résultats (dé)montrent qu’à défaut de perpétuer et de renforcer la culture de l'oralité, le conte oral développe et contribue à la valorisation des compétences narratives chez les apprenants. La visée de la présente étude est, d’une part d’intégrer le conte comme un moyen propice au langage et un vecteur d'identité interculturelle, et d’autre part de renouveler les approches et perspectives, tant dans l'enseignement de l’oral que dans l’ingénierie pédagogique
Often considered as a linguistic and narrative process reserved to children, tale's approach can not be overlooked in Cameroonian socio-cutural and anthropological context. Even though, nowadays, there is an evident development and the expasion of a rampant writing culture. In fact, in oral tradition, tale occupies an essential place in the learning process. But, then, how, and with what specific pedagogy, the tale can be hepful for pupils in their curriculum as far as learning is concerned ? Since, each tale is mainly given orally, how can it be proposed to learners who are of a different cultural background, namely, a writing culture ? In this work, taking into consideration didactic approach of educational actors, our main purpose is to establish that the pedagogic dimension of tale does not rely only on its artistic relevance but has a primordial role in oral tradition. Consequently our results first of all show that trough this cultural chanel, that is, tale, is an efficient instrument for a reliable communication in oral tradition; tale is a bridge in cultural transmission. Secondly, by using tale's approach, learners are better equiped in their narrative skills. Therefore, the present work puts accross the importance of tales in oral tradition speciffically and in a writing culture as well. Indeed tale is a valuable pedadogic agent. As our research work try to show, tale can no longer be considered as a pure playful and childish literature, but an indispensable vector of intercultural identity in Cameroonian context. Taking into account various levels of mediation, the present work proposes concrete linguistic activities, not from the tales gathered in various textbooks of the official schools' curricula, but from a new directory which may enable eventual users to explore the didactic approach yet to be discovered in tale's wisdom

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Maxfield, Marian Belle. „The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning“. Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251.

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Lima, Sílvia Aparecida Moreira. „Desenvolvimento de habilidades de leitura em alunos do 8 ano“. Universidade de Taubaté, 2014. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=743.

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Esta pesquisa tem como tema o desenvolvimento das habilidades de leitura nos alunos do 8 ano/7 série de uma escola no interior do estado de São Paulo. Após a análise dos resultados do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo SARESP do ano de 2012 e da Avaliação de Aprendizagem em Processo AAP, aplicada pela Secretaria da Educação do Estado de São Paulo (SEESP) em 2012 e em 2013, verificou-se a necessidade de um trabalho mais sistemático para que os alunos ampliassem sua competência leitora de diferentes gêneros discursivos. O objetivo geral de pesquisa foi contribuir para o desenvolvimento de habilidades de leitura de alunos do ensino fundamental por meio da reflexão sobre as exigências do SARESP e as possibilidades e benefícios de atividades de leitura desenvolvidas nas aulas de Língua Portuguesa de duas salas de 7 série/8 ano de uma escola da Rede Estadual de Ensino do Estado de São Paulo. Tal objetivo encontrou respaldo no projeto OBSERVATÓRIO/UNITAU 2011-2014: `Competências e habilidades de leitura: da reflexão teórica ao desenvolvimento e aplicação de propostas didático-pedagógicas, n23038010000201076, financiado por CAPES/INEP. Especificamente, os objetivos da pesquisa são: 1) Analisar os resultados dos alunos de 6 série/7 ano de uma escola da Rede Estadual de Ensino do Estado de São Paulo na prova de Língua Portuguesa do SARESP 2012 e na AAP 2013, com os mesmos alunos já na 7 série/8 ano; 2) Definir um plano de ação para o desenvolvimento das habilidades de leitura em que esses alunos mostraram mais dificuldades; 3) Desenvolver esse plano de ação em duas salas de 7série/8 ano da escola, durante o ano letivo de 2013, e refletir sobre esse trabalho. Teoricamente, esta pesquisa se baseia na concepção sociocognitiva de leitura, na concepção bakhtiniana de linguagem e gênero discursivo, no conceito de sequência didática proposto por Dolz; Noverraz e Schneuwly (2004, p. 97). Os documentos oficiais sobre a Prova Brasil (BRASIL, 2008) e o SARESP serão utilizados para contextualização das diretrizes educacionais vigentes. Esta pesquisa se desenvolveu metodologicamente por: 1) uma análise qualitativa dos resultados do SARESP 2012 e da AAP 2013; 2) uma pesquisa-ação para o desenvolvimento de um plano de ação focado em habilidades de leitura dos alunos de duas salas de 7série/8 ano. Essas habilidades foram trabalhadas por meio de sequências didáticas de leitura dos gêneros discursivos Tira, Crônica, Fábula e Memórias Literárias, Propaganda social e Propaganda de produtos, a partir de coletâneas de textos desses gêneros. Ao final da etapa de leitura de cada gênero, os alunos realizaram atividades de verificação no formato de questões de múltipla escolha, com características semelhantes às questões da Prova SARESP. Os resultados evidenciaram que, com a prática de leitura sistematizada por sequências didáticas, os alunos se apropriam de características dos gêneros discursivos bem como de estratégias de leitura que contribuem muito para o desenvolvimento de habilidades leitoras. As avaliações realizadas após cada etapa desta pesquisa-ação comprovaram isso. Conclui-se que o trabalho de leitura seguindo sequências didáticas e utilizando diferentes gêneros discursivos é o caminho para desenvolver nos alunos as habilidades de leituras exigidas para que eles sejam leitores proficientes.
The theme of this research is the development of reading skills in students of the 8th/7th grade at a school in the interior of the State of São Paulo. After analyzing the results of the 2012 `Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo - SARESP (State of São Paulos Evaluation of Educational Achievement System) - and the 2013 `Avaliação de Aprendizagem em Processo - AAP (Assessment of Learning in Process), applied by the Department of Education of the State of São Paulo (SEESP) in 2012 and in 2013, there was a need for a more systematic work for students to extend their reading competence of different speech genres. The overall aim of this research was to contribute to the development of reading skills of elementary school students through reflection on the demands of SARESP and the possibilities and benefits of reading activities in Portuguese Language classes in two 7th/8th grade classrooms of a state school in São Paulo. The goal found support on UNITAU Education Observatory `reading competences and skills; from theoretical reflection to the development and implementation of educational and pedagogical proposals, number 23038010000201076, sponsored by CAPES / INEP. Specifically, the objectives of the research are: 1) compare the results of the 6th /7th graders in a State School in São Paulo in the Portuguese language test of the 2012 SARESP and the 2013 AAP to their results in the 7th/ 8th grade ; 2) Set an action plan for the development of the reading skills these students showed more difficulties in; 3) develop the plan of action in two rooms of grade 7th / 8th grade, during the school year of 2013 and reflect on this work. Theoretically, this research is based on the socio-cognitive conception of reading, on Bakhtins conception of language and speech genre and on the concept of didactic sequence proposed by Dolz; Noverraz and Schneuwly (2004, p. 97). Official documents on the `Prova Brasil (BRAZIL, 2008) and SARESP will be used to contextualize the current educational guidelines. This research is methodologically developed by: 1) a qualitative analysis of the results of the 2012 SARESP and the 2013 AAP ; 2) an action research to develop an action plan focused on the reading skills of students in two 7th /8th grade classrooms. These skills were worked through teaching reading sequences with the speech genres: Strips, Chronicles, Fables and Literary Memoirs, Social Advertising and Advertising of Products, from collections of texts in these genres. At the end of each reading stage of a given genre, students performed verification activities using multiple choice questions, with questions similar to SARESPs questions. The results showed that with the systematic practice of reading using didactic sequences, students understand and learn the characteristics of speech genres and reading strategies that contribute greatly to the development of reading skills. The evaluations performed after each step of this action research have proven that. We conclude that the work of reading following teaching sequences and using different speech genres is the way to develop student‟s required reading skills so that they become proficient readers .

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Terblanche, Marinda. „The teaching of the ESL writing skill in Afrikaans secondary schools : a didactic evaluation / Marinda Terblanche“. Thesis, Potchefstroom University for Christian Higher Education, 1993. http://hdl.handle.net/10394/1880.

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Paiva, Manoel Rodrigues. „A matemática escolar e o ENEM (1998-2002): o aparecimento de uma nova vulgata?“ Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/11178.

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This work is the result of a research about the influence of the ENEM (High School National Exam) from 1998 to 2002 in the Mathematic didactic book for high school level and, simultaneously, in the Mathematic discipline in Brazil. Starting from a global context the guidelines of the new directions of the Brazilian high school education are presented. Several ideas of competence notion have been discussed and the ENEM has been presented with its theoretical basis and guidelines, pointing out the skills and competence evaluated by the ENEM, with the objective to establish a counterpoint to the official documents, some criticism to the ENEM exam has been presented from specialists in education, Mathematics and cognitive psychology. To investigate the possible changes in the Mathematic discipline, two didactic books prior to 1998 and two after 2002 were analyzed under the prospective of competence and skills from the ENEM. This analysis showed that the didactic book registered the beginning of a transformation movement in the Mathematic discipline, motivated, as everything indicates, by the new guidelines proposed at the National Curriculum Standards for High School (PCNEM), which were based on the results at the International Meeting of Education for the XXI century of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The ENEM, as the first official document to make these proposals concrete as exercises, seems to become a reference
Este trabalho é o resultado de uma pesquisa acerca da influência do Exame Nacional do Ensino Médio (ENEM), de 1998 a 2002, no livro didático de Matemática do Ensino Médio e, simultaneamente, na disciplina Matemática no Brasil. Partindo do contexto mundial, apresentamos os eixos norteadores das novas diretrizes do Ensino Médio brasileiro. Discutimos várias concepções da noção de competência e apresentamos o ENEM com seus fundamentos teóricos e diretrizes, listando as competências e habilidades avaliadas por ele. Com o objetivo de estabelecer um contraponto aos documentos oficiais, apresentamos algumas críticas ao Exame, por parte de especialistas em Educação, em Matemática e em Psicologia Cognitiva. Para a investigação de possíveis transformações na disciplina Matemática, analisamos, sob a ótica da matriz de competências e habilidades do ENEM, dois livros didáticos anteriores a 1998 e dois posteriores a 2002. Esta análise mostrou que o livro didático registra o início de um movimento de transformações na disciplina Matemática, motivado, ao que tudo indica, pelas novas diretrizes propostas nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), que, por sua vez, foram inspiradas nos resultados da Reunião Internacional sobre Educação para o século XXI da United Nations Educational, Scientific and Cultural Organization (UNESCO). O ENEM, como o primeiro documento oficial a concretizar essas propostas em forma de exercícios, parece tornar-se uma referência

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Lindestaf, Emma, und Lina Malmqvist. „Redrafting the Writing Process : A study about using reflective learning to improve the writing skills of Swedish students“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44645.

