Dissertations / Theses: 'Didactic environments'

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Silva, Fernando Siqueira da. "Objetos-modelo no ensino de astronomia e o processo da transposição didática." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/422.

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Uma investigação no âmbito do ensino em astronomia envolvendo objetos-modelo, modelização e transposição didática foi realizada com um grupo de 11 alunos do último ano do Ensino Básico. A atividade de ensino visou o estudo dos seguintes fenômenos naturais: a) o movimento anual aparente do Sol b) as direções do nascimento do Sol ao longo do ano c) e a duração aproximada do dia em qualquer região da Terra, para qualquer época do ano. Inicialmente, por meio da aplicação de um questionário de perguntas abertas, identificaram-se as concepções prévias dos alunos a respeito destes fenômenos, momento em que se verificaram alguns equívocos e distorções como, por exemplo, a ideia bastante enraizada entre os alunos de que o Sol nasce “sempre” no leste e se põe no oeste. Essa concepção parece bastante difundida na escola básica. A ideia de que a duração aproximada do dia claro, ao longo do ano, é a mesma para todas as regiões da Terra; a ideia de que o Sol atinge o zênite em Caxias do Sul – RS e a ideia de que a causa das estações do ano é consequência da maior ou menor proximidade da Terra ao Sol, são outros exemplos. Depois de feita a análise das concepções prévias dos participantes, muitas delas errôneas e em desacordo com as concepções científicas, foi desenvolvida uma intervenção didática na qual diversos fenômenos naturais foram investigados em um conjunto de ambientes de aprendizagem, dotados de uma pluralidade de objetos-modelo didáticos que serviram de instrumentos auxiliares ao estudo. Este momento possibilitou aos alunos uma retomada de concepções, fazendo com que suas ideias fossem novamente revistas, exploradas e confrontadas. Ao final, através de entrevistas semi-estruturadas, os alunos foram convidados a expor as suas pós-concepções, depois de passarem pelas atividades de modelização, tendo a possibilidade de demonstrar o que ficou e o que mudou para eles em termos de conhecimento. A pesquisa nos mostrou que os objetosmodelo didáticos utilizados para o ensino e aprendizagem dos objetos do saber astronômico colocados em a), b) e c) foram, de modo geral, instrumentos valiosos para a representação e compreensão, possibilitando aos alunos o conhecimento de alguns aspectos da realidade dos fenômenos naturais em estudo. Pode-se afirmar ainda que os objetos-modelo didáticos de fato permitiram a passagem do saber sábio ao saber ensinado, oportunizando a ponte entre o saber científico astronômico e o saber escolar, como fica demonstrado em muitas das falas dos participantes, recolhidas ao longo da pesquisa.
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An investigation on astronomy teaching using model-objects, modeling and didactic transposition was performed with 11 students of the last year of basic school. The activities were focused on the study of the following natural phenomena: a) the annual apparent movement of the Sun; b) the directions of sunrise throughout the year; and c) the length of the clear day in any place on Earth for any period of the year. Initially, the students were asked to respond several open questions with which it was possible to identify the students' preconceptions on these phenomena. We found, for example, a misconception on the wellestablished idea among students that the Sun “always” rises in the east and sets in the west. This concept seems widespread in all school levels. The ideas that the length of daylight throughout the year is the same for all regions of the Earth, the Sun reaches the zenith in Caxias do Sul - RS, and the seasons is a consequence of greater or lesser proximity of Earth to the Sun are other examples. After analysing the students conceptions, many of them wrong and at odds with scientific concepts, a didactic intervention was implemented to study the phenomena using learning environments enriched with model-objects which were used as teaching auxiliary tools. This teaching strategy allowed the students a recovery of conceptions, so that the ideas were further reviewed, explored and confronted. Finally, using semi-structured interviews, the students were invited to present their post-conception, after performing the activities of modeling, where they took the opportunity to demonstrate what has changed for them in terms of knowledge. The research showed us that learning environments enriched with model-objects for studying the a), b) and c) astronomical phenomena were, in general, valuable tools for the representation and understanding, improving the students' knowledge on some aspects of the reality of natural phenomena. Additionally, this study showed that model-objects didactics allowed the passage of knowledge taught to the wise, building the bridge between scientific knowledge and school knowledge.

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LEITE, AILTON DOS SANTOS. "THE PAPER OF DESIGNER IN ENVIRONMENTALS PROGRAMS: A ANALYZE WITH RESPECT TO DIDACTIC MATERIAL FOR ENVIRONMENTAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6642@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A Educação Ambiental é hoje um tema recorrente no nosso dia a dia. A questão ambiental não pode ser mais relacionada somente com a área biológica ou confundida com a Ecologia e a Educação Ambiental como um assunto a ser discutido apenas nas ocasiões nas quais ocorrem desastres ambientais. O conceito atual de Educação Ambiental engloba a participação do cidadão como ator participante neste cenário. Não é restrito a florestas, campos, mares ou qualquer outro ecossistema natural, abrange a todos os ambientes nos quais vivemos e interagimos, tais como nossa casa, nosso local de trabalho, o logradouro público ou nossa comunidade. Os programas ambientais são, em sua maioria, pautados em práticas pedagógicas formais que utilizam a escrita como linguagem. Este formato, em um país como o Brasil, onde os índices de analfabetismo ainda são altos e os índices de escolaridade baixos, encontra pouca eficácia nos resultados de sua proposta. Neste contexto, a Comunicação e seus meios de difusão aliados ao Design, principalmente no tocante a comunicação visual, podem ser instrumentos valiosos para o levantamento e a elaboração de novas técnicas metodológicas que privilegiem a produção do saber e a construção de uma consciência cidadã de cunho ambiental. O Design, a Comunicação e a Educação Ambiental apresentam relações interdisciplinares notáveis, as quais, ao longo do texto, são destacadas através de citações, referências bibliográficas, e de um breve relato sobre um estudo de caso, onde foram experimentadas as teorias acerca do relacionamento interdisciplinar entre essas áreas que pode agregar novos saberes e novos valores nos processos de construção do saber e de cidadania sem para isso haja uma descaracterização cultural.
The environmental education is today a recurrent subject in our day by day. The environmental question cannot any more be only related to the biological area or mixed up with the Ecology and the environmental education as an issue to be dealt with only in the occasions in which environmental disasters occur. The current concept of environmental education includes the participation of the citizen as an operating actor in this scenery. This scenery, which is not restricted to forests, fields, seas or any other natural ecosystem, encloses all environments in which one lives and interacts, such as our house, our workstation, public areas or the community. The environmental programs are, in their majority, based on practical pedagogical deeds that use writing as language. This format, in a country such as Brazil in which illiteracy leaves are still high and the scholarity leaves are low, finds little effectiveness in the results of its proposal. In this context, the Communication, and its ways of diffusion, allied to the Design, mainly in regards to graphic design, can be valuable instruments for the survey and elaboration of new methodological techniques that privilege the production of knowledge and the construction of a citizen awareness of environmental type. Design, communication and environmental education have notables interdisciplinary relations which I present through citations and bibliographical references, and a brief statement on a case study in which theories regarding the interdisciplinary relations between these areas that can add new knowledge and new values in the process of knowledge construction and citizenship without the need a cultural decharacterization, have been experimented.

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Fahlström, Magnus. "The physical classroom environment : roles, conceptions, and preferences." Licentiate thesis, Högskolan Dalarna, Mikrodataanalys, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23200.

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The problem addressed in this thesis is that a considerable proportion of students around the world attend school in inadequate facilities, which is detrimental for the students’ learning outcome. The overall objective in this thesis is to develop a methodology, with a novel approach to involve teachers, to generate a valuable basis for decisions regarding design and improvement of physical school environment, based on the expressed needs for a specific school, municipality, or district as well as evidence from existing research. Three studies have been conducted to fulfil the objective: (1) a systematic literature review and development of a theoretical model for analysing the role of the physical environment in schools; (2) semi structured interviews with teachers to get their conceptions of the physical school environment; (3) a stated preference study with experimental design as an online survey. Wordings from the transcripts from the interview study were used when designing the survey form. The aim of the stated preference study was to examine the usability of the method when applied in this new context of physical school environment. The result is the methodology with a mixed method chain where the first step involves a broad investigation of the specific circumstances and conceptions for the specific school, municipality, or district. The second step is to use the developed theoretical model and results from the literature study to analyse the results from the first step and transform them in to a format that fits the design of a stated preference study. The final step is a refined version of the procedure of the performed stated preference study.

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Bergström, Peter. "Designing for the unknown : Didactical design for process-based assessment in technology-rich learning environments." Doctoral thesis, Umeå universitet, Interaktiva medier och lärande (IML), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54035.

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This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment

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Koehler, Eduardo Giuliani. "MÓDULOS DIDÁTICOS SOBRE TÓPICOS DE EDUCAÇÃO AMBIENTAL PARA O ENSINO MÉDIO." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/3541.

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This work is a proposal for the insertion of Environmental Education themes related to the use of chlorofluorocarbons and the ozone layer destruction, greenhouse effect/global warming, acid rain and water: pollution and treatment as a reference for Chemistry teachers working in high school. In order to do so, didactic modules were developed and adapted to the school curricula and also to the recommendations suggested by the National Curricular Parameters, adopting necessary requirements for an improved understanding of the environmental thematic. Thus, the development of such didactic modules is based on the significant learning by Ausubel, in which the information must interact and be based on relevant concepts already existent in the cognitive structure of the learner. By doing this, the material contributes for the presentation of theoretical concepts, experiments (whenever possible), and analogies about the effects caused by the environmental problem, describing what is being done to minimize the impacts observed on the environment and on the society. The didactic modules were provided for a public of 14 Chemistry teachers working in the high school level of federal, state and private schools of Santa Maria and Porto Alegre, in Rio Grande do Sul. The material has its structure organized in the development of the environmental thematic and contains four virtual modules which bring mainly explicatory texts, as well as illustrations and photos. The research was carried out based on data from questionnaires answered by the teachers who analyzed the modules. This work is characterized as an applied research with basic theoretical reference. Its approach is quantitative based on the Content Analysis by BARDIN (2011). The results of this analysis were considered favorable to the usage of the modules as a reference for teachers and students as an opportunity for the insertion of environmental thematic.
O presente trabalho consiste em uma proposta de inserção de temas de Educação Ambiental, relacionado ao uso de clorofluorcarbonetos e destruição da camada de ozônio, efeito estufa / aquecimento global, chuva ácida e água: poluição e tratamento como referência para professores de Química que atuam no Ensino Médio. Para atender a esse propósito foram desenvolvidos módulos didáticos que se adaptam aos currículos escolares e orientações sugeridas pelos Parâmetros Curriculares Nacionais e também, abordam pré-requisitos necessários para o melhor entendimento da temática ambiental. Logo o desenvolvimento dos módulos didáticos está amparado na aprendizagem significativa de Ausubel, no qual a informação deve interagir e apoiar-se nos conceitos relevantes já existentes na estrutura cognitiva do aluno. Com isso o material contribui para a apresentação de conceitos teóricos, experimentos quando possível e analogias a respeito dos efeitos gerados pelo problema ambiental, descrevendo o que está sendo realizado para minimizar os impactos observados no meio ambiente e na sociedade. Os módulos didáticos foram disponibilizados para um público de 14 professores de Química que atuam no Ensino Médio de escolas federais, estaduais e particulares de Santa Maria e de Porto Alegre, no Rio Grande do Sul. O material tem sua estrutura organizada no desenvolvimento da temática ambiental, contendo quatro módulos virtuais que contemplam principalmente textos explicativos com ilustrações e fotos. A pesquisa foi realizada a partir da coleta de dados de respostas obtidas por questionário aplicado aos professores que analisaram os módulos, é caracterizada como uma pesquisa aplicada com referencial teórico básico, quanto à abordagem é classificada como quantitativa com base na Análise de Conteúdo (AC) de BARDIN (2011). Os resultados desta análise foram considerados favoráveis à utilização dos módulos como referencial para docentes e discentes como uma oportunidade de inserção da temática ambiental.

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Zulkardi. "Developing a learning environment on realistic mathematics education for Indonesian student teachers." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58718.

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Marín, Juarros Victoria Irene. "Modelos de rediseño de acciones formativas en el entorno virtual de enseñanza-aprendizaje. Diseño y experimentación de estrategias metodológicas de integración de los entornos institucionales y abiertos." Doctoral thesis, Universitat de les Illes Balears, 2014. http://hdl.handle.net/10803/284208.

