Dissertations / Theses on the topic 'Future natural sciences teacher'

Дисертація присвячена проблемі формування екологічної культури майбутніх учителів природничих спеціальностей у закладах вищої освіти. Проведений аналіз результатів наукових пошуків учених показав, що проблема формування екологічної культури майбутніх учителів природничих спеціальностей в процесі професійної підготовки становить недостатньо досліджений сегмент педагогічної галузі, тому потребує більш докладного вивчення й наукового аргументування педагогічних умов, які потенційно підвищують ефективність цього процесу. У межах дослідження з’ясовано й уточнено сутність основних понять «екологічна освіта», «екологічна культура», «екологічне виховання», «екологічна свідомість», «екологічний світогляд», «екомислення», «екологічна діяльність», «екологічна етика», «екологізація змісту освіти» у контексті професійної підготовки майбутнього вчителя природничих спеціальностей. Екологічну культуру майбутнього вчителя природничих спеціальностей розглянуто як інтегральне особистісне утворення, що формується у процесі професійної підготовки у ЗВО та ґрунтується на екологічних знаннях і вміннях, екологічній свідомості, екологічному мисленні та поведінці, які проектуються на його професійну діяльність. Формування екологічної культури майбутніх учителів природничих спеціальностей потрактовано як цілеспрямований освітньо-виховний процес, побудований з урахуванням загальних педагогічних закономірностей і дидактичних принципів, обґрунтованих педагогічних дій та заходів (умов), ефективна реалізація яких зумовлює якісні зміни в компонентах екологічної культури майбутніх вчителів природничих спеціальностей для досягнення еколого-педагогічної продуктивності у професійній діяльності. На основі узагальнення результатів наукових пошуків учених, нормативно-правових документів, освітнього процесу ЗВО з’ясовано особливості професійної підготовки майбутніх учителів природничих спеціальностей і стан сформованості у них екологічної культури у контексті реалізації завдань екологічної освіти школярів. Проаналізовано особливості зарубіжного досвіду екологічної професійної підготовки вчителів природничих спеціальностей і виокремлено низку спільних тенденцій. У дисертаційному дослідженні визначено компонентний склад, критерії, показники та рівні сформованості екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки. На підставі аналізу наукової літератури, практичного досвіду визначено й обґрунтовано педагогічні умови, що сприяють формуванню екологічної культури майбутніх вчителів природничих спеціальностей, а саме: цілеспрямоване проектування інформаційно-екологічного освітнього середовища у ЗВО; забезпечення мотиваційно-ціннісного ставлення майбутніх учителів природничих спеціальностей до професійної діяльності, спрямованої на екологічну освіту школярів; екологізація змісту освіти на засадах міжпредметної інтеграції; використання інноваційних форм, методів і технологій навчання для активізації навчально-пізнавальної діяльності; запровадження інтерактивної взаємодії у форматі «викладач-студент-учитель-учень-природа» для удосконалення практичних навичок студентів. Розроблено модель формування екологічної культури майбутніх вчителів природничих спеціальностей у процесі професійної підготовки, яка складається із чотирьох взаємопов’язаних блоків: цільового, теоретико-методологічного, організаційно-педагогічного та результативного. Висвітлено організацію та перебіг дослідно-експериментальної роботи, зроблено висновки щодо ефективності запропонованих педагогічних умов формування екологічної культури майбутніх учителів природничих спеціальностей, представлено стан її сформованості. Наукова новизна одержаних результатівдослідження полягає в тому, що: уперше визначено та обґрунтовано педагогічні умови формування екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки (цілеспрямоване проектування інформаційно-екологічного освітнього середовища у ЗВО; забезпечення мотиваційно-ціннісного ставлення майбутніх учителів природничих спеціальностей до професійної діяльності, спрямованої на екологічну освіту школярів; екологізація змісту освіти на засадах міжпредметної інтеграції; використання інноваційних форм, методів і технологій навчання для активізації навчально-пізнавальної діяльності; запровадження інтерактивної взаємодії у форматі «викладач – студент – учитель – учень – природа» для удосконалення практичних навичок студентів); розроблено модель формування екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки, яка поєднує цільовий, теоретико-методологічний, організаційно-педагогічний та результативний блоки; визначено компоненти, критерії і рівні сформованості екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки;уточнено сутність понять «екологічна культура», «екологічна культура майбутніх учителів» і «формування екологічної культури майбутніх учителів природничих спеціальностей»;удосконалено організаційно-педагогічний супровід формування екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки; подальшого розвитку набулиположення щодо використання ідей екологізації шкільної освіти та можливостей відкритого навчального середовища. Практичне значення одержаних результатівдослідження полягаєу застосуванні теоретичних положень і сформульованих висновків до організації еколого-орієнтованої підготовки майбутніх фахівців; упровадженні моделі формування екологічної культури майбутніх учителів природничих спеціальностей у процесі професійної підготовки; розробленні навчально-методичного забезпечення для підготовки студентів закладів вищої освіти, зокрема: робочих програм навчальної дисципліни «Основи екології» та спецкурсу «Формування екологічної культури особистості майбутнього вчителя природничих спеціальностей», «Короткого словника екологічних термінів», навчально-методичного комплексу з дисципліни «Основи екології». Розроблені теоретичні й методичні матеріали дисертації можуть бути використані викладачами закладів вищої освіти для подальшого формування екологічної культури майбутнього фахівця, у науково-дослідницькій роботі студентів, магістрів, аспірантів та у системі підвищення кваліфікації педагогічних працівників.
The thesis deals with the problem of forming ecological culture in future natural sciences teachers in higher education institutions.The conducted analysis of research findings shows that the problem of forming ecological culture in future natural sciences teachers during professional training has not been sufficiently covered in pedagogical literature. Therefore, it should be studied in more detail and pedagogical conditions enhancing the efficiency of this process should be scientifically justified. The thesis specifies and clarifies the essence of such basic concepts as “ecology education”, “ecological culture”, “ecological literacy”, “ecological awareness”, “ecological outlook”, “eco-thinking”, “ecological activity”, “ecological ethics”, “education ecologization” in the context of professional training of future natural sciences teachers. Ecological culture of a future natural sciences teacher is interpreted as an integral individual entity, which is formed during professional training in higher education institutions and is based on ecological knowledge and skills, ecological awareness, ecological thinking and behaviour reflected on his/her professional activity. The process of forming ecological culture in future natural sciences teachers is viewed as a targeted education process, which takes into account universal pedagogical patterns and didactic principles, justified pedagogical actions and measures (conditions), whose effective implementation can lead to some quality changes in the components of ecological culture of future natural sciences teachers aimed at achieving ecological pedagogical productivity of professional activity. The generalization of results obtained from relevant studies, legal documents and certain aspects of the education process in higher education institutions made it possible to specify the characterstics of professional training of future natural sciences teachers and their level of ecological culture formation in the context of the realization of ecology education objectives. The characteristics of foreign experience in organizing professional ecological training for natural sciences teachers were analyzed and certain common trends were outlined. The thesis defines the components, criteria, indicators and levels of ecological culture formation in future natural sciences teachers during professional training. The analysis of scientific literature and practical experience made it possible to determine and justify pedagogical conditions, which contribute to forming ecological culture in future natural sciences teachers. They include designing the informational and ecological educational space in higher education institutions; cultivating in future natural sciences teachers a motivational and appreciative attitude towards professional activity aimed at ecology education in schools; assuring education ecologization based on the principles of intersubject integration; using innovative teaching forms, methods and technologies with the aim to enhance learning and cognitive activity; establishing the “lecturers-students-teachers-pupils-nature” interaction with the aim to improve practical skills of students. A model for forming ecological culture in future natural sciences teachers during professional training was designed. It consists of the following four interconnected blocks: the target block; the theory and methodology block; the organization block; the results block. The thesis reveals the organization and the dynamics of experimental work and contains conclusions on the efficiency of the proposed pedagogical conditions for forming ecological culture in future natural sciences teachers and its formation level. Scientific novelty and theoretical significance of research findings consist in the following: for the first time, pedagogical conditions for forming ecological culture in future natural sciences teachers during professional training (designing the informational and ecological educational space in higher education institutions; cultivating in future natural sciences teachers a motivational and appreciative attitude towards professional activity aimed at ecology education in schools; assuring education ecologization based on the principles of intersubject integration; using innovative teaching forms, methods and technologies with the aim to enhance learning and cognitive activity; establishing the “lecturers-students-teachers-pupils-nature” interaction with the aim to improve practical skills of students) were determined and justified; the model for forming ecological culture in future natural sciences teachers during professional training, which includes the target block, the theory and methodology block, the organization block and the results block, was designed; the components, criteria, indicators and levels of ecological culture formation in future natural sciences teachers during professional training were defined; the essence of such concepts as “ecological culture”, “ecological culture of future natural sciences teachers” and “forming ecological culture in future natural sciences teachers” were specified; the process of forming ecological culture in future natural sciences teachers during professional training was better supportedorganizationally and pedagogically; the views on school education ecologization and the capacity of open learning environment were further developed. Practical value of research findings consists in introducing theoretical principles and formulated conclusions into the organization of ecology-oriented training of future specialists; implementing the model for forming ecological culture in future natural sciences teachers during professional training; developing teaching methodical support of professional training in higher education institutions, namely syllabi for a course on Basic Ecology and a specialized course on Forming Ecological Culture in Future Natural Sciences Teachers; a Short Glossary of Ecological Terms; teaching methodical toolkit for a course on Basic Ecology. Theoretical and methodical material of the thesis is designed for lecturers, who aim to further form ecological culture of future specialists; students and postgraduate students interested in this area; educators, who require advanced training.