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It is well established that good writing derives from writers who understand the writing process. However, while the National Curriculum of England explicitly states that teachers should incorporate important parts of the writing process, such as drafting, revising and proof-reading, in their teaching, the Swedish national curriculum does not. The aim of the study was to investigate how reflective learning affects Swedish students' writing skills in an ESL setting. More specifically, it investigates how the implementation of drafting and redrafting in a writing project affects the quality of texts as well as students’ perception of working reflectively. To be able to evaluate these variables, the students’ first and final drafts were analyzed in order to find out how much the students had improved and in which linguistic areas out of grammar, formality, cohesion and structure. The students were also asked to write a reflective text about their opinion of the writing project. The data was then categorized and later analyzed by using Kolb’s experiential learning cycle and the GLL model. The results showed an insignificant change regarding the students’ grades and quality of text. However, most students were positive about the working process. These results suggest that reflective learning could have many benefits for Swedish students’ writing skills and students seem to find the working process helpful. However, more research is needed in order to further evaluate the impact reflective learning can have on students’ writing skills.

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Wahlström, Charlotta, und Jeanette Göransson. „Autism, matematik och kommunikation utvecklande matematikdidaktiska strategier“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31329.

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Syftet med studien är att bidra med kunskap om matematikdidaktiska strategier för elever inom AST. Den kvalitativa studien bygger på intervjuer av lärare i verksamheter som är speciellt inriktade mot elever inom AST. Som teoretiska ramverk i studien har vi varit inspirerade av grundad teori och sociokulturell perspektiv.Vi har i vår undersökning identifierat matematikdidaktiska strategier som är gynnsamma i undervisningen för att utveckla kommunikationsförmågan. Samtliga intervjuade lärare framhåller att det inte är lika stor utmaning för eleverna att kommunicera muntligt som skriftligt i matematikundervisningen. När det gäller den muntliga kommunikationen visar undersökningen att det är viktigt att skapa trygghet så att eleverna vågar prata samt hitta material som uppmuntrar samtal. Den skriftliga kommunikationen i matematiken hos elever inom AST gynnas av att lärare presenterar uppgifter som eleverna tolkar korrekt samt skapar aktiviteter som lockar till redovisning. Utifrån undersökningens empiri och den tidigare forskningen har vi lyckats identifiera gynnsamma matematikdidaktiska strategier för att stimulera elevernas kommunikationsförmåga. Med stöd av detta kan specialläraren handleda lärarna för att förebygga och överbrygga de utmaningar de står inför i undervisningen av elever inom autismspektrumtillståndet.

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Marra, Caroline Cardoso. „Educação de jovens e adultos e gêneros discursivos: uma proposta de aplicação para o ensino de língua materna“. Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/15498.

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This research s general aim is the working out of a proposal of didactic grouping for teaching Mother Language having in view groups of Educação de Jovens e Adultos (EJA), second segment of Ensino Fundamental. This work is based on the concept of speech genre, proposed by Bakhtin (1979), on Vygostskian theories of development and learning and also on didactic and conceptual considerations worked out by Dolz & Schneuwly (2004). We aim to investigate what speech genres are socially surrounding EJA groups and also verify their applicability as teaching object. For such work we used a data survey questionnaire, answered by students in EJA groups, second segment of Ensino Fundamental, enrolled in three schools in Uberlândia two municipals and a federal one. The results have been tabulated and we have made a qualitative and interpretative analysis. The data have confirmed the applicability of genre to this teaching modality and have made clear that there are no specific genres to work with young and adult people. The most necessary is choosing what skills and competences we want to develop or to broaden with our students. Therefore, we defend a teaching inserted in a sociointeractionist perspective of language which makes possible the full development of citizenship and the effectiveness of social inclusion.
O objetivo geral da presente pesquisa é a elaboração de uma proposta de agrupamento didático para o ensino de Língua Materna voltado para turmas da Educação de Jovens e Adultos (EJA), segundo segmento do Ensino Fundamental. Este trabalho baseia-se no conceito de gênero discursivo, proposto por Bakhtin (1979), nas teorias vygotskyanas de desenvolvimento e aprendizagem e nas considerações didáticas e conceituais elaboradas por Dolz & Schneuwly (2004). Buscamos investigar quais os gêneros discursivos que circulam socialmente nas turmas de EJA, bem como verificar a aplicabilidade dos mesmos enquanto objeto de ensino. Para tanto, utilizamos um questionário para levantamento de dados, respondido por alunos de turmas da EJA, segundo segmento do Ensino Fundamental, matriculados em três escolas de Uberlândia duas municipais e uma federal. Os resultados foram tabulados e procedemos uma análise qualitativa de cunho interpretativista. Os dados confirmaram a aplicabilidade dos gêneros à essa modalidade de ensino e evidenciou que não existem gêneros específicos para um trabalho com jovens e adultos, o que se faz necessário é a eleição de quais competências e habilidades objetivamos desenvolver ou ampliar nos educandos. Destarte, defendemos um ensino inserido numa perspectiva sociointeracionista da linguagem para que se possibilite o desenvolvimento pleno da cidadania e se efetiva a inclusão social.
Mestre em Linguística

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Nersäter, Åsa. „Hur blir man bättre på att analysera? : En studie om elevers uppfattningar av en analysmodell i samhällskunskapsundervisningen“. Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40472.

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Denna studie syftar till att undersöka hur elever i årskurs 1 på gymnasiet uppfattar att de, inom ramen för kursen Samhällskunskap 1b, kan använda en samhällsvetenskaplig analysmodell för att analysera ett samhällsproblem. Studien utgår från två forskningsfrågor: Hur uppfattar elever på gymnasiets högskoleförberedande program att de ska använda analysmodellen? Vilka olika kvaliteter kan skilja mellan en utvecklad och en mindre utvecklad uppfattning av hur analysmodellen ska användas? Undersökningen tar sin utgångspunkt i en yrkeserfarenhet av att elever ofta undrar hur de ska bli bättre på att analysera. Metoden som använts är att 50 elever besvarat en analysuppgift som syftade till att analysera varför ungdomar inte engagerar sig i det formella, demokratiska arbetet. Till hjälp att utreda frågan hade elevgruppen tillgång till analysmodell och källmaterial från den senaste demokratiutredningen, Låt fler forma framtiden! De svar som samlades in analyserades med en fenomenografisk metod, som syftar till att kategorisera olika uppfattningar som undersökningsgruppen har kring hur analysmodellen ska användas. Resultatet, utfallsrummet, är 6 beskrivningskategorier som skiljer sig avseende hur analysmodellen behandlas, strukturell aspekt, och i vad som behandlas i svaret, referentiell aspekt. Den mest avancerade hanteringen av analysmodellen ser dess delar som en helhet och som en struktur, samt väver in material från källor som stöd för sin argumentation. Den minst avancerade hanteringen behandlar, utan koppling till källor, endast en enstaka del av analysmodellen. I analysarbetet kartläggs också de kritiska aspekter som undervisning behöver fokusera på för att hjälpa eleven från en mindre avancerad uppfattning till en mer avancerad uppfattning, det vill säga för att lära sig att analysera med mer kvalité. Den mest centrala kritiska aspekten visar sig vara att se hur källmaterial är bas för en mer vetenskaplig analys.
It is the writer’s professional experience that upper secondary students often wonder how to improve their skills in analytic reasoning. The aim of this study is to examine conceptions of Swedish upper secondary school-students when it comes to use a model for analytical reasoning in the course Social studies 1b. The research questions are: How do upper secondary student perceive the usage of a model for analytic reasoning? Which qualitative differences can there be between a less complex and a complex conception of the model for analytic reasoning? The research method has been to give an analytic task to 50 upper secondary students aiming to analyze the problem with the diminishing engagement among Swedish youth in the formal democracy process. The participantswere asked to analyze this problem by using the analytic model and a number of sources originating from the Commission on Democracy Report (2014). The student´s answers where analyzed by a Phenomenographic method aiming to find categories of student´s conceptions of the skill of analyzing according to the model. The result, called the learning outcome, was 6 hierarchically structured categories of conceptions, differing from one another in how the analytic model was perceived, the structural aspect, and of how the content of the analysis was handled, the referential aspect. The most complex conception of the analytic model was to perceive it parts as a whole and also use its disposition as a model for the structure of their answers. The least complex conception only handle singular parts of the analytic model and does not use the source material as a factual base for their reasoning. The most central critical aspect to consider when designing teaching for improving the student´s analytic skills is to make them discern the need for source based reasoning if the aim is to develop a more scientific approach.

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Silfver-Birdal, Angelica. „Nu ska vi ut och springa! : En studie över hur pedagoger använder rörelse i förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35382.

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Let us go out and run! A study of how teachers are using the movement in preschool. In this essay I will demonstrate how kindergarten teachers included movement during their daily activities. Preschool teachers must follow regimented curriculum that makes their work important. During my four preschool observations and interviews; I have used the phenomenological theory; which is the understanding of how humans act in social surroundings, as well as the theological concept movement plan described by Maurice Merleau-Ponty. During my observations I have found that teachers seem to want to be outside more than inside. I noticed that the environment sometimes is in the way of the children’s movement. The children can run freely outside versus inside, where they had to run around arrangement of furniture. Another issue was the number of kids in a group. This is a big factor to why they can’t move around inside as easily. The teachers created therefore smaller groups to increase learning experience and distraction. I found that movement in preschool is highly recommended and will improve children’s motor skills. The teachers wish that there were better spaces for movement, but do the best to take advantage of the environment they already have.

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Stambouli, Meriem. „Interactions didactiques en classe de français langue non maternelle (enfants de 7-8 ans) en école algérienne : compétences langagières visées et pratiques de classe“. Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00983536.