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Esta tesis doctoral se orienta a la mejora de los procesos de enseñanza-aprendizaje en la universidad mediante el desarrollo de diferentes propuestas de estrategias metodológicas de integración didáctica de los entornos virtuales de la institución educativa (campus virtuales) y de las herramientas y servicios web que los alumnos y profesores emplean en su día a día para aprender de una manera más informal (redes sociales, blogs,...). Estas estrategias se ponen en práctica en diferentes asignaturas de estudios de grado de la Universidad de las Islas Baleares (Educación Primaria, Derecho, Química y Pedagogía), que validan el profesorado y alumnado implicado. Los resultados son generalmente positivos y apuntan mejoras en las estrategias de integración para posteriores implementaciones. Entre las conclusiones se destaca el logro de integración didáctica entre diferentes entornos de aprendizaje a través de diversos prototipos y la identificación de principios pedagógicos para el diseño de entornos abiertos de aprendizaje.
Aquesta tesi doctoral s’orienta a la millora dels processos d’ensenyança-aprenentatge a la universitat mitjançant el desenvolupament de diferents propostes d’estratègies metodològiques d’integració didàctica dels entorns virtuals de la institució educativa (campus virtuals) i de les eines i serveis webs que els alumnes i professors empren en el seu dia a dia per aprendre d’una manera més informal (xarxes socials, blocs,...). Aquestes estratègies es posen en pràctica a diferents assignatures d’estudis de grau de la Universitat de les Illes Balears (Educació Primària, Dret, Química i Pedagogia), que validen el professorat i alumnat implicat. Els resultats són generalment positius i apunten millores a les estratègies d’integració per posteriors implementacions. Entre les conclusions es destaca l’assoliment de la integració didàctica entre diferents entorns d’aprenentatge mitjançant diversos prototips i la identificació de principis pedagògics per al disseny d’entorns oberts d’aprenentatge.
This dissertation is oriented towards the improvement of the teaching-learning processes in the university through the development of different proposals of methodological strategies for didactic integration of the virtual learning environments from the educational institution (virtual campuses) and the tools and web services that students and teachers use everyday to learn in a more informal way (social networks, blogs,…). These strategies are implemented in different courses of degree studies of the University of the Balearic Islands (Primary Education, Law, Chemistry and Pedagogy), which are validated by the involved faculty staff and students. The results are mainly positive and suggest enhancements in the strategies of integration for further deployments. Among the conclusions, the achievement of the didactic integration between different learning environments through diverse prototypes and the identification of pedagogic principles for designing open learning environments are highlighted.

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Chau, Katie. "Architecture + hypermedia, a didactic approach to exploring architecture as both content and method in a hypermedia environment; prototype project, an interactive multimedia CD-ROM on exploring sacred Tibetan architecture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0021/MQ54234.pdf.

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Gustavsson, Ellinor. "How Ugandan children deal with emotions concerning local environmental problems." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-217363.

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In current media and within coping research related to environmental problems many voices are emphasizing the danger of students being left in despair after have learned about environmental issues. The present study examined the effects on students who had participated in environmental education that originally was implemented through a sustainable development project. Qualitative interviews were conducted in order to investigate which environmental problems the students emphasized. The different coping strategies students used in order to deal with worries concerning these issues were identified through a thematic analysis of transcribed interviews. The findings of the present study showed that the Ugandan students were worried about themselves and their closest being affected by locally created environmental problems. They generally expressed to handle these worries by performing and planning for actions to decrease impact of the problems or by trusting politicians, environmental organizations and education and these actors ability to solve these issues. The Ugandan children showed to possibly have come some steps towards being action competent, were partly hopeful about the future environment and some of them possibly had a belief that they could make a difference to the outcome of these problems. The results were analyzed in relation to theories about coping and hope which could be related to environmental problems. The findings were also discussed in relation to a theory about action competence and similar studies about children’s coping with global issues made in countries all over the world. The importance of an environmental education that gives hope to students was highlighted. In parallel, a more local perspective in Swedish environmental education together with an enlargement of Swedish students’ relation to nature was suggested to improve students will and ability to act in solving environmental problems.

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Höhle, Juliane. "Bridging Cognitive and Emotional Learning : Didactical Contributions of Constructive Journalism to Climate Change Education." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-411906.

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To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of depression. Teachers can engage with these negative feelings by including such framings as solutions-orientation, community-orientation, or long-term trends. While keeping cognitive learning and engagement at the same level, teachers can increase the positive emotions students have towards the content by designing it constructively. This study provides a way to encourage behavioural change in young people that is easier than transforming the entire global educational system. The insights can also be used for the broader public. Empowering people through information can inspire them to take action for mitigation and adaptation.

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Dalgren, Sara. "Att vara, eller icke vara en reflekterande praktiker. : En undersökning om några förskolepedagogers didaktiska överväganden i den mångkulturella lärandemiljöns kontext." Thesis, Södertörn University College, School of Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3381.

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The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.

The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.

The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school.

The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively.

A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.

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Solheim, Malla. "Utomhuspedagogik spelar roll. Vad, varför, hur? : En studie om utomhuspedagogikens roll i undervisningen ur ett didaktiskt perspektiv." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5168.

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Syftet med denna uppsats är att bidra med kunskap om vilken roll utomhuspedagogik kan ha i undervisning i grundskolans tidigare år. Jag undersöker vad utomhuspedagogik innebär ur ett didaktiskt perspektiv. Genom kvalitativa intervjuer med fyra pedagoger, tar jag reda på hur lärare uppfattar att de använder sig av utomhusmiljön i undervisningen. Jag kommer fram till att utomhuspedagogik erbjuder unika möjligheter inom didaktikens olika områden och har förmåga att göra en helhet av de olika didaktiska frågorna, vad, hur och varför. Lärarna motiverar utomhusvistelse genom att referera till hur barn lär sig, snarare än vad som ska läras ut. Resultatet visar ett fokus på skogsupplevelser, vilket begränsar utomhuspedagogikens möjligheter till varierade autentiska utgångspunkter. Genom att vara medveten om utomhuspedagogikens didaktiska syfte tas dess potential till vara.
The purpose of this essay is to contribute knowledge about which role outdoor education can have in teaching in primary education. I examine what outdoor education implies from a didactic perspective. Through qualitative interviews with four teachers, I find out how teachers perceive their use of outdoor environment in their teaching. I reach the conclusion that outdoor education offers unique opportunities within the different areas of didactic and it has the ability to get a total impression of the didactic questions, what, how and why. The teachers justify outdoor activities by referring to how children learn, rather than what should be taught. The results show a focus on experiences in the woods, which limits the opportunities of outdoor education for various authentic starting points. By being aware of the didactic purpose of outdoor education it is possible to take care of its potential.

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Andersson, Pernilla. "The Responsible Business Person : Studies of business education for sustainability." Doctoral thesis, Södertörns högskola, Miljövetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29400.

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Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.
I kölvattnet av den finanskris som kulminerade 2008 och växande uppmärksamhet för olika miljö- och hållbarhetsutmaningar, som exempelvis klimatförändringar, har uppmaningar till integrering av ’hållbar utveckling’ i ekonomiutbildningar ökat internationellt. Miljö och hållbarhetsfrågor har sedan tidigare varit framskrivna i gymnasieskolans styrdokument men i samband med den senaste gymnasiereformen 2011 skrevs begreppet hållbar utveckling tydligare in i Företagsekonomiämnets ämnesplan. Denna avhandling undersöker integrering av hållbarhetsfrågor inom ramen för undervisning i företagsekonomi och närliggande ekonomiämnen på gymnasienivå. Utifrån ett poststrukturalistiskt perspektiv är det övergripande syftet att identifiera vilka företagarroller som artikuleras i läromedeloch undervisning, och även att diskutera i vilken utsträckning dessa roller förbereder de studerande, som framtida företagare, att hantera hållbarhetsfrågor. Avhandlingen består av fyra delstudier som baseras på analyser av läroböcker, lärarintervjuer och klassrumsobservationer. Tre kategorier av företagarroller, som rymmer olika förväntningar på en ansvarstagande företagare har identifierats. Dessa olika roller innebär att en företagare förväntas antingen: anpassa sig till etiska värden som uttrycks i lagar och regler, addera etiska värden som efterfrågas av andra, eller skapa etiska värden. Rollerna skiljer sig åt huruvida en företagare: skall hålla egna känslor för hållbarhetsfrågor åt sidan (anpassande rollen), har utrymme för egna känslor (adderande rollen) eller måste involvera egna känslor (skapande rollen), vid fattande av affärsbeslut. Dessa roller jämförs med de företagarroller som impliceras i Dryzeks miljödiskurser och Pellizzonis ansvarsregimer. Utifrån Dryzeks och Pellizzonis argument om vilka kvaliteter som är viktiga för att hantera hållbarhetsfrågor dras slutsatsen att de studerande kan bli: icke rustade (den anpassande rollen), illa rustade (den adderande rollen) eller bättre rustade (den skapande rollen), att hantera osäkra och komplexa hållbarhetsfrågor, beroende på hur hållbarhetsfrågor integreras i företagsekonomiundervisningen. De fyra artiklarna innehåller detaljerade exempel på hur och i vilka situationer specifika företagarroller artikuleras eller privilegieras. Exemplen visar också i vilka situationer utbildningen tilltalar de studerande och potentiellt blivande företagarna som moraliska subjekt och ger utrymme för de studerandes subjektivitet (som inbegriper förnuft och egna känslor).Dessa exempel kan användas av (bl a) lärare som utgångspunkt för kritisk reflektion i syfte att förstärka de studerandes förmågor att som framtida företagare hantera osäkra och komplexa hållbarhetsfrågor, samt för att utveckla utbildningens kvalitet avseende dess subjektifierande funktion.

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Linderqvist, Viktoria, and Johanna Nyberg. "Skolans, hemmets och familjens påverkan på barns läsförståelse : En litteraturstudie om hur lärare kan arbeta för att utveckla elevers läsförståelse samt hur den påverkas av socioekonomisk status." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144317.

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Litteraturstudiens syfte är att belysa hur läsförståelsen hos elever påverkas av olika undervisningsaktiviteter i skolan samt vilken betydelse en elevs socioekonomiska status har. För att kunna besvara dessa frågor har vi genom manuell och elektronisk sökning hittat och läst 15 vetenskapliga artiklar som legat till grund för vår studie. Resultatet av vår studie har vi fått genom att beskriva, analysera och diskutera de olika resultaten författarna presenterat. Vår litteraturstudies resultat visar att det för främjande av elevers läsförståelse i klasserna F-3 är bra att använda sig av läsförståelsestrategier i undervisningen. Genom att bearbeta en text med hjälp av de olika strategierna ökar elevens förståelse för det som lästs. Vi har även fått fram ett resultat som pekar på att klassrumsmiljön ska vara stimulerande och intressant för att bringa fram kreativitet hos eleverna och öka deras motivation och vilja att läsa. En annan faktor som spelar stor roll för en elevs läsförståelse är vilken läsmiljö som finns i hemmet, även kallat home literacy environment. En god home literacy environment har i vår studie visat sig vara viktigare än familjens socioekonomiska status när det gäller barnets läsförståelseutveckling.

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Campeau, Diane. "Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale." Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5591.

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La recherche en titre réalisée au Québec, avait pour but de valider si une approche utilisant le lieu réel pour l’apprentissage des concepts de géographie, permettait à des élèves du secondaire éprouvant des difficultés d’apprentissage, le développement de compétences. L’approche d’éducation traditionnelle autochtone (Cajete, 1994), la Red Pedagogy (Grande, 2004). la pédagogie du lieu Place Baseci, (Gnicnewaid, 2003) de même que l’écoformation de Cottereau (1997). ont constitué les fondements théoriques qui ont étayé la proposition de développement de situations d’apprentissage utilisant le milieu de vie des élèves. Ces approches, presque ignorées des systèmes d’éducation formelle, installent l’objet d’apprentissage dans son contexte réel et non dans une intellectualisation de l’objet. Quittant le paradigme industriel d’éducation et privilégiant une approche dite par le réel, nous présentons ce que la recherche a permis (le développer en installant dans les scénarios d’apprentissage des manières informelles d’accéder aux savoirs formels par un autre médium que l’écrit. Les situations proposées ont été conçues et expérimentées selon deux modèles s soit à partir du manuel scolaire, soit à partir d’un modèle inspiré des principes pédagogiques sélectionnés. Les conclusions de l’ensemble de la démarche ont permis d’évaluer les impacts tant sur les enseignants que sur les élèves ainsi que les retombées pour le milieu et permettent de dégager les caractéristiques essentielles retenues de même que des éléments transférables issus des résultats de la recherche.

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Silva, Romerito Valeriano da. "LIVROS DIDÁTICOS DE GEOGRAFIA DA 6ª SÉRIE: ANÁLISE DA ABORDAGEM AMBIENTAL NOS TEXTOS SOBRE VEGETAÇÃO BRASILEIRA." Centro Universitário de Caratinga, 2007. http://bibliotecadigital.unec.edu.br/bdtdunec/tde_busca/arquivo.php?codArquivo=75.

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lt;p align="justify"gt; A tomada de consciência da necessidade de uma Educação Ambiental não foi suficiente para seu pleno desenvolvimento. A rapidez com que foi implementada, no afã de atender à demanda criada pelos grandes problemas ambientais, não permitiu um amadurecimento dos currículos ou sequer uma definição clara de seus objetivos e estratégias. Neste sentido, surgiu inacabada e isto pode ser encarado como uma das causas para muitos problemas que são encontrados hoje neste ato educativo. Para perceber se tais problemas estão presentes nos textos sobre vegetação brasileira dos livros didáticos de Geografia, buscou-se analisar a abordagem ambiental contida nestes textos, com a finalidade de verificar se eles trazem os vícios conceituais que marcaram a evolução do pensamento ambiental e sua inserção como um dos objetos de estudo da Geografia. Com o objetivo de garantir um procedimento de investigação o mais coerente possível foi desenvolvido um roteiro de análise dos textos sobre vegetação brasileira selecionados, tendo como referência os elementos considerados fundamentais pela literatura científica relacionada com a temática ambiental. A pesquisa permitiu elaborar um perfil da abordagem ambiental nos textos analisados, o que indicou que apesar de alguns pontos positivos observados, como o fato da maior parte dos textos incentivarem os alunos a terem algum tipo de prática ambiental, ainda persistem lacunas e inconsistências em relação aos conceitos ambientais e às metodologias usadas para trabalhar este assunto, o que pode comprometer a construção do saber ambiental pelos estudantes.lt;/pgt;
lt;p align="justify"gt; The conscientiousness of an Environmental Education necessity was not enough for it total development. The speed whereupon was implemented, looking for attend the demand created by huge environmental problems, did not allow the curricular maturity or even a clear definition of its objectives and strategies. Because of that, Environmental Education emerged unfinished and this can be considered as one of the causes of the many troubles that currently could be find in this educational field. To perceive if such troubles are present in vegetation texts of Geography didactic books, this work tried to identify the environmental approach in these texts, with the objective of verify if the these texts continue to bring the conceptual vices that characterized the evolution of the environmental thought and their insertion as one of the study objects of Geography . With the purpose of a coherent investigation procedure, a sketch was done to analyze the texts used as sample, referring back to the scientific literature. The research allowed to set up an environmental approach profile of analyzed texts, which showed that, in spite of some positive points observed, like the fact of the majority of texts motivate the students to have an environmental practice, still persist some gaps and inconsistencies related to environmental concepts and the methodologies used to work these topics; which can compromise the construction of environmental thought by students.lt;/pgt;

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Kjällander, Susanne. "Designs for Learning in an Extended Digital Environment : Case Studies of Social Interaction in the Social Science Classroom." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55309.