The 2040 governmental goal of 100 % renewable electricity in Sweden means that there will be a shift in electricity production and a phasing out of nuclear power. This nuclear power has to be replaced by some other source. Wind power is a viable alternative, thanks to its reliability and the abundance of wind in Sweden. However, wind power production requires a large amount of land and carries the risk of disrupting the landscape. Wind energy is therefore often difficult to develop, and when developed it is often in rural areas where it disturbs as few people as possible. This study presents an alternative to rural exploitation, it investigates whether it is possible to produce sufficient wind power to satisfy urban demand within 20 000 meters of the 20 largest cities in Sweden. Firstly, the criteria for areas where wind power can be developed were synthesised. Secondly a numerical model was used to simulate energy demand in TWh considering the future growth in demand and the phasing out of nuclear power. The demand for wind power was then translated into correlating area in km2. Finally, a GIS analysis was conducted to estimate the extent of area suitable for wind power development based on the criteria above and within a 20 000m perimeter from the 20 largest cities in Sweden. The analysis showed that only 35 % of the required area for wind power development fulfilled the criteria within the given perimeter. From the GIS analysis only 940.73 km2 was found to be suitable. From the numerical model, the results showed that for it to be sufficient, there would have to be at least 2687.1 km2 suitable land. The conclusion from this study is that in order to phase out the nuclear power, the majority of the wind power has to be located in the rural areas.

The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. Furthermore, reflection and concrete experiences in authentic situations are highlighted. The research took place at the University of Education, Winneba and the method consisted of qualitative interviews and a workshop with 20 teacher students of the department of basic education. We gathered our data before, during and after the workshop, therefore our result is divided as such. The results of the analysis show three main themes of the teacher students’ view on outdoor pedagogy; the learning context, teacher’s and student’s role. In the results section, each of these themes are categorized in possibilities and challenges expressed by the teacher students.Possibilities that can be found in the results is the fact that the learning will become practical and hands-on, it will involve the senses and therefore lead to deeper memories. Furthermore, the teacher students express a possibility for the pupils as they get an opportunity to take control of their own learning when sharing their knowledge with their peers. This affects the teacher's role which becomes more guiding than authoritarian.Difficulties the students expressed includes issues on behalf of the teacher in keeping control of the class due to the great number of pupils in the classes and the safety aspect with dangerous animals. Another category that recurred was the challenge with placebound prerequisites; to find a safe place suitable for the topic to teach. A difficulty on behalf of the students might be a fear of contributing to the teaching due to the lack of experience in sharing and talking in the classroom environment.

This is a study of urban mobility, where urban areas are defined as diverse and complex locations with a metabolism composed of multiple components and subsystems. Currently, more than 60% of the world’s population live in urban areas, a number expected to grow significantly. Most cities are unsustainable and often in ecological deficit; cities over- consume or pollute their natural resources, while unequal distribution of resources also occur. Thus, leading to serious economic and social imbalances, something that is possible to appreciate in developing nation-states. With population growth and economic concentration in urban areas, transport policies are forcing governments to seek innovative solutions for shaping and re-shaping existing and future transportation systems. Transport infrastructure related to congestion, accidents, local air pollution and greenhouse gas emissions (GHG) is a challenge for many major cities in the world. This study covers the political and socio-economical processes with regards to the environmental challenges in the Peruvian transport system. It includes an analysis of the strategies and indicators of good governance by the central, metropolitan and local governments, with the aim of identifying the main drivers and barriers to improving the current transport system in Lima. It is important to highlight that urban mobility is an important component of urban planning and is constituted by the urban transport system, land use, traffic management, inter-modality, accessibility and public space management, among other things. The appropriate approach to urban mobility joins the vision of a city with citizenship (Ministerio de Vivienda 2016). From an Urban Political Ecology (UPE) perspective, one can appreciate that the transport system in Lima seems directly derived from complex social, economic and political relations and where environmental challenges are less vocal (Robbins 2012). And seen from the Entrepreneurial or innovative state and as described by Schumpeter, the role that a state or governments hold is crucial in a well-functioning society in the context of a capitalism society. An efficient government is vital in providing goods and services, rules and institutions for ensuring that the market grows, as well as directing citizens to a more prosperous life. Without such a government, sustainable development in social and economical aspects is impossible. However, the results of this study not only presents several challenges to the structure of the national, regional and local governments in Lima, but also the various dimensions to these challenges that exist. These insights are important to highlight and address, as moving towards an urban transformation that is sustainable and durable will require considerable intervention from governments to achieve substantial reductions in GHG emissions.