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Afin d'analyser l'écart entre prescriptions institutionnelles (approche par compétences) et pratiques réelles dans des classes de français en Algérie, nous avons procédé à une approche ethnographique de la classe sur la base d'un corpus filmé (en deux périodes). L'analyse de ce corpus et des textes institutionnels de référence (programme, manuels) montrent que les cultures d'enseignement-apprentissages scolaires en Algérie insistent plus sur le savoir (règles linguistiques) et sur les quatre compétences classiques (écouter, parler, lire, écrire) en des interactions centrées autour du maître, que sur le savoir-faire et le savoir-être (règles sociolinguistiques, socioculturelles et pragmatiques). Dans de telles situations, certainement pas propres à l'Algérie seule, sans doute serait-il recommandable d'aller vers des méthodologies d'enseignement et apprentissage basées sur une pédagogie des interactions didactiques centrée autour des apprenants, de la médiation par l'adulte, du besoin langagier et éducatif et de la découverte selon les termes du modèle socio-constructiviste de l'apprentissage. Notre recherche-action vise la réflexion sur une possible didactique intégrée, plurilingue et contextualisée qui souligne le rôle et l'importance des langues maternelles des apprenants algériens dans les apprentissages langagiers et même disciplinaires

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Wermelin, Lisa. „Ett hållbart lärande : Elevers kvalitativt skilda sätt att uppfatta lärande kring hållbar utveckling“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157425.

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Hållbar utveckling är ett komplicerat begrepp som ofta ger upphov till en viss förvirring. I skolan ska elever lära sig att arbeta för och främja en hållbar utveckling, men hur ska det gå till? Det finns många tidigare studier som belyser hur lärare försöker anpassa sin undervisning till begreppet men i den här studien riktas istället fokus till eleverna. Vad har de för tankar om vad som är viktigt att lära sig och vad är de intresserade av? Min studie behandlar lärande för hållbar utveckling och har två huvudsyften. Det första är att studera och beskrivande kvalitativt skilda sätt elever beskriver sina uppfattningar, attityder, och intressen i samtal kring naturvetenskap och begreppet hållbar utveckling. Det andra syftar till att ta tillvara elevers egna uppfattningar och erfarenheter kring arbetet med hållbar utveckling för att försöka förstå drivkrafter där nyfikenhet och intresse skapas. Studien tar avstamp i den kvalitativa forskningstraditionen där fallstudier legat till grund för metodval och semistrukturerade forskningsintervjuer har använts för insamling av empiriskt material. Elevgrupper från en gymnasieskola i Stockholm intervjuades varpå materialet analyserades genom meningskoncentrering och kategorisering. De slutsatser som studien kommit fram till visar att de aspekter som lyfts upp i elevers samtal som drivkrafter eller grund till varför något blir intressant ofta saknas i de utsagor från eleverna som kommer fram i samtal om arbete med hållbar utveckling. De fyra nyckelord som framträder pekar på att elevers intresse fångas genom fördjupad kunskap, det häpnadsväckande, bra förebilder och det okända och att dessa bör inarbetas av lärare undervisning för ett lärande för hållbar utveckling. Men resultatet visar även på att förhållandet mellan elev och lärare bör belysas ytterligare och att lärare måste verka för att skapa mer aktiva medskapare till sin undervisning där framförallt det okända får vara en av drivkrafterna till att göra lärande för hållbar utveckling mer intresseväckande.

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Maurer, Patrick, Antonia Christine Raida, Ernst Lücker und Sander Münster. „Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet“. TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.

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Purpose – SUFUvet is a cross-disciplinary teaching-learning project designed to adapt students’ soft skills and track usability and the concrete surplus value of work techniques in the field of visual media design. Design/methodology/approach – For SUFUvet, a collaboration between the Institute of Food Hygiene/University of Leipzig and the Media Center/Technische Universität Dresden was initiated. Bachelor students of media informatics generate 3D visualisations in the framework of SCRUM: Undergraduate veterinary students issue instructions in order to create an e-learning class. During the project, questionnaires, group discussions, and feedback methods are used to detect changes in selected soft skills. Originality/value – This design is meant to increase knowledge and employability by adapting student’s media, communication, and project management competences. Using SCRUM appears to be a new approach, not only in the field of programming, but for media production as well. Additionally, it offers an interdisciplinary work environment, which is rare but considered fruitful within university studies. Practical implications – The outcomes of the application are a 3D-visualised meat inspection e-learning class for veterinary students plus a documentation of SCRUM as a framework for visual media design. It is seen as an experiment for future applications in a variety of cross-disciplinary learning and media design cases.

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Stjernlöf, Johanna. „"Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898.

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This study focuses on teachers' experiences of participating in collaborative professional development. Learning study is a systematic model where teachers collaborate around specific content areas (an object of learning) trying to find out what the students need to discern, and how that can be taught, using variation theory as a framework for lesson design and analysis. The aim of the study is to find out what the perceived consequences are for teachers and their teaching when participating in a learning study. It also examines how the teachers perceive the collaborative work in a learning study. The study draws on data collected through qualitative semi-structured interviews with ten teachers with experience of participating in learning studies. The interviews were coded and categorized using a qualitative content analysis approach. The results indicate that the collaborative work in a learning study is perceived as both collaborative and collective learning. Learning study is also seen as a systematic model which enables collective and individual reflection on teaching. Furthermore, the consequences of participation in learning study are perceived in terms of instructional changes, where teachers take greater use of students understanding as they plan and implement teaching and focus on the content. Variation theory emerges as an important tool in this change. The theory also seems to contribute to reflection and knowledge about teaching and students learning.

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Tixier, Marine. „La référence dans la formation du projet architectural et urbain : identification d’un référentiel dans les pratiques d’enseignement des ENSA françaises (Bordeaux, Saint-Étienne, Paris Belleville)“. Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20034.

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Cette recherche s’inscrit dans une volonté de lecture de la formation au projet architectural et urbain dans les écoles françaises tant d’un point de vue pédagogique que didactique. Il s’agit d’identifier les principaux courants d’enseignement transversaux aux ENSA. Pour ce faire nous nous appuyons sur les références modernes comme outil d’identification, élément transversal de tous les enseignements de projet. Nous supposons un lien intrinsèque entre référence, formes de réinterprétation des références et construction des référentiels. Pour vérifier nos hypothèses nous avons cherché à comprendre les grandes périodes historiques de l’enseignement, structurantes de notre modèle actuel. Puis nous avons suivi durant un semestre 6 ateliers issus des ENSA de Bordeaux, Saint-Étienne et Paris Belleville, chacun marqué par une forme de réinterprétation des références. Si la référence apparaît bien comme un outil d’identification propre au projet d’architecture, et que plusieurs formes de réinterprétation sont identifiables (formelle, constructive, méthodologique et valorielle), il n’est plus possible d’identifier des référentiels d’enseignement. La didactique et la pédagogie construisant auparavant le référentiel sont aujourd’hui multiples. De plus la notion de situation intègre l’étudiant dans son processus d’apprentissage. Si nous ne parlons plus de référentiel d’enseignement, nous emploierons le terme de référentiel de compétence pour identifier les transversalités. Cette identification s’adresse à la fois aux enseignants dans le but de positionner leurs pratiques, mais aussi aux étudiants pour qu’ils comprennent les attendus de l’enseignement qui leur est prodigué. Cette recherche souhaite donc réinstaurer un dialogue entre les acteurs du projet
This research goes along a will of architectural and urban training scheme reading in French schools, such on didactics than teaching skills. It about to identify the main teaching flows across the ENSA. In order to do this, we base on modern references as identifying tools, cross-elements of all teaching projects. We suppose an inherent link between references, reference-reinterpretation forms and frame of reference building. In order to confirm our hypothesis we have tried to understand greats teaching historic periods, structure of our actual model. Then, we have followed during a semester 6 project studios from Bordeaux, Saint-Étienne and Paris Belleville ENSA, each committed by a form of reference reinterpretation. If the reference appears correctly, an identifying tool peculiar to the architectural project, and that multiple forms of reinterpretation are identifiable (formal, constructive, methodological and moral), it is no longer possible to identify frames of reference teaching schemes. Didactics and teaching skills formerly building the frame of reference are nowadays multiple. Furthermore, circumstances concept incorporates the student into his own learning process. If we do not talk about teaching frame of reference anymore, we will use the term of skill frames of reference in order to identify interdisciplinarities. This identification is directed at both teachers and students, in order to get into position their practices, but also to make students reach a better understanding of the teaching goals they receive. This research intends to re-establish a dialogue between the project participants

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Vernersson, Jan Thomas, und Alagie Abdoulie Bojang. „Läsvilan : Mer än vila?“ Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100998.

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Syftet med denna studie var att undersöka de didaktiska val förskollärare gör i samband med läsvilan. Empirin till studien samlades in genom en kvalitativ metod med semistrukturerade intervjuer med fem förskollärare. Analysen av empirin gjordes med hjälp av en fenemenografisk analysmodell i sju steg som synliggör hela analysprocessen. Läsvilan är en aktivitet som vanligtvis förläggs efter lunch i svenska förskolor. Barnen som deltar på läsvilan är de som inte längre sover på dagen under sin tid på förskolan. Läsvilan ses traditionellt som en aktivitet där förskollärarna läser högt ur en bok i syfte att barnen ska varva ner. Studiens resultat visade att förskollärarna gör didaktiska val där de beaktar de didaktiska frågorna: vad, hur och varför inför läsvilan. Resultatet visade att förskollärarna använder läsvilan som ett sätt att utveckla barns språk samt till att kompensera för brist på högläsning i hemmet hos vissa barn. Dessutom synliggör denna studie att förskollärarna gör medvetna val när de väljer böcker att högläsa ur vid läsvilan samt hur förskollärarna menar att högläsning är språkutvecklande för barnen. Studien pekar vidare på att förskollärare gör didaktiska val vid utformandet av förskolans läsmiljö där de dessutom i en del fall tar hjälp av bibliotek och vårdnadshavare.
The aim of this study was to investigate the didactic choices preschool teachers make in the so-called reading rest. This qualitative study was conducted via semi-structured interviews with five preschool teachers. The data has been analyzed with phenomenographic analysis model, which is based on seven different analysis steps that make the entire analysis process visible. The reading rest is an activity that in most cases takes place after lunch in Swedish preschools. The ones who attend at the reading rest are the children who no longer sleep during daytime at the preschool. The reading rest is traditionally seen as an activity that preschool teachers use to make children unwind when they read a book aloud. However, the findings in this study suggests that preschool teachers consider the didactic questions: what, how and why (our translation) before conducting the reading rest. The preschool teachers use the reading rest as an ability to teach children language skills and in addition compensate for the lack of reading in the children's home environment for some children. Furthermore, this study reveals that preschool teachers make didactical choices when choosing books to read aloud, and how they perceive reading aloud helps develop children's language skills. Moreover, this study suggests that preschool teachers make didactical choices when they choose and deploy their preschools reading environment, making it easily accessible for the children. Additionally, some of the preschool teachers create this reading environment by incorporating libraries and parents in the process.