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This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface. The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.

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Abdool, Andrew Dariús. "Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8602.

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A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or her to follow certain didactic guidelines for creating the right climate. This study investigated the implementation of specific didactic guidelines for creating a climate the most conducive to learning. Kruger and Van Schalkwyk (1992:104) are of the opinion that if a classroom climate is hearty, warm and appealing, everybody is relaxed, and experiences the togetherness as pleasant. Such a setting offers each individual the opportunity for being his or her true self, and the teacher as well as the students are willing to open up and become involved. Should the classroom climate be stiff, cold and clinical, however, the participants become tense, stiff, and introverted. They become unwilling to reveal themselves to one another. The study was aimed at answering specific problem questions, namely: • What does a positive classroom climate entail? • Which didactic measures ensure a positive climate? • What is the current classroom climate at secondary schools? • Which methods and techniques can be implemented to create a positive climate? • Which didactic guidelines can be presented to teachers for optimising the classroom climate? The first two questions were investigated by means of a literature study. Certain findings led to the answers to the problem questions. The third question was answered through an empirical study aimed at determining the climate of a specific secondary school. The study revealed that the students in general experienced the climate as positive. Two control variables, namely gender and language, however, showed slight differences of opinion. Although the results showed no practical statistical significance, a difference was noted between the opinions of girls and boys, as well as between Afrikaans speaking students and students speaking African languages. The questionnaires the teachers completed, were based on the same guidelines for creating classroom climate as were found in the literature study. In chapter 5 various recommendations for further research in this field, relevant to South Africa in particular, were made since it is believed that the school situation here is unique. Further research can offer solutions to persistent problems.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

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Unger, Giusti Jasmine, and Ferreira Ernesto Giusti. "Förskolans fysiska miljö och dess betydelse för barns lärande : En intervjustudie om förskollärarens didaktiska val vid utformning av lärmiljö." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37039.

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Denna studie har haft som syfte att undersöka vilka didaktiska val förskollärare gör vid utformningen av lärmiljöerna på några förskolor och hur barnen ges inflytande i denna process. Vidare belyser studien några förskollärares tolkningar av de texter i läroplanen som berör miljön på förskolan. Teorier om didaktik har använts som teoretisk grund. Studien har en kvalitativ metodansats och intervjuer har valts som metod för att erhålla kunskap om åtta förskollärares arbete med lärmiljöerna och om deras tolkningar av läroplanen. I analysarbetet har tematisk innehållsanalys använts för att tolka svaren. De teman som framkommit är Läroplanen i praktiken, Didaktik och lärmiljöer och Utformning av förskolans fysiska inomhusmiljö. Resultatet visar att samtliga förskollärare har ett didaktiskt arbetssätt och barnen görs delaktiga i arbetet med utformningen av miljön på olika sätt beroende på ålder. Förskollärarna tolkar läroplanens texter om miljön som att miljön är en viktig del i barnens lärande på förskolan och att den utformas med barnens intressen i fokus. Utformningen av miljöerna och dess innehåll var i enlighet med läroplanen utformade efter barnens intressen. Det didaktiska arbetet med lärmiljöerna var i några fall varken systematiskt eller tydligt synliggjort, vilket vi i vår diskussion tar upp vikten av. För att utformningen av lärmiljöerna ska kunna utvärderas och utvecklas och därigenom ges den viktiga roll som förskollärarna i studien hänvisar till visar denna studie att ett systematiskt användande av ett didaktiskt arbetssätt bör implementeras i förskollärares dagliga arbete med lärmiljöer och undervisning.

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Lindbäck, Malin, and Sara Aggefors. ""Miljön är A och O" : En kvalitativ studie om arbetet med planering och utformning av förskolans pedagogiska miljö." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25688.

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This graduate work is about didactic issues related to the preschool environment. The study aims to contribute to a deeper understanding of how the preschool teachers can plan and design the indoor environment to promote children's development and learning. We will also examine how the work of the preschool indoor environment relates to the kindergarten curriculum. This will be examined through qualitative interviews with teachers at a preschool in Botkyrka municipality. The thesis is based on an inductive study method so the theoretical approach has been chosen by the informants' responses. As a complement to the previous research, we have chosen to base our study in Vygotsky's educational psychology to clarify the interactions between the environment and children's development and learning. The informants in our study described, among other things, that their work with preschool indoor environment is based on an environmental document, which is an evolving supplement to the kindergarten curriculum. They create various "corners" or base environments where children can meet and learn from each other. These base environments are designed in the way that they are self-explanatory, that is, the children develop into independent individuals.

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Andersson, Kristin. "Haren lever liksom mer än moroten : Sex gymnasieungdomars miljöetik analyseras med avseende på miljöetiska centrismer och omsorg som moraliskt motiv." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-809.

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Eftersom det inte finns något universellt rätt eller fel sätt att hantera jordens resurser så håller etiska frågor på att bli en allt viktigare del av diskussionen kring våra gemensamma tillgångar. Det övergripande syftet med uppsatsen är att undersöka och beskriva gymnasieungdomars etiska tankar kring människans förhållande till naturen. För analysen används två perspektiv som står i konflikt med varandra, nämligen de miljöetiska centrismerna och ekofeminismen, som kritiserar centrismtanken.

Sex gymnasieungdomar har intervjuats i grupper om tre angående sin syn på människans förhållande till naturen. Resultatet pekar på att elevernas miljöetik är mestadels antropocentrisk, med vissa inslag av djurrättsbiocentrism, och att de ser omsorg som ett moraliskt motiv.

I diskussionen problematiseras resultatet i förhållande till de två synsätten och kopplingar görs till den svenska samhällsdebatten, media och tecknad film. Slutsatsen är att omsorgsdimensionen bör stärkas i naturkunskapsundervisningen eftersom den idag är en outnyttjad resurs i fråga om att skapa engagemang för miljöfrågorna, men att man samtidigt inte får glömma bort att fakta utgör en viktig del av välgrundade beslut.

Solving environmental issues is not only a matter of good knowledge but also of ethics, since there is no absolute right or wrong in man’s way of handling nature. To be able to design a science education that meets governmental requirements and enables the students to participate in future environmental discussions it is important to be aware of their own ethic reflections. The over all aim of this study is to describe and survey the environmental ethics of students in the age of 16-19 years.

Six students at the age of 16-19 was interviewed concerning their opinion on man’s relationship to nature. The result shows that the environmental ethics of these students is mostly anthropocentric with a certain amount of animal rights biocentrism and that they consider care to be a moral reason.

The result is discussed in relation to the two different perspectives and the author makes connections to social debate, media and cartoons. The conclusion is that the perspective of care should receive more attention in science education. Care is today an unused resource of involvement to environmental issues. Finally the author pinpoints the fact that also good knowledge is absolutely necessary when making sensible decisions.

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Silva, Magno Emerson Barbosa da. "Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5669.

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The present research aimed to analyze the environment conceptions of Geography teachers (Goiânia-GO) and didactic books approved by PNLD on the same science, in order to contribute to the development of Geography Teaching on reflective and propositive. Therefore, the central problem of work is how teachers and didactic books (high school) forward their conceptions of environment in Geography Teaching and how their theoretical and conceptual perspective can set limits or advances to an integrated reading of geographical space? The first step to find the results of the research were necessary to establish research methodologies, thus the literature review, questionnaires, the semi-structured interviews, and the composition frame synthesis for discourse analysis to reflect about conceptual mechanisms environment, which help to interpret, add meanings and values to the materiality of social relations. And, also, to observe the conditions of modernity and its legacy in establishing paradigms that still guide several lines of thought, and the discourse on current environment of various subjects in Geography Teaching. And to shows the importance of the teacher to know the processes that operate in developing their teaching mediation, considering the relationship of everyday and scientific concepts in theoretical and conceptual training process, and conceptions of environment. In propositive aspect about the objective sought from the development of a graphical modelization methodology of theoretical and conceptual trends environment of the didactic books analyzed, identifying different approaches and their epistemic perspective, was observed naturalistic trends and compartmentalized, with little regard for other spheres of environmental knowledge, and other works that provide a more sophisticated look at the environmental issues. Has been found that the process of modeling of theoretical and conceptual ideas can come to help the teacher of Geography, for the graphical modeling demonstrates aspects of environment concept of articulation that a teacher can present more difficulties. It is understood that the obtained morphologies can demonstrate environmental concept pivot aspects effectively and offer the possibility of professional teaching position itself to meet the challenges that integrate your knowledge of framework.
A presente pesquisa teve por objetivo analisar as concepções de ambiente de professores de Geografia (atuantes em Goiânia-GO) e de livros didáticos aprovados pelo PNLD referente à mesma ciência, na perspectiva de contribuir para o Ensino de Geografia no âmbito reflexivo e propositivo. Portanto, o problema central do trabalho consubstanciou da seguinte forma: de que forma os professores e os livros didáticos do Ensino Médio encaminham suas concepções de ambiente no Ensino de Geografia e como sua perspectiva teórico-conceitual pode estabelecer limites e/ou avanços para uma leitura integrada do espaço geográfico? Assim, para sistematização dos resultados da pesquisa foram necessário estabelecer metodologias de pesquisa, desta forma, a revisão bibliográfica, a aplicação de questionário, as entrevistas semiestruturadas, e a composição de quadros síntese para análise do discurso foram fundamentais para refletir sobre os mecanismos conceituais de ambiente, que ajudam a interpretar, agregar sentidos e valores à materialidade das relações sociais. E, também, em observar os pressupostos da Modernidade e seu legado na instauração de paradigmas que ainda norteiam diversas linhas de pensamentos, e os discursos sobre ambiente atualmente de diversos sujeitos no Ensino de Geografia. E, evidenciar a importância do professor em conhecer os processos que atuam no desenvolvimento de sua mediação didática, considerando a relação dos conceitos cotidianos e científicos no processo de formação teórico-conceitual, e das concepções de ambiente. Como objetivo geral, buscou a partir do desenvolvimento de uma metodologia de modelização gráfica, das tendências teórico-conceituais de ambiente dos livros didáticos analisados, identificando diferentes abordagens e seu prisma epistêmico, na qual se observou tendências naturalísticas e compartimentadas, com pouca relação em outras esferas do saber ambiental, e outras obras que permitem um olhar mais sofisticado sobre as temáticas ambientais. Verificou-se que o processo de modelização das concepções teóricoconceituais pode auxiliar o professor de Geografia, pois a modelização gráfica demonstra aspectos na articulação do conceito de ambiente que determinado professor possa apresentar mais dificuldades. Pressupõe-se que, as morfologias obtidas podem demonstrar aspectos de articulação do conceito de ambiente de forma efetiva e oferecer a possibilidade do profissional docente se posicionar perante os desafios que integram seu arcabouço de saberes.

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Marpica, Natália Salan. "As questões ambientais nos livros didáticos de diferentes disciplinas da quinta-série do ensino fundamental." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2469.

