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Cette étude s’intéresse aux statuts des contenus des visites scolaires de l’école primaire dans les musées de sciences tels qu’ils sont véhiculés par les ressources pédagogiques numériques. En considérant l’apprentissage en sciences comme relevant de l’établissement d’un rapport à la culture (Simard et Falardeau, 2007), le présent article vise alors à décrire le statut de ces contenus spécifiques et le type de rapport pédagogique à la culture qui en découle. L’analyse d’un corpus des ressources pédagogiques numériques de 28 musées de sciences français montre alors que les contenus des visites scolaires sont souvent assujettis aux programmes de l’école et que les pratiques imposent un rapport instrumental à la culture scientifique. This study focuses on the content of primary school visits to science museums as conveyed by digital educational resources. Considering science learning as a built relation to culture (Simard & Falardeau, 2007), this article aims to describe the status of this specific content and the type of pedagogical relation to culture that ensue. The analysis of a corpus of digital educational resources from 28 French science museums shows that the content of school visits is often subject to school programs and that practices enforce an instrumental relation to scientific culture.

Els desafiaments de l'educació científica actual requereixen d'una alfabetització científica que convidi a les persones a posicionar-se davant el món amb una mirada crítica, informada i curiosa la qual els permeti participar i involucrar-se en les diverses temàtiques que són competència i impacten a la societat. Per a aconseguir aquest fi, l'escola ha hagut d'obrir les portes i reconèixer el valor d'altres contextos educatius que tracten temàtiques científiques generant ponts entre tots dos escenaris. D'aquesta manera, les visites escolars se situen com a recursos i experiències idònies per a afavorir una adequada alfabetització científica perquè d'aquesta manera permeten generar aprenentatges diversos i integrals. No obstant això, el desconeixement i la feble formació del professorat sobre aquesta temàtica obstaculitzen i dificulten la construcció d'experiències d'aprenentatges entre escola, museus i centres de ciència que promoguin aquesta alfabetització., The challenges of science education today require a scientific literacy that invites people to position themselves before the world with a critical, informed and curious look which allows them to participate and get involved in the various issues that concern and impact society. To achieve this goal, the school has had to open its doors and recognize the value of other educational contexts that address scientific topics, generating bridges between both scenarios. In this way, school visits are ideal resources and experiences to promote an adequate scientific literacy, since they generate diverse and integral learning. However, the lack of knowledge and weak teacher training on this subject hinder and make it difficult to build learning experiences between schools and museums and science centers that promote this literacy., Los desafíos de la educación científica actual requieren de una alfabetización científica que invite a las personas a posicionarse ante el mundo con una mirada crítica, informada y curiosa lo cual les permita participar e involucrase en las diversas temáticas que competen e impactan a la sociedad. Para lograr este fin la escuela ha tenido que abrir sus puertas y reconocer el valor de otros contextos educativos que abordan temáticas científicas generando puentes entre ambos escenarios. De esta manera, las visitas escolares se sitúan como recursos y experiencias idóneas para favorecer una adecuada alfabetización científica pues permiten generar aprendizajes diversos e integrales. No obstante, el desconocimiento y débil formación del profesorado sobre esta temática obstaculizan y dificultan la construcción de experiencias de aprendizajes entre escuela y museos y centros de ciencia que promuevan esta alfabetización.&nbsp

This PhD thesis is related to the field of Science Didactics (Science Education) and aims to enrich the question of teaching and learning content in the context of primary school visits to science museums. Indeed, School and Museum are different institutions, so the moment of visit is a real issue regarding content. By reconstructing the school visit as a didactic situation characterized by specific content and by considering scientific literacy as involving diverse content (content knowledge, practical knowledge, values, attitudes…) with social uses and multiple references; it is as well the disciplinary learning of students as the training of visitors that is examined. The miscellaneous data – online educational documentation from French science museums, open questionnaires intended for primary school teachers and museum guides, observation of six ordinary school visits – enable to concentrate on the content of the school visit in the space of recommendations, the space of representations and the space of practices. Content, considered as a speech, is then reconstructed on the basis of the saying and doing of the didactic subjects in context. Finally, an incursion through another theoretical framework (that of the joint action theory in didactics) allows a general thinking on the nature of content, on its apprehension in contrasted didactic approaches and on the specificities of these approaches when it comes to study teaching and learning situations outside the classroom.Ultimately, this work shows how the content of school visits is articulated between scientific awareness and familiarization with the museum and its specificness. However, the analysis shows a persistence of the schoolarization of science exhibitions and museum experience. The disciplinary content in science is central when the content of visitors’ training is secondary.; Inscrite en didactique des sciences, cette thèse vise à enrichir la question des contenus d’enseignement et d’apprentissages dans le cadre des visites scolaires de l’école primaire au musée de sciences. L’École et le Musée sont des institutions différentes, le moment de la visite constitue alors un véritable enjeu en termes de contenus. En reconstruisant la visite scolaire comme une situation didactique caractérisée par des contenus spécifiques et en considérant la culture scientifique comme relevant d’un rapport à des contenus variés (savoirs, savoir-faire, attitudes, valeurs…) aux usages sociaux et aux références multiples, c’est tout autant la formation disciplinaire des élèves que la formation des visiteurs qui est interrogée. Les différents corpus constitués — documentation pédagogique en ligne des musées, questionnaires à destination des enseignants de l’école primaire et des guides de musées, observation de visites scolaires ordinaires — me permettent alors d’analyser les contenus de la visite scolaire dans l’espace des recommandations, des représentations et des pratiques. Ces contenus, envisagés au sein des discours, sont alors reconstruits sur la base du dire et du faire des sujets didactiques en contexte. Enfin, une incursion par un autre cadre théorique (celui de la théorie de l’action conjointe en didactique) permet une réflexion générale sur ce que sont les contenus, sur leur appréhension dans des approches didactiques contrastées et sur les spécificités de ces approches dès lors qu’il s’agit d’étudier des situations aux frontières de la classe. Ce travail montre comment les contenus de la visite scolaire se trouvent articulés entre la sensibilisation scientifique et la familiarisation au musée et à l’exposition. Pour autant, l'analyse fait apparaitre une persistance de la scolarisation des espaces muséaux et de l’expérience de visite. Les contenus disciplinaires en sciences s’avèrent centraux et les contenus de la formation des visiteurs sont majoritairement implicites et se trouvent au second plan.