This is a study about how to convert a survey to a chatbot and distribute it to various communication channels to collect feedback to improve themselves. What would be the most convenient way to gather feedback? Our daily lives are becoming more and more dependent on digital devices every day. The rise in digital devices leads to a wider range of communication channels. Is it not a good opportunity to use these channels for several purposes. This study focuses on chatbots, survey systems, communication channels, and their ability to gather feedback from respondents and use it to increase the quality of goods, services, and perhaps life. By using chatbot language knowledge, people can engage with the bot in a conversation and answer survey questions in a different way. By using Restful API, the chatbot can extract quantitative information to be analyzed for development. Although the chatbot is not well-made and still requires a lot of adjustments, the work has proven to have many opportunities in surveys, gathering feedback, and analyzing it. This could be an improvement for research regarding chatbots in the future or a new way to make surveys better.
Detta är en studie om hur man konvertera en undersökning till en chattbot och sprida den till olika kommunikationskanaler för att samla återkoppling for att förbättra sig själv. Vad skulle vara det bekvämaste sättet att samla återkoppling? Våra dagliga liv blir mer och mer beroende av digitala enheter var dag. Ökningen av digitala enheter leder till ett större utbud av kommunikationskanaler. Är det inte då en bra möjlighet att utnyttja dessa kanaler för flera ändamål. Det här arbetet focuserar på chattbotar, undersökningssystem och deras förmåga att samla återkoppling från respondenter och använda den för att öka kvaliteten av varor, tjänster och kanske livet. Genom att använda chattbottens språkkunskap kan människor engagera sig med botten i en konversation och svara på undersökningsfrågor på ett annorlunda sätt. Genom att använda sig av något kallat Restful API kan man ta ut kvantitativ information för att analysera den för förbättringssyfte gällande produkter och tjänster. Trots att chattbotten inte är välgjord och fortfarande kräver mycket justeringar så har arbetet visat sig ha många möjligheter inom undersökningar, samla återkoppling och att analysera det. Detta kan vara en förbättring för forskning om chattbottar i framtiden eller ett nytt sätt att förbättra undersökningar.

Geothermal energy is a renewable energy source which has not yet had the same breakthrough as other renewables, e.g. solar PV and wind. There may still be some technical issues to be solved before geothermal can reach its full potential.One of these technical challenges concerns reinjection, i.e. the return of geothermal fluids back into the ground after surface energy extraction. In traditional geothermal energy utilization, hot geothermal fluid is brought up from underground reservoirs to the surface. Depending on the design of the power plant, the fluid can either be kept one-phased or get separated into two phases, i.e. hot steam and water. Hot steam, or vapor of another working fluid, is used to drive electricity generating turbines. Whether the condensate is returned back into to the ground after energy extraction, i.e. reinjected, is nowadays usually a matter of how rather than if. However, the magnitude and strategy varies in countries as well as for specific power plant operators.From a sustainable management perspective, the majority of operators as well as scientist agree that reinjection is the best way practice in order to take care of a resource and leave the smallest possible environmental footprint. However, it is a quite complicated and not always problem free operation. There are numerous examples where reinjection has led to complications such as scaling, induced seismicity and cooling of the reservoir. The purpose of this study was to describe the current status of geothermal reinjection from a neutral third-party perspective, e.g. by describing current obstacles and negative as well as positive outcomes. The aim is to conclude whether current technology is enough to successfully reinject, or if there are still some gaps of knowledge to fill. The method consists partly of a literature study of previously written technical reports but also of interviews with experts in the area. In addition, the study summarizes the legal framework regarding reinjection in some geothermal active countries, e.g. if it is required by law or not. Although currently technology is enough to do a fairly good job at reinjecting geothermal fluids, the result of the study also shows that there are still some technical barriers to overcome in order to fully optimize it. However, it remains the best currently known way to keep geothermal energy sustainable. Better technologies will be needed in order for geothermal to reach its fully green potential.

Urban nature provides local ecosystem services such as absorption of air pollutants, reduction of noise, and provision of places for recreation, and is therefore crucial to urban sustainable development. Nature conservation in cities is also part of the global effort to halt biodiversity decline. Urban landscapes, however, display     distinguishing social and ecological characteristics and therefore the implementation of nature conservation frameworks into cities, requires reconsideration of what nature to preserve, for whom and where. The aim of this thesis was to examine the current urban nature conservation with special focus on formally protected areas, and discuss their future role in the urban landscape. A social-ecological systems approach was used as framework and both quantitative and qualitative methods were applied. The studies were performed at local to regional scales in the southern part of Sweden. Four key questions were addressed: i) What are the characteristics of nature conservation in urban landscapes? ii) How does establishment of nature conservation areas affect the surrounding urban landscape? iii) In what ways are spatial and temporal scales recognized in practical management of nature conservation areas? and iv) How can the dichotomy of built up and nature conservation areas be overcome in urban planning? Nature reserves in urban, compared to rural landscapes were in general fewer, but larger and included a higher diversity of land covers. They were also based on a higher number and different kinds of objectives than rural nature reserves. Urbanisation adjacent to nature reserves followed the general urbanisation patterns in the cities and no additional increase in urban settlements could be detected. In general, there was a lack of social and ecological linkages between the nature conservation areas and the urban landscape and practical management showed a limited recognition of cross-scale interactions and meso-scales. Such conceptual and physical isolation risks decreasing the public support for nature conservation, cause biodiversity decline, and hence impact the generation of ecosystem services. A major future challenge is therefore to transform current conservation strategies to become a tool where urban nature is perceived, planned and managed as valuable and integrated parts of the city. To enable social-ecological synergies, future urban planning should address proactive approaches together with key components like active enhancement of multifunctional landscapes, cross-scale strategies and border zone management.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Submitted. Paper 5: Manuscript.

This thesis aims to investigate and assess the future conditions for Volvo GTO Umeå after the installation of a new pre-treatment facility. The treatment method used is physical-chemical precipitation. Its function is to precipitate contaminants such as nickel, zinc and phosphorus, make them flocculate by adding a coagulant and separate the flocs by sedimentation. An investigation was carried out at the Volvo plant to locate the major inflow of waste water. These major inflows was analyzed and future scenarios was predicted by estimating a lower pre-treatment flow volume. The future scenarios showed that the volume and content will be greatly lowered. This will change many of the treatment plants performance factors, such as residence time, metal ion concentration and how much chemicals needed to treat the contaminants. Volvos physical-chemical precipitation plant was compared to the best available technique document drawn up in the framework of the implementation of the Industrial Emission Directive (2010/75/EU). The findings in the comparison showed that the Volvo plant works at a desirable degree and that the plant itself is considered best available technique when treating the current and future contaminants. Thus the physical-chemical precipitation technique can be used to treat the future waste water flows if the treatment plants performance factors are adjusted for.

Agriculture is the largest consumer of water in the United States. Policies that affect agriculture therefore have the potential to have a large effect on the overall use of water. Crop insurance is one such policy, which was found to significantly increase water use in the state of Texas. Much, but not all of this effect can be explained by an increase in planting density, and results vary widely by crop and by region.

Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.