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Financiadora de Estudos e Projetos
The National Curriculum Parameters and Law 9.795 issued in 1999, which institutes a national policy covering environmental education, define that the environmental education should not be a school discipline but should be incorporated by all the existing ones. Aiming to check the way in which the orientation of the transversality is subsidized so that it can be concretized in the schools, this work uses the didactic books of different educational disciplines to understand how the multidisciplinar set of a same class approaches the environmental issues. The didactic books represent a huge investment on behalf of the Federal Government, who in turn analyzes, approves and purchases them for further forwarding to schools. As from this context the objective of the present survey is to understand how the knowledge, ethic and esthetic values as well as the political participation, covering the environmental issues, are approached in the didactic books of different school disciplines, resulting in contribution for an objective and critical usage of the school book as an environmental educational instrument. The survey was directed by the critical conception of the environmental education as it is understood that, when designing a fundamental role to the political dimension and educative práxis, it becomes more coherent with the search for transformation of the social-environmental reality. The methodology used was a qualitative textual analysis. As corpus of the analysis, didactic books were adopted; these books were purchased by SEE/SP covering each educational disciplines for the fifth year of the low school for the year of 2005. As analysis units, texts and chapters of the books that covered or should cover the environmental issues were used, and then these were unbuilt under the direction of a schedule, prepared based on elements that we consider essential for the educative work oriented to the environment, that includes handling of knowledge dimensions, of the ethic and esthetic values and political participation, which were subdivided in 21 parameters additionally specific. The analysis classifications were built a priori and based on existing trends in the educational field, as related to incorporation of the environmental thematic, as follows: silent, conservative, pragmatic and critical. Totally, 52 analysis units were selected distributed among the mathematics books, Portuguese language, sciences, history and geography. In general, most of them contemplated the environmental issue, however in a limited manner as the silent trend predominated in the three dimensions. In several parameters we were able to identify the presence of other trends, however, without a regularity in the approach, and this is assumed that there is no theoretical referential that subsidize the environmental discussions in the didactic books and that there is no concrete objective, on behalf of the state and of the didactic books, to transform the conditions of the social oppression and environmental degradation. The contradiction of the Brazilian state during this year is not founded only by the acquisition of material that does not company with the PCNs and Law 9.795, but for not considering them in formulation of other educational policies such as the PNLD, that does not cover the transversal themes in its assessment process. Thus, in its current materiality, the potential of the educational books, while a critical environmental educational instrument, is limited to the insertion of the theme in classrooms, and which should be deepened and enhanced by the school teachers.
Os Parâmetros Curriculares Nacionais e a Lei 9.795, de 1999, que institui a política nacional de educação ambiental, definem que a educação ambiental não deve ser uma disciplina escolar, mas incorporada por todas as que já existem. Pretendendo verificar de que forma a orientação da transversalidade é subsidiada para que se concretize nas escolas o presente trabalho utiliza os livros didáticos das diferentes disciplinas escolares para compreender quais as abordagens do conjunto multidisciplinar de uma mesma série acerca das questões ambientais. Os livros didáticos representam grande investimento do governo federal, que os analisa, aprova e compra, enviando-os às escolas. A partir deste contexto o objetivo desta pesquisa é compreender as abordagens dos conhecimentos, dos valores éticos e estéticos e da participação política, referentes às questões ambientais nos livros didáticos das diferentes disciplinas escolares, levantando contribuições para um uso objetivo e crítico do livro didático como um instrumento de educação ambiental. A pesquisa foi orientada pela concepção crítica da educação ambiental por entender que, ao atribuir papel fundamental à dimensão política e à práxis educativa, esta se apresenta mais coerente com a busca pela transformação da realidade socioambiental. A metodologia utilizada foi a análise textual qualitativa. Como corpus de análise, adotaram-se os livros didáticos mais comprados pela SEE/SP de cada uma das disciplinas escolares para a quinta-série do ensino fundamental no ano de 2005. Foram selecionados, como unidades de análise, trechos e capítulos dos livros que abordavam ou deveriam abordar as questões ambientais, e então os mesmos foram desconstruídos sob a orientação de um roteiro, elaborado com base em elementos considerados essenciais no trabalho educativo voltado ao ambiente, que inclui o tratamento às dimensões dos conhecimentos, dos valores éticos e estéticos e da participação política, que foram subdivididas em 21 parâmetros mais específicos. As categorias de análise foram construídas a priori e baseadas em tendências existentes no campo da educação, em relação à incorporação da temática ambiental, sendo elas: silenciosa, conservacionista, pragmática e crítica. Ao todo foram selecionadas 52 unidades de análise, distribuídas pelos livros de matemática, língua portuguesa, ciências, história e geografia. De forma geral, a maioria deles contemplava a questão ambiental, contudo limitadamente, uma vez que a tendência silenciosa predominou nas três dimensões. Em muitos parâmetros verificou-se a presença de outras tendências, no entanto sem uma regularidade na abordagem, o que pressupõe que não há referenciais teóricos que subsidiem as discussões ambientais nos livros didáticos e que não há um objetivo concreto, por parte do estado e dos livros didáticos, de transformar as condições de opressão social e de degradação ambiental. A contradição do estado brasileiro neste caso se dá não só pela aquisição de materiais que não atendam aos PCN´s e à Lei 9.795, mas por não considerá-los na formulação de outras políticas educacionais, como o PNLD, que não abrange os temas transversais em seu processo de avaliação. Deste modo, em sua materialidade atual, o potencial dos livros didáticos enquanto um instrumento de educação ambiental crítica se limita à inserção do tema em sala de aula, devendo ser aprofundado e aprimorado pelas educadoras e pelos educadores.

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Rumenos, Nijima Novello [UNESP]. "O tema mudanças climáticas nos livros didáticos de ciências da natureza para o ensino fundamental II: um estudo a partir do PNLD 2014." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144536.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Admitindo a importância que o tema “mudanças climáticas” apresenta para o processo educativo e a estreita relação entre esta temática e as Ciências Naturais, a presente investigação tem, como objetivo geral, identificar e analisar os significados atribuídos ao tema pelos livros didáticos de Ciências do Ensino Fundamental II, indicados pelo Programa Nacional do Livro Didático (PNLD) de 2014. A análise de dados foi baseada nos procedimentos da “Análise de Conteúdo”. A organização dos dados possibilitou a construção das seguintes categorias: “Considerações sobre o fenômeno do efeito estufa”, “Considerações sobre o fenômeno do aquecimento global”, “Causas das mudanças climáticas”, “Consequências das mudanças climáticas” e “Medidas de mitigação relacionadas às mudanças climáticas”. A maioria dos livros didáticos analisados apresenta o tema em questão a partir de informações científicas. Porém quando aborda a temática das complexidades e controvérsias, por exemplo, não explora questões relativas à criticidade face aos fenômenos ambientais e sua relação com o atual modo de produção e atuação de ordem política e ética, visando buscar a formação em seu aspecto crítico.
Admitting the importance of the theme "climate change" poses to the educational process and the close relationship between this topic and the Natural Sciences, this research has as main objective to identify and analyze the meanings attributed to the subject by sciences textbooks of elementary school, appointed by the National Textbook Program (PNLD) 2014. Data analysis was based on the procedures of "content analysis". The organization of the data enabled the construction of the following categories: "Considerations on the greenhouse phenomenon", "Considerations on the phenomenon of global warming", "Causes of climate change", "Impact of climate change" and "Mitigation measures related climate change ". Most textbooks analyzed presents the subject in question from scientific information. But when approaches the theme of the complexities and controversies, for example, does not explore issues related to criticality address the environmental phenomena and their relationship to the current mode of production and operation of political and ethics, aiming to seek training on their criticality.

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Grivopoulos, Konstantinos. "Étude comparative des représentations sociales de l’atome en milieu scolaire, en France et en Grèce, en corrélation avec sa transposition didactique de 1945 à 2014." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3087/document.

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Connaître la représentation sociale (RS) d'un concept scientifique peut servir d'appui à l'enseignement - apprentissage. La problématique de ce travail de thèse, qui s'inscrit en didactique des sciences, interroge la RS de l'atome chez des élèves français et grecs, en collège et en lycée. En parallèle, est étudiée la transposition didactique de ce concept, dans l'enseignement général scientifique des deux pays, de 1945 à nos jours. La théorie des situations didactiques, la théorie anthropologique du didactique et la théorie du noyau central, quant au concept de RS, constituent nos appuis théoriques. Nous avons suivi une méthode triangulaire de récolte et de traitement de données, issues d'entretiens, de dessins d'élèves et de questionnaires types de détection des RS. En outre, nous avons élaboré une grille d'analyse didactique de manuels scolaires de physique-chimie. Les résultats ainsi obtenus ont été comparés avec ceux issus d'une analyse textuelle, menée sur Alceste. La confrontation des systèmes représentationnels a révélé des convergences, mais aussi quelques différences, dues aux particularités transpositives dans les deux systèmes d'enseignement. En effet, le modèle planétaire de l'atome et la notion du noyau atomique occupent le noyau central de la RS, alors que les notions d'électron et de proton se placent en périphérie proche. Part ailleurs, le « nucléaire » semble être un élément saillant pour les français, tandis que chez les grecs dominent des éléments relatifs à la modélisation d'atome. En conclusion, l'enseignement peut être entravé par l'activation d'un processus représentationnel, donnant naissance à des systèmes de représentations - connaissances
Understanding the social representation of a scientific concept may be useful to the teaching and learning of it. The central question of this dissertation, that belongs to the didactic of the Sciences, is the social representation of the atom in French and Greek middle and high school students. Simultaneously, the didactic transposition of this concept in the general scientific education of these two countries is studied, from 1945 up to today. Our theoretical foundation with regard to social representations, is comprised of the theory of didactic situations, the anthropological theory of didactic, and the theory of the central core. We have collected, processed and combined data comprised of student interviews, drawings and answers to questionnaires to study the social representations. Furhermore, we have designed a technique of didactic analysis of Physics and Chemistry high school textbooks. The obtained results were compared with those of textual analysis using the Alceste software. The comparison of the representation systems revealed both similarities and differences, due to peculiarities in the didactic transposition, in the two educational systems. In both systems, it is the planetary model of the atom and the notion of the atomic nucleus that occupy the central core of the representation, while the notions of the electron and the proton are placed in the near periphery. On the other, the nuclear dimension of the atom is very important to the French, while to the Greeks it is elements related to the modelling of the atom that dominate. In conclusion, teaching may be hindered by the activation of a representation process giving rise to systems of representation

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Turunen, Eserberg Paulina, and Rosanna Jansheden. "Utomhuspedagogisk undervisning : Lärandet utomhus och miljöns betydelse." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45487.

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The aim of this study is to find ways to have outdoor tuition with preschool children. The study also researches how to do outdoors to promote children's learning and to know what pedagogical leaders think about outdoor pedagogy. The study is based on six questionnaires and two interviews where both pedagogical leaders and preschool teachers participated. We used a sociocultural perspective and phenomenological perspective when we analyzed the answers. The results of the study show that there are several ways to have outdoor tuition that promotes children's learning in different ways. The respondents of this study give many suggestions on how the tuition can look like and what strategies to use. One way to have tuitions outside can be to use activity cards where children get different missions to do or things to get and compare with each other in the woods. Another way is to use theme-based boxes with materials sorted in categories, for example a coloring box or a building- and construction box. All the responders answer that they think outdoor pedagogy is important and see benefits with having tuitions outdoors. The study concludes in the researchers own reflections about this study. The study suggests that tuitions should be educative and lust-filled for the children in preschool and to capture their interests. The tuition you do inside a preschool you also can do in other places, in other local environments that lay near the preschool for example in the woods or at a playground.

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Silva, Caio Vinícius da. "Educação ecológica para a conservação das plantas carnívoras: um estudo de caso no estado da Paraíba." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4560.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Carnivorous plants constitute a group of organisms that has well-defined requirements and environmental tolerances, it is recognized as bio-indicators of environmental quality and an important biological control agents of the small animals, possessing the potential educational value driven by the curiosity of the students, facilitating the construction of sensitivity and environmental knowledge. This study sought to use carnivorous plants as didactic instruments for the development of sensitivity, knowledge and environmental action students through environmental education in school. To this end, lectures, workshops, questionnaires, discussions and practical classes with students from regular high school public education were developed. Through studies, it was concluded that the carnivorous plants can be used as a teaching resource facilitator of the assimilation of information related to the local ecosystem, highlighting the importance of popular and scientific knowledge, characterizing and valuing regional habitats and species, encouraging research and dynamizing the teaching and learning process.
Plantas carnívoras constituem um grupo de organismos que detém exigências e tolerâncias ambientais bem definidas, reconhecidas como bioindicadores de qualidade ambiental e importantes agentes no controle biológico de pequenos animais, possuindo potencial valor didático direcionado pela curiosidade do aluno, facilitando a construção da sensibilidade e do saber ambiental. Este trabalho buscou utilizar plantas carnívoras como instrumentos didáticos para o desenvolvimento da sensibilidade, do saber e da ação ambiental dos alunos através da Educação Ambiental na escola. Para tal, foram desenvolvidas palestras, oficinas, questionários, discussões e aulas práticas com alunos do ensino médio regular da educação pública. Através dos estudos, concluiu-se que as plantas carnívoras podem ser utilizadas como recurso didático facilitador da assimilação de informações relacionadas aos ecossistemas locais, evidenciando a importância do conhecimento popular e científico, caracterizando e valorando habitats e espécies regionais, incentivando a pesquisa e dinamizando o processo ensino aprendizagem.

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Manceau, Corinne. "La formation professionnelle en prison : la transposition institutionnelle et l'environnement didactique en question." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0488.

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Cette recherche porte sur la formation professionnelle pour l’apprentissage d’un métier en milieu carcéral et sur ce qui empêche ou, au contraire, favorise la diffusion des connaissances dans ce lieu de formation inhabituel. La recherche s’appuie sur le cadre de la théorie anthropologique du didactique et plus particulièrement sur la notion de rapports institutionnels et personnels. Nous examinons à travers des données socio-économiques et des textes de loi l’influence des rapports à la prison et aux personnes détenues sur la formation professionnelle puis, au sein de certains établissements pénitentiaires, la nature des conditions et des contraintes qui gouvernent le fonctionnement des systèmes didactiques. L’issue de ce travail, dont la méthodologie s’appuie sur une enquête par entretiens et par questionnaire, témoigne de l’incongruité de vouloir reproduire en prison ce qui se passe dans le monde libre et invite à repenser l’organisation didactique de la formation professionnelle afin que celle-ci soit plus efficace au regard de la mission de réinsertion de la prison à laquelle elle concoure
This research concerns vocational training in a penitentiary context and what both prevents and promotes the diffusion of knowledge in this unusual training facility. The research is based on the framework of the anthropological theory of didactics and more particularly on the notion of institutional and personal relations. We examine, through socioeconomic data and legal texts, the influence of relations with prisons and prisoners on vocational training and, in some prisons, the nature of the conditions and constraints that drive the functioning of educational systems. The results of the research based on an interview survey as well as a questionnaire survey, reveals the incongruity of attempting to reproduce in prison what is happening in the free environment and invites us to rethink the didactic organization of vocational training so that it is more effective in terms of the prison's reintegration mission to which it contributes

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Batista, Márcia Luiza França da Silva. "Design instrucional : uma abordagem do design gráfico para o desenvolvimento de ferramentas de suporte à Educação a Distância /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/89714.