The present work consists of the development of a didactic sequence (DS) to guide technical professionals in conducting visits to Wastewater Treatment Plants (WWTP). The didactic sequence was worked as a strategy to enhance the visit by transforming the technical knowledge into taught knowledge, and its development was articulated with the theoretical content taught in public elementary and high schools. To analyze the chemistry content, two books used in public schools in the city of Itajubá-MG were chosen. Each step of sewage treatment represents an element in the DS, which was elaborated based on the theory of didactic transposition advocated by Chevallard (1991) and elaborated considering the steps of the DS advocated by Zabala (1998). The DS was analyzed according to the principles of Didactic Transposition (DT) advocated by Astolfi (1995). It was also proposed the use of a questionnaire to be filled in by the visitor at the end of the visit in order to improve the DS. It is hoped that this DS will help the technical professionals during the visit and to provide a better use of the visit by students of basic education. El presente trabajo consiste en el desarrollo de una secuencia didáctica (SD) para orientar a los profesionales técnicos en la conducción educativa de las visitas escolares a las Estaciones Depuradoras de Aguas Residuales (EDAR). La secuencia didáctica se trabajó como estrategia para lapidar la visita transformando el conocimiento técnico en conocimiento enseñado, y su desarrollo se articuló con los contenidos teóricos que se imparten en las escuelas públicas de los niveles primario y secundario. Para analizar el contenido de la química fueron elegidos dos libros utilizados en las escuelas públicas de la ciudad de Itajubá-MG. Cada etapa del tratamiento de las aguas residuales representa un elemento de la SD, que fue elaborada a partir de la teoría de la transposición didáctica defendida por Chevallard (1991) y elaborada considerando las etapas de la SD defendidas por Zabala (1998). El DS fue analizado según los principios de la Transposición Didáctica (TD) defendidos por Astolfi (1995). También se propuso el uso de un cuestionario que el visitante debe rellenar al final de la visita para mejorar el SD. Se espera que esta SD ayude a los profesionales técnicos durante la visita y que permita un mejor aprovechamiento de la misma por parte de los estudiantes de educación básica. O presente trabalho consiste no desenvolvimento de uma sequência didática (SD) para orientar os profissionais técnicos na condução das visitas às Estações de Tratamento de Efluentes (ETE). A sequência didática foi laborada como estratégia para lapidar a visita transformando o conhecimento técnico em ensinado, e seu desenvolvimento foi articulado com o conteúdo teórico ministrado em escolas públicas de níveis fundamental e médio. Para analisar o conteúdo de Química foram escolhidos dois livros utilizados nas escolas públicas da cidade de Itajubá-MG. Cada etapa do tratamento de esgoto representa um elemento na SD, que foi elaborada com base na teoria de transposição didática defendida por Chevallard (1991) e elaborada considerando-se os passos da SD defendido por Zabala (1998). A SD foi analisada segundo os princípios da Transposição Didática (TD) defendida por Astolfi (1995). Propôs-se ainda a utilização de um questionário a ser preenchido pelo visitante ao final da visita a fim de aperfeiçoar da SD. Espera-se com esta SD, auxiliar os profissionais técnicos durante a visita e prover um maior aproveitamento da mesma pelos estudantes de ensino básico.