Syftet med denna empiriska studie är att belysa hur 10 elever i årskurs fem uppfattar miljöproblem och framtiden. Studien har tillämpat den kvalitativa metoden fokusgrupper och klarlägger begreppet hållbar utveckling samt globala insatser inom hållbar utveckling.  Vidare har hållbar utveckling i läroplanen speciellt framhävts samt tidigare forskning om elevers uppfattningar kring hållbar utveckling, miljöproblem och framtiden. Resultatet visar att elever har kunskaper om olika slags miljöproblem. Dock är nedskräpning det mest diskuterade miljöproblemet. Eleverna hade olika uppfattningar kring framtiden.  Majoriteten av eleverna uppfattade en hemsk framtid med flertal olika skadliga konsekvenser. Ett fåtal elever hade bättre förväntningar kring framtiden och menade att världens länder kommer att samarbeta kring internationella lagar för en bättre framtid. Slutligen har eleverna diskuterat hur samhället borde arbeta för att skapa en hållbar planet.
The purpose of this empirical study is to illustrate how 10 students in grade five perceive environmental problems and the future. The study has applied the qualitative method focus groups and clarifies the concept of sustainable development and global initiatives in sustainable development. The study has also highlighted sustainable development in the Swedish curriculum along with previous research on students' perceptions about sustainable development, environmental problems and the future. The result indicates that the students have knowledge of various kinds of environmental problems. However, littering was the most discussed environmental problem by the students. The students perceived contrarily about the future. The majority of students perceived a horrible future with destructive consequences. A few students had better expectations about the future and believed that nations would cooperate on international laws for a greater future. Lastly, the students discussed how the society should work to create a sustainable planet.

The formalized and algorithmic study of human language within the field of Natural Language Processing (NLP) has motivated much theoretical work in the related field of formal languages, in particular the subfields of grammar and automata theory. Motivated and informed by NLP, the papers in this thesis explore the connections between expressibility – that is, the ability for a formal system to define complex sets of objects – and algorithmic complexity – that is, the varying amount of effort required to analyse and utilise such systems. Our research studies formal systems working not just on strings, but on more complex structures such as trees and graphs, in particular syntax trees and semantic graphs. The field of mildly context-sensitive languages concerns attempts to find a useful class of formal languages between the context-free and context-sensitive. We study formalisms defining two candidates for this class; tree-adjoining languages and the languages defined by linear context-free rewriting systems. For the former, we specifically investigate the tree languages, and define a subclass and tree automaton with linear parsing complexity. For the latter, we use the framework of parameterized complexity theory to investigate more deeply the related parsing problems, as well as the connections between various formalisms defining the class. The field of semantic modelling aims towards formally and accurately modelling not only the syntax of natural language statements, but also the meaning. In particular, recent work in semantic graphs motivates our study of graph grammars and graph parsing. To the best of our knowledge, the formalism presented in Paper III of this thesis is the first graph grammar where the uniform parsing problem has polynomial parsing complexity, even for input graphs of unbounded node degree.

The energy-food-water nexus is of fundamental significance in the goal towards sustainable development. The Zambezi River Basin, situated in southern Africa, currently offers vast water resources for social and economic development for the eight riparian countries that constitute the watershed. Hydropower generation and agriculture are the main water users in the watershed with great potential of expansion, plus urban water supply materialise the largest consumers of this resource. Climate and social changes are pressuring natural resources availability which might show severe alterations due to enhances in the variability of precipitation patterns. This study thus examines the present water resources in the transboundary basin and executes low and high case future climate change incited scenarios in order to estimate the possible availability of water for the period 2060-2099 by performing water balances. Along with projections of water accessibility, approximations on water demands from the main consumer sectors are performed. Results show an annual positive balance for both projected scenarios due to an increase in precipitation during the wet season. They also present a severe increase in overall temperature for the region contributing to a strong increase in evapotranspiration. Projections further inform of an acute increase in water demand for irrigation and urban supply, nevertheless, evaporation from hydropower storage reservoirs continues to exceed water with drawals in volume. Acknowledging the uncertainty contained in this report allows a broader offer of recommendations to be considered when planning for future developments with a sustainable approach. Improvement of hydrological collection systems in the Zambezi basin is indispensable to accomplish a deeper and cohesive understanding of the watershed waterresources. Cooperation and knowledge communication between riparian countries seems to be the right beginning towards social and economic sustainable development for the Zambezi River Basin.

This thesis deals with how natural resource teachers in natural resource schools in Sweden work with entrepreneurial learning and entrepreneurship. It is important both for our Government and our agricultural department that entrepreneurship is present in our education. In government´s new reform 2011 for upper secondary schools entrepreneurship is the main theme, but it is not only entrepreneurship as a business company, it is also about entrepreneurship in schools like entrepreneurial capabilities in government´s writ.  The purpose of this study is to examine how a number of teachers in natural resource schools are working with entrepreneurial learning and entrepreneurship. I have also asked how the teachers would like to work with these areas. The method I have chosen to use in order to perform this study is qualitative interviews with six natural resource teachers and a pilote interview. The teachers I interviewed are working to provide students with self-knowledge and teaches students to see possibilities and solve problems, which is required for us to create entrepreneurial students and entrepreneurship in education. This is also stressed in several of the literary sources I used.
Detta examensarbete handlar om entreprenöriellt lärande och entreprenörskap på naturbruksskolor i Sverige. Det är viktigt både för regering såväl jordbruksverk att entreprenörskap finns i våra utbildningar. I regeringens förslag till ny gymnasiereform 2011 finns entreprenörskap med som en röd tråd i utbildningen, det är inte bara entreprenörskap som företag utan också entreprenörskap i skolan såsom entreprenöriella kompetenser det handlar om i regeringens skrivelser. Syftet med denna studie är att undersöka hur ett antal lärare på några naturbruksgymnasier arbetar med entreprenöriellt lärande och entreprenörskap. Jag har också diskuterat hur lärarna skulle vilja arbeta med dessa områden. Metoden som jag valt att använda för att göra denna studie är kvalitativa intervjuer av sex naturbrukslärare samt en pilotintervju. De lärare som jag intervjuat arbetar för att ge eleverna självkunskap och lär eleverna se möjligheter och lösa problem, vilket är vad som krävs för att vi ska få entreprenöriella elever och entreprenörskap i utbildningen. Detta framhålls även i flera av de litterära källorna jag använt.

Syftet med studien är att bidra med insikter om utveckling av biologiundervisningen med kroppen som tema i förskolan. Metoderna som har använts är semistrukturerade och strukturerade intervjuer. De genomfördes med sju förskollärare och 19 barn där barnen var i åldrarna mellan fyra och sex år på fyra olika förskolor i mellansverige. De resultat som har framkommit i studien har analyserats genom en fenomenografisk analysmodell samt kategorisering. Resultatet visar att undervisningen om människokroppen endast har skett spontant vid enstaka tillfällen eller inte alls. Utifrån den data som har samlats in ser vi att arbetet, förskollärarnas medvetenhet och barnens kunskaper kring några av människokroppens organ har utvecklingspotential. Barnen visade på bredare kunskap än förskollärarnas uppfattningar. En teori om slutsatser som framkommit är att läropanen ger förskollärarna utrymme för tolkning av arbetet inom biologi då mål med inriktning på människokroppen inte nämns.