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Orientador: Marizilda dos Santos Menezes
Banca: Antônio Nelson Rodrigues da Silva
Banca: Dijon de Moraes
Banca: Olimpio José Pinheiro
Banca: Vânia Cristina Pires Nogueira Valente
Resumo: O objetivo deste trabalho é propor recomendações para o desenvolvimento de ferramentas de suporte à Educação a Distância. Essas ferramentas foram delimitadas como os ambientes virtuais de aprendizagem e sistemas tutores inteligentes, vistos a partir da ótica do design gráfico, dentro das especificações do design instrucional. A Educação a Distância é um fazer pedagógico que procura atender a sociedade da informação e do conhecimento. Para isso, ela faz uso da educação online, que se processa pela Internet, envolvendo a interação de pessoas. A terceira geração da educação a distância, baseada nas Tecnologias de Informação e Comunicação; usa os ambientes virtuais, os sistemas tutores inteligentes e as tecnologias interativas. O design instrucional é identificado como uma metodologia educacional que, por meio da tecnologia, propõe práticas e soluções para uma aprendizagem colaborativa e autônoma. Essa responsabilidade e abrangência cruzam os caminhos com o design. O designer gráfico e o webdesigner fazem parte da equipe multidisciplinar que compõe o design instrucional. Mesmo havendo vários sistemas eletrônicos de aprendizagem no mercado, várias instituições de ensino optam por desenvolvê-los internamente, privilegiando mais a generalidade do que a usabilidade. Para entender o desenvolvimento de sistemas tutores e ambientes virtuais, alguns processos, que regem a inteligência, a emoção, a percepção, a inteligência virtual, a ergonomia e a usabilidade, devem ser vistos como premissas básicas de tendências de aplicação. Assim, as recomendações deste trabalho, baseadas em uma metodologia de detalhamento do design instrucional, abordaram alguns passos, que foram o planejamento de unidades de aprendizagem, em que se verifica a aplicação do design gráfico; o desenvolvimento de roteiros e storyboards, e a definição... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The objective of this word is to propose recommendations for the development of tools supporting the Distance Education. These tools had been delimited as virtual environments of learning and intelligent tutorial systems, in the approach to graphic design, inside of the specifications of instructional design. A Distance Education is one to make pedagogical for the society of the information and the knowledge. For this, it makes use of the education online, that it processes itself for the Internet, involving the interaction of people. The third generation of the distance education, based in the Information Technologies and Communication, uses virtual environments, the intelligent tutorial systems and the interactive technologies. Instructional Design is identified as an educational methodology that, by means of the tecnology, consider practical and solutions for a collaborative and independent learning. This responsability and wide-ranging cross the ways with design. Graphical designer and webdesigner are part of multidiscipline team that composes instructional design. Even with several some electronic systems of learning in the market, some institutions of education opt to develop them internally, focusing more the generality of what the usability. To understand the development of tutorial systems and virtual environments, some processes, that conduct intelligence, the emotion, the perception, virtual intelligence, the ergonomics and the usability, they must be seen as basic premises of application trends. Thus, the recommendations of this work, based in a methology of detailing of instructional design, had approached some steps, that had been the planning of units of learning, where if verify the application of design graphical; the development of scripts and storyboards, and the definition of structures of navigation for menus; design of media contents, that... (Complete abstract, click electronic access below)
Mestre

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Karlsson, Markus. "Biologiämnets osynliga värderingsförmedling : Gymnasieelevers värderingar kring miljöfrågor från gymnasiet och biologiundervisningen." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22194.

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Skolan har som uppgift att förmedla såväl kunskaper som värden till eleverna, bland annat gällande deras inställning till miljöfrågor, men huruvida läroplanens efterfrågade värderingar förmedlas i ämnesundervisningen tål att studeras vidare. Den här studien breddar tidigare forsknings kvantitativa metodologier med en fenomenologisk ansats, och undersöker genom intervjuer med fem elever och deras lärare om, och i så fall hur, biologiundervisningen på gymnasiet bidrar till elevernas värderingar kring miljöfrågor. Elevernas resonemang visar på svagt biocentriska värderingar, och hur individuellt ansvar står i fokus för att möta ett akut miljöhot, och för att skydda ett allomfattande ekosystem. Undervisningen påverkar eleverna genom ämneskunskaper, som breddar värderingarnas horisontella struktur. Frågan om skolan förändrar värderingar kvarstår. Utifrån elevernas resonemang lyckas skolan generellt sett i sitt värderingsuppdrag, om än som en sekundär agent, och värderingsförmedlingen är i stort osynlig, d.v.s. något närvarande men som inte riktigt framkommer innan den synliggörs genom aktivt letande. Studien visar på vikten av undervisningsinslag utanför klassrummet samt en varierad ämnesdidaktik för att underlätta värdeförmedling i undervisningen.
The upper secondary school, as well as the compulsory school, should not only give students knowledge, but attitudes as well, for example regarding environmental issues. Whether or not the attitudes regarding environmental issues present in the upper secondary schools’ curriculum are distributed through the student’s education is studied in this thesis, with special focus on education in biology. Previous research have primarily studied attitudes from a quantitative methodological approach, this thesis widen the approach by adopting a phenomenological approach, with semi-structured qualitative interviews with five students and their teacher, with the aim of researching if, and if so, how, upper secondary school education in biology affect the students attitudes regarding environmental issues. The results shows that the students have, generally speaking, weak biocentric values, and that individual responsibility and agency is central in dealing with an acute environmental threat, and protecting an all-encompassing eco-system. The education affects the student’s attitudes by adding subject-specific knowledge, which broadens the horizontal attitude structure. Though, the question whether or not the education changes any values remain. Following from the student’s reasonings, the school is successful in distributing the asked-for values, though as a secondary agent, and that the distribution of values is somewhat invisible: present, but only when actively looked for. The study also acknowledges the importance of education that goes outside the classroom’s walls, and that a varied education facilitates the distribution of values.

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Andersson, Martin. "Historisk verkstad som undervisningsform : Lägerskolan på Stavgard, en fallstudie." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72891.

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Syftet med detta arbete är att undersöka vilken roll de estetiska lärprocesserna i historisk verkstad kan spela för att utveckla elevers historiemedvetande och historiska empati. Detta har undersökts genom att intervjua sex lärare som varit på Stavgards järnålderslägerskola med sina klasser. I undersökningen konstateras att historiska verkstäder är uppskattade bland lärare och elever och att det prioriteras i undervisningen trots att det innebär en stor ekonomisk ansträngning för skolan. De estetiska lärprocesserna representeras på Stavgard genom praktiskt arbete, berättelser och i viss mån drama. Vistelsen på Stavgard skapar en gemensam referensram för lärare och klass, utifrån vilken historiemedvetande byggs under kommande historieundervisning. På lägerskolan lever eleverna järnåldersliv under två dagar och undersökningen visar att eleverna genom att själv få uppleva järnåldersmänniskornas umbäranden utvecklar historisk empati. Utöver detta beskrivs också hur för- och efterarbetet i samband med Stavgardsvistelsen utformas av de olika lärarna.
The aim of this study is to investigate what role the aesthetic learning processes in historical workshops can play in developing students' historical consciousness and historical empathy. This has been investigated by interviewing six teachers who have been at Stavgard iron age camp school with their classes. The survey found that historical workshops are appreciated among teachers and students and that it is a priority in the teaching, even though this means a great financial effort for the school. The aesthetic learning processes are represented at Stavgard through practical work, stories and to some extent drama. The stay at Stavgard creates a common frame of reference for teachers and class, based on which historical consciousness is built during future history teaching. At the camp school, the pupils practice iron age life for two days, and the study shows that the pupils themselves by experiencing the hardship of the Iron Age people develop historical empathy. In addition to this, it is also described how the pre- and post-work in connection with the stay at Stavgard is designed by the different teachers.

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Segala, Fernando José. "O processo ensino de geografia a partir da hidrografia de Francisco Beltrão – PR." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3003.

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To the detriment of the importance of the fulfillment of Environmental Education (AE) teaching and the implementation of methodological practices that approximate the knowledge constructed by the student in the local reality, it was verified through the bibliography researched, among which is indicated Pires (2011) and Biral (2011), which is little linked to EE during the process of Teaching Geography. This assertion corroborates with the hypothesis of the present work that there is underutilization of the knowledge brought by the student about the local space during the teaching process, which would not happen if there was a greater commitment to effect EE practices during the classes, especially Geography. Thus, the present research proposes to investigate how the theme EA and Water Resources (HR) are approached in the High School of Francisco Beltrão - PR and suggest methodologies that link geographic knowledge with the local reality, using as central theme the hydrography of the city. In order to carry out the analysis, two state colleges with differentiated Political and Pedagogical Projects (PPP) were selected to contemplate the realities, both of the students linked to the rural area of the municipality and the urban area. The selected colleges were the Eduardo Virmond Suplicy State College and the Francisco Beltrão - PR Agricultural College (CEEP). The theoretical and bibliographic component of the research was fulfilled by reading and analyzing the State Curricular Guidelines for Geography Teaching (DCES) and the survey of questions related to EE through the research carried out by Guimarães (2006); Smith (1998); Dias (2004); Loureiro (2006); Carson (1962), among others. Research and analysis on how AD and HR are addressed in high school was done through the study of the PPPs of the two colleges; The application of structured questionnaires to 200 (two hundred) students and interviews with six (6) teachers. Through the research, it was concluded that the EE is worked in the schools in an integrated way, but it was also verified that the frequency and depth of the dialogue, especially in the subject of Geography, with the themes of EA and HR, falls short of what the DCEs taken by reference. Based on teachers' suggestions, among them the importance of approaching Geography teaching and EA with an interdisciplinary approach, a recommendation was made for activities that can be used during Geography classes, creating an opportunity for integrated actions In the disciplines from the local HR and making effective the fulfillment of what proposes the curricular structure of the studied colleges.
Em detrimento da importância do cumprimento do ensino de Educação Ambiental (EA) e da efetivação de práticas metodológicas que aproximem o conhecimento construído pelo aluno na realidade local, verificou-se por meio da bibliografia pesquisada, dentre a qual se indica Pires (2011) e Biral (2011), que pouco se vincula a EA durante o processo de Ensino de Geografia. Tal assertiva corrobora com a hipótese do presente trabalho de que há subutilização do conhecimento trazido pelo aluno acerca do espaço local durante o processo de ensino, o que não ocorreria caso houvesse maior empenho em efetivar práticas de EA durante as aulas, sobretudo, de Geografia. Dessa forma, a presente pesquisa propõe investigar como o tema EA e Recursos Hídricos (RH) são abordados no Ensino Médio de Francisco Beltrão – PR e sugerir metodologias que vinculem o conhecimento geográfico com a realidade local, utilizando como tema central a hidrografia da cidade. Para efetuar a análise foram selecionados dois colégios estaduais com Projetos Políticos e Pedagógicos (PPP) diferenciados visando contemplar as realidades, tanto dos alunos vinculados à área rural do município quanto da área urbana. Os colégios selecionados foram o Colégio Estadual Eduardo Virmond Suplicy e o Colégio Agrícola (CEEP) Francisco Beltrão – PR. O componente teórico e bibliográfico da pesquisa foi cumprido por meio de leitura e análise das Diretrizes Curriculares Estaduais para o ensino de Geografia (DCES) – PR e do levantamento das questões relacionadas a EA por meio das pesquisas realizadas por Guimarães (2006); Smith (1998); Dias (2004); Loureiro (2006); Carson (1962), dentre outros. A investigação e análise sobre o modo como a EA e os RH são abordados no Ensino Médio foi realizada por meio do estudo dos PPPs dos dois colégios; da aplicação de questionários estruturados para 200 (duzentos) alunos e entrevistas com 06 (seis) professores. Através da pesquisa concluiu-se que a EA é trabalhada nos colégios de forma integrada, mas também constatou-se que a frequência e a profundidade do diálogo, sobretudo, na disciplina de Geografia, com as temáticas de EA e RH está aquém do que preconizam as DCEs tomadas por referência. A partir das sugestões dos professores, dentre as quais cita-se a importância de aproximar o ensino de Geografia e a EA com abordagem interdisciplinar, realizou-se a recomendação de atividades que podem ser utilizadas durante as aulas de Geografia, criando oportunidade para ações integradas nas disciplinas a partir dos RH locais e tornando efetivo o cumprimento do que propõe a estrutura curricular dos colégios pesquisados.

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Marcant, Marie-Dominique. "Étude des choix didactiques et des démarches d'enseignement / apprentissage de la littérature dans les cursus universitaires de FLE : le cas de l'université de Birzeit en Palestine." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA093/document.