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Avrupa’da Waldorf, Montessori ve Reggio Emilia gibi pek çok eğitimsel yaklaşımlar geliştirilmiştir. Bu eğitimsel yaklaşım modelleri öğretmenlerin rolü, öğretim müfredatları, çocuğun eğitimdeki rolü, sınıf ortamının dizayn edilmesi, sınıf içerisinde kullanılan materyaller, değerlendirmeler ve ölçme değerlendirme gibi konularda farklılıklar göstermektedirler. Bu farklılıklar birçok arastırmacı tarafından araştırılmıştır ve çocukların gelişimleri için en etkili yöntemin belirlenmesi için hala araştırılmaya devam edilmektedir. Bu kapsamda Reggio Emilia eğitim yaklaşımı, küçük çocuklar ve onların akademikkariyerleri için somut bir uygulama sunmaktadır. Bu çalışma, İtalya’da Reggio Emilia yaklaşımının neden ve nasıl başladığını ortaya koymaktadır. Çalışmada yaklaşımın tarihsel gelişimi incelenmiş ve bu doğrultuda 2013 yılında İtalya’da gerçekleştirilen Reggio Emilia kongresi tartışılmıştır. Ayrıcaaraştırmacıların Reggio Emilia yaklaşımını kullanan okulları ziyaretlerinden elde ettikleri izlenimler yansıtılmıştır. Bu okulların ziyaretlerini içeren gerçek deneyimler, araştırmacıların ve eğitimcilerin Reggio Emilia yaklaşımını daha iyi anlamasına yardımcı olacağı düşünülmektedir. Çalışmanın sonucunda Reggio Emilia yaklaşımı kapsamında araştırmacıların yapmış oldukları araştırma ve elde ettikleri deneyimler doğrultusunda öneriler sunulmuştur., There are several educational approaches that have been created in Europe; such as the Waldorf Approach, the Montessori Method, and the Reggio Emilia Approach. There are several differences between these methods based on teachers’ roles, children’s role, classroom environment, materials used in the classroom, as well as the assessment and evaluation methods. These differences have been discussed by many researchers and looked on the more effective methods for child development. However, the Reggio Emilia approach is a unique educational method for young children and their academic careers that has an even more unique history. This article explores how and why the Reggio Emilia Approach started in Italy. It then explores the Winter Institute Conference held in Reggio Emilia, Italy in 2013 through the qualitative method of participant observations. The researchers describe visits to schools that use the Reggio Emilia Approach in Italy. These real world experiences should help educators to better understand the Reggio Emilia Approach. The researchers’ thoughts on the Reggio Emilia Approach and how it could be incorporated into the United States and Turkey conclude the article.

School visits to science museums have been an effective action by schools around the world. Whether to provide new learning opportunities or to complement the content taught in the classroom. Such visits contribute to the students’ teaching and learning process. Within museums, exhibitions with controversial themes have gained prominence in recent years. These are shaped in order to problematize and raise reflections on questions that, sometimes, do not find space for discussion in the classroom. In this perspective, this reflective essay aims to contribute to the (re) thinking of school visits to exhibitions that address socio-scientific controversies in science museums. The reflections start from a narrative built with the purpose of providing considerations on the theme: “The origin of the Universe and Life on Earth”. The narrative in question is supported by data from academic research, which dialogue with the questions presented throughout the text. Visitas escolares a museus de ciências têm sido uma ação efetiva realizada por escolas em todo o mundo. Seja para propiciar novas oportunidades de aprendizagem ou para complementar os conteúdos ensinados em sala de aula. Tais visitas contribuem com o processo de ensino e aprendizagem dos educandos. No âmbito dos museus, nos últimos anos, exposições com temáticas controversas têm ganhado destaque. Essas, são moldadas de forma a problematizar e levantar reflexões sobre questionamentos que, por vezes, não encontram espaço de discussão em sala de aula. Nesta perspectiva, este ensaio reflexivo tem o objetivo de contribuir com o (re)pensar as visitas escolares a exposições que abordam controvérsias sociocientíficas em museus de ciências. As reflexões partem de uma narrativa construída com a finalidade de propiciar ponderações sobre a temática: “A origem do Universo e da Vida na Terra”. A narrativa em questão, é sustentada por dados de pesquisas acadêmicas, as quais dialogam com os questionamentos apresentados ao longo do texto.

In the last decade in Spain, a major boost in the Heritage Education has been developed in the evaluative research applied to educational programs of museums and other heritage institutions. Nevertheless, one of the fields that are not yet fully developed is related to the professionalization of museum educators. In this respect, this study aims to inquire into the guided visits and the interaction between educator-school public. The objective of the study is to identify factors involved in its development to contribute towards the definition of a group that, even though it is key, is not fully recognized at a professional level. Therefore, and with 3 non-participating observers, 40 guided visits have been monitored in 7 Asturian museums of History. The participants who took part in the study were students from 1st year of Primary School to 2nd year of Higher Secondary Education (843 students) and 18 educators. The results highlight the importance of a) the initial training of educators and its consistency with the museum; b) the professional experience in the museum and the employment stability; c) the school year of students and the relationship with the classwork and the museum theme. These findings can help to create new lines of research that may delve into the professionalization of educators and improve the educational quality in non-formal contexts. En la última década en España se ha producido, dentro de la Educación Patrimonial, un impulso notable en la investigación evaluativa aplicada a programas educativos de museos y otras instituciones patrimoniales. Sin embargo, uno de los ámbitos que aún no se han desarrollado tiene que ver con la profesionalización de los educadores de museos. En este sentido, se plantea un estudio que indaga en las visitas guiadas y la interacción educador-públicos escolares. El objetivo es identificar factores que intervienen en su desarrollo para contribuir a la definición de un colectivo que, aun siendo esencial, no goza de reconocimiento profesional pleno. Así, contando con 3 observadores no participantes, se han realizado 40 seguimientos de visitas guiadas en 7 museos de Asturias de temática histórica. Los participantes han sido grupos escolares desde 1º de Primaria a 2º de Bachillerato (843 estudiantes) y 18 educadores. Los resultados ponen de manifiesto la importancia de a) la formación inicial de los educadores y su coherencia con la temática del museo; b) la experiencia profesional en el museo y la estabilidad laboral; c) el curso de los escolares y la vinculación entre el trabajo del aula y la temática del museo. Estos hallazgos pueden servir para abrir nuevas líneas de investigación que profundicen en la profesionalización de los educadores y contribuyan a mejorar la calidad educativa en contextos no formales.

