Dissertations / Theses on the topic 'SFL Teaching'
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Hallbrink, Sofi. "Progression i läromedelstexter : En analys av nio texter från läsprojektet En läsande klass." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53125.
Full textHodgson-Drysdale, Tracy. "Teaching Writing Informed by Systemic Functional Linguistics: "I never would have thought of doing that..."." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3677.
Full textWriting is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Almufayrij, Haifa S. "Teaching English poetry to Saudi students : an exploratory study for applying a Systemic Functional Linguistic based pedagogy for improving the reading, analysis and interpretation of poems in the English language." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23086.
Full textPALEARI, VALENTINA. "LA INVESTIGACIÓN COMO ACTIVIDAD DIDÁCTICA EN LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA: INSTRUMENTOS PARA EL DESARROLLO DE UNA COMPETENCIA PRAGMALINGÜÍSTICA CONTRASTIVA INTERCULTURAL EN ESTUDIANTES DE L2." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/675707.
Full textVieira, Carlos Henrique Alves. "Os elementos léxico-gramaticais de atitude em comentários de blogs para o ensino de português." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6651.
Full textRejected by Jaqueline Silva (jtas29@gmail.com), reason: Olá Cássia =) Tem um e-mail lá no Teses e Dissertações que é de um Carlos Henrique Alves Vieira que tbm pediu pra substituir o documento. Eu vou rejeitar o seu depósito na BDTD e já passei o email dele pra sua pasta de conferidos ;) Beijos, Jaque on 2016-12-16T16:23:47Z (GMT)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This master's research aims to describe and analyse the lexical-grammatical features of attitude in comments in order to understand how the public blogs for Portuguese teaching evaluate the process of teaching and learning in its various aspects, especially those that relate directly to the issue of education offered in them. These assessments are fundamental to understand, in general, the operation of non-institutional educational blogs for mother tongue teaching, for only the participants can measure the quality of this process, necessarily to be the target audience of these blogs.
Esta pesquisa de mestrado tem como objetivo a descrição e análise dos recursos léxico-gramaticais de atitude em comentários, a fim de compreender como o público de blogs para o ensino de Língua Portuguesa avalia esse processo de ensino-aprendizagem em seus mais diversos aspectos, sobretudo os que se relacionam diretamente à questão do ensino neles oferecido. Essas avaliações são fundamentais para entender, em linhas gerais, o funcionamento dos blogs educativos não institucionais para o ensino de língua materna, pois somente os participantes podem mensurar a qualidade desse processo, necessariamente por serem o público-alvo desses blogs
Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
Full textGarcía, Iglesias Mª Victoria. "El desarrollo de la educación literaria en aprendientes iniciales de ELE. Una propuesta didáctica llevada a las aulas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457540.
Full textThis doctoral thesis presents an investigation that was proposed to take the literature to the first class of bilingual secondary for foreigners. The intervention in the classroom was materialized through a course that combines the study of language and literature under an integrative methodology that favors the didactic repercussions in the overall learning process of Spanish as a Foreign Language (SFL). The research has developed within the framework of constructivist theories of learning and has been based on a theoretical basis that shows a wide critical path by current specific bibliography referring to the three main themes that converge in research: studies on cognitive complexity of reading in a foreign language and especially of the literary message, the importance of inferential strategies in the reading process and the integration of literary material into the SFL teaching-learning process. The experimental development of the research was carried out in the Gymnázium Bilingválne of Žilina (Slovakia) with a sample of 30 subjects in the framework of an action-research process. Data on four capacities have been collected: strategic, interpretive, linguistic and creative, before and after the didactic intervention. Following the application of a type of analysis that has combined the quantitative and the qualitative by the essence of the measured phenomena, the results of the research indicate that: A) Participants improve their ability to apply reading strategies with special relevance in associative inferences, macro strategies and metacognitive strategies. B) The abilities to interpret a literary text in SFL have been developed in the participants of the experimental group with special evidence in the increase of the reading intertext and the literary knowledge referring to literary resources (antithesis, hyperbole and irony, especially) and conventions of literary language. C) Didactic attention to literacy education of the initial learners of SFL, far from diminishing or negatively affecting the linguistic learning, has developed them to the same extent as other types of strictly linguistic didactic interventions. D) The participants of the experimental sample were able to complete the didactic process of literary communicative tasks by creating adequate literary texts and evidences of the assimilation of literary learning during the course implementation. Through the results of the research it has been verified that the foreign students of first of bilingual secondary while learning language expand their abilities and their capacities as readers and, then, they are educated also literarily. This fact acquires a specific relevance because it is an exception in the didactic studies of SFL and opens, therefore, a way of investigation until now very little explored.
Lind, Emma. "Inspiratörerna, innovatörerna, rebellen och kvinnorna : Framställningen av manligt och kvinnligt i författaporträtt i läromedlet Svenska impulser 2." Thesis, Södertörns högskola, Svenska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45655.
Full textMbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.
Full textEthnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology
Stymne, Anna-Carin. "Hur begriplig är historien? : Elevers möjligheter och svårigheter i historieundervisningen i skolan." Doctoral thesis, Stockholms universitet, Historiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143123.
Full textTorsten, Lemon. "Conception versus Reality : A Case Study of SFI-teachers’ Codeswitching into English." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182672.
Full textDraper, Elaine. "SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15875.
Full textNascimento, Maria Valdênia Falcão do. "Representação social, avaliação e léxico: um olhar sobre o discurso de professores e tutores do Curso de Licenciatura Letras/ Espanhol da Universidade Federal do Ceará." http://www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/6134.
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The present work is the result of reflections on the social representation that both Spanish as foreign language pre-service teachers and instructors have about assessment. The main goal consists of investigate how the assessment is an instrument of social representation of multiple dimensions (cognitive, discourse, linguistics, and social). The analysis of the organizational semantics of the lexicon, which is embedded in discourse manifestations, allows for the understanding of assessment as content knowledge. The study addresses the following questions: (1) How do instructors and pre-service teachers view assessment in the pre-service context? (2) Which social representation of assessment emerges in the discourse of instructors and pre-service teachers when asked about assessment? (3) What are the key lexical items of social representation constructed by the participants involved? The analysis is based on the Theory of Social Representation, especially that of Moscovici (1976, 2009) and Jodelet (2001), on the Critical Discourse Studies proposed by Van Dijk (2003, 2008), and on the studies of Coracini (2003), Moita Lopes (2007) and Bordón (2004) in Applied Linguistics. Data were generated by semi-structured interviews and free word association techniques. The methodology employed for data analysis was content analysis, based onBardin’s (2010) propositions. Two teaching environments were considered: face-to-face and distance education. Results indicate that the participants have two perspectives of assessment: (1) as predominantly a verification of learning, based on instruments such as exams, seminars and portfolios; and (2) as a fundamental part of teaching and learning that serves as a “regulator” of the process. However, in the discourse of the participants, the evaluation process is not considered an important mechanism of control and exclusion, which indicates a lack of critical understanding of the sociological and ideological aspects involved in assessment. In broad terms, results indicate that assessment needs to be considered as an important issue in the preparation of pre-service teachers, and new alternatives of assessment should be discussed, studied and implemented. Furthermore, this study contributes to other studies that investigate how language and social representation mutually shape and affect each other.