Syftet med denna undersökning är att bidra med ökad kunskap om lärares uppfattningar om utomhuspedagogiken inom förskoleklass till årskurs tre. I denna undersökning användes intervjuer och enkäter för att samla in information. Vi intervjuade nio verksamma lärare inom F-3 som ansågs som goda exempel på utomhuspedagoger. Dessa lärare hade olika lång erfarenhet samt olika typer av utbildning inom utomhuspedagogik. Den andra forskningsmetoden som användes var en kvantitativ webbenkät vilket 81 lärare inom årskurserna F-3 runt om i Sverige besvarade. Resultaten av undersökningen stämmer överens med vad tidigare forskning säger om utomhuspedagogik som en undervisningsform. Resultaten visar att lärare främst ser många möjligheter med utomhusundervisning som elevernas mående och lärande. Lärare framför en del svårigheter som främst är i form av begränsningar som är utom lärarens kontroll, exempelvis sämre väderförhållanden samt brist på resurs. Denna undersökning visar även att majoriteten av lärarna är överens om att utomhuspedagogik är en undervisningsform som bidrar till inkludering, och detta på grund av utomhusmiljöns möjligheter. De intervjuade lärarna anser att lärarens attityd är avgörande om det blir en lyckad utomhuspedagogik eller inte.
The purpose of this study is to contribute with increased knowledge about teachers' perceptions of outdoor education regarding pupils aged 6-9. In this study, interviews and questioners were used to collect information. We interviewed nine active teachers for ages 6-9, which were considered as good examples of outdoor educators. These teachers had different work experience as well as different types training in outdoor education. The questioners consisted of quantitative online surveys, which were answered by 81 teachers for ages 6-9 around Sweden. The results of the surveys are consistent with previous research about outdoor pedagogy as a form of teaching. The results show that teachers mainly see many opportunities with outdoor teaching such as student learning and prosperous. The teachers in this study present some difficulties that are mainly in the form of limitations that are beyond the teacher's control, such as poor weather conditions and lack of resources. This study also shows that the majority of teachers agree that outdoor education is a form of teaching that contributes to inclusion, because of the possibilities that the outdoor environment presents. The interviewed teachers believe that the teacher's attitude decides whether it will be a successful outdoor education or not.

Health is closely related to air pollution, with increasing evidence showing the consequences of longand short-term exposure to, in particular, fine particulate matter (PM2.5). In 2008, the European Union adopted a directive (directive 2008/50/EC) to improve air quality and to regulate a number of air pollutants, including PM2.5, in the member states. This directive has recently been assessed by a socalled “fitness check”. The aim of this thesis is to analyse how air quality regarding fine particulate matter has developed in Sweden between 2000 and 2018 and to examine possible future scenarios for stricter requirements in renewed EU legislation, based on the outcomes of the “fitness check”. Data are analysed from monitoring stations throughout Sweden with a focus on the last ten years up to 2018. Average urban exposure levels are estimated to compare them with the average exposure index (AEI) defined in the directive and source sectorsfor PM2.5 are identified to determine the potential for measures to reduce concentrations. The results show that Sweden is not challenged by the current EU legislation, neither exceeding the current annual limit value of 25 µg/m3 nor requiring a reduction of the urban exposure levels. However, Sweden will need to take further initiatives if requirements are tightened up, for example if a daily ceiling of 25 µg/m3 is implemented or the annual limit decreased to 10 µg/m3 , both values based on WHO’s latest recommendations. Rural and urban concentrations show an exponentially decreasing trend from southern to northern Sweden. It is concluded that PM2.5 is dominated by long-distance transportation, but with significant local contributions in urban areas. Overall, concentrations reduced during the period studied, which is mainly due to a reduction in international emissions, occasionally combined with individual local measures. PM2.5 concentrations are, however, above natural background levels, which makes it worthwhile to decrease them further, with local action considered to be of particular importance from a health perspective.
Luftkvalitet är en viktig faktor inom hälsa, eftersom ett stort antal negativa effekter på kroppen har fastställts vid exponering av ökade halter partiklar (PM, eng. ”particulate matter”), bland annat, i luft. Både kort- och långtidsexponering av fina partiklar (PM2.5) har dokumenterade hälsofarliga konsekvenser, därför fastställde den Europeiska unionen under 2008 ett direktiv (direktiv 2008/50/EC) för att förbättra luftkvaliteten och reglera ett antal luftföroreningar, bland annat PM2.5-koncentrationerna i medlemsländerna. För att undersöka implementeringen av direktivet utfördes nyligen en så kallad ”fitness check”. Detta arbete ska analysera hur luftkvalitet i samband med fina partiklar har utvecklats i Sverige under perioden 2000 till 2018. Utöver det undersöks möjliga framtidsscenarier för skärpta krav i ett reviderat EU-direktiv vilka är baserade på slutsatserna från denna ”fitness check”. Data från mätstationer i hela Sverige används med fokus på de sista tio åren fram tills 2018. Genomsnittliga urbana exponeringshalter är uppskattade för att jämföra dessa med exponeringsindexet (AEI, eng. ”average exposure index”) som är definierat i direktivet. Källområden för PM2.5 är identifierade för att uppskatta behovet av potentiella åtgärder för att reducera koncentrationen av fina partiklar. Resultaten visar att Sverige når målsättningen i den befintliga EU-lagstiftningen eftersom varken årsmedelvärdet av 25 µg/m3 eller taket för exponeringsindexet överskrids vid mätstationerna. Om kraven skulle skärpas, till exempel vid implementeringen av ett dygnsgränsvärde av 25 µg/m3 eller om det årliga gränsvärdet skulle sänkas till 10 µg/m3 (i enlighet med WHO:s senaste rekommendationer), kommer det krävas ytterligare åtgärder. Den regionala och urbana koncentrationen uppvisar en exponentiellt avtagande trend från södra till norra Sverige. Slutsatsen kan dras att PM2.5 är dominerad av långdistanstransporter, dock med synliga lokala tillskott i de urbana områdena. Sammanfattningsvis har koncentrationerna reducerats under den observerade perioden, vilket framförallt kan antas vara baserat på en reducering av internationella emissioner, i vissa fall kombinerat med lokala åtgärder. PM2.5 koncentrationerna är fortfarande högre än den naturliga förekomsten, därför är det relevant ur ett hälsoperspektiv att även reducera dem i framtiden, framförallt på lokal nivå.

The purpose of this study is to increase knowledge about how technology teachers in grades 1-3 perceive their own teaching in the subject technology linked to conditions such as education, time frame, teaching materials, materials and equipment. The study was conducted with the help of qualitative interviews in which eight active and educated technology teachers in grades 1-3 participated. The interviews examined the teachers' individual views on the technology subjectaround the deficits that the Swedish Schools Inspectorate report from 2014 highlights. Furthermore, it was investigated how the teachers' attitudes are affected by the mentioned conditions and whether there were more factors that they considered influenced their teaching in the subject of technology. The analysis of the interviews was inspired by a phenomenography inspired model where the teachers' statements were analyzed and linked to previous research. The results of the survey show that the teacher's competence in the subject of technology is not decisive for whether the teacher feels safe and competent in teaching. The security and competence are rather clarified in how much education the teacher has in technology. It emerged that the conditions of the technology subject are affected by the economy, parts such as materials, equipment and further education are given lower priority financially by both teachers and school management. Conclusions drawn in this study are that technology teaching and teachers' attitudes are largely influenced by how the subject is prioritized by the schoolmanagement. If the subject is not prioritized more by teachers and school leaders, the subject will not be more visible than it already is.