La presente investigación tiene como objetivo interpretar las manifestaciones del acompañamiento pedagógico de la directora desde la perspectiva docente. La metodología implica un estudio de caso de tipo intrínseco. La muestra no probabilística de tipo intencional estuvo conformada por 13 docentes y una subdirectora de educación secundaria. Se aplicaron un cuestionario y una guía de entrevista que fueron validadas a través de juicio de expertos y de una prueba piloto. El estudio fundamenta sus aportes en la teoría de Vezub y Alliud, complementados con los lineamientos y orientaciones dadas por el Ministerio de Educación. Los resultados evidencian que el acompañamiento se da a través de la “visita en el aula”, en la cual se realizan observaciones sistemáticas de las sesiones de aprendizaje de los docentes; utilizando diversos instrumentos de observación. Asimismo, se realiza una planificación compartida de la sesión de aprendizaje a partir de las necesidades de formación docente, vinculadas a la conducción de la enseñanza. La “asesoría crítica reflexiva” realizada con los docentes, se orienta a que los mismos, identifiquen sus fortalezas y necesidades de formación en relación a su práctica pedagógica. Se orienta con ello, la reflexión crítica a través del diálogo reflexivo, que promueve su compromiso de mejora. The present investigation aims to interpret the manifestations of the pedagogical accompaniment of the director from the teaching perspective. The methodology involves an intrinsic case study. The intentional non-probabilistic sample consisted of 13 teachers and a secondary school deputy director. A questionnaire and an interview guide were applied that were validated through expert judgment and a pilot test. The study bases its contributions on the theory of Vezub and Alliud, complemented with the guidelines and orientations given by the Ministry of Education. The results show that the accompaniment is given through the “visit in the classroom”, in which systematic observations are made of the teachers' learning sessions; using various observation instruments. Likewise, a shared planning of the learning session is carried out based on the teacher training needs, linked to the conduct of teaching. The "reflective critical assessment" carried out with teachers is aimed at them identifying their strengths and training needs in relation to their pedagogical practice. With this, critical reflection is oriented through reflective dialogue, which promotes their commitment to improvement.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES As funções do museu foram definidas pelo Conselho Internacional de Museus, dentre as quais se encontram a aquisição, a conservação, a investigação, a comunicação e a exposição do patrimônio da humanidade para os propósitos da educação, do estudo e do deleite. Uma vez que o museu é corriqueiramente usufruto do lazer, o problema de pesquisa foi assim estabelecido: tendo em vista a educação e o estudo serem objetivos essenciais relacionados à própria existência dos museus, durante o planejamento e execução de ações educativas museais junto ao público escolar, eles seriam contemplados? Assim, o objetivo desta pesquisa realizada no âmbito do Programa de Pós-Graduação em Educação da PUC-Campinas, na Linha de Pesquisa “Políticas Públicas em Educação” e Grupo de Pesquisa “Política e Fundamentos da Educação”, foi analisar comparativamente, à luz de teorias relativas à educação, as didáticas museais praticadas em instituições em São Paulo e em Londres a partir da observação da ação educativa de seis museus diferentes: em São Paulo, a pesquisa de campo foi realizada no Museu de Arqueologia e Etnologia da Universidade de São Paulo (MAE); em Londres, a observação ocorreu em cinco instituições, a saber, no Horniman Museum and Gardens, Museum of London - London Wall, British Museum, Whitechapel Gallery e Natural History Museum. No que diz respeito à metodologia de pesquisa, destacaram-se os métodos empírico-teórico e etnográfico para a observação da ação educativa das instituições selecionadas, e o qualitativo, utilizandose da entrevista semi-estruturada e da educação comparada para a análise do material pesquisado. Dentre os resultados esperados, pretendeu-se que a pesquisa pudesse contribuir com o debate no campo da educação museal, com ênfase nas didáticas museológicas, uma vez que se configura como uma área relativamente recente no Brasil, não havendo muitos trabalhos que discutam a temática da educação museal e nenhuma pesquisa no campo da educação comparada entre Brasil e Inglaterra. Nas conclusões, não houve a confirmação da hipótese levantada, de que bastava a existência de um Setor Educativo, bem como a realização de atividades educativas destinadas ao público escolar no contexto do museu, para caracterizar os propósitos da educação e do estudo nessa instituição. Observou-se, porém, a necessidade de um ambiente propício à aprendizagem, de mediação adequada e da variedade na oferta de ações educativas, sem as quais o museu continuará a ser visto pelo público como um espaço puramente de lazer, voltado apenas ao entretenimento. Museum’s goals were defined by the International Council of Museums, amongst which are the acquisition, preservation, investigation, communication and exhibition of humanity’s heritage for the purposes of education, study and delight. The museum is seen as a leisure place which can be visited without any learning obligations; therefore, this research’s problem was defined as: since education and study are essential aims related to museums’ own existence, are they considered during planning and running of educational activities, for the school audience? Therefore, this research objective, developed at the Education Post-Graduation Program of PUC-Campinas, embedded on the “Educational Public Policies” Research Area and with the joint effort of the “Education Politics and Fundamentals” Workgroup, was to analyze comparatively, based on educational theories, the museum didactics ran by institutions at São Paulo city and London from the observation of educational activities of six different museums: in Brazil, the field research took place at the Museu de Arqueologia e Etnologia of the Universidade de São Paulo (MAE); in the United Kingdom, the observation occurred in five institutions, as follows, the Horniman Museum and Gardens, Museum of London - London Wall, British Museum, Whitechapel Gallery and the Natural History Museum. Regarding the research methodology, the empiric-theoretical and the ethnographic methods were used for the observing the educational activities at the selected institutions, and the qualitative method, by means of semi-structured interviews and the compared education was used for material analysis. Amidst the expected results, the intent was that the research could contribute for the debate on the museum educational field, with emphasis on museum didactics, since it is a relatively new area in Brazil, with few studies discussing the museum education thematics and no field research about compared education between Brazil and the United Kingdom. As a conclusion, there was no confirmation of the initial hypothesis, that the existence of an Educational Staff, sided by educational activities destined specifically to school audiences, would suffice for the purposes of education and study at each institution. It was observed, however, the need of an environment that drives to learning, of a proper mediation and of variety of options in terms of educational activities, without which the museum will continue to be seen by the public as a space for mere leisure, for entertaining purposes. Keywords: Museum educational programmes. Pedagogy. Museum educatio