Este trabalho resultou de nossas indagações a respeito da representação social de professores e tutores sobre a avaliação em um contexto de formação de professores de espanhol como língua estrangeira. O principal objetivo consistiu em investigar como a avaliação constitui-se um objeto de representação social considerando-se suas múltiplas dimensões (cognitiva, discursiva, linguística e social) e como, por meio da análise da organização semântica do léxico, presente nas manifestações discursivas dos sujeitos ao se posicionarem sobre o tema, pode-se mapear o significado construído para a avaliação enquanto objeto de conhecimento. Entre os questionamentos suscitados, visamos responder às seguintes questões: 1. De que forma os professores se posicionam acerca da avaliação num contexto de formação de professores de língua estrangeira? 2. Que representação social sobre a avaliação está presente nas manifestações discursivas dos professores ao se posicionarem sobre o tema? 3. Que itens lexicais, produzidos pelos sujeitos, podem ser tomados como vetores da representação social construída? Para o alcance dos objetivos propostos, baseamo-nos numa articulação entre a Teoria das Representações Sociais, particularmente os postulados de Moscovici (1976, 2009) e Jodelet (2001); os Estudos Críticos do Discurso propostos por van Dijk (2003, 2008), e, ainda, a Linguística Aplicada, com os trabalhos Moita Lopes (2007) e Bordón (2004). Os dados foram gerados por meio da técnica de associação livre de palavras e por entrevistas semiestruturadas. Para a análise dos dados foi empregada a metodologia da análise de conteúdo, de acordo com as proposições de Bardin (2010), considerando-se o exame dos posicionamentos presentes no discurso docente em torno da avaliação, tanto na modalidade presencial quanto na semipresencial de ensino. As análises realizadas evidenciaram que os sujeitos concebem a avaliação em duas direções: 1.como predominantemente circunscrita a uma concepção de avaliação como mera verificação da aprendizagem, centrada na aplicação de instrumentos como provas, seminários e portfólios e 2. como parte fundamental e inerente ao processo de ensino e aprendizagem, cuja função é “regular” esse processo. No entanto, o funcionamento do processo avaliativo como mecanismo de controle e de exclusão não aparece como uma questão importante nos discursos dos sujeitos, ficando ao largo uma compreensão crítica dos fatores ideológicos e sociológicos que perpassam tanto o discurso sobre a avaliação, como as condições em que essa é produzida. Em linhas gerais, o presente estudo oferece relevantes elementos para se pensar alternativas e caminhos para eventuais transformações das práticas de avaliação e sobre sua relevância na formação de futuros professores de línguas, além de fazer avançar a contribuição dos estudos que investigam a relação entre linguagem e representação social, tendo em vista a forma como estas se afetam mutuamente.
CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.
Full textEsta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.
Risenfors, Kristina. "En språkutvecklande undervisningskärna : SFI-undervisningens ABC." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21319.
Full textThe purpose of this survey has been to investigate and contribute knowledge about how a few teachers describe language development teaching for students in SFI teaching track 1 and how they believe that the special needs teacher with language, writing and reading development can function as support in that work. The survey was conducted on an SFI education on track 1, with four teachers and five teaching groups in courses A-D. The survey empirics are based on five observations, a Diamond ranking and a focus group interview. The survey has had a qualitative approach with a sociocultural theory and a teaching model of The ABC of SFI teaching as support and basis for the empirical analysis. The teachers describe that their language development teaching is based on the students' knowledge and that by practicing speaking, listening, writing, reading and understanding in a multimodal and translanguaging way, they work for a language development teaching. The results also show that there is a need to have access to a special needs teacher of language, writing and reading development at SFI, as this is a complex teaching situation for both teachers and students in the SFI education. It also shows that the students' heterogeneous language background calls for a high level of proficiency in teaching on the teacher, who must relate to many native languages and its impact on language acquisition in Swedish as a second language. The result also shows that the teaching model of The ABC of SFI teaching as support is used in the observed teaching to some extent, but there is a need to work to implement it further. The results of the survey show that both teachers, language supporters and special teachers together can contribute to increasing knowledge about and counteracting the risk that both students and teachers end up in linguistic and pedagogical vulnerability.
Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Full textYang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Full textThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
Gustavsson, Hans-Olof. ""Utan bok är det ingen riktig undervisning" : En studie av skolkulturella referensramar i sfi." Doctoral thesis, Stockholms universitet, Institutionen för undervisningsprocesser, kommunikation och lärande (UKL), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7113.
Full textLundqvist, Ulrika. "Transspråkande undervisningsmetoder inom sfi : En kvalitativ studie av sfi-lärares utsagor om elevers modersmål som resurs i undervisningen." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16905.
Full textIn Sweden, many different languages are spoken in addition to Swedish and officially there is a multilingual norm. The National Agency for Education´s governing documents emphasizes how important it is to utilize all competencies that students possess. Despite this, there is at times a monolingual norm present in the Swedish education system in practice. SFI (Swedish for Immigrants) is an education for adult immigrants where all students have multilingual knowledge. The purpose of this thesis was therefore to investigate how SFI teachers express their attitude to translingual teaching and their view of the significance and function of the first language for teaching. The study was based on a phenomenological approach with qualitative interviews of eight SFI teachers from same municipal SFI school. These SFI teachers were also my colleagues. The analysis of the interviews examined various aspects of the SFI teachers’ statements about their students’ first language as a resource in teaching. The study looked for perceptions and perspectives that were reflected in what the teachers had to say about the subject. The most important results in the study showed that the statements from the teachers pointed towards a positive view on translingual teaching. Aspects that emerged were that the teachers considered that multilingualism had a positive impact when learning a second language and that the teachers’ statements expressed a belief in their students’ personal study responsibilities. However, the analysis of the teachers’ statements about their own multilingual teaching showed that the teachers added different meanings to the concept of multilingualism. There was a difference between the teachers’ statements regarding how they talked about what multilingualism was and what qualities must be met in order for teaching to be perceived as translingual.
Söderlund, Svetlana, and Margareta Öllsjö. "Sfi-lärares erfarenheter av distansundervisning våren 2020." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55183.
Full textThe purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.
Bostic, Timothy Bruce. "Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/908.
Full textSaraiva, Wellington Beckman. "Poder judiciário fluminense e capixaba diante do comércio internacional e do pré-sal: novos desafios." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/9764.