The purpose of this study was to investigate what factors affect and motivate girls and boys in grade 8 to their participation in the subject of sport and health. For the purpose to be achieved, a quantitative method was used and, in order to interpret the result, an motivation theory was used to categorize the students' motivational factors.  The quantitative method consisted of a digital questionnaire that the students answered via a link. The questionnaire consisted of a number of questions answered by students in grade 8 and which were then compiled. The study was conducted at a high school school in a smaller town in Västra Götaland County. The survey consisted of a total of 93 students, of which 44 boys and 49 girls.  The result showed, among other things, that both boys and girls indicate that they participate in the subject because it is fun and because they can move. Almost half of the boys and about 30% of the girls indicate that they participate in order to get grades on the subject. Furthermore, the results of the study showed that both the girls and the boys think that the teacher's way of teaching has a bearing on motivation. They choose several different options but it is fun and interesting lessons and the teacher is happy and positive who gets the highest response rate. The lesson content in the subject of sport and health is also something that motivates both girls and boys according to the results. There are significant differences between the sexes, especially in the classroom music and movement. The result shows that the girls feel great motivation for music and movement while the boys have a significantly lower motivation for this content. The result, however, shows that both boys and girls are positively tuned and have a high motivation for both ball games, games and co-operative exercises.

Esta pesquisa realiza um estudo sobre a formação de professores em Física, Química e Matemática na dimensão das políticas públicas educacionais e das novas ordenações do mundo produtivo. O eixo metodológico investe na abordagem qualitativa, elegendo como campo empírico o Instituto de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ), mais especificamente, o campus Nilópolis, localizado na região da Baixada Fluminense (recorte geopolítico), no Estado do Rio de Janeiro. A técnica de pesquisa baseou-se na realização de entrevistas com licenciandos cujo perfil compreende àquele que tenha realizado atividades de estágio docente. Esta escolha justifica-se por ser este o perfil de estudante mais próximo do término do curso e que, principalmente, através desta experiência, apresenta concepções, ainda que iniciais, da realidade da educação básica. Este estudo investiu na história dos sujeitos participantes através de seus respectivos relatos, onde foi possível categorizá-los em importantes aspectos que se interconectam: 1) na análise das políticas públicas para a educação superior a partir da ênfase na investigação de como estas se efetivam em uma territorialidade e no contexto de uma nova institucionalidade; 2) na reflexão sobre o impacto das transformações do mundo do trabalho na subjetividade dos licenciandos, engendrando a possível atividade docente no cenário de crise de identidades profissionais; e 3) no exame da realidade das escolas da educação básica, espaço onde a formação se destina. Este caminho permitiu refletir sobre o lugar do magistério nas escolhas de formação e nas perspectivas profissionais.
This research conducts a study on teacher education in Physics, Chemistry and Mathematics in the size of public educational policies and new ordinations of the productive world. The methodological axis invests in the qualitative approach, electing empirical field as the Institute of Education, Science and Technology of Rio de Janeiro (IFRJ), more specifically, the Nilópolis campus, located in the Lowlands (cut geopolitical), in Rio January. The technical research was based on interviews with teachers whose profile comprises one who has attended or who are enrolled in the discipline Supervised Internship Course (I, II or III). This choice is justified because this is the profile of student closer to the end of the course and that mainly through the completion of his internship, presents concepts, although initial reality of basic education. This study invested in the story of the participating subjects through their respective accounts, where it was possible to categorize them into important aspects that are interconnected: 1) the analysis of public policies for higher education from the emphasis on research as they become effective in a territory and in the context of a "new institutionalism", 2) reflection on the impact of the changing world of work in the subjectivity of undergraduates, engendering a possible teaching activities in the scenario of "crisis of professional identity", and 3) the examination the reality of the schools of basic education space where training is intended. This path allowed to reflect on the place of teaching and training in the choices in career prospects.

Syftet med studien är att den ska bidra med kunskap om förskollärares uppfattningar om ämnet teknik och lärplattan i förskolan. Studien har genomförts med semistrukturerade interjuver med ljudinspelning tillsammans med sex förskollärare från tre kommuner. Hälften av deltagarna hade genomfört NTA-utbildningar inom teknik och alla hade tillgång till lärplatta i verksamheten. En slutsats är att arbetet med teknik och lärplattan i förskolan har kommit framåt, sedan ämnet teknik förtydligades mer i läroplanen och lärplattan introducerades i förskolan, men inte i samma utsträckning hos alla. Resultatet visar att de som har utbildning känner sig mer självsäkra på ämnet teknik. En annan slutsats är att förskollärarna uttrycker att det går att arbeta med teknik vid användandet av lärplattan, det gäller bara att komma på hur. Det visar sig även i resultatet att det är viktigt att granska apparna på lärplattan för att se om de är lämpliga och pedagogiska.
The purpose of the study is to contribute with knowledge about preschool teachers views about the subject of technology and the learning tablet in the preschool. The study has been conducted with semestructured interviews with sound recording together with six preschool teachers from three municipalities. Half of the participants had completed NTA-educations in technology and everyone had access to a learning tablet in the preschool. One conclusion is that the work with technology and the learning tablet in the preschool has come forward, since the subject of technology was more clarified in the curriculum and the learning tablet was introduced in the preschool, but not to the same extent among them all. The result shows that those who have education feel more confident about the subject of technology. Another conclusion is that the preschool teachers say that it is possible to work with technology when using the learning tablet, it is only a matter of getting to know how. It also appears in the result that it is important to examine the apps on the learning tablet to see if they are suitable and educational.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school
A implanta??o de mestrados profissionais na ?rea de Ensino de Ci?ncias e Matem?tica pela CAPES constituiu uma perspectiva interessante, envolvendo incentivo institucional para atualiza??o de docentes nessa modalidade de forma??o. Nesse sentido, objetivou-se mapear o perfil dos candidatos ao programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica da UFRN (PPGECNM), desenvolver um banco de dados com descritores espec?ficos para as disserta??es produzidas e investigar sobre a cria??o do grupo de pesquisa em biologia e as disserta??es produzidas pelos alunos formados neste curso de Mestrado. Esta disserta??o conta com tr?s t?picos, onde o primeiro intitula-se: O ensino de ci?ncias como elemento de investiga??o: emerg?ncia, aprimoramento e reflexos atuais , fazendo uma breve descri??o sobre a cria??o da p?s-gradua??o do Brasil e a emerg?ncia de estudos em ensino de Ci?ncias. O segundo t?pico: Mestrado Profissional em Ensino de Ci?ncias Naturais e Matem?tica-UFRN: perfil dos candidatos da ?rea biol?gica , mostra as caracter?sticas gerais do PPGECNM-UFRNe quem s?o os candidatos que procuram da ?rea biol?gica deste Programa de P?s- Gradua??o. No terceiro t?pico. A constru??o e consolida??o do grupo de pesquisa em ensino de biologia no PPGECNM-UFRN , foi feito um levantamento de dados sobre a cria??o do grupo de pesquisa em ensino de biologia, a partir da an?lise das produ??es acad?micas dos docentes e dos mestres formados neste curso de Mestrado, envolvendo para estes, algumas entrevistas adicionais acerca da experi?ncia na forma??o em ensino de biologia. Dados utilizadonestas investiga??es relacionadas a estes discentes correspondem ao produto t?cnico para ser utilizado em estudos de perfil de outros mestres/disserta??es oriundos do PPGECNM/UFRN. A pesquisa mostra que: a exist?ncia de um maior n?mero de cursos de p?s-gradua??o na ?rea de Ensino de Ci?ncias proporciona uma maior produtividade acad?mica nas pesquisas sobre o tema; o surgimento de um grupo de pesquisa em ensino em biologia, vinculado a uma p?s-gradua??o em ensino, constitui um atrativo para o fortalecimento de linhas de pesquisas em educa??o em ci?ncias por parte de professores pesquisadores em outras ?reas do saber; a permanente busca de candidatos da ?rea de biologia pela pesquisa em ensino sinaliza a import?ncia desse investimento, pois, se evidencia a necessidade de busca pela forma??o continuada de professores em exerc?cio, com demandas de interesses nas investiga??es a partir de problemas reais oriundos da escola