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Wallace, Nilsson Margaret. „"Better a Railing at the Top of the Cliff than a Hospital at the Bottom!" : the use of Edward Lear's nonsense ABC as a didactical tool in the development of pronunciation skills in young lerarners of English“. Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8517.

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The development and acquisition of English pronunciation in learners of English is a much neglected area of linguistic study. Research predominantly focuses on the pronunciation skills in adult English learners. However, there is no relevant data pertaining to the pronunciation skills in young English learners. Studies pertaining to pronunciation and oral proficiency are needed in order to fully assess the development and promotion of English language pronunciation in educational settings. It is necessary to encourage the active learning of pronunciation skills in young learners, in order for them to under pin the phonetical and phonological structures of the English language at the earliest stages of their language acquisition. The natural curiosity that young children display for sounds, rhymes and words is a resource that should be exploited by teachers in order to promote and encourage proficient pronunciation at the earliest stage of a child’s Second Language Acquisition (SLA). The current study focuses on the use of nonsense language in Second Language educational settings in order to introduce phonology and phonetics at the earliest stage of English language acquisition to encourage correct pronunciation in young L2 learners of English. The materials chosen for the study are selected verses from Edward Lear’s nonsense ABC. The nonsense ABC is introduced as a teaching/learning tool to help young primary school children in Sweden develop their pronunciation skills and avoid fossilized language patterns at a later stage of Second Language Acquisition. Young language learners need a solid foundation on which to build their language skills in order to develop as mature Second Language learners. The findings of this investigation showed that the introduction of nonsense language as a practical and didactical tool for the development of pronunciation had a positive effect on the development of pronunciation skills in the beginner English Language Learners (ELL) who actively participated in the study.

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Geiling-Hassnaoui, Susanne. „Le potentiel interculturel de l’enseignement de la littérature en cours des langues vivantes : l’exemple de la section Abibac en France“. Thesis, Reims, 2015. http://www.theses.fr/2015REIML012.

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Cette thèse traite du potentiel interculturel de la littérature en cours de langue à l'exemple de la section Abibac en France, créée en 1994 dans le contexte de la coopération franco-allemande. Permettant l'obtention simultanée du baccalauréat français et de son équivalent allemand, l'Abitur, son objectif principal est le développement de la compétence interculturelle.La première partie présente un aperçu historique de la section Abibac, l'arrière-plan conceptuel de notre recherche dans les domaines interculturel, didactique et littéraire, et nos choix méthodologiques.Dans la deuxième partie, nous analysons le contexte théorique et institutionnel de l'enseignement de l'allemand en France. Nous discutons le statut de l'élève en tant que lecteur et présentons une étude empirique concernant la place de la littérature et de l'interculturel dans les textes-cadre institutionnels en France et en Allemagne, ainsi que dans les supports pédagogiques.La troisième partie démontre par des études de terrain les pratiques dans les sections Abibac en France. Une enquête menée auprès des professeurs concernant leurs choix de supports pédagogiques ainsi que leurs approches et objectifs est approfondie par des observations participatives menées dans quatre sections Abibac. Une expérimentation d'enseignement basée sur la lecture croisée de littératures de minorités mène à un modèle didactique permettant l'exploitation du potentiel interculturel des textes littéraires en classe.L'approche interdisciplinaire et interculturelle ainsi que l'association de la recherche théorique et de l'expérience pratique sur le terrain sont les clés de cette recherche
The cross cultural potential of literature in foreign language teachingThe example of Franco German bilingual departments of French High-SchoolsThis thesis deals with teaching German literature in the bilingual department in French High-Schools: “Abibac”, created in 1994 in the field of Franco German cooperation, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures.In the first part of this thesis, the development of the bilingual departments “Abibac” of French High-Schools is described in the historical context. Then the basic concepts of intercultural research, literary didactics and foreign languages didactics we refer to are reflected and the methodology of the thesis is presented.In the second part of our research, we present the theoretical and official context of German literature teaching in France. The theoretical analysis of pupils as readers is completed by an empirical study of the official instructions of German and French High-Schools. There is also an analysis of the way literature is introduced and intercultural skills are developed in textbooks.The third part of this thesis deals with the daily teaching practice in “Abibac”-departments in France. A survey of teachers on their teaching material, teaching practices and objectives is analysed and deepened by the presentation of observations in four “Abibac”-departments. A concrete teaching experience with books by multicultural authors will show how to study intercultural questions in literature.The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in high-schools are the keys of this thesis

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Bastiani, Bruno. „La simulation pleine échelle et le débriefing des compétences non-techniques en anesthésie-réanimation : contribution à la construction d'un référentiel de formation de formateurs“. Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20020.

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La formation par simulation dans le champ de la santé a pris son essor il y a une dizaine d’années en France, notamment en anesthésie-réanimation. Dans cette thèse, nous portons intérêt aux pratiques pédagogiques qui étayent ce dispositif et plus particulièrement au débriefing qui constitue l’axe central pour la conceptualisation de l’action, au regard de la didactique professionnelle (Pastré, 1999). Dans sa forme pleine échelle, la simulation vise à travailler des compétences techniques associées à des compétences dites non techniques (communication, leadership, émotions, …). Pour approcher les pratiques des formateurs dans le débriefing portant sur la construction des compétences non techniques, nous avons d’abord réalisé une enquête exploratoire auprès de formés puis nous avons mis en place un programme de recherche en trois phases : phase 1 - observations filmées à visée heuristique, phase 2 - observations filmées et entretiens d’auto confrontation en France et au Canada, phase 3 - focus groups avec des formateurs. Nous montrons, par l’analyse des données recueillies, que le passage de l’expertise professionnelle en anesthésie-réanimation à la posture de formateur dans le cadre d’un débriefing présente certaines difficultés. Nos résultats permettent alors d’appuyer des propositions pour accompagner un changement dans les pratiques des formateurs grâce à l’élaboration de la structure conceptuelle du débriefing, à la construction d’un référentiel de formation de formateurs et à un type d’artéfact cognitif pouvant soutenir le débriefing
Interest for simulation-based training in healthcare arose around ten years ago in France, especially in the field of anesthesia and resuscitation. Studies about the teaching practices underlying this type of training focus on several points but more particularly on debriefing, which constitutes the central axis for conceptualizing action, according to professional didactics (Pastré, 1999). In its full-scale form, simulation aims at improving technical skills in association to so-called non-technical skills (communication, leadership, emotion management, etc.). To study the practices of trainers in the debriefing of non-technical skills, we first conducted an exploratory survey with trainees, then we created a research program in three steps: step 1 – filmed observations with a heuristic objective, step 2 – filmed observations and self-confrontation interviews in France and Canada, step 3 – focus groups with trainers. Through the analysis of this data, we show that the transition from professional expertise to trainer status in the framework of debriefing is challenging. Our results allow us to back propositions supporting a change in the practices of trainers based on the design of the conceptual structure of debriefing, the creation of a curriculum for a training-of-trainers course, and a type of cognitive artifact to support the organization of debriefing

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Schönborn, Konrad J., und Trevor R. Anderson. „Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy“. Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.

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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.

All issues of BAMBED become freely available after a two-year hold

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Eriksson, Fanny. „Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6“. Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85137.

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Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studiens metod var en kvalitativ innehållsanalys med kvantitativa inslag. Övningarna kategoriserades efter vilken/vilka av de fyra förmågorna som övades och på vilket sätt förmågan övades (mekaniskt, meningsfullt eller kommunikativt). Resultatet visade att hörförståelse är den förmåga som får minst utrymme i alla tre läromedelsserier och i två av tre läromedelsserier övas hörförståelse inte en gång i ett kommunikativt syfte genom årskurs 4–6. Vissa läromedelsserier erbjuder eleverna mer kommunikativ övning av förmågorna, medan vissa erbjuder mindre. En av de tre läromedelsserierna visar även på brister med att möjliggöra utveckling av de två potentiellt viktigaste förmågorna, hörförståelse och den muntliga förmågan, i ett kommunikativt syfte.
The aim of this study was to illustrate the possibility of developing communicative competence with the help of English language teaching materials for grades 4-6. Two research questions were asked to fulfill the aim of the study: how the opportunity to develop the four language skills are distributed in commercial English language teaching materials and in what way development of communicative competence is facilitated by using these teaching materials. A total of nine textbooks and nine exercise books for grades 4-6 from three different series (Skills, Sparks and Join the Quest) were included in this study. The methodological approach of this study was a qualitative content analysis with quantitative features. The exercises were categorized based on which of the four language skills that were practiced and how they were practiced (mechanical, meaningful, or communicative exercises). The result showed that listening comprehension is the least focused skill in all three series. In two out of three series, listening comprehension is not practiced in a communicative way in either of the grades. Some series contain more communicative language exercises, while some contain less. One of the three series also shows shortcomings when it comes to developing the two potentially most important skills, listening comprehension and the oral skill, in a communicative way.

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Ahlberg, Erika, und Troili Malin Breet. „Att förstå, förebygga och hantera kränkningar : en av förskolans viktigaste uppgifter“. Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46056.

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Most people tend to associate the concepts of bullying and abuse between children with something that occurs mainly in school. Research shows the prevalence of abuse and bullying among children already in preschool age with the risk of serious consequences later on. According to the National Agency for Education (Skolverket 2018), the preschool has assignments regarding values-related issues and to establish measures to prevent violations. Our study shows preschool teachers' experience of the phenomenon of abusive treatment and bullying among preschool children. Research shows that children who experience bullying are in need of the support of both guardians and professionals so that the difficulties they experience will not follow them later in school age and perhaps even later in life. On the other hand, both previous research and our own study, indicate that guardians often do not know about the preschool's work to counteract abusive treatment.

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Bergström, Tove. „The Importance of Flow for Secondary School Students’ Experiences in Geometry“. Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107156.

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This article is intended to contribute to greater knowledge regarding the importance offlow and the time used to perform an activity, with a focus on students’ mathematicalexperiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow andvariation theory was used in the analysis of lesson observations, submission tasks, audiorecordings, logbooks, tests and nationwide tests. The results indicate that the selectedmathematics problem is characterised by seven components, which serve as the basis foridentifying intended critical aspects; a variation is evident in the balance between skillsand challenges that is characterised by the critical aspects that the students discern; avariation is evident in the experience of flow that is dependent upon the students’approach to their work on various activities; the students’ mathematical experiences arebased, both short- and long-term, on discerned critical aspects and on the time spent onthe activity that generates flow. Theoretical contributions as well as implications forteaching are presented at the end of the article.