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As transformações recentes das relações sociais e econômicas incrementados pelo dinamismo do comércio internacional, sua crescente complexidade e as recémdescobertas reservas petrolíferas na camada pré-sal, aliadas ao fenômeno da globalização, contribuem para o processo de internacionalização do Direito. Esse cenário tem demandado, ainda, novos instrumentos de solução dos conflitos e de controle social, exigindo dos magistrados brasileiros maior expertise no julgamento das demandas contemporâneas. Diante desse cenário, é necessário construir alternativas que realmente busquem modificar as estruturas vigentes na teoria, na práxis e no ensino do Direito. Assim, o objetivo geral desta pesquisa é contribuir para a eficiência da prestação jurisdicional dos magistrados, seja no âmbito estadual ou federal, que atuam no Estado do Rio de Janeiro e Espírito Santo, diante dos novos desafios que terão em face do comércio internacional e do pré-sal. Com a finalidade de alcançar seu escopo, a pesquisa, no Capítulo 1, trata dos conceitos, princípios e metodologia para atingir o objetivo geral da pesquisa. O Capítulo 2 ocupa-se da abordagem das disciplinas relevantes para uma eficiente prestação jurisdicional do pré-sal e do comércio internacional. Em seguida, o Capítulo 3 trata de analisar o conteúdo das disciplinas ministradas nas Escolas de Magistratura Estadual do Rio de Janeiro e Federal da 2ª Região, bem como as provas para ingresso à carreira da magistratura federal e estadual do Rio de Janeiro e Espírito Santo, no que tange à existência de disciplinas como Direito do Petróleo, Gás e Energia, Direito Econômico, Direito Internacional Público e Privado, Exploração & Produção, Direito do Mar, Direito Marítimo, Direito da Navegação Marítima, Direito Portuário, Direito Aduaneiro e Direito Ambiental. Por fim, serão feitas algumas considerações e apresentadas as referências da pesquisa.
The recent changes and increasing complexity of social and economic relations enhanced by the dynamism of international trade and the newly discovered oil reserves in the pre-salt, combined with the phenomenon of globalization, contribute to the process of internationalization of law. This scenario has required also new tools for conflict resolution and social control and demanded greater expertise of Brazilian judges in the trial of the contemporary needs. Given this scenario, it is necessary to construct alternatives that actually seek to modify the existing structures in the theory, praxis and teaching of law. The objective of this research is to contribute to the efficiency of the adjudication of judges who work in the States of Rio de Janeiro and Espírito Santo due to new challenges they will meet in the International Trade and the pre-salt. To achieve its purpose, Chapter 1 deals with the concepts, principles and methodology to achieve the overall objective of the survey. Chapter 2 deals with the approach of the relevant disciplines for efficient adjudication of the pre-salt and international trade. Then, Chapter 3 analyses the content of subjects taught in the School of Judges in the State of Rio de Janeiro and the Federal 2nd Region, as well as the exams of admission to the career of the judiciary in Rio de Janeiro and Espírito Santo with respect to the existence of disciplines such as Law of Oil, Gas and Energy, Economic Law, Public International Law and Private Exploration & Production, law of the Sea, Maritime Law, Maritime law, Port Law, Customs Law and Environmental Law. Ultimately, concluding remarks will be made and references of the research will be presented.
Alvarez, Georgina. "Aprender a escribir en los niveles iniciales de ELE : Un análisis de manuales del nivel A2 para el diseño de una propuesta didáctica." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131582.
Full textThis paper aims to analyse the presence of written expression activities in Spanish as a Foreign Language textbooks designed for adults in a pre-intermediate level (A2). Moreover, the purpose is to examine the approach which is used in relation to two key aspects of the written composition: the discourse genres and the writing process. With this objective, we compile data using an analysis template that is completed with information from five textbooks from different Spanish publishers after 2006. According to the data collection, there is a prolific presence of written expression activities in the analysed textbooks. Regarding the genres of discourse, the textbooks place relevance to the explicit practice of the following aspects: the communicative context, the audience and the purpose. However, a low presence of model texts for the students to use for their own compositions is also noted, as well as a virtually non-existent reflection of the model texts' structure and characteristics. As far as the writing process is concerned, the textualization is the process with more presence in the analysed textbooks, whereas planning and reviewing are marginalised with a lower occurrence. To the same extent, we would like to emphasize the low relevance of revision, especially that among peers. Taking into account the results and based an eclectic approach to the teaching of written expression, we present a teaching proposal for an A2 level in which the discourse genre and the writing process are dealt with explicitly, as well as we intend to encourage collaborative writing.
Eriksson, Pia. "En ögonblicksbild från muntlig kommunikationsundervisning : 105 sfi-lärares användande av bildmaterial i undervisning med muntlig kommunikation." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28042.
Full textIn this study I have examined how teachers of Swedish for Immigrants (sfi) work with their students using pictures and communication. The purpose of the study has been to contribute to the knowledge of sfi-teachers' selection of pictures in order to initiate verbal communication in Study path 1. I have completed a survey on the internet which included 105 active teachers. The results of the study show that more than half of the teachers use pictures every day. The picture material that the teachers use are recognizable color photographs of different incidents. The teachers use many different types of pictures and the material is often designed in a varied way. My study has shown that the most common way to use a picture is to let the students describe the picture the teacher displays. In today´s school the students are not utilized as the resources they should be. When they bring their own pictures to school this is seldom used. Juvenile material should not be used with adult students but the result shows that not all the students think that material for children is juvenile. From a special education teachers' point of view we should put the students' own skills and life experiences into use. Using these as our starting point teachers and students can work together to develop the students' abilities in image interpretation and create opportunities to discuss pictures.
Noresund, Lilia. "Grammar teaching - to be or not to be, that is the question : En kvalitativ studie om grammatikundervisningens plats i språkundervisning i grundskolans tidigare år." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5559.
Full textGustafsson, Veronica. "Musik som metod för andraspråksinlärning : En studie om hur pedagoger inom SFI och svenska som andraspråk kan arbeta språkutvecklande med musik." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32449.
Full textPardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
Full textMarti, Alexandra. ""Feedback" Correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France: processus d'enseignement, apprentissage et acquisition." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/83069.
Full textElmgren, Hallinger Ingierd. ""De har inte den här bilden av mig, den sanna bilden" : En studie av vad som händer med identiteten när man lär sig svenska som andraspråk som vuxen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33027.
Full textThe study has two purposes: to investigate the relation between second language learning as an adult and the students' identity, and to analyse if the persons who work at SFI (Swedish for immigrants), who has arrived to Sweden as adults, work to support the students' identity as they learn the languages, or if they treat the students in a way that support their creation of a new/changed identity. To investigate this, has semi-structural interviews been used and they have been analysed with a method called “fenomenografi”. The eight persons who have been interviewed have all come to Sweden as adults and they work with different professions at SFI, in a middle-sized town in Sweden. In the interviews you could see that all the informants changed their identities when they had just arrived to Sweden. The study shows that the hardest point in the language learning was to learn to use the shades of meaning and how to express feelings and opinions in the new language. The informants told that they connected their own historical background with the students' stories and treated them in a way that supported the students' identities. At SFI you need to work with the use of different shades of meaning and go to the bottom with the language. You must also work with how to know where in different contexts you should use different styles in languages and work with both language and culture at the same time. It would work as a support to the identities to reflect on how to get into and participate in the society. Everyone who gets to meet persons who have recently arrived needs to leave the difficulties with the language out of account and instead see the individuals behind the words.