[ES] Una escuela pared con pared. Un millar de niños. Ganas de compartir. Visita. Dibujos. Risas. Este trabajo ve la luz tras muchos años en un cajón y trata de recuperar la memoria de una actividad que aportó mucha frescura y algo de información a nuestro trabajo con las misiones jesuitas en la región del lago Tana, en Etiopía. El programa de trabajo con la comunidad de Azazo, junto a uno de los yacimientos, trajo consigo una programación de visitas educativas con alumnos de primaria de la escuela local. El diseño del estudio en el que se enmarca y el análisis de los datos nos dan algunas pistas sobre el impacto de nuestra presencia y de los discursos arqueológicos que utilizamos para transmitir la información. El trabajo se desarrolló durante los meses de noviembre y diciembre de 2008 y en total implicó a casi mil quinientos estudiantes de diferentes niveles, desde educación primaria, con quien se enfoca este trabajo, hasta la universidad., [EN] A school right behind the wall. A thousand kids. A will to share. A visit. Drawings. Laughs. This article comes to light after many years in the drawer and aims to recover the memory of an activity that contributed with freshness and some information to our work with the Jesuit missions in Lake Tana region, Ethiopia. The activities planned with the local community in Azezo, next to one of the sites, brought a program of educational visits with children from the local primary school. The design of the study and the analysis of the data provide some clues about the impact of our presence there and the archaeological discourses we use to communicate information. The work was conducted during November and December 2008 and engaged around 1,500 students of different levels, from Primary education, focus of this work, to University.

El presente trabajo final corresponde al trabajo de grado de la Maestría en Museología y Gestión del Patrimonio de la Universidad Nacional de Colombia, el cual se divide en tres componentes según las exigencias de la misma. El Componente Conceptual tiene como propósito hacer una reflexión museológica sobre las relaciones dadas entre los museos y los docentes y una presentación de las consideraciones acerca de sus acercamientos. El Componente Estancia, realizado en el FOTOMUSEO – Museo Nacional de la Fotografía de Colombia, presenta el funcionamiento, estructura, organización, contenidos, servicios, entre otros, de dicha institución. El Componente Práctica, realizado en el Museo Mexicano del Diseño MUMEDI, presenta el desarrollo de la labor como guía de recorridos en el Museo. Abstract: This final work corresponds to the degree work of the Master in Museology and Heritage Management of the National University of Colombia, which is divided into three components according to the requirements of the same. The purpose of the conceptual component is to make a museological reflection on the relationships between museums and teachers and a presentation of the considerations about their approaches. The stay component, made in the FOTOMUSEO - National Museum of Photography of Colombia, presents the operation, structure, organization, contents, services, among others, of said institution. The practical component, realized in the Mexican Museum of Design MUMEDI, presents the development of the work as a guide of tours in the Museum. Maestría

Este artículo trata de valorar la función educativa de los museos en el ámbito formal en el que sus relaciones con los centros de enseñanza son imprescindibles aunque no siempre fáciles. Ambas instituciones han realizado un importante esfuerzo por integrar el patrimonio cultural dentro de estrategias didácticas que ayuden a entender el mensaje de las colecciones expuestas y fomentar el desarrollo de competencias básicas del currículo. La visita escolar es un ejemplo donde museos y centros educativos deben generar entornos de aprendizaje compartidos., This paper tries to assess the educational role of museums in the formal sphere, in which the relationship with the teaching institutions is indispensable, although often difficult. Museums and colleges have struggled to integrate the cultural heritage in teaching strategies which might help understand the message of displayed collections and promote the development of basic curricular competencies. School visits are good examples in which museums and teaching institutions must create cooperative learning environments.