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Magnusson, Håkan. „Lekfullhet i undervisning för vuxna : Ett utforskande av den egna praktiken med fokus på scenografi“. Thesis, Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-192931.

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Syftet med min uppsats är att undersöka hur leken som ett arbetssätt i undervisning i scenografiskt arbete upplevs av deltagarna. För att undersöka detta används material från två empiriska studier. Material till studierna består av fokusgruppsamtal, deltagande observationer samt en skriftlig enkät. Med hjälp av teorier kring lek och lärande och litteraturstudier om lek i undervisning, analyseras materialet utifrån hermeneutikens syn på del och helhet samt en abduktiv förståelse och förklaringsansats. Analysen beskrivs med hjälp av teman som genererats utifrån livberättelseforskningens idéer om vida och snäva teman. Leken i ett specifikt undervisningsmoment ses som ett snävt tema medans det vida temat kan beskriver lekobjektets betydelse i ett specifikt lekfullt undervisningsmoment.Mitt arbete visar att studenter och deltagare i de två studierna, i olika grad lärt sig om scenografi med hjälp av lek. Detta gäller både det praktiska skissande i modell och rum samt mer teoretiskt, i form av en förståelse för scenografins påverkan och betydelse för helheten. De lekobjekt som har använts i undervisningen har på olika sätt hjälpt deltagarna att återupptäcka sina lekminnen och använda sin lekförmåga för sitt lärande. Det visar sig även att deltagarna i undervisningen har upplevt den som lustfylld, kreativ och prestigelös.

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Mörck, Riekki Wenche. „Kollaborativa undervisningsprocesser genom 1:1 - en intervjustudie med lärare i skolår 1–6 om elevers samarbete i digitala arenor“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-450060.

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Both digital competence and collaborative skills are important for citizens who need to navigate in future societies. This paper is based on an interview study with ten teachers and the aim is to survey how teachers design their teaching to promote collaborative learning methods by using 1:1. Different perspectives on teachers´ design of the collaborative processes in terms of interaction through the digital device or processes that occurred around the device were found. To visualize how teachers operationalize collaborative learning in their pedagogical activities, the model of TPACK in situ was used (Willermark, 2018). In the analysis of the examples that the teachers reproduced based on TPACK in situ, the results of the study show many innovative learning processes where students interact with their tablets and how the teachers design their teaching to interact with different kinds of subject content. By using Learning Design Sequences as an analysis tool, further understanding was reached of how, when and in what way technology supports the collaborative processes and in which phases of learning this happens. In this way, institutional patterns became prominent through the influence of the physical learning environment, which increased the understanding of how around or through 1:1 also can be placed in a spatial context. Finally, Learning Design Sequences were used to identify opportunities and challenges for teachers in designing for collaborative learning through 1:1. The purpose of the study is to investigate how teachers say they design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas. Based on the conclusions the author also presents a didactic model for teachers to take into consideration when designing their pedagogical activities for practising collaborative skills in the 1:1 classroom.
Digital kompetens såväl som kollaborativ förmåga bygger på elementära kunskaper som medborgare kommer att behöva för att kunna navigera i framtida samhällen. Detta är en intervjustudie med tio lärare med syftet att undersöka hur lärare säger sig designa sin undervisning för att arbeta kollaborativt genom användande av 1:1. Det fanns också initialt en avsikt att uppmärksamma olika perspektiv på de kollaborativa processernas utformning i fråga om dels interaktion genom den digitala enheten, dels processer som sker bredvid. För att synliggöra hur lärare operationaliserar ett kollaborativt lärande i den pedagogiska verksamheten användes modellen TPACK in situ (Willermark, 2018). Vid analysen av de exempel som lärarna återgav utifrån TPACK in situ kunde studiens resultat visa på ett flertal innovativa undervisningsprocesser där eleverna arbetar interagerande elev-till-elev med sin lärplatta och hur lärare designar sin undervisning utifrån ämnesinnehåll. Genom att använda Learning Design Sequences som analysverktyg kunde ytterligare förståelse uppnås för hur, när och på vilket sätt tekniken understödjer de kollaborativa processerna och i vilka faser av lärandet detta sker. På så sätt blev institutionella mönster framträdande genom bland annat den fysiska lärmiljöns påverkan vilket ökade förståelsen av hur bredvid eller genom 1:1 kan sättas i en rumslig kontext. Avslutningsvis användes Learning Design Sequences för att identifiera möjligheter och utmaningar för lärare i att designa kollaborativ undervisning genom 1:1. Syftet med studien är att undersöka hur lärare säger sig designa sin undervisning för att främja elevernas kollaborativa arbete genom digitala enheter i skolår 1–6 och genom lärarnas utsagor se vilka påverkansfaktorer, förmågor, ämnesinnehåll och teknik som understödjer en design av digital undervisning som främjar kollaboration och elev-till-elev interaktion i digitala arenor. Baserat på undersökningens slutsatser presenterar författaren en didaktisk modell med avsikt att stödja lärare när de designar sin pedagogiska praktik så att den kan utveckla kollaborativa förmågor genom 1:1.

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Morel-Lab, Anne. „Les passeurs de langues, acteurs de l'interculturel en milieu professionnel plurilingue. Le cas des projets miniers en Nouvelle-Calédonie“. Thesis, Nouvelle Calédonie, 2014. http://www.theses.fr/2014NCAL0060/document.

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Les phases de construction des grands projets miniers qui se sont développés en Nouvelle-Calédonie au cours de la dernière décennie, en marge (pour le projet du Sud) ou dans le cadre (pour le projet du Nord) du processus mis en place par l’Accord de Nouméa, constituent un terrain d’étude exemplaire pour observer et analyser la complexité des phénomènes du plurilinguisme et des pratiques interculturelles en situation professionnelle. La thèse, menée parallèlement à une activité de prestataire de services au sein de ces espaces multiculturels, porte donc sur la question : comment les compétences langagières plurilingues des acteurs locaux contribuent-elles à la résolution des écarts constatés entre les langues et les cultures dans un monde du travail globalisé ? Les résultats de la recherche permettent de restituer toute l’importance des savoirs expérientiels et spécifiques des passeurs de langues, acteurs en fonction discrète à des postes administratifs et dont l’œuvre de parole est indispensable à l’organisation qui les emploie. Ce faisant la thèse cherche à mettre en évidence les enjeux sociolinguistiques liés aux transformations du monde du travail en ce début de XXIème siècle
The construction phases of the big mining projects which developed in New Caledonia during the last decade, in margin (for the South project) or in the frame (for the North project) of the process set up by the “Accord de Nouméa”, constitute an exemplary field of study to observe and analyze the complexity of the phenomena of the plurilingualism and the intercultural practices in professional situation. The thesis led in a parallel to an activity of service provider within these multicultural spaces, deals with the question: how do the plurilingual linguistic skills of the local actors contribute to the resolution of the linguistic and cultural gaps when working in a globalized world? The results of the research enlighten the importance of the specific experimented knowledges of the languages go-between, actors in discreet function in administrative positions and their ability to act as a wordforce essential to the organization which employs them. It doing the thesis tries to highlight the sociolinguistic challenges bound to the transformations of the working world at this beginning of XXIth century

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Kohtala-Ghane, Kirsi. „Suomen yleiskielen mukainen äänteiden hallinta ruotsinsuomalaisilla oppilailla : Pitkät ja lyhyet vokaalit ja konsonantit sekä diftongit“. Thesis, Stockholms universitet, Finska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158783.

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Den underliggande idén för denna studie är frågan om en ljudrelaterad grammatik kan undervisas via fonologiska övningar och diktamen för att förbättra den mekaniska skrivförmågan och om språkundervisningsmetoder för årskurs 1–2 kan också utnyttjas för äldre elever. Huvudsyftet med den här studien är att undersöka hur sverigefinska elever behärskar ljud av standardfinska med fokus på långa och korta vokaler och konsonanter samt diftonger. Dessutom är målet att testa en diktamensmetod som bedömer utgångsnivån av elevernas färdighetsnivå för att skriva korta och långa vokaler och konsonanter samt diftonger. Forskningsfrågorna är följande: 1) Vilka slags avvikelser jämfört med standardfinska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 2) Hur mycket avvikelser jämfört med standard finska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 3) Vilken typ av korrelation kan man hitta mellan avvikelser jämfört med standard finska och externa bakrundsvariabler. Denna studie av vilken teoretisk bakgrund läggs på fonologi, pedagogik och sociolingvistik har ett särskilt fokus på sverigefinsk kultur och flerspråkighet. Huvudmaterialet samlades in genom en diktamensövning med 22 skolelever i åldern 9–13 år och analyserades med hjälp av ordstrukturanalys. Utöver detta analyserades ett berättande textprov från tio elever. Bakgrundsinformation samlades in från föräldrar och jämfördes med resultaten av ordstrukturanalysen med hjälp av en implikationsskala. Studien visar att de viktigaste avvikelserna kring långa vokaler och konsonanter är de saknade bokstäverna, dvs enkelskrivning av ljuden. De mest utmanande långa vokalerna är oo, ee, yy och ää och de långa konsonanterna ss, rr och nn. Dessutom sker omkastning mellan bokstäver: för vokaler u > o, o > å och y > u och för konsonanter: m > n och kk > ck. De mest utmanande diftongerna är yi, ey, ie, uo, yö, öy, äy och iy och de lättaste att hantera är ai, oi, au, eu och öi. Dessutom blandas ibland o ihop u, u ihop y och ä ihop e. Det verkar som att bakgrundsvariablerna inte visar någon betydande korrelation med de språkliga färdigheterna vid hantering av vokaler, konsonanter och diftonger. Hur som helst säger en försiktig tolkning att det verkar ha en positiv effekt om man har lärt sig språket under de första tre åren och om man använder språket med släktingar.
The underlying idea of this study is a question if phoneme related grammar can be taught via phonological exercises and dictations in order to improve mechanical writing skills and if language teaching methods for grade 1–2 can also be utilized for older students. The main objective of this study is to study the command of standard Finnish phonemes among Sweden Finn pupils, focusing on long and short vowels and consonants, and diphthongs. In addition, the target is to test a dictation method which assesses the starting level of pupils’ competence in writing short and long vowels and consonants, and diphthongs. The research questions are the following: 1) What kind of deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 2) How much of the deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 3) What kind of correlation can be found between these deviations, compared to standard Finnish and the background variables? The theoretical background of this study is based on phonology, educational science and sociolinguistic, and it has its special focus on Swedish-Finnish culture and multilingualism. The main data was collected with a dictation from 22 pupils aged 9–13 years old and analyzed by using word structure analysis. In addition to this the narratives of text samples by ten pupils were analyzed. Background information was collected from parents and compared with the results of the word structure analysis, by using an implication scale. The study shows that the main deviations regarding long vowels and consonants are missing letters, that is, the use of single letters where two are expected. The most challenging long vowels are oo, ee, yy and ää and the long consonants ss, rr and nn. In addition, a replacement between letters appears: with vowels u > o, o > å and y > u and with consonants: m > n and kk > ck.The most challenging diphthongs are yi, ey, ie, uo, yö, öy, äy and iy, and the easiest to manage are ai, oi, au, eu and öi. Besides this some disorders between o and u, u and y and ä and e appear. It seems that background variables do not show any significant dependencies on competences in managing vowels, consonants and diphthongs. However with a cautious interpretation, there seems to be a positive effect if the language have been learnt during the first three years and if the language is used with relatives.