Bygg, Joel. "Demokrati – så länge den är bekväm : En diskursanalytisk studie över den process som formade både dagens skollag SFS 2010:800 och Gymnasieskolans läroplan Gy11." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75407.
Full textLopes, Jorge Luis da Costa. "Rel?gios de Sol nas aulas de Matem?tica: constru??o do conhecimento atrav?s da prototipagem." Universidade Estadual de Feira de Santana, 2017. http://tede2.uefs.br:8080/handle/tede/655.
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The study focused on this dissertation was carried out at the Col?gio Estadual Alaor Coutinho - CEAC, located in Praia do Forte, municipality of Mata de S?o Jo?o - Bahia, a college in which a large part of the students in the academic years of 2014 and 2015 reported, in the classroom, greater difficulties of understanding the subjects related to Trigonometry and Geometry. In an attempt to reverse this situation and facilitate the learning of existing subjects in Trigonometry and Geometry, basic astronomical knowledge related to sundials, allied to concepts of Geography with respect to Geographic Coordinates and Earth Movements, were used. Activities were carried out with students from Elementary and Middle School, such as: workshops, classes and events related to the construction and positioning of Sun Clocks. As a final product, we made different Equatorial Type Sun Clocks, as well as a Didactic Sequence for teachers of education basic.
O estudo focalizado nesta Disserta??o foi realizado no Col?gio Estadual Alaor Coutinho - CEAC, localizado em Praia do Forte, munic?pio de Mata de S?o Jo?o ? Bahia, col?gio no qual grande parte dos estudantes dos anos letivos de 2014 e 2015 relatou, em sala de aula, maiores dificuldades de entendimento dos assuntos relacionados ? Trigonometria e Geometria. Na tentativa de reverter essa situa??o e facilitar a aprendizagem de assuntos existentes na Trigonometria e na Geometria, foram utilizados conhecimentos b?sicos de Astronomia relacionados a rel?gios de Sol, aliados a conceitos de Geografia com rela??o ?s Coordenadas Geogr?ficas e Movimentos da Terra. Foram realizadas atividades com estudantes do Ensino Fundamental e M?dio, tais como: oficinas, aulas e eventos relacionados com a constru??o e posicionamento dos Rel?gios de Sol. Como produto final, confeccionamos diferentes Rel?gios de Sol do Tipo Equatorial, assim como uma Sequ?ncia Did?tica destinada a professores da educa??o b?sica.
Kramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.
Full textAroca, Silvia Calbo. "Ensino de física solar em um espaço não formal de educação." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/76/76131/tde-13032009-100501/.
Full textObservatories and planetariums offer the possibility of developing contextualized astronomy teaching by fostering educational activities that provide access to a more authentic school science. Thus, this research consisted in developing, applying and evaluating courses about the Sun for middle, junior high school students and solar physics for high school students in an informal educational space, the CDCC/USP Astronomical Observatory. Topics of chemical composition, temperature and stellar evolution were taught in a room totally dedicated to the study of the Sun, a Solar Room, designed with simple and inexpensive equipment. The course strongly emphasized practical, observational and inquirybased activities, such as estimation of the solar surface temperature, observation of the visible solar spectrum, identication of solar absorption lines, understanding how they are produced, and what kind of information can be extracted from the observed spectral lines. Some of the course goals were to foster the comprehension of the key role played by spectroscopy in astrophysics, to contextualize contents with practical activities, and to allow interdisciplinary approaches including modern physics and chemistry in physics teaching. The research methodology consisted of a qualitative approach by fillming the whole course and performing written questionnaires and semi-structured interviews. Before the courses were applied most students conceived the Sun as a hot sphere composed of fire, sunspots as holes in the Sun and solar prominences as magma expelled by volcanoes. After the courses students presented ideas about the Sun and solar physics more closely related to the ones accepted by contemporary science. This research was not restricted to students\' cognitive gains after concluding the courses, since it considered the interaction of different contexts responsible for learning in science museums. This was possible due to the theoretical framework adopted: The Contextual Model of Learning of Falk and Dierking. Some challenges have to be faced by institutions such as the Astronomical Observatory in order to teach astronomy in an interdisciplinary form and with inquiry-based activities The activities developed at science centers must have as their main objective to motivate the public towards science, but it is also important to offer courses for volunteers, since language, contents and methodologies in longer activities can facilitate interdisciplinary approaches of Astronomy with other areas of scientic knowledge seldom explored in classrooms. This can happen when the school\'s educational project is collectively constructed including science museums, teachers, school and students by seeking to enhance teaching proposals that consider the out of school context and is related to contents taught in the classroom.
Blair, Katherine. "The Role of Contemporary Artists and Mathematics in the Art Classroom." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/697.
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Education
Art Education
Mohammed, Tawffeek Abdou Saeed. "A taxonomy of problems in arabic-english Translation: a systemic functional Linguistics approach Tawffeek abdou." University of the Western Cape, 2011. http://hdl.handle.net/11394/4103.