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Cette recherche porte sur l’enseignement de la littérature dans un cursus universitaire de français langue étrangère. Elle questionne la notion de culture littéraire à travers les « canons littéraires », les littératures « mineures » selon la terminologie de G. Deleuze, et leur contextualisation d’une part, et, d’autre part, à travers la mise en place de pratiques enseignantes visant sa transmission / construction. Cette recherche étant ancrée dans les sciences humaines par ses champs d’étude – la littérature et la didactique – et étant, par conséquent, relativement subjective, nous avons choisi d’étudier un cas particulier, celui dans lequel nos questions sont apparues, afin de mettre en évidence ses spécificités mais aussi des traits généralisables ou, du moins, ouvrant des pistes de réflexions transposables dans d’autres contextes. Pour effectuer cette étude, nous avons privilégié une approche inductive et compréhensive et nous avons opté pour une méthode mixte ou une triangulation permettant le croisement de différentes données dans le but d’avoir une vision globale de la situation en termes de pratiques, de potentiels et de limites. Les résultats obtenus dans ce contexte ouvrent un champ de possibles pour penser une didactique du FLE adaptée à un enseignement littéraire en milieu universitaire
This research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context

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Batista, Márcia Luiza França da Silva [UNESP]. "Design instrucional: uma abordagem do design gráfico para o desenvolvimento de ferramentas de suporte à Educação a Distância." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/89714.

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O objetivo deste trabalho é propor recomendações para o desenvolvimento de ferramentas de suporte à Educação a Distância. Essas ferramentas foram delimitadas como os ambientes virtuais de aprendizagem e sistemas tutores inteligentes, vistos a partir da ótica do design gráfico, dentro das especificações do design instrucional. A Educação a Distância é um fazer pedagógico que procura atender a sociedade da informação e do conhecimento. Para isso, ela faz uso da educação online, que se processa pela Internet, envolvendo a interação de pessoas. A terceira geração da educação a distância, baseada nas Tecnologias de Informação e Comunicação; usa os ambientes virtuais, os sistemas tutores inteligentes e as tecnologias interativas. O design instrucional é identificado como uma metodologia educacional que, por meio da tecnologia, propõe práticas e soluções para uma aprendizagem colaborativa e autônoma. Essa responsabilidade e abrangência cruzam os caminhos com o design. O designer gráfico e o webdesigner fazem parte da equipe multidisciplinar que compõe o design instrucional. Mesmo havendo vários sistemas eletrônicos de aprendizagem no mercado, várias instituições de ensino optam por desenvolvê-los internamente, privilegiando mais a generalidade do que a usabilidade. Para entender o desenvolvimento de sistemas tutores e ambientes virtuais, alguns processos, que regem a inteligência, a emoção, a percepção, a inteligência virtual, a ergonomia e a usabilidade, devem ser vistos como premissas básicas de tendências de aplicação. Assim, as recomendações deste trabalho, baseadas em uma metodologia de detalhamento do design instrucional, abordaram alguns passos, que foram o planejamento de unidades de aprendizagem, em que se verifica a aplicação do design gráfico; o desenvolvimento de roteiros e storyboards, e a definição...
The objective of this word is to propose recommendations for the development of tools supporting the Distance Education. These tools had been delimited as virtual environments of learning and intelligent tutorial systems, in the approach to graphic design, inside of the specifications of instructional design. A Distance Education is one to make pedagogical for the society of the information and the knowledge. For this, it makes use of the education online, that it processes itself for the Internet, involving the interaction of people. The third generation of the distance education, based in the Information Technologies and Communication, uses virtual environments, the intelligent tutorial systems and the interactive technologies. Instructional Design is identified as an educational methodology that, by means of the tecnology, consider practical and solutions for a collaborative and independent learning. This responsability and wide-ranging cross the ways with design. Graphical designer and webdesigner are part of multidiscipline team that composes instructional design. Even with several some electronic systems of learning in the market, some institutions of education opt to develop them internally, focusing more the generality of what the usability. To understand the development of tutorial systems and virtual environments, some processes, that conduct intelligence, the emotion, the perception, virtual intelligence, the ergonomics and the usability, they must be seen as basic premises of application trends. Thus, the recommendations of this work, based in a methology of detailing of instructional design, had approached some steps, that had been the planning of units of learning, where if verify the application of design graphical; the development of scripts and storyboards, and the definition of structures of navigation for menus; design of media contents, that... (Complete abstract, click electronic access below)

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Forsberg, Anna. "Elevinflytande i grundskolan : Ett lärarperspektiv på elevinflytande i undervisning." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67415.

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The purpose of this thesis is to investigate how active primary school teachers describe and embody the concept of student influence. The study also processes how the teachers allow students to apply student influence practically in the classroom environment. In order to investigate in this matter I have used the socio-cultural perspective of mediation, appropriation and the proximal development zone as key concepts. A qualitative research method was chosen, and six teachers were interviewed from four different schools in a big city. According to the results, the teachers interpreted student influence as students being involved in making decisions that concern them. The teachers' aim is to follow the development of students' knowledge by adapting their teaching to students individually and offering a learning environment with different working procedures and methods. In addition, students take part in class and student councils. An informant experienced the assignment as complex by an informant, as the teacher is to individualize the teaching and accommodate each student. Teachers point out that the responsibility lies with them if student influence is obtained in their teachings or not. It becomes a lonely task, as there is no peer cooperation and no support from the principal.
Syftet med föreliggande examensarbete är att undersöka hur verksamma lärare uppfattar begreppet elevinflytande och hur det praktiskt tillämpas i undervisningen. Undersökningen bearbetar även hur lärarna praktiskt låter eleverna tillämpa elevinflytande i klassrumsmiljön. För att undersöka detta har jag använt mig av det sociokulturella perspektivet med mediering, appropriering och den proximala utvecklingszonen som teoretiska begrepp. Min undersökning är kvalitativ och som undersökningsmetod har intervjuer på lärare konstruerats. Sex verksamma lärare intervjuades från fyra olika skolor i en storstad. Enligt de resultat som framkom tolkade lärarna begreppet elevinflytande utifrån att eleverna ska vara med och fatta beslut som rör dem. Lärarna strävar efter att följa elevens kunskapsutveckling genom att elevernas undervisning individanpassas och de erbjuds en lärmiljö med olika arbetssätt och arbetsformer, samt att eleverna deltar i klass- och elevråd. Uppdraget upplevs också komplext av en informant, eftersom läraren ska individanpassa undervisningen och tillgodose alla elevers behov i klassen. Lärarna påpekar att ansvaret ligger hos dem att elevinflytande råder i undervisningen, vilket de menar blir ett ensamarbete då de inte samarbetar kollegialt och inte har rektorernas stöttning.

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Pinesso, Denise Cristina Christov. "A questão ambiental nas séries iniciais: práticas de professoras do distrito Anhanguera - São Paulo." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-26062007-144244/.

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Esta pesquisa teve como objetivo investigar práticas de professoras das séries iniciais relacionadas às questões ambientais. As escolas participantes estão situadas no distrito Anhanguera, região noroeste da cidade de São Paulo. Para compreender como ocorrem estas práticas, aplicamos questionários de perguntas abertas e fechadas que versavam sobre: a) o contexto em que as escolas se inserem; b) os temas desenvolvidos relacionados às questões ambientais; c) os objetivos estabelecidos para o trabalho; d) as estratégias estabelecidas e materiais utilizados; e) avaliação. Num segundo momento, trabalhamos com a metodologia do grupo focal, buscando aprofundar aspectos surgidos a partir dos questionários. Concluímos que as professoras das séries iniciais desenvolvem projetos envolvendo as questões ambientais e que a consciência sobre a importância deste trabalho é uma realidade presente, embora existam lacunas no que se refere ao fazer pedagógico - relacionadas ao planejamento e reflexão sobre a prática - e às concepções sobre natureza e educação ambiental. Apesar destas dificuldades, o trabalho das professoras é relevante e significativo, pois se insere no movimento de construção dos saberes ambientais no ensino formal
The objective of this research was to investigate the actual work of primary school teachers on environmental issues. The participant schools are located on the Anhangüera district, northwest region of the city of São Paulo. To understand how that work is carried out, we applied a questionnaire focusing on: a) the set up in which the schools are operating; b) the themes developed within environmental issues; c) the objectives established for the work; d) the strategies established and the materials used; e) evaluation. On a second phase, we have worked with the method of focal group, aiming to deal with the emerging elements from the answered questions. We concluded that the primary school teachers do develop environmental issues projects and that the awareness on the importance of that kind of work is an actual reality, although there are some shortcoming on the pedagogical practice - related to the planning and the self-thought on the practice - and on the nature and environmental education conceptions. Inspite of those difficulties, the work of the teachers is relevant and meaningful, because it is part of the construction of the environmental knowledge at a level of formal education

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Jäger, Viola. "Utevistelsen: Miljödidaktik och/eller rörelseglädje? : Förskolpedagogers syn på utevistelsen." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36589.

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Detta examensarbete handlar om hur pedagoger ser på utevistelse och dess lärande samt hur de använder utevistelse i sitt pedagogiska arbete. Frågeställningarna som ställdes var: Hur ser pedagoger på utevistelse och lärande? Hur använder de utevistelse i sitt pedagogiska arbete? Begreppen arbetet utgick ifrån för att kunna svara på frågeställningarna var barns rörelseglädje och miljödidaktik. För att ta reda på detta användes enkätundersökning som metod. Enkätundersökningarna skickades ut till de förskolor i en viss kommun, som förskolecheferna godkände. Resultatet från enkäterna som skickades ut visade på att det var en blandning mellan de båda begreppen som användes i denna undersökning. De flesta gångerna förskolorna gick till lekparken eller skogen var både planerade och oplanerade, då pedagogerna ansåg att barnen behöver båda.
The purpose with this study was to see how preschool-teachers see on the time outdoors and the learning it leads to, and also how they use the time outdoors in their educational work. The questions were as following: How do preschool-teachers look upon the time outdoors and learning? How do preschool-teachers use the time outdoors in their educational work? The concepts of children’s joy of movement and environmental didactics were assumed to answer the questions in this study. To answer these questions survey were used as a method. The survey was sent out to most of the preschools in a municipality. The results of the surveys that came back showed that it’s a mixture of the both concepts that were used in this study and that the most times at the playground or in the woods were both planned and unplanned, because the teacher’s assumes that the children needs both.

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Schöld, Jack. "Undervisning om hållbar utveckling inom geografiämnet : Från teori till praktik." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77822.

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Sustainable development is a concept that many people know of. In today's society, sustainability issues are often discussed in politics, at work, in home and at school. In the Swedish geography teaching at high school and upper secondary school include sustainable development as a subject content. Previous studies show that teachers are teaching about sustainable development in Swedish schools. But few studies are exactly showing what the education contains, what subject content, working methods and what didactic choices the geography teachers are making. There is no clear picture of purely practical teaching on sustainable development except that it ́s conducted at the geography lessons. Previous studies show that teachers has a very important role in how the teaching is designed, from selection of subject content to choose of working methods. This study has investigated how four active geography teachers at the high school and upper secondary school reason about their didactic choices in their teaching. Key issues in this qualitative study are, how teachers interpret sustainable development based on the curriculum, how teaching is practically implemented and what abilities the teachers want their teaching to give the students. The results of the study show that geography teachers choose to divide sustainable development into several smaller subjects. This results in the teacher working with a large variety of different work methods. In some special subject the teacher is more active and the students are passive, while in other subject are the students very active. Students are also given possibilities to reflect on their own sustainability and sustainable development, and also discuss this matters with their classmates.
Hållbar utveckling är ett begrepp som många känner till. I dagens samhälle är hållbarhetsfrågor något som diskuteras flitigt i politiken, på arbetsplatsen, i hemmet och även i skolan. I svensk geografiundervisningen på högstadiet och i gymnasieskolan ska hållbar utveckling ingå som ämnesinnehåll. Den tidigare forskningen visar att undervisningen om hållbar utveckling pågår i svenska skolor men utan att exakt veta vad som utgör ämnesinnehållet, arbetsmetoder och vilka didaktiska val som geografilärare gör. Det finns ingen tydlig bild över rent praktisk undervisning om hållbar utveckling som genomförs på geografilektionerna. Den tidigare forskningen visar på att läraren har mycket stor betydelse i hur undervisningen utformas, allt från urval av ämnesinnehåll till val av arbetssätt. Denna fallstudie har fyra verksamma geografilärare på högstadiet och gymnasieskolan intervjuas kring hur de resonerar kring didaktiska val i undervisningen. Centrala frågeställningar i denna kvalitativa undersökning är, hur lärare tolkar hållbar utveckling utifrån kursplanen, hur undervisningen praktiskt genomförs samt vilka förmågor som lärarna vill att undervisningen ska ge eleverna. Resultatet av undersökningen visar på att geografilärare väljer att dela upp hållbar utveckling i flera arbetsområden. Detta resulterar i att läraren arbetar med stor mångfald av olika arbetssätt. I vissa arbetsområden är läraren mer aktiv och eleverna passiva medan i andra arbetsområden är förhållandet tvärtom. Eleverna ges då också utrymme för att öppet reflektera över olika deras egna hållbarhet och hållbar utveckling, men samtidigt även diskutera dessa frågor med klasskamraterna.

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Morais, Eliana Marta Barbosa de. "O ensino das temáticas físico-naturais na geografia escolar." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-13062012-122111/.

