Algumas técnicas de construção de alguns poliedros e suas aplicações no ensino

Pós-graduação em Matemática em Rede Nacional - IBILCE

Schulische Umwelterziehung und Umweltbewußtsein

„Abstract“ Pantring, Heinz Schulische Umwelterziehung und Umweltbewußtsein. Eine empirische Untersuchung zur Umwelterziehung und zum Umweltbewußtsein an Wiesbadener Schulen. Das Ziel der als Fallstudie konzipierten Untersuchung bestand darin, die Wirksamkeit schulischer Umwelterziehung nicht nur auf der Wissens- und Einstellungsdimension des Umweltbewußtseins, sondern vor allen Dingen auf die Dimension des Umwelthandelns im Sinne von „ökologischem Tun“ in Abhängigkeit von manifesten Persönlichkeitsmerkmalen wie Alter, Geschlecht und Dauer des Schulbesuchs zu überprüfen. Diese Überprüfung geschah durch das Angebot an alle Schüler und Lehrer, sich an einer konkreten Umweltaktion - Anlage eines Feuchtbiotops - zu beteiligen. An den Fragebogenerhebungen waren 1821 Schüler der 4., 8. und 12. Klassen aus 19 Wiesbadener Grund- und weiterführenden Schulen beteiligt. Parallel wurden bei den 550 Lehrerinnen und Lehrern, die an den entsprechenden Schulen unterrichteten, unter anderem Ausmaß und Qualität schulischer Umwelterziehung und umweltbezogener Fortbildung sowie Aspekte der Ökologisierung von Schule und Ansichten zum Umweltunterricht erfaßt. Wesentliche Ergebnisse waren: 1) Die zur Zeit praktizierte umweltorientierte Lehrerfortbildung erreicht nur einen geschlossenen Teilnehmerkreis. 2) Eine qualitative Verbesserung des Umweltunterrichtes ist eher auf Privatinitiative, als auf ein umfassendes institutionalisiertes umweltbezogenes Fortbildungsange-bot zurückzuführen. 3) Grundschüler zeigen ein ausgeprägteres Umweltbewußtsein als Schüler weiterführender Schulen. 4) Ein Großteil der in den Grundschulen durch eine intensive Schüler - Lehrer - Interaktion erreichte Motivation für Umweltprobleme und Umweltthemen geht beim Übergang von den Grundschulen zu den weiterführenden Schulen - insbesondere Gymnasien - verloren. Im Alter von 13 - 16 Jahren fallen die Schüler in ein „Motivationsloch“ für Umwelt-erziehung. 5) Schüler zeigen eine deutliche Diskrepanz zwischen verbalem umweltorientierten Engagement und dem faktisch praktizierten „Ökologischen Tun“. 6) Es gibt keinen signifikanten Zusammenhang zwischen der umweltbezogenen Handlungsbereitschaft von Schülern und der Qualität des Umweltunterrichtes. 7) Das bei Schülern allgemein entwickelte Umweltbewußtsein hängt eher mit ihrer Sozialisation in einer umweltbewußteren Zeit als mit den unmittelbaren Anstrengungen der Schule zusammen.

Valutazione della relazione tra composizione corporea e stili di vita in soggetti di età scolare

Il lavoro svolto in questa tesi si propone di valutare la variabilità della composizione corporea nell’infanzia e nell’adolescenza, con particolare attenzione alla transizione dalla prima alla seconda, in relazione allo stato nutrizionale ed agli stili di vita. Lo studio è stato condotto eseguendo misure antropometriche presso scuole primarie e secondarie di Bologna. Sono stati analizzati inoltre dati acquisiti a partire dal 2004. Il campione analizzato comprende 3546 soggetti di età compresa tra 6 anni e 14 anni. In particolare sono state analizzate le principali misurazioni utili per il calcolo della composizione corporea, evidenziando i parametri antropometrici principali quali BMI, circonferenza vita, WHR, %F e FFM. Questi caratteri sono stati quindi messi in relazione con le informazioni inerenti l’attività sportiva extrascolastica e gli stili di vita dei soggetti esaminati. L’analisi trasversale delle principali caratteristiche antropometriche ha fornito un interessante panorama della situazione italiana e del nord Italia; lo studio longitudinale delle variabili antropometriche permette di ottenere un quadro aggiornato dei principali incrementi delle misure corporee. La valutazione della variabilità della composizione corporea in relazione all’attività sportiva e allo stile di vita durante il processo di accrescimento ha indicato come abitudini sane e propensione all’attività motoria sono sicuramente in grado di apportare miglioramenti nella modificazione della composizione corporea nel processo evolutivo specialmente se somministrate con modalità adeguate all’età e alle esigenze individuali. Questi aspetti sono certamente rilevanti e complessi, sarebbe infatti interessante in prospettiva futura riuscire ad indagare ancora più dettagliatamente sull’interazione tra i fattori che determinano e modificano la composizione corporea in un periodo della vita così particolare come la transizione dall’infanzia all’adolescenza.