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Tegnered, Axel, und Jonas Rentner. „Teachers’ Views on Teaching English Pronunciation : A Phenomenographic Study of Upper-secondary Teachers’ Views and Reported Practices“. Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177896.

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This study investigates Swedish upper-secondary teachers’ views and reported practices regarding pronunciation instruction in the English-as-a-foreign-language classroom. It adopts a mixed-method design, analysing qualitative data collected from a focus-group interview (N=4) and quantitative data collected from an online survey (N=54). To investigate the views and reported practices of teachers, the following research questions were posed: 1. What are the views and attitudes of English teachers in the Swedish upper-secondary school regarding pronunciation and pronunciation instruction? 2. How do English teachers in the Swedish upper-secondary school describe their own practices in pronunciation instruction? Results indicate that teachers generally value comprehensibility as the most important aim of pronunciation instruction. However, a native-like accent still seems to be highly valued, and nativeness norms still seem to affect teachers’ views and practices to some extent. Finally, our findings indicate that teachers spend very little time on pronunciation teaching in general, and they highlight that other aspects of language instruction are more important.

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Andersson, Julia, und Elin Lagerström. „Listen Up! : A study of how teachers in SLA approach the listening skill within upper secondary schools in Sweden“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41983.

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Listening comprehension and listening strategies plays a crucial role in the process of acquiring a language. This study aims to investigate to what extent the listening skill is practised in upper secondary schools in the south of Sweden. Research studies within the field of listening are few which indicates that the listening skill is not considered as essential in second language teaching as the other three skills: reading, writing and speaking. Previous studies indicate that teachers should educate students metacognitive awareness when teaching listening. The results summarize the teachers’ answers, reflections and attitudes conducted from semi-structured interviews. The analysis of the results focuses on the four categories distinguished from the teachers’ answers: Teaching Approaches, National Exams, The Individual Student and Metacognitive Awareness. Some of the teachers do not possess the knowledge of how to teach listening that develops students' listening proficiency. As a conclusion, the study shows that a hierarchy exists among the four skills to which teachers adjust to, and this may be detrimental in achieving educational aims.

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Blank, Iréne, und Magdalena Fridén. „“Man kan ju inte vara kunnig innan man fått en chans att lära sig” : En studie om byggbranschens upplevelser av yrkeselevers yrkeskunnande“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144509.

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Syftet med denna studie är att undersöka hur praktikhandledare inom bygg- och anläggningsprogrammet uppfattar byggelevers yrkeskunnande och om de upplever någon skillnad i yrkeskunnandet mot före gymnasiereformen 2011. Studie- och yrkesvägledare fungerar som en länk mellan eleverna och branscherna där det är viktigt för vägledaren att ha kännedom om branschernas synsätt. Studien är genomförd med kvalitativ metod där tio APL-handledare på byggarbetsplatser i Värmlands län intervjuats. Intervjuerna är analyserade enligt innehållsanalys och ställs mot Illeris teorier om lärande och kompetens. Analyserna är inramade av Bourdieus habitusteori. Resultaten visar att APL-handledare har svårt att definiera vad yrkeskunnande är och därmed har uppfattningarna skiljts åt gällande vad som förväntas av APL-elever. Det framkommer även att egenskaper som förväntas av APL-eleverna närmast kan definieras som Bourdieus kapital än konkreta yrkesfärdigheter. Våra resultat visar dessutom att APL-handledarna inte har någon uppfattning om vad som står i examensmålen för bygg- och anläggningsprogrammet. Vi hoppas att denna studie ska bidra till en ökad förståelse för studie- och yrkesvägledarens uppdrag som ibland blir en medlande länk mellan de olika aktörerna; skolan, arbetslivet och eleven.
The purpose of this study is to investigate what building and construction workers who mentor students from the vocational-education program of building and construction think about the students’ vocational skills. The study also hope to ascertain whether the construction workers have noticed any difference in the students’ vocational skills after the school reform of 2011. As aspiring guidance counsellors we aim to play the role of a bridge between the students and their chosen field of employment. For guidance counsellors it is important to have a solid grasp of the values and views found in different fields of employment and to manage the expectations of the students. For this study, we used a qualitative method in which we interviewed ten mentors on construction sites across the county of Wermland. The content of the interviews was later analysed and compared to Illeris’ theory of knowledge and competence. As a theoretical framework, we also used Bourdieu’s theory of Habitus. The results show that the mentors had difficulty defining vocational skills in a meaningful and concise manner, which leads to students finding it difficult to know what is expected of them. The characteristics of the students are better defined in Bourdieu’s theory of habitus. The results also revealed that the mentors did not have a clear picture of what was expected of a student and did not understand fully what the student would need to learn in order to pass the relevant examinations at the end of the course. We hope that this study will contribute to a clearer understanding of the role of the guidance counsellor, which in this case is to act as a bridge between those already working in the construction industry and the students hoping to work within the construction industry after they have graduated.

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Konstantakis, Emma. „Stöttning av talspråkliga färdigheter : Aktiviteter och interaktioner i årskurs 1–3“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76273.

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De talspråkliga färdigheterna har en avgörande betydelse för barns kunskapsutveckling och ligger till grund för både läs- och skrivförmågor. Det är således av vikt att skolan erbjuder elever möjlighet att utveckla dessa. Studiens syfte var att undersöka hur tre lärare i årskurs 1–3 resonerar om och genomför undervisning som stöttar utvecklingen av elevers talspråkliga färdigheter. Forskningsfrågorna berörde vilka aktiviteter och interaktioner lärarna ansåg talspråksutvecklande samt vilka som förekom i den praktiska undervisningen. Materialet samlades in via intervjuer med de tre lärarna samt observationer av deras undervisning med hjälp av det evidensbaserade verktyget Communication Supporting Classrooms Observation Tool (CSCOT). Resultatet visade att lärarna överlag ansåg aktiviteter som arbete i mindre grupper samt strukturerade samtal med klasskamrater och läraren som stöttande för utvecklingen av elevers talspråkliga färdigheter. De interaktionstyper som lärarna beskrev var exempelvis vuxna imiterar och repeterar det som elever säger, vuxna ställer öppna frågor, vuxna agerar förebilder för ett språk som eleverna ännu inte producerar samt elever korrigerar varandra språkligt. Av observationsverktygets fem aktivitetskomponenter iakttogs fyra vid observationstillfället och av verktygets 20 interaktionskomponenter observerades 13 stycken. Stora delar av lärarnas resonemang om samt genomförande av undervisning som stöttar utvecklingen av talspråkliga färdigheter tyder på en medvetenhet om betydelsen av stöttning i elevers närmaste proximala utvecklingszon.

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Hassan, Soulaf. „La pratique des ateliers d'écriture créative en classe de FLE comme formation à la compétence linguistique, interculturelle et esthétique : le texte littéraire au sein du projet didactique“. Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2049/document.

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Aujourd’hui, la pratique des ateliers d’écriture créative a véritablement sa place dans les classes du Français Langue Étrangère. Mais force est de constater que les activités proposées dans ces ateliers portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche doctorale met en place une modalité originale de mise en œuvre de la perspective actionnelle préconisée par le CECR. Elle propose de croiser les champs de la didactique des langues, de la didactique de la littérature et de la didactique de la production de l’écrit en FLE pour tenter de déterminer la spécificité et l’impact de la pratique des ateliers d’écriture littéraire dans la construction des compétences linguistique, interculturelle et esthétique. Lors de l’expérimentation, l’analyse de productions écrites littéraires réalisées vise à observer comment les apprenants du FLE, considérés comme des acteurs sociaux qui utilisent leur répertoire langagier et culturel, manifestent leur créativité littéraire. Nous avons porté notre attention sur les stratégies qu’ils adoptent en s’appropriant les consignes d’écriture proposées et sur leurs choix stylistiques, qu’ils soient empruntés ou originaux. Nous montrons que des savoir-faire linguistiques limités ne sont pas forcément un obstacle à la créativité, et que les tâches d’écriture littéraire impliquent pour tout apprenant un travail sur la langue dont le but est l’expression de soi, de sa vision du monde, de l’évolution de son rapport à la langue acquise, à sa biographie langagière, et à la communication humaine. Un chapitre didactique conclusif propose des pistes de réflexion pour l’élaboration d’un cours de production écrite créative
Today, the practice of creative writing workshops has its place in the classrooms of French Foreign Language (FFL). But it is clear that the activities proposed in these workshops focus mainly on linguistic and cultural learning.This PhD research sets up an original implementation of the action-oriented approach advocated by the CEFR. It proposes to intersect the fields of language teaching, literature teaching and didactics of the production of written FFL, in order to determine the specificity and the impact of literary writing workshops on building linguistic, cross-cultural and aesthetic skills.Through the analysis of literary productions written during the experiment, the study aims to observe how learners of FFL, considered as social actors who use their linguistic and cultural repertoire, show their literary creativity.We focus our attention on the strategies they adopt when appropriating the proposed writing protocols, and on their stylistic choices, whether borrowed or original. We show that limited linguistic knowledge and expertise is not necessarily an obstacle to creativity, and that literary writing tasks urge every learner to work on the language with the purpose of self-expression of his worldview, of the evolution of his relationship to the target foreign language, of its linguistic biography, and of human communication.A concluding chapter offers exploring resources for a course in creative writing and for teacher training

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Roux-Baconnet, Sophie. „Etude critique et longitudinale du co-développement langagier et professionnel de jeunes enseignants stagiaires“. Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30044.

