Uma an��lise das manifesta����es docentes sobre o uso das tecnologias da informa����o e comunica����o nas escolas p��blicas de n��vel m��dio da cidade de Taquaritinga-SP

P��s-gradua����o em Educa����o Escolar - FCLAR

���100 metros rasos���: objeto de aprendizagem para o ensino de f��sica como aplica����o do conectivismo e do edutretenimento

P��s-gradua����o em Televis��o Digital: Informa����o e Conhecimento - FAAC

Letramento digital em massa com objetos de aprendizagem

P��s-gradua����o em Televis��o Digital: Informa����o e Conhecimento - FAAC

Programa����o no ensino de matem��tica utilizando Processing 2: Um estudo das rela����es formalizadas por alunos do ensino fundamental com baixo rendimento em matem��tica

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Produ����o de biodigestor e horta org��nica como elemento integrador entre escola e comunidade

P��s-gradua����o em Doc��ncia para a Educa����o B��sica - FC

Do acolhimento ao acompanhamento compartilhado: a constru����o colaborativa de uma proposta para o est��gio curricular no curso de pedagogia

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

O ensino do l��xico de l��ngua portuguesa na educa����o de jovens e adultos (EJA)

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

O uso das tecnologias da informa����o e comunica����o no ensino de geografia: aplica����o da p��gina prot��tipo Desenvolvimento Urbano do atlas municipal escolar de Ourinhos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A elabora����o de um ambiente virtual de aprendizagem em s��ndromes gen��ticas

Objetivo: desenvolver um ambiente virtual de aprendizagem (AVA) para alunos do ensino fundamental sobre s��ndromes gen��ticas. M��todo: o AVA, conhecido como Cybertutor, possibilita o aprendizado do aluno pela internet de forma interativa. A metodologia deste estudo foi composta de duas etapas, a de desenvolvimento e a de disponibiliza����o do AVA. O desenvolvimento do conte��do educacional, gr��fico e audiovisual do Cybertutor contou com o aux��lio de um geneticista do HRAC/ USP e de informa����es cient��ficas disponibilizadas em livros, artigos, teses e disserta����es nacionais e internacionais. O Cybertutor foi disponibilizado na plataforma do Projeto Jovem Doutor (http://www. jovemdoutor.org.br/jdr/) pela equipe t��cnica da DTM/FMUSP. Resultados: o Cybertutor elaborado possibilitou estruturar o conte��do educacional, gr��fico e audiovisual em t��picos, inserir quest��es de refor��o, lista de discuss��o e verificar o desempenho dos alunos. Conclus��o: o AVA desenvolvido pode ser uma importante ferramenta de educa����o em sa��de em S��ndromes Gen��ticas, abrangendo as mais diversas regi��es do pa��s.

Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses

Many research-based instruction strategies (RBISs) have been developed; their superior efficacy with respect to student learning has been demonstrated in many studies. Collecting and interpreting evidence about: 1) the extent to which electrical and computer engineering (ECE) faculty members are using RBISs in core, required engineering science courses, and 2) concerns that they express about using them, are important aspects of understanding how engineering education is evolving. The authors surveyed ECE faculty members, asking about their awareness and use of selected RBISs. The survey also asked what concerns ECE faculty members had about using RBISs. Respondent data showed that awareness of RBISs was very high, but estimates of use of RBISs, based on survey data, varied from 10% to 70%, depending on characteristics of the strategy. The most significant concern was the amount of class time that using an RBIS might take; efforts to increase use of RBISs must address this.

How Do We Teach Economics?

The teaching of economics in Hungary has changed fundamentally since the 1980s for two main reasons. Firstly, the transformation towards a market economy has changed the needs of students, and secondly, there has been a move to harmonise Hungarian methods of teaching with Western ones. The number of institutions involved in economics education has increased substantially to meet new demand and these institutions offer a wide range of programs, though the topics covered tend to be more practically based than previously. A survey of students set out to evaluate economics as a profession by investigating social esteem, financial compensation, career prospects, and mobility within the profession. Amongst full-time students there was a strong correlation between the parents' background and the students' career prospects. Full-time students were more optimistic than part-time students, although the latter had a higher opinion of the academic level of their educational establishments. A second survey, this time of economics teachers, revealed the disturbing fact that teachers rated themselves in the last but one position according to social esteem and felt that society had a poor opinion of them. Fifty percent expressed a desire to leave the profession and 70% supplemented their income with work outside their school, rarely within the domain of economics. The final part of the research analysed the situation in private educational institutions, nothing that unemployment retraining grants offered by the Ministry of Labour have created an incentive for private entrepreneurs to organise courses and that the quality of these courses varies considerably.

Effective Practice and Experiential Education

The central challenge to educators in the liberal arts as in all areas of study is transfer of learning i.e. how can we design learning environments and instruction to that students will be able to use what they learn in appropriate new contexts? Alfred North Whitehead described this as the problem of ���inert knowledge��� nearly a century ago and Dewey noted that instruction which helps students reproduce what is studied on exams might not produce the depth of understanding that allows for recognizing the relevance of what is known to a particular situation and the ability to apply it. Knowledge that is not conditionalized (i.e. in which the learner does not know when where and why it is to be used) is inert.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I���ve presented so that we can move on to the next topic. I want to increase students��� understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the ���Understanding by Design��� process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on ���big ideas��� in science. For my reformed curricula I incorporate lessons from several outstanding programs I���ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I���ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

The impact of new technologies on distance learning students

This is a European Commission Leonardo da Vinci Reference Material project on the impact of new technology on distance learning students. It is known that all the Ministries of Education of the 27 European Union countries pay millions of Euros annually in the provision of educational technology for their schools, colleges and universities. A review of the literature of the impact of technology, however, showed that the research in this field was unacceptably fragile. What research there was focused on the impact of technology on children in American schools. The project set out, therefore, to measure the impact of technology on adult education, lifelong learning and distance education, with a particular focus on adult distance learning.

Methodik f��r Wirtschaftswissenschaftler

Das vorgestellte Buch zeigt ein grosses Spektrum didaktischer Methoden, die sich trotz des Titels nicht nur f��r die Wirtschaftswissenschaften und nicht nur f��r Hochschulen eignen. Zum Teil stellen die Herausgeberinnen auch unkonventionelle Ans��tze dar. Die vorliegende Rezension konzentriert sich auf jene vorgestellten Methoden, die elektronische Medien einbeziehen.