Ambienti innovativi per l'apprendimento: Modelli interpretativi e contributi di esperienze. Uno studio sull'organizzazione di Scuola-Città Pestalozzi a Firenze

La tesi affronta il tema dell'innovazione della scuola, oggetto di costante attenzione da parte delle organizzazioni internazionali e dei sistemi educativi nazionali, per le sue implicazioni economiche, sociali e politiche, e intende portare un contributo allo studio sistematico e analitico dei progetti e delle esperienze di innovazione complessiva dell'ambiente di apprendimento. Il concetto di ambiente di apprendimento viene approfondito nelle diverse prospettive di riferimento, con specifica attenzione al framework del progetto "Innovative Learning Environments" [ILE], dell’Organisation For Economic And Cultural Development [OECD] che, con una prospettiva dichiaratamente olistica, individua nel dispositivo dell’ambiente di apprendimento la chiave per l’innovazione dell’istruzione nella direzione delle competenze per il ventunesimo Secolo. I criteri presenti nel quadro di riferimento del progetto sono stati utilizzati per un’analisi dell’esperienza proposta come caso di studio, Scuola-Città Pestalozzi a Firenze, presa in esame perché nell’anno scolastico 2011/2012 ha messo in pratica appunto un “disegno” di trasformazione dell’ambiente di apprendimento e in particolare dei caratteri del tempo/scuola. La ricerca, condotta con una metodologia qualitativa, è stata orientata a far emergere le interpretazioni dei protagonisti dell’innovazione indagata: dall’analisi del progetto e di tutta la documentazione fornita dalla scuola è scaturita la traccia per un focus-group esplorativo attraverso il quale sono stati selezionati i temi per le interviste semistrutturate rivolte ai docenti (scuola primaria e scuola secondaria di primo grado). Per quanto concerne l’interpretazione dei risultati, le trascrizioni delle interviste sono state analizzate con un approccio fenomenografico, attraverso l’individuazione di unità testuali logicamente connesse a categorie concettuali pertinenti. L’analisi dei materiali empirici ha permesso di enucleare categorie interpretative rispetto alla natura e agli scopi delle esperienze di insegnamento/apprendimento, al processo organizzativo, alla sostenibilità. Tra le implicazioni della ricerca si ritengono particolarmente rilevanti quelle relative alla funzione docente.

Simulation of titration experiments

Nowadays computer simulation is used in various fields, particularly in laboratories where it is used for the exploration data which are sometimes experimentally inaccessible. In less developed countries where there is a need for up to date laboratories for the realization of practical lessons in chemistry, especially in secondary schools and some higher institutions of learning, it may permit learners to carryout experiments such as titrations without the use of laboratory materials and equipments. Computer simulations may also permit teachers to better explain the realities of practical lessons, given that computers have now become very accessible and less expensive compared to the acquisition of laboratory materials and equipments. This work is aimed at coming out with a virtual laboratory that shall permit the simulation of an acid-base titration and an oxidation-reduction titration with the use of synthetic images. To this effect, an appropriate numerical method was used to obtain appropriate organigram, which were further transcribed into source codes with the help of a programming language so as to come out with the software.

Pedagogical Aspects of Sustainable Development"

The project produced three main sets of results. The first is related to the conception of ecological education, the second to an investigation of the current situation in ecological education in secondary schools in the Czech Republic, and the third presents ways and means of improving ecological education in schools. Kvasnickova first developed ideas on attitudes to the environment, clarified the term "ecological education" and carried out a methodological analysis of the systematic conception of ecological education, She then investigated the current situation of such education in various types of secondary schools throughout the country. Her results showed that the main problems of ecological education are the lack of an integrated approach to such education, the inadequate preparation of teachers and the lack of information in the area. During the project, she ran many seminars to increase teachers' qualifications for ecological education and prepared various textbooks, methodological guides and teaching aids.

The Integration of Formal and Non-formal Education: The Dutch “brede school”

The Dutch “brede school” (BS) development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western-) cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory courses and support for under-achievers who are often students with migrant background. In both sectors, primary and secondary, it is the formal school organization with its professionals which determines the character of a BS; there is no full integration of formal and non-formal education resulting in one non-disruptive learning trajectory, nor is there the intention to go in that direction. Non-formal pedagogues are partly professionals, like youth- and social workers, partly volunteers, like parents, partly non-educational partners, like school-police, psycho-medical help or commercial leisure providers. Besides that, the BS is regarded by government educational and social policy as a potential partner and anchor for community development. It is too early to make reliable statements about the effects of the BS movement in the Netherlands concerning the educational opportunities for disadvantaged children and their families, especially those with migrant background, and combat further segregation. Evaluation studies made so far are moderately positive but also point to problems of overly bureaucratized structures and layers, lack of sufficient financial resources and, again, are uncertain about long-term effects.