Full textWorking with Arab students pursuing a degree in English Language and Translation at the Taiz University, Republic of Yemen, has brought to the researcher‟s attention a number of errors or problems encountered in Arabic to English translation. This study aims to investigate the problems encountered by student translators (STs), novice translators (NTs) as well as more experienced translators (Ts) while translating from Arabic into English. The study starts with the assumption that Arabic and English belong to different families of languages and thus there is rarely a word-for-word equivalence in both languages. The present study is cross-sectional in nature. It is based on empirical data collected from several categories of translators. In other words, the data was collected from fourth-year students in the department of English and Translation in the Faculty of Arts, Taiz University, as well as five NTs who have previously graduated from this department and are currently working in a number of accredited translation offices in Taiz. The study also investigates the challenges faced by Ts. For this purpose, a novel, a tourist brochure, an editorial, and three academic abstracts all translated by established publishing houses and translation centres in and outside Yemen are examined. These texts are analyzed to determine to what extent the problems faced by STs and NTs reoccur in published translations produced by Ts. For its conceptual framework, the study adopts an eclectic approach that does not stick rigidly to a particular paradigm but rather draws upon multiple linguistic and translation theories. However, it is mainly based on Halliday‟s Systemic Functional Grammar (SFG) and the problems have been classified along his taxonomy of meaning metafunctions into ideational, interpersonal and textual. Extra-textual problems are also analyzed. Several SFG-based translation models such as Hatim and Mason‟s (1990) sociometic model, House‟s (1977, 1997) translation quality assessment model, Hervey et al. (1992) register analysis model and Baker‟s (1990) equivalence model are also employed in the study to help the researcher examine the problems encountered in Arabic-English translation within those four categories. In addition, Nord‟s functional model to translation which is based on Skopos theory is also taken into consideration although to a minimum extent. In addition to the analysis of translations produced by various categories of translators, the study uses several triangulation research tools such as questionnaire, Thinking Aloud Protocols (TAPs), retrospective interviews, and classroom observation. These tools are employed to assist the researcher to identify the possible causes for the problems the STs, NTs, and Ts experience from the perspective of the participants themselves. The current translation programme at Taiz University is also analyzed to determine to what extent it contributes to the poor performance of the student translators and would-be translators. The study concludes that STs, NTs and even Ts encounter several problems at the ideational, interpersonal and textual levels. They also encounter problems at the extra-textual stratum. The study attributes these problems to structural and cultural differences between the two languages, the reliance on the dictionary rather than the meaning in use of lexical items, the differences in the cohesion and coherence systems of Arabic and English, the negligence of the role of context in translation as well as unfamiliarity with text-typologies and genre conventions. In other words, participants follow a bottom-up approach in translation and come close to the source text translating it literally. This approach is very damaging because it ignores the fact that the three metafunctions might be realized differently in the two languages. Furthermore, the study concludes that the manner in which translation is taught at Taiz University as well as the syllabus contribute mainly to the lack of translation competence of the student translators and would-be translators. The programme is inadequate and it needs urgent review and improvements. The present syllabus does not keep abreast with the latest theoretical and practical developments in the discipline of translation as well as neighbouring disciplines such as contrastive linguistics, text-analysis, discourse analysis, corpus linguistics and the like. As for methodology, the study concludes that it is the transmissionist (teacher-centred) teaching approach rather than the transformational (learner-centred) which is commonly used in teaching translation. As a result, the read-and-translate approach dominates the scene and no tasks, activities, or projects are given to the STs. The study provides some recommendations, which if implemented, can be useful in enabling Yemeni and Arab universities to improve the competence among student translators in order to improve translation teaching at academic level. A major contribution of this study is the description and classification of translation problems in Arabic-English translation on the basis of meaning systems. Unlike traditional descriptive error analysis, which is widely used to analyze the translation product, SFG-based text analysis provides a systematic description of translation problems which allows a precise articulation of the nature of problems that would otherwise be explained simply as translations which “sound unnatural or awkward” (Kim 2008; Yallop 1999). As far as the researcher knows, no study in the Arab world has yet tackled translation problems from this perspective. Other studies have tackled deviated forms produced by students or translators using an error analysis technique rather than a holistic approach based on solid theoretical knowledge. In other words, while most other studies focused on specific „errors‟ and error analysis and ended at that, the present study does not only looks at „errors‟ as „difference‟ (from contrastive analysis) but rather from several perspectives. It is also more comprehensive by triangulating several sources of data and pooling them together for a more informed understanding.
Ray, James David. "Base Counting and Simple Mathematic Applications for the Special Education Classroom." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2236.
Full textOstrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
Full textCarneiro, Fl?vio Henrique Rodrigues. "O piso salarial nacional: a valoriza??o do professor na Constitui??o de 1988." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13936.
Full textThe paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article n? 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law n? 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching
O trabalho investiga os mecanismos jur?dicos usados pelo Legislativo e pelo Executivo para concretizar o princ?pio constitucional do piso salarial do professor, princ?pio esse proclamado na Constitui??o como uma estrat?gia de valoriza??o profissional dessa categoria. O texto demonstra que os mecanismos jur?dicos usados para a valoriza??o do professor foram os seguintes: a Constitui??o de 1988; as emendas constitucionais que atualizaram essa Carta e modificaram o texto original no tocante ? mat?ria; e, finalmente, a Lei do Piso . O Artigo n? 206 da Constitui??o Federal de 1988 estabeleceu que os professores do ensino b?sico, que atuam em escolas da rede p?blica, teriam direito a um piso salarial nacional. A Lei n? 11.738/2008 ( Lei do Piso ) regulamentou a mat?ria e apresentou outras determina??es sobre a rela??o que o Estado deveria manter com o magist?rio como, por exemplo, a cria??o de par?metros para a distribui??o da carga hor?ria de trabalho do docente. Com base nessa Lei, desde 2009 o piso vem sendo definido anualmente pelo Governo Federal. Todavia, governos estaduais e prefeituras municipais de todo o Brasil protestaram contra prescri??es contidas na Lei do Piso . Nesse clima de protesto, alguns governadores e prefeitos provocaram a Suprema Corte acerca da constitucionalidade dessa Lei. Os reclamantes consideravam que a inconstitucionalidade existia em raz?o dos seguintes aspectos: defini??o da jornada de trabalho do professor, que na vis?o dos reclamantes era atribui??o dos estados e prefeituras; garantia de que os professores receberiam sal?rios vinculados ao piso com efeito retroativo; transforma??o do piso salarial em vencimento b?sico; aus?ncia de or?amento suficiente nos estados e munic?pios para honrar com os novos valores a serem pagos aos professores; finalmente, determina??o de carga hor?ria para o professor realizar outras atividades al?m de ministrar aulas. No julgamento realizado no STF a maioria dos Ministros julgou improcedente o pleito dos gestores p?blicos reclamantes e considerou que a Lei do Piso no seu conjunto era constitucional. Entretanto, essa decis?o n?o alterou a posi??o dos gestores nem a interpreta??o dos ministros que concordaram com a inconstitucionalidade de alguns aspectos da lei. Isso significa que uma mesma lei pode apresentar diverg?ncias interpretativas entre pessoas comuns e entre membros do pr?prio Poder Judici?rio. A pesquisa apontou as seguintes conclus?es: a lei n?o ? par?metro definitivo de justi?a, pois ela est? profundamente vinculada a interesses diversos; a elabora??o, a implanta??o e o julgamento das leis que tratam do piso salarial do magist?rio se vinculam aos aspectos hist?ricos e culturais da sociedade; a demanda por valoriza??o do professor e fixa??o de um piso salarial s? surgiu no final do s?culo XX, fato explicitado no trabalho a partir de dados que indicam a recente preocupa??o do estado brasileiro com a educa??o escolar fen?meno tipicamente republicano e com a profissionaliza??o do professor preocupa??o emergente a partir da sociedade do conhecimento; os poderes Legislativo e Executivo procuram mecanismos para implantar o piso salarial do professor em raz?o da necessidade contempor?nea de profissionaliza??o do magist?rio.
Oliveira, Luciano de. "Geometria da observação dos movimentos aparentes do Sol e aplicações." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/4431.
Full textThe purpose of this thesis is to work content of Mathematics, which include topics of Astronomy, more specifically some aspects of the geometry of the apparent movement of the Sun. By means of direct observation of the Sun, the exploitation of animations, films and lectures they acquired knowledge for the understanding of two applications: construction of a sundial and installation of collectors of solar energy for water heating. We have developed activities with different methodologies for the students so they could really understand the need of learning contents of Mathematics. For this reason we discussed the historical necessity of the use of such knowledge and the use of it for the solution of practical problems relating to the apparent movements of the Sun. Mathematics occupy central role in the realization of the activities, but it was necessary to use knowledge from other areas such as: introduction to astronomy, geographical coordinates, energy conservation, sociology, environment, etc. for a lesson more meaningful and comprehensive of the proposal through an interdisciplinary work.