This paper aims to analyze how conducting school visits can be configured as an opportunity to support inclusive school and development of children with brain damage and developmental problems. The rehabilitation process in childhood objectives to increase the quality of life of children, taking into account their peers and social spaces that take part. In school-age children, school appears as an important social context and can be related to quality of life. The defense for an inclusive school becomes central to the work of the interdisciplinary team of rehabilitation centers and teaching staff of the schools. In this study, it is understood that the school visits can be constituted as a significant tool in the field of ecological rehabilitation, within the context of individuals. The theoretical bases related to this paper are found in studies of Urie Bronfenbrenner, Mark Ylvisaker & Thimoty Fenney and Lucia Braga. This study aims to characterize the performance of school visits to the monitoring of children with brain injury inserted into a stimulation group at the Hospital Sarah Rehabilitation, unit of São Luís, Maranhão, Brazil. From this proposal will be discussed the configuration of school visits as an opportunity to support inclusive education process of children with brain injury, considering the legislation on education in Brazil. It was used as methodology to obtain data the direct observation during school visits, dialogues with the pedagogical team, documental analyses of eletronic health team records. It has as results the prospect that the interdisciplinary team was formed as a support network, favoring school adaptation strategies through participation in the curriculum adaptation process, proposing strategies for environmental management behavior, diagnostic guidance, guidelines for motor and neuropsychological stimulation of children, consolidating its position as a relevant service in the inclusive process in schools.

The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank, Gaza, and Jordan by a year's worth of learning. This study was undertaken to better understand the reasons for success at UNRWA schools and their positive variation from comparable public schools. Econometric techniques were used to analyze international (TIMSS and Programme for International Student Assessment, or PISA) and national learning achievement data. Pedagogical practices and classroom time-on-task were observed using structured methods (Stallings model). Systems Approach for Better Education Results (SABER) tools were used to better understand the policies and implementation strategies for school and teacher management and for monitoring and evaluation. Additionally, qualitative data were collected and analyzed in line with an education resilience conceptual framework to better uncover factors that help students develop the skills to learn despite the adversities they face.

As visitas escolares a museus de ciência constituem uma oportunidade única para muitos alunos, defendendo muitos professores a sua articulação com o currículo escolar. Embora esta articulação nem sempre aconteça, os jovens estão mais conscientes do papel dos museus para comunicar ciência. Interessa, por isso, saber quais as experiências vividas pelos alunos no museu quando a relação professor museu-aluno não é planejada e, em particular, como aprendem e o que aprendem os alunos nestas visitas. O estudo decorreu no museu de ciência da Universidade de Coimbra, Portugal com alunos, 14-15 anos, em visitas escolares. A observação do comportamento dos alunos e a análise das suas conversas permitiu constatar que em apenas 30% dos 83 diálogos analisados os alunos procuram ir para além da interação superficial com os módulos, explicando e partilhando ideias com os pares. As conversas foram de tipo cumulativo pois as ideias apresentadas no grupo não foram avaliadas ou elaboradas., School visits to science museums provide unique opportunities for many students, and many teachers argue that they need to be linked to the school curricula. Although this link is not always created, youth are more aware of the role that museums play in science communication. It is important to know what students experience in the museum when the relationship teacher-museum-student is not planned. Particularly, how do they learn and what do they learn. This study was carried out in the science museum of University of Coimbra, Portugal with students aged 14-15 ys, in a school visit. Observation of the students’ behaviour and the analysis of their conversations showed that only in 30% of 83 analysed dialogues students sought to go beyond superficial interaction with the exhibits, explaining and sharing ideas with peers. Conversations were cumulative in nature as the ideas presented in the group were not evaluated or elaborated., info:eu-repo/semantics/publishedVersion

This paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.

Improving education outcomes by disseminating information to parents and thereby encouraging them to become more actively engaged in school oversight is attractive since it can be done relatively cheaply. This study evaluates the impact of alternative approaches to disseminating information about a school grants program in Indonesia on parent knowledge about the program in general, knowledge about the implementation of the program in their child’s school, and participation in school activities related to the program as well as beyond it. Not all dissemination approaches yielded impacts, and different modes of dissemination conveyed different types of information best, resulting in different impacts on behavior. Specifically, the low-intensity approaches that were tried - sending a letter from the principal home with the child, or sending a colorful pamphlet home with the child - had no impact on knowledge or participation. On the other hand, holding a facilitated meeting with a range of school stakeholders or sending targeted short message services (SMSs) to parents did increase knowledge and participation. Facilitated meetings mostly increased overall knowledge and fostered a feeling of transparency on the part of parents, which resulted in greater participation in formal channels for providing feedback to the school. SMSs increased knowledge about specific aspects of the program, such as the grant amount, and tended to increase participation through informal channels.

Improving education outcomes by disseminating information to parents and thereby encouraging them to become more actively engaged in school oversight is attractive, since it can be done relatively cheaply. This study evaluates the impact of alternative approaches to disseminating information about a school grants program in Indonesia on parents knowledge about the program in general, knowledge about the implementation of the program in their childs school, and participation in school activities related to the program as well as beyond it. Not all dissemination approaches yielded impacts, and different modes of dissemination conveyed different types of information best, resulting in different impacts on behavior. Specifically, the low-intensity approaches that were tried—sending a letter from the principal home with the child, or sending a colorful pamphlet home with the child—had no impact on knowledge or participation. On the other hand, holding a facilitated meeting with a range of school stakeholders or sending targeted text messages to parents did increase knowledge and participation. Facilitated meetings mostly increased overall knowledge and fostered a feeling of transparency on the part of parents, which resulted in greater participation in formal channels for providing feedback to the school. The text messages increased knowledge about specific aspects of the program, such as the grant amount, and tended to increase participation through informal channels.