Lernfreude, engagierte Mitarbeit im Unterricht und erfolgreiches Leisten bei instrumentellen Formen der Lernmotivation - ein Widerspruch in sich?

In der Selbstbestimmungstheorie werden neben der intrinsischen Motivation verschiedene Formen extrinsischer Motivation unterschieden. Dabei wird die Freude am Lernen als positive, aktivierende Emotion, die mit positiven Lernhandlungen und hoher Leistung verknüpft ist, für die intrinsische Motivation als konstitutiv betrachtet. Der Zusammenhang zu den anderen Motivationsformen hingegen ist bisher empirisch weitgehend ungeklärt. An diesem Punkt setzt die vorliegende Studie an. Es wurden 356 Schüler und Schülerinnen aus österreichischen Hauptschulen zu zwei Messzeitpunkten (6. und 7. Schulstufe) mittels Fragebögen zu ihrer Motivation, ihrer Lernfreude, der Mitarbeit und der Leistung in der Schule befragt. Die Ergebnisse aus Pfadanalysen bestätigen die positive Beziehung zwischen der identifizierten Motivation und die negative Beziehung zwischen der externalen Motivation und der Lernfreude. Die introjizierte Regulation korreliert in der 7. Schulstufe schwach positiv, in der 6. Schulstufe nicht mit der Lernfreude. Die Mitarbeit weist sowohl positive Bezüge zur Lernfreude als auch zur identifizierten und introjizierten Motivation, jedoch negative Bezüge zur externalen Motivation auf. Eine hohe Mitarbeit ist förderlich für die Leistung.

University and school students' motivation for effortful thinking: Factor structure, reliability, and validity of the German Need for Cognition Scale

Need for cognition (NFC) reflects a relatively stable trait regarding the degree to which one enjoys and engages in cognitive endeavors. We examined whether the previously demonstrated one-dimensional structure of the German NFC Scale could be replicated in three samples of undergraduates and secondary school students. Moreover, we investigated the test-retest reliability of the German NFC Scale, which has not yet been tested. Further, we investigated whether the scale would be valid in a sample of secondary school students. Multigroup confirmatory factor analyses established the one-dimensional factor structure of the long form as well as the short form of the German NFC Scale for undergraduates (N = 559), students of academic track secondary schools (German Gymnasium; N = 555), and students of vocational track secondary schools (German Realschule; N = 486). The scale proved to have a high test-retest reliability in a university student sample (N = 43). For secondary school students, we again found a high test-retest reliability (N = 157), and also found the scale to be valid (N = 181).

Adolescent Pregnancy Prevention in San Jose, Costa Rica : Assessment of an Educational Intervention

This thesis explores adolescent pregnancy in San Jose, Costa Rica and examines a school-based pregnancy prevention intervention. The relationships between school, gender and risk of adolescent pregnancy are also analyzed, and recommendations are made for effective pregnancy prevention programming. The Purral region of Guadalupe on the outskirts of San Jose, Costa Rica, suffers a higher rate of adolescent pregnancy compared to the rest of the country. In response to this problem, the International Health Central American Institute (IHCAI) implemented a sexual health education program in two local secondary schools in 2006. Very little information about the program is available. It is known that the program was initially evaluated through assessments of the participants’ knowledge before and after the educational sessions. There was no evaluation of the youth attitudes or behaviors, adolescent pregnancies, or long-term impact. The author worked with IHCAI in San Jose, Costa Rica to perform an assessment of the longer term effects of this sexual health education program. They developed a questionnaire to evaluate the knowledge, attitudes, and behaviors surrounding sexual health of youth in the Purral community. Researchers at IHCAI later used this survey to collect data from adolescents who had participated in the educational intervention and those who had not. This thesis analyzes the data collected by IHCAI to assess the effectiveness of the - 2 - educational intervention and the influence of other factors on the knowledge, attitudes, and behaviors of adolescents in the Purral region. The thesis begins with an overview of adolescent pregnancy, Costa Rica and the Purral region, and a description of the education intervention implemented by IHCAI. The research goal, logic model, and methods are then described. The results are reported, and the thesis then concludes with discussion of the results as well as study limitations and recommendations for future research and intervention. This thesis will be used to guide IHCAI’s continuation and expansion of adolescent pregnancy prevention programming.