O objetivo desta dissertação é apresentar uma pesquisa sobre como os aprendem conteúdos de Matemática que contemplam tópicos de Astronomia, mais especificamente alguns aspectos da geometria dos movimentos aparentes do Sol. Por meio da observação direta do movimento do Sol, da exploração de animações em computadores, filmes e aulas expositivas construiu-se conhecimento para o entendimento de duas aplicações: construção de um relógio de Sol e a instalação de coletores de energia solar para aquecimento de água. Elaboramos atividades com diferentes metodologias para que o aluno pudesse perceber a necessidade de se aprender conteúdos de Matemática. Para isso abordamos a necessidade histórica da utilização desses conhecimentos e a utilização dos mesmos para solução de problemas práticos relativos aos movimentos aparentes do Sol. A Matemática ocupou papel central na realização das atividades, mas foi necessário utilizarmos conhecimentos de outras áreas tais como: introdução à astronomia, coordenadas geográficas, conservação de energia, sociologia, meio ambiente etc. para um aprendizado mais significativo e abrangente da proposta constituindo-se um trabalho interdisciplinar.
Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf.
Full textHuang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20709/.
Full textVu, Thao Thi. "English Language Curriculum Reform at the National Level: a Case of Intentions and Realities in Viet Nam." Thesis, 2020. http://hdl.handle.net/2440/129584.
Full textThesis (Ph.D.) -- University of Adelaide, School of Humanities : Linguistics , 2020
Caroline, Modupe Akinyeye. "Investigating approaches to the teaching of writing in english as a second language in senior phase classrooms in the western cape." Thesis, 2012. http://hdl.handle.net/11394/3808.
Full textSouth Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.
Fernández, Gómez Maria Isabel Virginia. "Estudio de Disponibilidad Léxica en estudiantes universitarios portugueses de ELE." Master's thesis, 2021. http://hdl.handle.net/1822/73662.
Full textLa Disponibilidad Léxica (DL) es un campo de la lingüístico-estadística. Desde su génesis, en la segunda mitad del s. XX, en Francia, los investigadores que a sus diferentes vertientes se han dedicado intentan escudriñar el léxico disponible (LD) de hablantes nativos y no nativos, es decir, de aquellos vocablos que lo componen y que utilizarían en un acto comunicativo normal en relación a un determinado tema. Los propósitos son varios y circundan, por citar algunos, la elaboración de diccionarios de DL para las diversas zonas del mundo hispánico, bien como la recogida del repertorio léxico que poseen los estudiantes de una LE. La aplicabilidad de este tipo de estudios no se circunscribe a la didáctica de lenguas, sino también a otras áreas como la etnolingüística, la psicolingüística o la dialectología. Para la consecución de los diversos objetivos que sean trazados en cada estudio son aplicadas pruebas asociativas o de Disponibilidad Léxica, no solo a hablantes nativos, sino también a aprendientes de lengua extranjera. En el ámbito de esta última vertiente, este trabajo, desde un punto de vista descriptivo con finalidad pedagógica, pretende constituir una aproximación al léxico disponible de universitarios portugueses aprendientes de español como lengua extranjera (ELE) y un intento de revelar su mundo conceptual a través de las palabras que evoquen. Con este fin, les ha sido aplicada una prueba de disponibilidad léxica en torno a 16 centros temáticos con el objetivo de analizar su grado de conocimiento sobre estos y contrastar los resultados obtenidos con los de trabajos análogos. En la elaboración de este estudio de caso se pueden distinguir tres fases: i) aplicación de la encuesta a los informantes; ii) lematización de las unidades léxicas registradas, de máxima relevancia por su naturaleza metodológica, pues comporta el establecimiento de criterios específicos que permitan estandarizar la edición del material recogido y iii) análisis cualitativo y cuantitativo de los resultados, destacándose especialmente los aspectos que resultaron más sugestivos e interesantes.
Lexical Availability (LA) is a branch of statistical linguistics. Since its inception in the second half of the 20th century in France, the researchers who have investigated the diverse aspects of the field have examined the lexis available to native and non-native speakers, i.e. the words that it comprises and which they would use in a normal act of communication in relation to a specific subject. Among the aims of the discipline, we could mention the compiling of dictionaries of LA for the various different areas of the Hispanic world and the collection of the lexis possessed by learners of a foreign language. The applicability of this type of study is not limited to language teaching, but is also relevant to other disciplines, such as ethnolinguistics, psycholinguistics and dialectology. In order to achieve the various objectives set out in each study, associative or Lexical Availability tests are administered, not only to native speakers, but also to foreign language learners. Working within this domain, the present study has a descriptive and pedagogical purpose, and is an attempt to examine the available vocabulary of Portuguese university students who are learning Spanish as a foreign language (SFL), with the intention of discovering their conceptual world through the words that they recall. To make it possible to compile their available vocabulary, students were asked to take an LA word association test centered on 16 areas of interest or stimuli in order to analyse the depth of their knowledge of them and compare the results obtained with those of similar studies. There are three phases involved in the execution of this case study: i) administration of the test to the informants; ii) lemmatization of the lexical units they produced, the methodology applied being of the utmost importance, as it involves establishing the specific criteria that allow us to standardise the editing of the material collected; and iii) qualitative and quantitative analysis of the results, with particular attention to those aspects of the inquiry that were specially interesting and stimulating.
Huang, Hung-Ling, and 黃虹綾. "The Current Situation Regarding Teaching Spanish as Second Foreign Language at Senior High Schools in Taiwan and the Analysis of SFL Manual: ECO and Vamos Adelante = La situación actual de la enseñanza del español como lengua extranjera en los bachilleratos de Taiwán. Especial análisis de los manuales de E/LE: ECO y Vamos Adelante." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24014833467851016356.