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Ce travail concerne l’étude des gestes professionnels développés par deux enseignants novices du premier degré dans le cadre de leur formation en alternance. L’enjeu de cette recherche est de mieux déterminer sous quelles conditions se joue le processus de professionnalisation des stagiaires en deuxième année de formation. La question du développement professionnel est suffisamment complexe pour mériter qu'on s'arrête momentanément sur des critères qui soient objectivables, repérables, évaluables par la communauté des formateurs dans la discipline concernée, celle de l'enseignement de la langue française. Des savoirs intermédiaires, sortes d'étapes dans le jeu et le rejeu d'un dispositif particulier de recherche-action-formation, l'atelier dirigé d'écriture au CP, sont repérés. Tout au long de l'étude, la dimension langagière de l'agir enseignant fait l’objet d’une analyse visant à rendre explicite la sémiotique d’un métier reposant fortement sur les interactions verbales, notamment en privilégiant une méthode recueillant des données objectives suivie d'entretiens d’autoconfrontation du sujet face à son activité. Les déplacements réalisés par les deux jeunes maîtres dans leurs discours réflexifs font l'objet d'une étude comparative. Les effets de leur énonciation sur les élèves dans le cadre des interactions didactiques sont également examinés. La phase d'évaluation des savoirs travaillés au sein du dispositif fait enfin l'objet d'une exploration. Les résultats autorisent une modélisation de l'agir propre à chaque acteur, justifiant in fine la comparaison de deux processus à l'œuvre dans cette recherche
This work focuses on the professional actions developed by two trainee primary school teachers during their teacher training. The goal of this thesis is to better understand the conditions in which the process to become a professional teacher during the second year of training takes place. Because of its complexity, the question of the teachers’ professional growth deserves that we take some time to identify measurable, noticeable and valuable criteria used by the teachers’ trainers’ community on the subject concerned; the teaching of French language. Some intermediate knowledge, steps in the play and the replay of a particular mechanism in research-action-training during the coached writing exercise in the first year of primary school are selected. All along the study, the language side of the teaching act is analysed in order to be able to explain the semiotics of a work deeply based on verbal interaction, using mainly a methodology that is based on getting objective data during a lesson followed by self analysis by the trainee of their actions. The analyses by the two trainees of their self evaluation are then compared. The effects of their speeches on the pupils during lesson are also analysed. The evaluation of the skills being taught is also studied. The results allow us to build a model of actions for each new teacher which justify the comparison of the two processes studied in the research

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Flucke, Franziska. „Bilingualer Geschichtsunterricht in Deutschland und Frankreich : ein Beitrag zu einem europäischen Geschichtsbewusstsein im Kontext der deutschfranzösischen Kulturbeziehungen seit 1945?“ Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0264.

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Pendant l’année scolaire 2012/13, la France et l’Allemagne célèbrent le cinquantième anniversaire du Traité de l’Elysée. Ce traité bilatéral, signé le 22 janvier 1963 par le président de la République française Charles de Gaulle et le chancelier allemand Konrad Adenauer, a scellé un partenariat d’exception entre la France et l’Allemagne dans le domaine de l’éducation. A la suite du traité, en 1969, des premiers cursus bilingues français-allemands ont été établis dans les lycées allemands et français. Les élèves allaient ainsi devoir améliorer leurs connaissances de la langue française ou allemande afin de créer une nouvelle élite franco-allemande pour une Europe commune construite comme une troisième puissance dans le contexte de la Guerre froide. L’Enseignement d’une Matière par l’Intégration d’une Langue Etrangère (= EMILE) se répandit rapidement à partir des années 1990 suite au contrat de Maastricht. Aujourd’hui, l’Enseignement d’une Discipline Non-Linguistique (= DNL) existe pour plusieurs langues et matières dans tout l’espace européen. Ce type d’enseignement est très prisé dans le cadre de la politique linguistique européenne afin de promouvoir le « plurilinguisme ». En France, les sections internationales ont été mises en place en 1981 et les sections européennes en 1992. La France et l’Allemagne ont été les premières à créer un double diplôme, « l’abibac » (en 1994), qui permet aux élèves d’intégrer les établissements d’enseignements supérieurs du partenaire plus facilement. La thèse vise à une comparaison et évaluation de la plus-value didactique de l’enseignement bilingue en Histoire en France et en Allemagne. Depuis les origines de ce type d’enseignement, les didacticiens des langues vivantes se mettent facilement d’accord pour affirmer que celui-ci contribue à développer les compétences linguistiques des élèves ; mais les historiens ont des avis divergents concernant l’acquisition des compétences liées à l’apprentissage de l’Histoire. C’est pourquoi cette thèse cherche à donner des éléments de réponse aux questions suivantes : Dans quelle mesure l’enseignement apporte-t-il une plus-value pour le savoir et les compétences historiques de l’élève ? Peut-on parler de l’acquisition d’une compétence franco-allemande ou/ et européenne ? Pour cela, l’auteure emprunte le concept allemand de la « conscience historique » (« Geschichtsbewusstsein ») comme instrument heuristique et le situe dans une perspective européenne. Ainsi, elle constate que l’enseignement bilingue permet aux jeunes de s’orienter dans des contextes européens en s’appuyant sur les savoirs et des savoir-faire historiques spécifiques acquis dans les filières à condition que cet enseignement soit basé sur une coopération étroite entre les acteurs des deux pays. L’auteure présente le développement de cette coopération dans le contexte historique et culturel du rapprochement franco-allemand et situe ainsi la problématique dans une perspective de longue durée
In 2013, France and Germany are celebrating the fiftieth anniversary of the Élysée Treaty. This bilateral treaty, signed on 22 January 1963 by the President of the French Republic Charles de Gaulle and the German Chancellor Conrad Adenauer, sealed an exceptional partnership between France and Germany in the field of education. Following the treaty in 1969, the first bilingual French-German classes were established in German and French high schools. The students had to improve their knowledge of the French or German language in order to create new elite for a common Europe built as a third power in the context of the Cold War. The concept of Content and Language Integrated Learning (= CLIL) spread rapidly from the 1990s onwards following the Maastricht contract. Today, it is highly valued in the context of European language policy in order to promote "multilingualism". In France, the international sections were set up in 1981 and the European sections in 1992. France and Germany were the first to create a double diploma, the "AbiBac", created in 1994, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures. The thesis aims at a comparison and evaluation of the didactic added value of bilingual education in France and Germany and deals the following questions: To what extent does bilingual teaching add value to the student's historical knowledge and skills? Can we observe an acquisition of a Franco-German and/or European competence? For this, we use the German concept of "historical consciousness" ("Geschichtsbewusstsein") as a heuristic instrument and place it in a European perspective. In the first part of this thesis, we present the development of this cooperation in the historical and cultural context of the Franco-German cooperation. The second part deals with the daily teaching practice and die the cross cultural potential of history teaching as CLIL. Thus, we note that bilingual education enables young people to orient themselves in European contexts by using their specific historical knowledge and skills acquired in school, provided that the education is based on close cooperation between the actors of the two countries. The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in High-schools are the keys of this thesis

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Bonnet, Dominique. „Intérêt de la didactique professionnelle dans l’étude de l’apprentissage en formation initiale en sciences maïeutiques“. Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0115.

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La thèse se situe dans le champ de la didactique professionnelle et concerne la formation initiale des sages-femmes qui s’inscrit depuis 2009 dans le cadre européen appelé processus de Bologne. Une première étude quantitative, descriptive concernant l’utilisation du référentiel métier et compétences a permis de considérer l’orientation que chaque étudiant donne à sa formation en fonction de sa motivation initiale et de son projet professionnel. Le référentiel n’est pas privilégié dans l’organisation de la formation initiale en sciences maïeutiques. Une deuxième étude quantitative, descriptive est conduite auprès des équipes enseignantes et des étudiants sur le contenu des enseignements en formation initiale. Les résultats sont paradoxaux. Si les équipes enseignantes utilisent des moyens pédagogiques innovants, elles se servent de leurs expériences personnelles pour proposer des dispositifs de formation, ce qui ne correspond pas forcément aux prérequis des étudiants en formation initiale ; les étudiants font peu de lien entre les connaissances théoriques et leur activité en stage.Une enquête qualitative est alors conduite par entretiens auprès des étudiants. Elle met en évidence que les étudiants s’inscrivent dans un apprentissage par compétences et dans une démarche réflexive. Ils utilisent certains dispositifs mis en place par les équipes enseignantes. L’encadrement en stage qui n’a pas été réformé avec l’universitarisation de la formation (2011) participe à cette démarche réflexive. La thèse précise les chemins de l’apprentissage des étudiants en formation initiale en sciences maïeutiques. Les étudiants utilisent l’autoévaluation pour se situer en formation
The research is in the purview of professional didactics and concerned the initial training in Maieutic Sciences, that is, since 2009, in the European framework called Bologna process. A first, quantitative, descriptive study about using of the Referencial of Job and Skills take care of the direction that each student gives his training according to its initial motivation and their professional project. This referencial is not privileged in the organization of initial formation in Maieutic Sciences. A second quantitative study, descriptive is undertaken with the teaching staff and students about the content of teaching in initial formation. The results are paradoxical. If the teaching teams use innovative teaching methods, they use their personal experiences to offer training devices, which does not necessarily correspond to the prerequisites of students in initial formation; the students make little link between theoretical knowledge and training in their internship.A qualitative survey is then conducted by interviews with students. It shows that students enroll in a learning skills, as well as a reflective process. They use certain features created by the teaching staff. The coaching during the internship has not been reformed by the 2011 program participate in this reflection process.The thesis has clarified the ways of student learning in maieutic sciences. The students use self-assessment to lie in formation

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Desravins, Gardiner. „La contribution des parents haïtiens analphabètes dans la réussite scolaire de leurs enfants“. Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1270.