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Entendemos que o sentido da Geografia no currículo do ensino básico é a sua potencialidade para a formação de cidadãos críticos, autônomos e conscientes para atuarem em sociedade. A Geografia escolar pode contribuir para essa formação ao trabalhar, no ensino, as temáticas físico-naturais do espaço geográfico, todavia esta contribuição está vinculada à forma como o ensino é encaminhado. Esta forma se relaciona, além de outros fatores, à formação teórico-metodológica do docente que, bem fundamentada, lhe possibilita desenvolver o processo de ensino e aprendizagem a partir da articulação entre objetivos, conteúdos e métodos. Para refletir sobre esta questão, buscamos analisar a relação existente entre a concepção de professores de Geografia acerca dos conceitos de natureza e ambiente e o ensino realizado por eles sobre as temáticas físico-naturais do espaço geográfico nas Redes Municipal e Estadual de Educação de Goiânia-Goiás nos amparando nos conhecimentos didáticos do conteúdo. Assim, nesta tese tivemos a intenção de verificar se os docentes que atuam nestas redes, ao ensinarem os conteúdos relevo, rochas e solos na Geografia escolar, ratificam a separação entre os aspectos físicos e sociais instituída na dicotomia entre a Geografia Física e a Geografia Humana. Se assim o fazem, eles reforçam uma concepção clássica e tradicional de Geografia. Analisamos as relações que os professores estabelecem entre a sua formação inicial e a atuação docente mediante a realização de entrevistas semiestruturadas. Discutimos, então, os conhecimentos docentes considerando a relação entre a Geografia acadêmica e a Geografia escolar e analisamos os materiais pedagógico-didáticos utilizados como subsídios para o ensino dessa temática no Ensino Fundamental, como os PCNs, as Diretrizes Curriculares Municipal e Estadual e os livros didáticos do 6º ano aprovados pelo PNLD/2008. Com base nas atividades realizadas em um ciclo de oficinas, no qual foram empregadas diferentes metodologias, e nos resultados das entrevistas focais, discutimos os conhecimentos didáticos do conteúdo mobilizados pelos professores quando abordam os temas relevo, rochas e solos no ensino de Geografia. Diante dos resultados alcançados com a realização das oficinas e no sentido de revalorizar o ensino acerca das temáticas físico-naturais do espaço, apresentamos os conceitos de natureza e ambiente como eixos estruturadores na Geografia escolar. Discutimos, então, o ensino das temáticas físico-naturais do espaço na Geografia escolar como instrumento para favorecer a formação cidadã.
We understand that the reason Geography is part of the curriculum of elementary school lies in its potentiality for molding citizens who will be critical, independent and socially aware to live in society. Geography in school can help with this molding process when it deals with the physical-natural themes of geographical space at school. However, this contribution has to do with the way this teaching is carried out. Besides other factors, this way of teaching is related to the theoretical-methodological background of the teacher, which when well- founded, will allow the teacher to develop the process of teaching and learning through the combination of objectives, content and methods. In order to reflect on this question we analyzed the existing relation between the conception that Geography teachers have about the definition of nature and environment and their way of teaching the physical-natural themes of the geographical space in the Municipal and State Schools in Goiânia-Goiás, focusing on the didactical knowledge of the content. Thus, in this thesis, our intention was to check if the teachers who work in these schools, when teaching the contents about terrain, rocks and soil in geography, pinpoint the separation between the physical and social aspects that exist in the dichotomy between Physical Geography and Human Geography. If they do that, they reinforce a classical and traditional conception of Geography. We analyzed the relations that the teachers establish between his/her academic background and his/her actual teaching through semi- structured interviews. This way, we discussed the teacher´s knowledge, taking into consideration the relation between academic Geography and Geography taught in school and we analyzed the pedagogical-didactical material used as a helping instrument for the teaching of these themes in Elementary Schools, such as the PCNs (National Pattern Parameters) and the Municipal and State curricular requirements and the didactic books of the 6th grade approved by PNLD/2008. Based on the activities that were carried out in a series of workshops, in which different methodologies were used, and through the results of the focal interviews, we discussed the didactic knowledge of the content explained by the teachers when they talk about terrain, rocks and soil when teaching Geography. Based on the results achieved with the workshops and with the intention of revaluing the teaching of the physical natural themes of space, we presented the concepts of nature and environment as a support for Geography in school. Therefore, we discussed the teaching of the physical-natural themes of space in Geography in school as a tool to promote civic awareness.

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Pisciotta, Elizabeth A. "Tectonic Interventions: How Can Architecture Serve as a Learning Tool?" University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242855618.

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Olsson, Daniel. "Young People's "Sustainability Consciousness" : Effects of ESD Implementation in Swedish Schools." Licentiate thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33797.

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The UN Decade of Education for Sustainable Development is approaching its end and it is important to investigate the effects of the efforts to implement education for sustainable development (ESD) nationally, before decisions on forthcoming efforts are made. There are few investigations of the effect of ESD implementation that take a broad approach. In order to measure the educational effects of ESD implementation broadly and inclusively, I introduce the concept of sustainability consciousness (SC), which will be operationalized into the research through a Likert scale questionnaire. This licentiate thesis contributes new knowledge on the implementation of ESD in the Swedish school system as reflected in young people’s SC. Two studies have been conducted. In the first study, I investigated the effects of ESD implementation by a comparison of SC between students in schools with an explicit ESD approach and control schools without an explicit approach. In the second study, I investigated whether the perceptual dip among adolescents found in the field of environmental education was also present in the economic and social dimensions of their SC in addition to the environmental one. The total sample included 2 413 students in 6th, 9th and 12th grades of the Swedish schools system. Results of the two studies indicate that the implementation of ESD in the Swedish compulsory school system does not seem to have been particularly successful as there are only small positive effects of an explicit ESD approach in 6th grade and even a small negative effect of an explicit ESD approach in the 9th grade. Furthermore, the dip in adolescent 9th graders’ SC is confirmed. This indicates that different age groups tackle the effects of the prevailing traditional sustainability teaching in different ways, which suggests that ESD in schools need to be adapted to different levels.
Baksidestext: The UN Decade of Education for Sustainable Development is drawing to an end and it is important to investigate the effects of implementing education for sustainable development (ESD) nationally. This thesis contributes new knowledge on the implementation of ESD in the Swedish school system. The concept of sustainability consciousness (SC) is introduced and operationalized to measure the educational effects of ESD by taking a broad and inclusive approach in two studies with a total of 2 413 students in 6th, 9th, and 12th grades. The first study investigated differences in students’ SC by comparing students in schools with an explicit ESD approach and control schools without an explicit approach. The second study investigated if there is a dip in 9th graders’ SC in comparison with younger and older age groups. Results reveal that the implementation of ESD in the Swedish schools does not seem to have been particularly successful as there are only small effects of an explicit ESD approach. A dip in adolescent 9th graders’ SC is also confirmed. Different age groups respond to the prevailing traditional sustainability teaching in different ways, which suggest that ESD in schools need to be adapted to different levels.

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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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Thorén, Mia. ""Och väggarna förvandlades till världen runtomkring" : pedagogers röster och praktiker kring att främja elevers fantasi och kreativitet i och genom fritidshemmets inomhusmiljö." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20270.

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Betoningen i fritidshemmets och dess pedagogers uppdrag ligger på det som många gånger är oförutsägbart – lek, utforskande och kreativa arbetssätt samt att främja elevers fantasi och kreativitet. Fritidshemmet är även en fysisk plats – en komplex miljö där förväntningar om informellt lärande och omsorg ska iscensättas och ta plats. Den fysiska inomhusmiljön i fritidshemmet och pedagogernas roll i att använda den som en del av det pedagogiska uppdraget finns inte i detalj specificerat i styrdokumenten och är ett område som inte tidigare prioriterats högt i akademisk forskning, men kan ses vara på tydlig uppgång. Studien, som genomförts i form av samtalspromenader tillsammans med pedagoger på fyra fritidshem i Skåne syftar till att – genom ett designteoretiskt och sociokulturellt perspektiv – belysa pedagogers intentioner och praktiker kring att främja elevers kreativitet och fantasi i och genom den fysiska inomhusmiljön på fritidshemmet. Den ställer även frågan kring vilka artefakter som används för detta syfte och på vilket sätt de presenteras för eleverna. Studiens resultat visar en samstämmig bild av både det utbud av artefakter som presenteras för elever i syfte att främja kreativitet och fantasi, och ett ospecificerat uppdrag som i högsta grad är levande för pedagogerna men många gånger är marginaliserat.
The emphasis of Swedish leisure-time teachers assignment lies in the unpredictable characteristics of play, explorative and creative ways of working and encouraging child fantasy and creativity. The leisure time centre is also a physical space where a complex mix of expectations of informal learning and care takes place. The physical learning environment of Swedish leisure-time centres, and the teacher’s assignment concerning it, is neither in detail regulated in steering documents nor well documented in academic research but seems to be an upcoming subject of attention. This study, which has been executed as walking interviews with teachers in four Swedish leisure-time centres, aims to – through a sociocultural and multimodal theoretical perspective – illustrate the intention and applied practices concerning the encouraging of child fantasy and creativity in and through physical learning environment. It also aims to explore the use and range of artifacts and how they are presented to children. The results of this study present a unanimous picture of the range of artifacts used and an assignment highly vivid to the teachers but still unspecified as well as marginalized.

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Xu, Man. "Pour une didactique de la grammaire contextualisée du français en milieu universitaire chinois : perspectives métalinguistiques et interculturelles." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA109.

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Cette étude relève du domaine de la didactique des langues et des cultures. Elle a pour objet l'enseignement/apprentissage de la grammaire en milieu universitaire chinois. Elle s’articule autour de trois questions centrales : Qu’est-ce que la contextualisation de la didactique de la grammaire en milieu universitaire chinois ? Quelles sont les activités métalinguistiques dans les cours de grammaire pour les apprenants chinois ? Comment les facteurs culturels, surtout les différences interculturelles, influencent l'acquisition de la grammaire par les étudiants chinois? La méthode d'analyse se fonde sur une approche pluri-méthodologique. Nous avons suivi les étapes suivantes : L'enquête sous forme de questionnaires à distance des étudiants chinois permet de connaitre le contexte local. L’analyse de l’enregistrement des séances de cours à l'Université des études internationales de Xi'an montre les activités métalinguistiques et la culture métalinguistique et éducative du public concerné. L’enquête par entretiens semi-directifs auprès des apprenants nous permet d'exploiter les effets des activités métalinguistiques et des activités interculturelles chez les apprenants. Les résultats obtenus montrent que la prise en compte des réflexions métalinguistique et interculturelle est cruciale, ce qui confirme l’importance de ces perspectives pour améliorer la didactique de la grammaire en Chine
This study is in the field of the didactics of languages and cultures. Its purpose is to study the teaching and learning of French grammar in a Chinese academic environment. It focuses on three central questions: What is the contextualisation of the didactics of grammar in a Chinese academic environment? What metalinguistic activities are used in grammar courses for Chinese learners? How do cultural factors, especially intercultural differences, influence the acquisition of grammar by Chinese students? The method of analysis is a multi-methodological approach. We apply the following procedure: A survey in the form of a remote questionnaire to Chinese students, to provide a local context. An analysis of teaching sessions, the courses recorded at the University of International Studies in Xi'an, to demonstrate the metalinguistic activities and educational culture of the public concerned. Carrying out semi-directive interviews with learners, to allow us to examine the effects of metalinguistic activities and intercultural activities among learners. The results confirm that the consideration of metalinguistic and intercultural reflections is crucial, therefore it is important that these perspectives to improve the didactics of grammar in China are not overlooked

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Berglund, Teresa. "Student 'sustainability consciousness' and decision making on sustainability dilemmas : Investigating effects of implementing education for sustainable development in Swedish upper secondary schools." Licentiate thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34196.

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The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students.
This study addresses the interdisciplinary and multidimensional content embraced in the concept of sustainable development (SD) and the development of competences often associated with education for sustainable development (ESD). A survey was conducted among 638 students from 15 upper secondary schools, investigating their sustainability consciousness (SC) and their decision-making in relation to a number of sustainability dilemmas. The results showed that students attending schools with an ESD profile were characterized by stronger SC than students attending regular schools; however the difference between the groups was small and mostly related to the economic dimension of SD. Students who prioritized environmental decisions in SD dilemmas showed stronger SC than students who prioritized economic reasons. The SD dimensions were given varying importance depending on the context and whether a harmony-based or a conflict-based perspective on environmental, economic and social dimensions was used. The study provides support for using multiple perspectives and including both harmonious- and conflict-based perspectives on SD in education. It also contributes knowledge of the implementation of ESD in Sweden in terms of the student sustainability consciousness in the two groups.

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Souza, Paulo Vitor Teodoro de. "Trajetória da construção de um projeto interdisciplinar na escola: em foco a educação ambiental." Universidade Federal de Uberlândia, 2014. https://repositorio.ufu.br/handle/123456789/17774.