Full text靜宜大學
西班牙語文學系
104
Teaching a second foreign language has become increasingly common in senior high schools as a result of globalization. In recent years, the Taiwanese Ministry of Education has widely promoted this addition to the curriculum. This paper aims to investigate the development of second foreign language (Spanish) instruction in senior high schools and to analyze the subjects and contents of two different Spanish textbooks. This study focused on the most frequently used textbook in Spanish classes in senior high schools in Taiwan, “ECO Curso Modular de Español Lengua Extranjera A1” and the textbook “Vamos Adelante Band 1,” published in Germany. Analysis was based on two European Union criteria, “Plan curricular del Instituto Cervantes” and the “Common European Framework of Reference for Languages: Learning, Teaching, Assessment” (CEFR). The research subject consisted of the theme and function of the textbooks, and the content covered three subcategories, namely grammar, speaking practice, and cultural knowledge. We first observed whether the subject appealed to students. Regarding the function, we adopted the definition of communicative function from “Plan curricular del Instituto Cervantes.” We then compared the grammatical contents and practice materials. The category of speaking practice was based on the CEFR and was used to describe communicative language activities. For the category of cultural knowledge, we first referred to the CEFR and adopted its definition of declarative knowledge. Moreover, we observed the strategies employed for transmitting cultural elements. The results indicated that these two textbooks used different methods of subject and content design. Regarding themes, both textbooks provided topics that were relatively close to the lives of Taiwanese senior high school students; therefore, both of them enhanced students’ learning motivation. In the grammatical content, what was revealed is that although the two textbooks both provided similar grammatical content, they present their contents in different order. In relation to the speaking practice, ECO tends to do oral production; on the contrary, Vamos Adelante is prone to attach importance to interactive oral practices. In regard to the cultural elements, Vamos Adelante provided a wide diversity of ways to transmit cultural knowledge; however, both textbooks adopted the same strategy to design the elements of culture. Finally, we hope that this study can make a part of contribution to all senior high schools and teachers, in order that they can select and design the better materials or textbooks in Spanish class.
"5 cs and 1 context: an experience in teaching portuguese as foreign language according to usa standards for the teaching of foreign language sfll." Tese, MAXWELL, 2005. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=7086:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
Full textClark-Ott, Dorothy G. "Examining facilitators for men during nursing education: development and psychometric testing of the survey of facilitators for men (SFM)." Thesis, 2015. http://hdl.handle.net/1805/6735.
Full textDespite outstanding employment opportunities and high demand to address the global nursing shortage, men who consider becoming nurses are less likely to enroll in and to graduate from nursing programs. Many barriers that men commonly encounter during nursing education have been found in the literature; however, there is a lack of theoretically based research that examines factors that help men succeed as they study nursing. Based on a conceptual model derived from O’Lynn’s construct of male friendliness in nursing education and Frankl’s theory of will to meaning and purpose in life, this study examined facilitators for men during nursing education. This was accomplished through the development and psychometric testing of the Survey of Facilitators for Men (SFM) in a sample of 145 men in nursing. Strong evidence of reliability and validity was provided for the SFM consisting of three subscales (Internal facilitators, External Connections facilitators, and Institutional facilitators). Internal facilitators consist of intrapersonal strengths, experiences, and motivators. External Connections facilitators are interpersonal connections that emerge from relationships that men develop. Institutional facilitators involve structural or organizational aspects of institutions that ease barriers. Testing provided satisfactory evidence of internal consistency (α = .85) and test-retest reliability (intraclass coefficient = .72; confidence interval = 0.57–0.83). Dimensionality of three facilitator subscales was supported by Principle Axis Factoring with Varimax rotation and satisfactory factor loadings (.49–.72). Support for the conceptual model was provided using multiple regressions explaining 17% of the variance in purpose in life [F(4, 140) = 6.99, p < .001], 13% of the variance in GPA [F(6, 114) = 2.88, p < .01], and 49% of the variance in perception of nursing success [F(9, 128) = 13.42, p < .001]. Purpose in life was associated with Internal facilitators and comfortable income, GPA was associated with External Connections facilitators and age at BSN, while perception of nursing success was associated with purpose in life, holding an MSN, having a comfortable income, and having children. Future research is warranted to determine the usefulness of the SFM in designing strategies to recruit and retain men in nursing programs.
Oliveira, Raquel Adriana Matos. "A avaliação formativa como instrumento de aprendizagem: perspetivas dos professores de Informática do concelho de Aveiro." Master's thesis, 2014. http://hdl.handle.net/1822/38031.
Full textO presente estudo aborda a temática da avaliação formativa como instrumento de aprendizagem, com ele pretendemos conhecer as perspetivas e as práticas dos professores de Informática do concelho de Aveiro sobre a mesma. O estudo foi realizado no ano letivo 2013/2014 e a abordagem metodológica utilizada para o estudo de caso foi qualitativa, complementada com tratamento quantitativo proporcionando uma melhor compreensão do estudo em análise. A técnica de investigação utilizada foi o inquérito por questionário. Com base nos resultados obtidos, concluímos que os professores de Informática conhecem a importância da avaliação formativa no processo de ensino-aprendizagem e que a utilizam como instrumento de aprendizagem nas suas salas de aula. Contudo, é necessário continuar a reforçar a importância da avaliação formativa e a incentivar que todos os professores a utilizem de forma a que todos os alunos consigam alcançar o sucesso em todas as disciplinas.
This study focuses on the topic of formative assessment as a learning tool, and by carrying it out we intended to understand the perspective and practice of the IT teachers from the municipality of Aveiro concerning this subject. The study was made during the 2013/2014 school year and the methodological approach used in the case study was qualitative, supplemented by quantitative analyses in order to allow a better understanding of the study that is being analysed. The investigation technique used was the survey and it was carried out using a questionnaire. Based on the results obtained, it was concluded that the IT teachers know the importance of formative assessment in the teaching-learning process and use it as a learning tool in their classrooms. However, it is necessary to keep reinforcing the importance of formative assessment and encouraging all teachers to use it so that all students can achieve success in all subjects.
Oliveira, Sílvia Marina de Sousa. "Análise da implementação da estratégia "Semantic Feature Analysis" em contexto inclusivo: um estudo "quasi-experimental" no 1º Ciclo do Ensino Básico." Master's thesis, 2016. http://hdl.handle.net/1822/43012.
Full textEste estudo teve por finalidade conhecer, descrever e analisar o impacto da estratégia Semantic Feature Analysis (SFA) na aquisição e desenvolvimento do vocabulário e na compreensão de textos, junto de alunos do 3.º ano de escolaridade, do 1.º Ciclo do Ensino Básico. Nesse sentido, foi desenvolvido um estudo quasiexperimental, cuja amostra era constituída por 65 alunos, distribuídos por três grupos: grupo de ensino regular (GER), grupo de ensino estruturado (GEE) e grupo de ensino da estratégia Semantic Feature Analysis (GESFA). Os alunos do GESFA aprenderam o vocabulário através da estratégia SFA ao longo de dez sessões, que duraram cerca de 60 minutos cada. Os alunos do GER usufruíram de uma aprendizagem do vocabulário através do ensino regular (e.g., dicionário e memorização de definições) e os do GEE pela aplicação de diversas estratégias selecionadas pelo professor titular (e.g., análise contextual, análise morfológica, mapas semânticos). Os dados foram recolhidos antes e depois da implementação da estratégia SFA através da aplicação de uma ficha de verificação de conhecimentos e, no final do estudo, aplicou-se um questionário de satisfação aos alunos e professores do GESFA. Os resultados foram analisados e apresentados sob a forma descritiva e inferencial, tendo sido possível concluir: 1) a estratégia SFA é uma estratégia flexível, pouco dispendiosa, motivadora e de fácil aplicação; 2) o processo de aprendizagem da estratégia SFA é simples e de fácil compreensão, podendo ser ensinada com sucesso na sala de aula inclusiva; 3) no final do estudo, os alunos revelaram, na sua totalidade, gostar de aprender a estratégia SFA; 4) os professores titulares de turma mostraram-se satisfeitos com a implementação e eficácia da estratégia SFA; 5) existiram diferenças estatisticamente significativas no GESFA entre o pré e o pós-teste, relativamente à compreensão do texto e à aplicação de vocabulário; 6) nos grupos GER e GEE só se verificaram diferenças estatisticamente significativas entre o pré e o pós-teste no que respeita à aplicação de vocabulário, contudo quando comparados com o GESFA foram os alunos da estratégia SFA que apresentaram resultados superiores; 7) a estratégia SFA foi mais eficaz que o ensino regular e o ensino estruturado tanto na compreensão de textos como na aplicação de vocabulário; e 8) a estratégia SFA promove eficazmente o desenvolvimento do vocabulário dos alunos e a compreensão de textos, cuja dimensão do efeito é de .87.