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Cette recherche s’intéresse particulièrement aux savoirs et aux compétences mobilisés par les parents haïtiens analphabètes pour favoriser la réussite scolaire de leurs enfants. Elle accorde une place de choix à la parole des enfants. Le département du Nord’Est, notamment la ville de Fort-Liberté est notre terrain de recherche. La population ciblée est composée de parents haïtiens analphabètes ayant des enfants en âge de scolarisation (7eme, 8eme ou 9eme année fondamentale), des élèves, des enseignants, des directeurs d’établissement. Notre objet de recherche porte spécialement sur l’étude des conditions d’aide et de médiation dans les interactions entre parents et enfants.Pour parvenir aux résultats de cette recherche, nous avons mobilisé l’approche de la didactique professionnelle tout en croisant les apports théoriques et conceptuels de nombreux auteurs, tels que Line Numa-Bocage pour la médiation didactique, Bernard Charlot pour le rapport au savoir, Pierre Pastré pour la didactique professionnelle, Lev Vygotski pour une approche socioconstructiviste. L’appareil méthodologique mobilisé englobe trois types de données : un questionnaire d’enquête, des entretiens semi-directifs, et des films-vidéos. Pour analyser les données, l’analyse de contenu préconisée par Laurence Bardin est mobilisée. L’objectif de cette recherche est d’une part, de cerner les stratégies éducatives parentales qui sont à l’œuvre dans l’éducation de leurs enfants afin de mettre à jour les savoirs et les compétences de ces parents considérés comme analphabètes; et d’autre part d’apporter un nouvel éclairage sur le problème de l’éducation en Haïti. En fait, nous espérons faire bouger les certitudes en y apportant des outils de réflexion permettant de mieux saisir les enjeux de la réussite scolaire
This research explores the knowledge and skills mobilized by illiterate Haitian parents to promote the academic success of their children, in the department of Nord’Est, the city of Fort-Liberté in particular. It gives a special place to children's words. The target population consists of illiterate Haitian parents with school-age children (grade 7 to grade 9), students, teachers, school principals.More precisely, our research looks into the conditions of help and mediation in the interactions between parents and children. To do so, we opted for the construct of professional didactics while crossing the theoretical and conceptual contributions of many authors, such as Line Numa-Bocage for didactic mediation, Bernard Charlot for the relation to knowledge, Pierre Pastré for professional didactics, Lev Vygostki for the socioconstructivist approach. Three types of data were collected via a questionnaire, semi-structured interviews, and video-films. To analyze the data, the content analysis advocated by Laurence Bardin was used. The objective of this research is, on the one hand, to identify the educational strategies parents resort to in the education of their children in order to update the knowledge and skills of these parents considered as illiterate; and on the other hand, to shed new light on the problem of education in Haiti. In fact, we hope to challenge established certainties by providing tools for reflection so as to better understand the issues of academic success

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Soldervik, Jessica, und Isabelle Johansson. „Elitidrottares adaptabilitet vid utmanande karriärövergångar : Hållbara karriärövergångar ur ett konstruktivistiskt och salutogent karriärvägledningsperspektiv“. Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43403.

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Sammanfattning Ohälsosamma karriärövergångar, det vill säga sammanhang där utmanande karriäröver- gångar leder till negativa konsekvenser, förekommer exempelvis inom (elit)idrotten. Utmanande karriärövergångar kan exempelvis ge upphov till psykisk ohälsa. Det är därmed angeläget med hälsofrämjande insatser som genererar hållbara karriärövergångar. Idrotten är ett utvecklat område när det gäller forskning kring olika typer av karriärövergångar ur ett psykologiskt perspektiv på förändring. Tidigare forskning visar att god karriäradaptabilitet främjar konstruktiv hantering av utmaningar och framgångsrik karriärutveckling. Genom att arbeta holistiskt med idrottares adaptionsprocesser kan empowerment stärkas och resultera i en hälsofrämjande effekt. Syftet med studien var att undersöka idrottares upplevelser av utmanande karriäröver- gångar genom att analysera adaptionsprocessen och karriäradaptabiliteten ur ett konstruk- tivistiskt karriärteoretiskt perspektiv. Ändamålet var att identifiera faktorer som påverkar och underlättar idrottares karriärövergångar. Genom mejlintervjuer besvarades studiens frågeställningar med beskrivningar av hur adaptionen vid utmanande karriärövergångar upplevdes, hur konsekvenserna såg ut och vad som hade kunnat göra karriärövergångarna hållbara. Samtliga karriärövergångar var karriäravslut förknippade med skador, som orsakade övervägande negativa konsekvenser. Studien visade framträdande mönster och samband mellan beslutsfattande, motivation, identitet och adaptabiliteten vid karriäröver- gångarna. I det fall det upplevdes en negativ effekt eller bristande känsla av kontroll/egen- makt samt avsaknad av framgång, tillfredsställelse och utveckling i beslutsprocessen, blev det utmanande att anpassa sig vid karriärövergången. Idrottarna belyste därmed vikten av utbildning och professionellt stöd för hållbara karriärövergångar. I studien identifierades strategier för framgångsrik hantering av karriärövergångar. Slutsatsen var att nya meningsfulla mål som resulterade i nya karriärmöjligheter och ett återskapande av en sammanhållen identitet visades vara viktiga faktorer för en fram- gångsrik adaptionsprocess. Detta gav ett underlag till diskussionen kring hur konstruk- tivistisk karriärvägledning kan tillämpas salutogent inom idrotten, för att stärka idrottares karriäradaptabilitet.

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Persson, Peter. „Lära sig bollspel - Elevers och studenters uppfattningar speglat i lärandeteori“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31965.

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Syftet med detta arbete är att få en bild av vilka faktorer som är mest betydelsefulla för att lära sig motoriska färdigheter i bollspel och koppla detta till lärandeteori. Finns det skillnader i uppfattning om man är nybörjare eller har erfarenhet från bollspel? Spelar kön och ålder någon roll? Vilken lärandeteori värderas högst? För att ge en bakgrund till problemställningen görs en genomgång av tidigare forskning och en beskrivning av två dominerande lärandeteorier, Generella motoriska programteorin och Dynamiska systemteorin med tillhörande didaktiska och motoriska begrepp inom lärande och bollspel. Frågor har ställts i enkätform till två olika undersökningsgrupper, dels 112 studenter från enheten Idrottsvetenskap vid Lärande och samhälle, Malmö högskola och dels 129 elever från grundskolan och gymnasieskolan i två mellanskånska orter. Undersökningsgrupperna har fått värdera faktorer som anses betydelsefulla för att lära sig motoriska färdigheter i bollspel. Svaren har bearbetats i statistikprogrammet SPSS så att frekvensfördelning, skillnader och samband kan analyseras. Resultaten i undersökning 1, på studenter, visar att Sociala och psykologiska faktorer somkommunikation och motivation är högst värderade. 90 % av studenterna har värderat motivation till högst betydelse för att lära sig färdigheter i bollspel. Studenternas värdering av faktorer som sammankopplas med lärandeteorierna GMP- och DS-teorin visar att båda teorierna värderas likvärdigt. Studenterna uppvisar också samstämmighet i förhållande till kön, ålder och bollspelserfarenhet. De skillnader som finns redovisas. Elevernas svar, i undersökning 2, visar att faktorer som indikerar engagemang och motivation, har den största betydelsen för att lära sig motoriska färdigheter i bollspel. Eleverna värderar faktorer som sammankopplas till DS-teorin och ett indirekt lärande signifikant högre än faktorer som sammankopplas till GMP-teorin och ett direkt lärande. Elevundersökningen uppvisar resultat med signifikanta skillnader mellan könen. Flickor värderar faktorer som indikerar engagemang signifikant högre än pojkarna. Pojkarna värderar faktorer som indikerar fysisk förmåga signifikant högre än flickorna. Enskilda faktorer som instruktion, repetition och demonstration, har flickor värderat signifikant högre än pojkar. Betydelsen av bollspelserfarenhet och ålder har inte spelat någon större roll för hur eleverna har gjort sina värderingar.
The purpose of this work is to understand which factors are most important in learning motor skills in ball games and attach this to learning theory. Are there differences in the perception if you are a beginner or have experience from ball games? Makes gender or age any difference? Which learning theory is most valued? To give a background to the issue, a review of previous research and a description of the two dominant learning theories, General motor program theory and Dynamical systems theory is done together with didactic aspects and motor concept in learning and ball games. Questions have been raised in the questionnaire form to two different study groups, and 112 students from the institution of Sports and Science at Learning and society, Malmö University and part 129 pupils from a primary school and a secondary school in Skåne.Investigation teams have been assessing factors considered to be significant in learning motor skills in ball games. The answers have been processed in SPSS statistical programme, so that the frequency distribution, variation and correlation can be analyzed. The result of survey 1, students, reveals that the social and psychological factors such as communication and motivation are most valued. 90% of students have assessed motivation to a maximum importance to learn skills in ball games. Students ' evaluation of factors linked to learning theories GMP and DS theory shows that both theories are valued equally. Students demonstrate coherence in relation to gender, age and ball game experience. The differences are accounted for. The pupils ' responses, in study 2, shows that the factors which indicates commitment and motivation, have the greatest importance in learning motor skills in ball games. The pupils in this survey value factors linked to DS theory and an indirect learning significantly higher than factors linked to the GMP theory and direct learning. The pupils´ survey results show significant differences between the sexes. Girls value the factors indicating commitment significantly higher than boys. The boys value the factors that indicate physical ability significantly higher than the girls. Individual factors such as instruction, rehearsal and demonstration, have girls valued significantly higher than boys. The importance of ball game experience and age has not played a major role in how the pupils have done their values.

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Pettersson, Mikael, und Sebastian Palm. „Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik“. Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.

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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande.
The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop.

Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.

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Andersson, Jemima. „Samhällskunskapslärares tankar om samhällsbegreppet i samhällskunskapsundervisningen. : En studie i metoden fokusgruppsintervju av nio yrkesverksamma samhällskunskapslärare på två olika gymnasieskolor“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72461.

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The purpose of this qualitative study is to investigate how social science teachers perceive and express the concept of society in social studies. The study consists of focus group interviews with nine social science teachers at two upper secondary schools and its results are analyzed against the theoretical backdrop of Odenstad's orientation topics, analytical subjects and discussion topics and Sandahl’s first-order and second-order concepts. In short, the two different conceptual devices can be described as the skills and abilities that are most important for the students to master in order to develop advanced thinking skills in social science. Particular emphasis is put on critical thinking, that is, the ability to seek, structure and evaluate information from different sources and to draw conclusions from this process. The emerging results show a certain consensus on the concept of society among social science teachers as the potential subject of study and analysis that would simplify and clarify the analyses of the different levels in society which, in turn, would contribute to adding significance and bringing cohesion to the subject as a whole. As for the skills and abilities that stem from Odenstad's orientation topics and Sandahl’s first-order concepts, the interviewed teachers all emphasize conceptual ability as well as good external knowledge to have knowledge of how society is made up. With reference to Odenstad's analytical subject and discussion topics and Sandahl's second-order concepts, it would seem that it is not only important but a prerequisite that students develop an analytical ability and critical thinking as well as the ability to sift through and process large amounts of information and assume different perspectives on the topic or issue at hand.

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