Syftet med följande litteraturstudie är att belysa hur elever i förskolan till årskurs sex förhåller sig till hållbar utveckling. Litteraturstudien ger en presentation kring elevers synsätt på de tre dimensionerna inom hållbar utveckling. Härtill framförs det hur begreppet hållbar utveckling har vuxit fram samt en sammanställning av nationella och internationella diskussioner om hur världen kan arbeta mot en hållbar framtid. Vidare presenteras det hur hållbar utveckling framträder i den svenska läroplanen. Det resultat som framkom inkluderar undersökningar från Sverige, Turkiet och USA, där elever under intervju eller med hjälp av illustrationer fick visualisera sin uppfattning på vad som väntar människan och planeten. I undersökningarna indikerade elever en generell oro gällande miljön och framtiden. Majoriteten av eleverna kunde ge uttryck för en koppling mellan de tre dimensionerna av hållbar utveckling. Härtill visade eleverna i en annan studie en generell rädsla för miljöproblem vilket återges som ”ekofobiska” idéer. I litteraturstudien förs slutligen en diskussion om införandet av ett nytt ämne i läroplanen, vikten av ett paradigmskifte samt hur undervisning kring hållbar utveckling kan exemplifieras i klassrummet.
The purpose of this study is to clarify how pupils in pre-school and the grades one to six relate to sustainable development. The literature study presents pupils´ perspectives on the three dimensions in sustainable development. Furthermore, it is presented how the concept sustainable development has expanded. The study also presents a summary of national and international discussions about how the world can work towards a sustainable future. Additionally it is presented how sustainable development stands in the Swedish curriculum. The study includes surveys from Sweden, Turkey and USA, where pupils during interviews or through illustrations visualized their view on what awaits the human kind and the planet. The result indicates a general concern regarding the environment and the future. A majority of the pupils could not refer to a connection between the three dimensions of sustainable development. Pupils indicated an overall anxiety for environmental problems, which can be redirected as “ecophobic” ideas. Finally, there is a discussion about an imposition of Sustainable development as an individual subject in the curriculum, the importance of a paradigm shift and how teaching about sustainable development can be exemplified in the classroom.

A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema.
Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The training of indigenous teachers in Brazil comes to fill the gap of this professional in Basic Education in indigenous territories. In the Northern Region of Brazil, the initial training of these teachers is currently carried out by nine undergraduate courses; of these, eight courses offer, among others, the qualification in Ciências da Natureza (CN) [Natural Sciences]. This research aims to study the training proposed in the Projetos Pedagógicos de Curso (PPCs) [Pedagogical Course Projects] of the Licenciaturas Interculturais (LI) [Intercultural Bachelor’s degrees] for the training of indigenous teachers in CN in the Northern region of Brazil and the vision of the representatives of the national movement of the Educação Escolar Indígena (EEI) [Indigenous School Education], collaborators of this research, about this formation. The research uses a qualitative approach and the collections were performed through documentary analysis and interviews. In the documentary analysis we studied the PPCs of five LI of the North Region and the guidelines and referential for the training of indigenous teachers. The interviews were conducted with representatives of the Brazilian EEI movement, such as indigenous and non-indigenous intellectuals, indigenous teachers and IEE managers. These training proposals in CN indicate that in the elaboration of the PPCs it was sought to attend the indigenous specificities. Among these proposals we observe proximity between objectives and justifications, as well as in times and spaces. In the methodological and organizational aspects, we verified greater diversity in the proposals regarding the education arrengements, academic regime, curricular organization, activities and methodology. We find that in these PPCs political knowledge has a greater presence in general formation than in specific formation in CN, explaining that in most of these PPCs, about specific formation, there is some distance from the discussions about the social role of Science. Regarding the content knowledge, in two PPCs the contents are centered on the so-called universal knowledge; in others the universal knowledge is articulated with other knowledge, stressing indigenous wisdom. We verified that all training proposals seek to promote dialogue between knowledges, but it was not clear how will this proposal be implemented. On the collaborators point of view, we observe that they think of courses organized according to the aspirations of the indigenous peoples as a way of contributing with their corporate projects, configuring as spaces of struggle, that is, of political formation, with the participation of indigenous leaders and wise men in this formation. In their speeches we can notice the demand that indigenous teachers have a solid formation regarding scientific contents, however, this formation and practice cannot be separated from the dialogue with indigenous tradition. Thus, in comparison to the PPCs, it was spoken in defense of intercultural dialogue. The collaborators also make a critical analysis of the indigenous practices and the scientific contents to be worked on in the teacher training. We concluded that these proposals contemplate many aspects of the official documents and the indigenous movement’s agenda, since they announce a formation based on the specificities of the indigenous peoples. However, regarding the proposal of qualification in CN there is a certain approximation and detachment from the assumptions of intercultural education that were explained in the elements regarding curricular organization, in some projects with a disciplinary character, and the content centered on the so-called universal knowledge.
A formação de professores indígenas no Brasil surge para suprir a carência desse profissional na Educação Básica em territórios indígenas. Na Região Norte do Brasil, a formação inicial desses professores, atualmente, é feita por nove cursos de graduação; destes, oito cursos ofertam, entre outras, a habilitação em Ciências da Natureza (CN). Essa pesquisa tem como objetivo estudar a formação proposta nos Projetos Pedagógicos de Curso (PPCs) das Licenciaturas Interculturais (LI) para formação de professores indígenas em CN na região Norte do Brasil e a visão dos representantes do movimento nacional da Educação Escolar Indígena (EEI), especialistas informantes, desta pesquisa, sobre essa formação. A pesquisa tem abordagem qualitativa e as coletas foram realizadas por meio da análise documental e entrevistas. Na análise documental estudamos os PPCs de cinco LI da Região Norte e as diretrizes e referenciais para formação de professores indígenas. As entrevistas foram realizadas com representantes do movimento brasileiro da EEI, como intelectuais indígenas e não indígenas, professores indígenas e gestores da EEI. Essas propostas formativas em CN indicam que na elaboração dos PPCs buscou-se atender as especificidades indígenas. Entre essas propostas observamos proximidade entre os objetivos e justificativas, assim como nos tempos e espaços. Nos aspectos metodológicos e organizacionais, verificamos maior diversidade nas propostas quanto à modalidade de ensino, regime acadêmico, organização curricular, atividades e metodologia. Constatamos que nesses PPCs os saberes políticos estão mais presentes na formação geral do que na formação específica em CN, explicitando que na maioria desses PPCs, acerca da formação específica, há certa distância das discussões do papel social da Ciência. Referente aos saberes de conteúdo, em dois PPCs os conteúdos estão centrados nos saberes ditos universais; nos demais os saberes universais estão articulados com outros saberes, destacando os saberes indígenas. Verificamos que todas as propostas formativas buscam promover o diálogo entre saberes, mas não ficou evidente como será efetivada essa proposta. Sobre a visão dos especialistas, observamos que pensam em cursos organizados de acordo com as aspirações dos povos indígenas como forma de contribuir com seus projetos societários, configurando-se como espaços de luta, ou seja, de formação política, com a participação de sábios e lideranças indígenas nessa formação. Percebemos em suas falas a exigência de que os professores indígenas tenham uma sólida formação no que diz respeito aos conteúdos científicos, contudo, essa formação e atuação não podem ser desvinculadas do diálogo com a tradição indígena. De tal modo, em comparação com os PPCs, falaram mais na defesa do diálogo intercultural. Os especialistas fazem ainda uma análise crítica das práticas indígenas e dos conteúdos científicos a serem trabalhados na formação do professor. Concluímos que essas propostas contemplam muitos aspectos dos documentos oficiais e da pauta do movimento indígena, pois anunciam uma formação fundamentada nas especificidades dos povos indígenas. Contudo, no que diz respeito à proposta da habilitação em CN há certa aproximação e distanciamento dos pressupostos da educação intercultural que foram explicitadas nos elementos referentes à organização curricular, em alguns projetos com caráter disciplinar, e os conteúdos centrados nos conhecimentos ditos universais.
São Cristóvão, SE