58 p. [EUS] Gradu Bukaerako Lan honetan Arabako Nekazarien Elkartearekin (UAGA) sortutako lankidetzaren ondorioz egindako proposamen didaktiko bat aurkezten da, zehatz-mehatz nekazaritza-ustiategi baten inguruan. UAGAk eskola bisitak didaktikoki mugatuak zirela sumatzeaz gain, nekazal munduaren inguruko hezkuntza eta giza baloreak transmititzeko beharra ikusi zuen eta horren ondorioz, proiektu hau sortu zen. Lehen Hezkuntzako hirugarren zikloko ikasleekin aurrera eraman zen proposamen hau, Gasteizko Aranbizkarra ikastolako 6. mailako ikasleekin hain zuzen, Trebiñuko labore estentsiboak eta ortu ekologikoa dituen ustiategi baten inguruan. Proposamen didaktiko honek erantzun ona jaso du bai irakasle baita ikasleen partetik ere eta erabilgarria izan da nekazal inguruko zenbait kontzeptu ikasteko. Emaitzek erakusten dute, adin horretako ikasleek ez dituztela genero estereotipoak markatuta. Baserritarren eta teknologiaren erabileraren inguruko pertzepzioan ordea, hasiera eta amaierako iritzien artean ezberdintasunak izan dira. Etekin gehiago ateratzeko eta ikasleengan eragin gehiago izateko asmoz, hainbat hobekuntza proposamen egin dira ikasleen motibazioa eta irakasleen inplikazioaren inguruan. [ES] En este Trabajo de Fin de Grado se presenta una propuesta didáctica centrada en una explotación agrícola, desarrollada en colaboración con la Unión Agroganadera de Álava (UAGA). Esta asociación manifestó que las visitas escolares que organizaban eran limitadas y expreso la necesidad de reforzar valores humanos y educativos del mundo de la agricultura. La propuesta se llevó a cabo con alumnos y alumnas del tercer ciclo de Educación Primaria, en concreto con estudiantes de la ikastola Aranbizkarra de sexto de primaria, centrada en una explotación agraria de labores extensivas y huerto ecológico. Esta propuesta didáctica ha recibido buena crítica por parte del alumnado y profesorado y ha sido útil para aprender algunos conceptos sobre el medio agrario. Los resultados demuestran que a esta edad no se han observado estereotipos de género en los alumnos y alumnas de esta edad. Sin embargo, la percepción que los estudiantes tenían sobre los agricultores y el uso de las nuevas tecnologías, sí que ha sufrido cambios considerables. Con el fin de sacar mayor rendimiento a la unidad didáctica, se han propuesto varias mejoras haciendo énfasis en la motivación del alumnado y la implicación del profesorado. [EN] In this Graduate Dissertation a teaching plan proposal is presented, which was developed in collaboration with the Agricultural and Farming Union of Alava/Araba (UAGA). UAGA feared that sporadic visits by pupils to farms did not raise enough awareness towards agriculture and farming. Hence, this initiative was set up to design farming oriented contents and to increase such awareness. This project was aimed at 6th grade students from Aranbizkarra Primary School and was based on a visit to a farm in Trebiño, specialized on cereal crops and organic horticulture. This teaching proposal has been warmly welcomed by both teachers and students, and has proved to be of great utility to learn about some topics on agriculture. In light of the results, no gender-based stereotypes were found in kids from that age. However, changes on perceptions about farmers and their use of technology have been observed. In order to improve the performance of this teaching plan, suggestions related to students´ motivation and teachers´ implication are discussed throughout this work.

This report presents results of the application of SABER teachers in three administrative divisions of Russia. It describes the performance of Tomsk oblast, Ivanovo oblast, and St.Petersburg in each of the eight teacher policy goals, alongside comparative information from education systems.