This study aimed to understand, describe and analyze the impact of the Semantic Feature Analysis strategy (SFA) in the acquisition and development of vocabulary and in reading comprehension, with pupils of the 3rd grade, of 1st Cycle of Basic Education. Therefore, it was developed a quasi-experimental study, whose sample consisted of 65 students, divided into three groups: the regular teaching group (GER), the structured teaching group (GEE) and the group of the teaching of Semantic Feature Analysis strategy (GESFA). Students of GESFA learned vocabulary by SFA strategy over ten sessions, which lasted about 60 minutes each. Students GER enjoyed vocabulary learning through regular education (e.g., dictionary and memorising definitions) and GEE by applying different strategies selected by the teacher (e.g., contextual analysis, morphological analysis, semantic maps). Data were collected before and after the implementation of the strategy SFA through the application of a knowledge verification form and at the end of the study we applied a questionnaire of satisfaction to students and teachers of GESFA. The results were analyzed and presented in the descriptive and inferential way, and it was possible to conclude: 1) the SFA strategy is a flexible strategy, inexpensive, motivating and easy to apply; 2) the learning process of the SFA strategy is simple and easy to understand and can be taught successfully in the inclusive classroom; 3) at the end of the study, all the students revealed they liked to learn the SFA strategy; 4) the teachers were satisfied with the implementation and the effectiveness of SFA strategy; 5) there were statistically significant differences in GESFA between the pre and post testing on the understanding of the text and in the application of vocabulary; 6) the GER and GEE groups there were only statistically significant differences between pre and post-test with regard to the application of vocabulary, however when compared to the GESFA, students of SFA strategy showed superior results; 7) the SFA strategy was more effective than regular education and structured teaching both in reading comprehension and in the administration of vocabulary; and 8) the SFA strategy effectively promotes the development of students vocabulary and reading comprehension, whose effect size is .87.
Verde, Elisabete Maria Gonçalves Afonso. "Aplicação da estratégia "Semantic Feature Analysis" no 2.º ciclo do Ensino Básico em contexto inclusivo: um estudo "quasi-experimental"." Master's thesis, 2016. http://hdl.handle.net/1822/43013.
Full textCom este estudo pretende-se mostrar a eficácia da estratégia Semantic Feature Analysis (SFA) relativamente ao desenvolvimento do vocabulário e compreensão de conceitos teóricos. Tem como finalidade conhecer, descrever e analisar o impacto desta junto de uma turma de 5.º ano de escolaridade no âmbito da disciplina de Ciências Naturais. Neste sentido, foi desenvolvido um estudo quasi-experimental, junto de uma amostra composta por cinquenta e cinco alunos do 5.º ano de escolaridade distribuídos por três grupos, nomeadamente um grupo experimental (GE), um grupo designado de Escola Virtual (GEV) e um grupo de controlo (GC). A estratégia SFA foi aplicada no GE ao longo de dez sessões sendo cada sessão de quarenta e cinco minutos, tendo ficado estabelecido que nos outros dois grupos seriam aplicados métodos de ensino diferentes nomeadamente, o GEV com recurso à Escola Virtual e o GC que seguiu um método de ensino comummente utilizado pelos professore de acordo com as orientações a seguir no Ensino Básico. Os dados foram recolhidos em dois momentos diferentes, antes e depois da implementação da estratégia com recurso a uma ficha de verificação de conhecimentos. No final do estudo aplicou-se ainda um questionário de satisfação ao professor e alunos do GE. Os resultados deste estudo demonstram que: (1) a estratégia SFA é motivadora, apelativa, pouco dispendiosa, flexível e de fácil aprendizagem; (2) no final da aprendizagem da estratégia SFA, os alunos mostraram-se muito satisfeitos, tendo gostado de a ter aprendido; (3) no pré-teste não existiram diferenças estatisticamente significativas entre os grupos; (4) no pós-teste existiram diferenças estatisticamente significativas entre os grupos GEV e GE (r=.-64) e os grupos GC e GE (r=.-59), não se verificando significância entre os grupos GEV e GC; (5) verificou-se uma melhoria no desempenho dos alunos do pré para o pós-teste em todos os grupos, no entanto, o desempenho dos alunos do GE foi significativamente superior ao dos alunos do GEV e do GC, o que se deveu à efiácia da estratégia utilizada e (6) as dimensões do efeito calculadas são elevadas, r=.-88.
This study aims to show the effectiveness of the Semantic Feature Analysis strategy (SFA) for the development of vocabulary and for the understanding of theoretical concepts. It aims to understand, describe and analyze the impact of this in a class of the 5th grade in the subject of Natural Sciences. Therefore, it was developed a quasi-experimental study in a sample of fiftyfive students of the 5th grade, split into three groups: an experimental group (GE), a group of Virtual School (GEV) and a control group (GC). The SFA strategy was applied to GE over ten sessions, forty-five minute each, having been established that in the other two groups there would be applied different methods of teaching, GEV using the Virtual School and the GC following a teaching method commonly used by teachers in accordance with the guidelines of Basic Education. Data were collected at two different times, before and after the implementation of the strategy using a knowledge verification form. At the end of the study it was applied a satisfaction questionnaire to the teacher and students of GE. The results of this study show that: (1) the SFA strategy is motivating, appealing, inexpensive, flexible and easy to learn; (2) at the end of the SFA learning strategy, students showed themselves very satisfied, revealing they liked to learned it; (3) in the pre-test there were no statistically significant differences between groups; (4) in the post-test there were statistically significant differences between the groups GEV and GE (r = .- 64) and GC and GE groups (r = .- 59) and there were no significance between the GEV and the GC; (5) there was an improvement in the performance of students from the pre to the post-test in all groups, however, the performance of the GE students was significantly higher than that of students of the GEV and GC due to the effectiveness of the strategy used and (6) the effect size is high, r = 88 .-.