The purpose of this scientific essay is to seek answers to how I as a preschool teacher can teach and create conditions for the children to develop an interest in science and sustainable development. Based on the first story where children play in freedom in nature, I wonder what role children's free exploration plays for learning in science and sustainable development. The other stories depict two teaching collection situations, one of which depicts some children who lose interest in the subjects, and the other depicts when my control is partially lost. The question is therefore how I as a preschool teacher can develop my didactic ability where the children's influence and interest is maintained in the activities. I also investigate how I as a preschool teacher can work with the preschool environment and through which activities I can create interest and understanding for sustainable development. The essay's research method is essay writing with reflective text linked to three stories. The reflection part consists of own reflections and with the help of scientific studies in science and sustainable development as well as the preschool curriculum. Theoretical concepts used are free exploration, didactics, children's influence, the importance of play, the role of the preschool teacher, recycling, activities and experiments. The study shows that children's free exploration of nature is important and significant for connecting with it and arousing the desire to explore it, where the feeling of wonder, fascination and reverence can emerge. By interacting with the children and taking their perspective in playful ways where the children are active, I can develop my didactic ability. With that starting point, I can ask didactic questions based on my knowledge and work in small groups. The work with sustainable development in the preschool environment can consist of space for recycling, cultivation boxes, compost and recycling of rainwater and different materials, to do different activities in the business, such as different water experiments and the carbon cycle. Support structure and continuing education are also included in the subject.
Syftet med denna vetenskapliga essä är att söka svar på hur jag som förskollärare kan undervisa och skapa förutsättningar för barnen att utveckla intresse för naturvetenskap och hållbar utveckling. Med utgångspunkt från den första berättelsen där barnen leker i frihet i naturen, frågar jag mig vilken roll barns fria utforskande spelar för lärande i naturvetenskap och hållbar utveckling. De andra berättelserna skildrar två undervisande samlingssituationer, varav den ena gestaltar några barn som tappar intresset i ämnena, och den andra skildrar när min kontroll delvis förloras. Frågeställningen lyder därför hur jag som förskollärare kan utveckla min didaktiska förmåga där barnens inflytande och intresse bibehålles i aktiviteterna. Jag undersöker även hur jag som förskollärare kan arbeta med förskolans miljö och genom vilka aktiviteter kan jag skapa intresse och förståelse för hållbar utveckling. Uppsatsens undersökningsmetod är essäskrivning med reflekterande text kopplat till tre berättelser. Reflektionsdelen utgörs av egna reflektioner och med hjälp av vetenskapliga studier inom naturvetenskap och hållbar utveckling samt förskolans läroplan. Teoretiska begrepp som används är fritt utforskande, didaktik, barns inflytande, lekens betydelse, förskollärarens roll, återvinning, aktiviteter och experiment. Undersökningen visar att barnens fria utforskande i naturen är viktig och betydelsefull för att knyta an till den och väcka lusten att utforska den, där känslan av förundran, fascination och vördnad kan växa fram. Genom att interagera med barnen och inta deras perspektiv under lekfulla former där barnen är aktiva kan jag utveckla min didaktiska förmåga. Med den utgångspunkten kan jag ställa didaktiska frågor utifrån mina kunskaper och arbeta i mindre grupper. Arbetet med hållbar utveckling i förskolemiljön kan bestå av plats för återvinning, odlingslådor, kompost och återvinning av regnvatten och olika material, för att göra olika aktiviteter i verksamheten, som till exempel olika vattenexperiment och kolets kretslopp. Även stödstruktur och fortbildning finns i ämnet.

碩士
國立臺北教育大學
自然科學教育學系
103
The study is discussed the pre-service student teacher with Asperger how to acquire the knowledge about nature science and to be in contact with her classmates ,and finally she can plan her career life smoothly. At first, the pre-service student teacher with Asperger deal with literature reviews including some important characteristics, the individual data, educational situations and how to get along with Asperger patients. Secondly, the pre-service student teacher with Asperger does self-learning, communicate with her classmates and establish E-portfolio. All she does in order to achieve those goals: 1.Establish the learning portfolio that record the process of studying nature science in graduate school 2.Propose the communicate patterns that can make discussion and interaction efficiently. 3.Plan about the career life, especially civil service examination preparation. Research result 1.In the process of learning knowledge about teaching in nature science, the pre-service student teacher with Asperger search a lot of information from websites and theses. She also take some lectures about education and apply those knowledge on preparing for civil service examinations.( Educational Statistics) 2.Using E-mails is the best method to communicate with classmates because it is more economical than using cell phones or texting. Beside we won’t disturb our classmates during their relaxed time. 3.The pre-service student teacher with Asperger planned to prepare for civil service examinations when she was at graduate school. And her preparation methods for gradual preparation method,finished first legal subjects,and then finished higher than pretest and education statistics，then studying general psychology and educational psychology,and finally finished the other three subjects education courses. Suggestion 1.Modify the requirement of curriculums about teaching program to let those curriculums can be more appropriate to pre-service student teachers’ with Asperger. For example decrease the number of students in order to lessen their negative emotion and enhance their attention. Although the number of students can be increased when they adapt the situation about the class, the number of students still cannot be more than 15. 2.Resource Room in each college can find some tutors to help students with Asperger solve their questions on their studies and also make them accomplish teaching programs.