Materiales virtuales : Usos y posibilidades en la enseñanza de la historia reciente

El siguiente trabajo pretende realizar un análisis cualitativo de algunas de las propuestas virtuales en internet para la enseñanza de la historia reciente en las escuelas secundarias de la provincia de Buenos Aires. La implementación del Programa "Conectar Igualdad" en las escuelas argentinas no sólo interpeló a los docentes a modificar sus prácticas de enseñanza, sino que llevó a que los estudiantes revisen sus estrategias de aprendizaje generando un paquete de actividades en la Web y articulando múltiples y variados recursos para la enseñanza que están al alcance de todos. Sin embargo, no todos los materiales que se encuentran disponibles son revisados y pertinentes para utilizarlos en las escuelas, sino que deben ser analizados y adecuados a las características de los contextos de implementación

El movimiento estudiantil reformista frente al primer episodio de la 'laica o libre' (mayo de 1956)

En mayo de 1956 se libró en la Argentina el primer episodio del conflicto "laica o libre". Así se llamó al enfrentamiento entre reformistas, contrarios al artículo 28 del decreto-ley 6.403 que permitía a las universidades privadas otorgar títulos habilitantes, y católicos favorables al mismo. En este contexto, se registró un ascendente proceso de tomas estudiantiles de secundarios y universidades. El conflicto le costó el cargo al católico ministro de Educación nacional Atilio Dell'Oro Maini y a los rectores de las universidades de Buenos Aires (UBA) y de Córdoba (UNC). No obstante las tensas implicancias que el mismo deparó dentro del gobierno de la autoproclamada "Revolución Libertadora", poco se conoce sobre él. En este artículo iniciaré su estudio. Para ello reconstruiré los hechos a través de los diarios La Nación y La Prensa, entre otras fuentes y bibliografía. Particularmente concentraré mi atención en el estudiantado reformista de la UBA

Crises of social significances: adolescents and their projects for future work

This is a report on data raised through research, which has already finished, about Identification references in adolescents . Objetives : To analyze and reflect upon the collected data, adolescents' representations about the work field and their projects for future work. To conceptualize about the crises of social significances which produce and order sense and, therefore, organize our perceptions of work through social discourses and practices which have an impact on the subjectivity of adolescents and young adults. Methodology: Brief presentation of the concepts which frame the qualitative research in this area. Reading and analysis of fragments from adolescents' accounts, obtained in focal groups at different state secondary schools. Conclusions: The adolescents researched portray a self-image full of uncertainty and skepticism as regards their future possibilities. The impact produced by the fall of work as an ideal of doing and being is made evident in their accounts. Only some of them link their future project with an invested and valuable activity, even if this is not associated with economic safety and wellbeing. Others present themselves as incapable to modify the state of things, which offers a field connected with consumerist values and with the idea that "you are worth what you have (in material things)".

Hacer escuela con palabras : Directores de escuela media frente a la desigualdad

En este artículo analizamos el papel de la escuela en la producción y reproducción de la desigualdad social, a partir de una investigación realizada en veinticuatro escuelas medias de Ciudad de Buenos Aires y las provincias de Buenos Aires, Neuquén y Salta. Centrándonos en entrevistas a directivos de las escuelas. Tomaremos como ejes de análisis la percepción de los nuevos sectores sociales que se incorporan a la escuela secundaria y el cambio de funciones educativas y la definición de horizontes para la acción escolar. Buscaremos identificar cómo aparece la desigualdad social, y debatiremos si ella no es, a su turno, producida también desde la escuela media.

La accesibilidad y uso de las nuevas tecnologías de la información y la comunicación en las escuelas de educación secundaria superior : El "territorio esc olar" de la ciudad de Tandil

El presente trabajo se propone analizar la accesibilidad y uso de las Nuevas Tecnologías de la Información y la Comunicación en las Escuelas de Educación Secundaria Superior de la ciudad de Tandil, desde las manifestaciones territoriales y las prácticas de aula de la geografía escolar. El trabajo es el resultado de una investigación de carácter cuali-cuantitativo desarrollada en el marco del Programa de investigación "Educación y Territorio" de la Facultad de Ciencias Humanas (CIG-UNICEN). Como resultados de la investigación se presentarán los mapas temáticos correspondientes a la accesibilidad y uso de las nuevas tecnologías en el "Territorio escolar", que muestran la desigual territorialización de las densidades comunicacionales e informacionales. Fruto de las encuestas realizadas a directivos de las escuelas secundarias de la ciudad, podemos decir que la accesibilidad a las Nuevas Tecnologías en algunas instituciones escolares no siempre garantiza su uso en las prácticas de aula de la geografía escolar