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O presente trabalho versa sobre a trajetória da construção de um projeto didático-pedagógico interdisciplinar na vertente da Educação Ambiental. Para o desenvolvimento da pesquisa, foi feito um levantamento bibliográfico sobre intervenção pedagógica interdisciplinar e os trabalhos com o foco na Educação Ambiental, o que possibilitou refletir sobre a forma simplista de compreensão deste assunto, talvez pela ausência de discussões na formação inicial de professores. Para a elaboração do projeto didático-pedagógico, foram convidados oito professores que atuam no 9.º Ano do ensino fundamental de uma escola privada de educação básica da cidade de Uberlândia/MG. Dos oito professores, quatro devolveram o questionário respondido e, desses, apenas dois continuam exercendo a docência na instituição. Esses resultados motivaram o pesquisador a inserir na pesquisa, não apenas a construção do projeto de intervenção pedagógica, mas, também investigar o motivo de ocorrência de tal situação na escola privada. Dentre os motivos, foi notado que os professores da rede privada atuam em três ou mais instituições diferentes e isso pode implicar pouco envolvimento do docente com a escola, sendo que muitos trabalham na instituição apenas um período e em um único dia da semana. Foram realizadas três reuniões com os participantes e, a partir dessas, foi elaborado, como produto deste trabalho de mestrado profissional, um projeto didáticopedagógico para a instituição. Para que esse projeto possa ser aplicado em outras instituições de ensino, o pesquisador elaborou a ampliação do projeto, adaptando a proposta em outros contextos, já que uma nascente e um lago em uma instituição de ensino é um contexto específico de uma escola privada na cidade de Uberlândia.
In this study we discuss the trajectory of constructing an interdisciplinary didacticpedagogical project in the dimension of Environmental Education. For development of the study, a bibliographical survey was carried out in regard to interdisciplinary pedagogical intervention and studies with a focus on Environmental Education. This allowed reflection on the simplistic manner of understanding this subject, perhaps by the absence of discussions in initial education of teachers. Eight teachers working in the 9th grade in a private school of primary education in Uberlandia, MG, Brazil were invited to prepare a didactic-pedagogical project. Of the eight teachers, four returned the questionnaire filled out and, of these, only two continue as teachers in the institution. These results led the researcher to include in the research not only preparation of the pedagogical intervention project, but also investigate the cause for the occurrence of this situation in the private school. Among the reasons, it was noted that teachers of the private school network are active in three or more different institutions and this may result in little teacher involvement with the school, as many work only one period in the institution and in a single day of the week. Three meetings were held with the participants and, based on the meetings, a didactic-pedagogical project for the institution was prepared as a product of this professional master’s study. So that this project may be applied in other educational institutions, the researcher prepared an expansion of the project, adapting the proposal to other contexts, since the context of a spring and lake in an educational institution is a specific context of a private school in the city of Uberlandia.
Dissertação (Mestrado)

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Jägbrandt, Sanna, and Sofia Lindqvist. "Höja kompetens och medvetenhet inom miljöfrågor : En utveckling av ett utbildningsmaterial för Sandvik AB." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-253037.

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Sandvik AB bedriver en verksamhet som ger upphov till störningar på miljö och människors hälsa och innefattas därför av lagkrav och andra bestämmelser för att göra dessa störningar så små som möjligt. Företaget arbetar mot visionen ”we set the industry standard” (”vi sätter industristandarden”) som visar på att de även inom hållbarhetsområdet siktar mot att överträffa lagkraven och uppnå högre satta mål för att kunna vara en ledande aktör på marknaden. På Sandvik i Sandviken har ett behov av en internmiljöutbildning uppmärksammats för att säkerställa företagets fortsatta arbete mot att uppfylla kraven och att öka kunskaper och kompentenser hos medarbetarna. Detta för att främja företagets fortsatta arbete mot att bli konkurrenskraftiga, såväl gentemot kunder som på arbetsmarknaden. Med detta som bakgrund syftar arbetet till att skapa en bild och förståelse av de anställdas kunskaper och kompetenser inom yttre miljö. Arbetet utgörs av en undersökning som återfinns i rapporten, som ligger till grund för den produkt som sedan utvecklats i form av ett utbildningsmaterial. Undersökningen har genomförts med hjälp av intervjuer med chefer och medarbetare vars arbetsuppgifter innefattar ansvar för miljöarbete. Intervjumaterialet har analyserats tematiskt utifrån de didaktiska frågorna vad, varför, för vem och hur. I analysen av intervjuerna framkommer teman för vad en miljöutbildning för företaget ska innehålla, varför detta innehåll är relevant och varför en miljöutbildning behövs, vilka det är som arbetar på företaget och deras förutsättningar samt hur en miljöutbildning kan utföras. Enligt produktutvecklingsprocessen har resultatet av undersökningen tillsammans med dokument- och litteraturstudier och fokusgrupper med medarbetare i sin tur legat till grund för utbildningsmaterialet. Det framlagda förslaget är uppdelat i sex olika block (introduktion, avfall, energi, vatten och avlopp, utsläpp till luft samt buller, utsläpp tillmark) som alla behandlar miljöaspekter som framkommit som viktiga i undersökningen. Blocken rekommenderas att genomföras ett i taget, kontinuerligt under en längre tid. Dessutom föreslås fokus ligga på deltagarnas interaktion med varandra för att främja lärandet.
Sandvik AB conducts a business which can cause harm on the environment as well onthe human health. In order to decrease these disturbances, the company is controlled by legal requirements and regulations. The company strives against the vision “we set the industry standard” which can be interpreted as if they aim to exceed the legal requirements, also in the sustainability area. These intentions seek to make the company a leading actor in the field. At Sandvik in Sandviken attention was paid to the need of an environmental education, in order to ensure the continuous environmental work of the company. But also, to be able to meet the requirements and increase the knowledge and competences of the employees. This would be done to support the company’s continued work towards becoming competitive, both against customers and the labor market. The project was aiming to create an image and understanding of the employees’ knowledge and competencies in the external environment. At first, a study was conducted to form the basis of the product which has been developed in the form of an educational material. To complete the study, interviews have been held with employees whose duties include responsibility for environmental work at their unit. A thematical analysis has been done based on the interview material, using the didactic questions what, why, for whom and how. In the analysis of the interviews, themes emerge for what an environmental education for the company should contain, why this content is relevant and why an environmental training is needed. The analysis also showed who is working at the company, their prerequisites and how an environmental training could be carried out. According to the product development process the result of the study, together with documents and literature studies and focus group interviews with employees has been the basis for the educational material. The proposal presented is divided into six different blocks (introduction, waste, energy, water and sewage, emissions to air together with noise and emissions to land) which all deal with environmental aspects that have emerged as important in the study. The blocks are recommended to be carried out one at a time, continuously for a long time. In addition, it is proposed to focus on the participants’ interaction with each other to promote learning.

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Barbosa, Barbara Peres. "Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012)." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/.

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Esta pesquisa investigou na produção acadêmica sobre EaD as questões emergentes do seu paradigma educacional em função da inserção das TDIC (Tecnologias Digitais de Informação e de Comunicação) por meio de plataformas virtuais com o objetivo de compreender principais tendências, contribuições e desafios identificados. Descreve os principais conceitos ligados à EaD e às plataformas virtuais de aprendizagem, destacando-se as características do Moodle. Apresenta as gerações da modalidade EaD, a legislação vigente, amplo número de produções científicas nacionais, predominante em cursos da rede privada da Educação Superior. Questiona seu paradigma como diferenciado do modelo tradicional de ensino e como são tratados os estruturantes didáticos em suas propostas de cursos bem como questões referentes à formação docente e à inserção das TDIC em diferentes modalidades de EaD. Focaliza a opção metodológica por uma pesquisa de natureza exploratória e descritiva de referências e a criação de categorias de análise ligadas aos estruturantes didáticos. Identifica as tendências, contribuições e desafios da EaD articulada à presença ou não dos estruturantes didáticos (contexto institucional, modalidades, fundamentação da visão de ensino e de aprendizagem, inserção dos recursos tecnológicos e suas contribuições aos processos de ensino e de aprendizagem e processo de avaliação). Conclui pela necessidade de uma ressignificação educacional da inserção das Tecnologias Digitais de Informação e Comunicação (TDIC) que reduza a reprodução da sala de aula tradicional e que forme docentes capazes de compreender a complexidade existente na convergência de dimensões antes menos integradas ao processo de ensino e de aprendizagem como as competências cognitivas, emocionais e éticas. A inserção das TDIC implica planejamento e formação prévia e continuada dos professores para evitar o que ocorre atualmente com os modelos tutoriais de EaD com estratégias pré-planejadas, processos diretivos rígidos, com memorização de fatos e/ou informações isoladas, reforçando paradigmas educacionais tradicionais. Os estruturantes didáticos precisam ser considerados nas articulações dos diferentes saberes docentes (conhecimentos específicos, conhecimentos pedagógicos e conhecimentos tecnológicos) com foco prioritário no protagonismo discente da aprendizagem e na interação colaborativa. O maior desafio consiste em reduzir a ênfase dada a tecnologia, como se ela, por si só, pudesse ser responsável pela melhoria da democratização e qualidade da educação.
This research investigated the academic production about EaD emerging issues of their educational paradigm according to the insertion of TDIC (Digital Information and Communication Technologies) through virtual platforms with the goal of understand main tendencies identified contributions and challenges. Describes the major concepts connected to distance education and virtual learning platforms highlighting the features of Moodle. Displays the generations of distance education modality, the current legislation, large number of national, prevailing scientific production in the private courses of higher education network. Questions his paradigm as distinguished from the traditional model of teaching and learning as the structuring are treated in their proposed courses as well as issues related to teacher training and the integration of TDIC in various forms of distance education. Focuses on the methodological option for an exploratory and descriptive research references and the creation of categories related to structuring didactic. Identifies trends, contributions and challenges of distance education articulated the presence or absence of didactic structuring (institutional context, procedures, grounds of educational vision and learning, integration of technological resources and their contributions to teaching and learning processes and evaluation process ). It concludes for the need for a redefinition of educational integration of Information and Communication Digital Technologies (TDIC) that reduces the reproduction of the traditional classroom, and form teachers able to understand the complexity existing in the convergence of dimensions before less integrated into the teaching process and learning as cognitive, emotional and ethical skills. The insertion of TDIC implies planning and prior and continued training of teachers to avoid what is currently happening with the tutorials models of distance education with pre-planned strategies, hard directive processes, memorization of facts and / or isolated information, reinforcing traditional educational paradigms. The didactic structuring need to be considered in the joints of different teaching knowledge (specific knowledge, pedagogical knowledge and technological knowledge) with priority focus on the role of student learning and collaborative interaction. A major challenge is to reduce the emphasis on technology, as if she alone, could be responsible for improving the quality of education and democratization.

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Redin, Victor, and Dilan Bilge. "Vägar till ett muntligt aktivt klassrum : En systematisk litteraturöversikt med fokus på tystlåtna elever." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97925.

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Syftet med den systematiska litteraturstudien är att ge en översikt över forskning om i vilka sammanhang elever är tystlåtna och hur tystlåtenheten relateras till elevernas personliga drag och kompetenser samt om hur alla elever kan involveras i muntligt aktiva klassrum. Studien grundas i tidigare forskning som samlat in sitt material framför allt genom empiriska metoder, som intervjuer, observationer och enkäter. Resultatet visar att det finns många bakomliggande faktorer till att vissa elever håller sig tysta under lektionerna. Rädsla, ångest och blyghet tas upp som orsaker till tystlåtenheten i flera av de publikationer som ingår i översikten. I forskningen som ingår i studien finns även vad läraren kan göra för att hjälpa sina tystlåtna elever. Dessa insatser kan vara att se över lektionsplaneringen och skapa en bra klassrumsmiljö med tydliga regler och riktlinjer men även att skapa goda relationer med eleverna för att kunna möta dem och gynna var och en av dem. Lärarna behöver möta eleverna på olika sätt för att undervisningen ska gynna varje individ. Deltagarna i de empiriska studierna är elever eller studenter, vilket betyder att lärarröster saknas i översikten. Majoriteten av all forskning som studien inkluderar är forskning som berör äldre elever och studenter. Detta visar att forskningen som utförts såväl i Sverige som i andra länder gällande lågoch mellanstadieelevers tystlåtenhet är begränsad.

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Henn, Rosemeri. "DESAFIOS AMBIENTAIS NA EDUCAÇÃO INFANTIL." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6857.

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Abstract:

Working on Environmental Education with Children can become outstanding when this work is different in relation to what we are presented on the curriculum and on school practices, where it is restricted on being sporadic, superficial and misunderstood, underestimating our subject the children , who are considered unable to understand deeper concepts, and denying any possibility of self dialogue or reflection upon the information that surrounds them. The curriculum is only focusing the celebration of important dates, which are restricted to one day, without any deeper debate concerning knowledge construction on the huge variety of environmental realities. Once having the problem, the challenge of working on environmental questions on Children Education was faced through action-investigation, using didactics material produced by the project Projeto de Conservação e Utilização Sustentável da Diversidade Biológica Brasileira (PROBIO), due to help on students awareness, families and communities concerning the supportive usage and conservation of the Brazilian Biodiversity.
Trabalhar a Educação Ambiental na Educação Infantil, torna-se relevante, quando esse trabalho é diferenciado em relação ao que se presencia nos currículos e nas práticas educativas das instituições, o qual se restringe a ser esporádico, superficial e equivocado, subjugando o sujeito criança como um ser que não irá entender conceitos mais elaborados e, com isso, negando o próprio diálogo em torno de informações que possibilitam a sua reflexão. No currículo apenas são enfocadas datas comemorativas, que em relação ao Meio Ambiente se restringe ao seu dia, sem profundidade para construção do conhecimento sobre a diversidade das realidades ambientais. Frente a isso, enfrentou-se o desafio de trabalhar questões ambientais na Educação Infantil, através da investigação-ação, utilizando materiais didáticos produzido pelo Projeto de Conservação e Utilização Sustentável da Diversidade Biológica Brasileira (PROBIO), a fim de contribuir para a conscientização dos alunos, familiares e comunidade, em relação à conservação e utilização sustentável da biodiversidade brasileira.

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Dissertations / Theses on the topic 'Didactic environments'

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