105 p. : il. - Ilustraciones de Oscar Mardones Ruiz [ES] En este Trabajo de Fin de Grado se presenta una propuesta didáctica desarrollada en colaboración con la Unión de Agroganadera de Álava (UAGA) que se implementó con alumnado del primer ciclo de Educación Primaria en torno a una visita a una granja de vacuno de leche. Este trabajo surge por la necesidad planteada por la UAGA de transmitir valores educativos y sociales relativos al sector agropecuario y por las limitaciones que se suelen encontrar en visitas escolares de este tipo. Para la implementación de la unidad didáctica se contó con la colaboración de profesorado de 2º curso del CEP Dulantzi. Además de la unidad didáctica se ha elaborado un tríptico informativo y un cuaderno ilustrado que acompaña la visita y que refuerza la visión que la UAGA quiere transmitir. El material didáctico diseñado al efecto, todos ellos en los dos idiomas oficiales de la CAPV, ha recibido una buena aceptación por parte de la UAGA y el profesorado participante y los resultados de la implementación han sido satisfactorios, si bien, hay aspectos que necesitan de más intervención didáctica como visualizar el valor que tiene la agricultura en la conservación del paisaje. Esta colaboración sigue su curso, y se espera que en próximos años se consiga tener materiales para trabajar en todos los ciclos de Educación Primaria. [EUS] Gradu Bukaerako Lan honetan Arabako Nekazarien Elkartearekin (UAGA) sortutako lankidetzaren ondorioz egindako proposamen didaktiko bat aurkezten da. Proposamen hau esne-behi ustiategi baten inguruan diseinatuta dago eta Lehen Hezkuntzako 1. zikloko ikasleriarekin praktikan jarri zen. UAGAk sumatu zuen eguneko eskola bisitak mugatuak zirela eta ez zirela ondo jakinarazten elkarte honek dituen hezkuntza eta giza baloreak, eta horregatik sortu zen proiektu hau. Unitate didaktikoa praktikan jartzeko Dulantzi LHko 2. mailako ikasleen lankidetza izan genuen. Gainera bisitarekin batera doazen informazio-triptiko eta irudi-liburuak ere diseinatu dira. Diseinatutako material didaktikoa, guztiak EAEko bi hizkuntza ofizialetan, harrera ona izan du UAGA eta irakasleriarengandik. Alabaina, eskuhartze didaktiko handiagoa behar duen alderdiak ere badaude, adibidez, paisaiaren kontserbazioan nekazaritzak duen garrantzia ikustaraztea. Lankidetza honek jarraitzen du eta hurrengo urteetan Lehen Hezkuntzako gainontzeko zikloetarako material didaktiko gehiago izatea espero dugu. [EN] We present a teaching plan developed in collaboration with The Agriculture and Farming Union of Alava (UAGA), which was implemented with Primary School students (aged 7-8) and which included a visit to a dairy farm. UAGA found that current school visits to their associated farms did not transmit properly the educational and social values related to the farming sector, which prompted the realisation of this project. To implement the teaching plan we collaborated with teachers from Dulantzi Primary School. Moreover, we have designed an informative leaflet and a picture book which accompanies the visit and that reinforces UAGA's mission. The teaching material has received positive feedback by UAGA and the participant teachers and the obtained results after the implementation have been satisfactory. However, there are some aspects that need more didactic intervention, such as promoting the role of agriculture in landscape conservation. This collaboration is ongoing and we hope that in future years, more materials will be designed to use in all stages of Primary Education.

This report presents results of the application of SABER teachers in Papua New Guinea. It describes Papua New Guinea’s performance in each of the eight teacher policy goals, alongside comparative information on education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teachers policies of the education systems of Papua New Guinea and other education systems can be found on the SABER-teachers website.

This report presents results of the application of the SABER-teachers tool in Solomon Islands. It describes the performance of Solomon Islands’ education system in achieving each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in the SABER-Teachers initiative. Additional detailed descriptive information on the teacher policies of the education systems of Solomon Islands and other countries can be found on the SABER-teachers website.

This report presents results of the application of SABER teachers in Samoa. It describes Samoa’s performance with respect to each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teacher policies of the education systems of Samoa and other countries can be found on the SABER-teachers website.

With this first Zambia economic brief, the World Bank is launching a series of short economic updates that will be produced twice a year. Each brief will include two sections: the Bank's assessment of recent economic developments and outlook in the short to medium term; and its analysis on a specific development topic or theme. The authors expect these briefs to support evidence-based policy debate in the country, strengthen public demand for good policies and outcomes, and inform government policies and programs. In this brief, first section reports on Zambia's continued robust growth, fiscal outcomes, and capital inflows at the end of 2012 against the backdrop of performance of other Sub- Saharan and global economies. It stresses the need for the government to spend borrowed and own resources more prudently. While acknowledging continuing strong prospects for growth, the analysis highlights considerable downside risks emanating from global uncertainties. Second section covers basic human opportunities for children in Zambia. The opportunities approach is premised on the notion that predetermined circumstances such as gender, ethnicity, place of birth, and family origins should not determine people's economic, social, and political success. A person should not have fewer opportunities in life just because she is a girl or born in a rural area. This is the core principle behind the concept of equality of opportunity and it is also the framework adopted in this report for Zambia. The analysis shows the extent to which basic opportunities for education, health, and infrastructure services in Zambia are influenced by circumstances in which children find themselves.

La enseñanza tradicional se torno obsoleta frente a los significativos cambios sociales, económicos y políticos de la sociedad y se ha reportado que muchas instituciones continúan utilizando esta metodología educativa. En el modelo tradicional los estudiantes son considerados como libros en blanco, los cuales hay que llenar y se da poca importancia a la forma en cómo se construye el conocimiento. Estas características generan estudiantes pasivos, los cuales no desarrollan habilidades indispensables como el análisis, la descripción de resultados, obtención de conclusiones y la comunicación. Aunque se ha evidenciado que las prácticas experimentales son piezas fundamentales en la enseñanza de las ciencias naturales y que estas proporcionan una oportunidad sin igual para que los estudiantes desarrollen una serie de competencias, se ha establecido que muchos docentes de ciencias naturales, no siguen una metodología para desarrollar prácticas experimentales y debido a esto, no logran que sus estudiantes desarrollen las competencias que inicialmente se habían propuesto. El objetivo general del estudio fue, proponer una estrategia metodológica para orientar prácticas experimentales que favorezcan la enseñanza de la biología, en la básica secundaria de la sede educativa bachillerato Patía del municipio del Patía – Cauca. El estudio fue desarrollado con cinco docentes de ciencias naturales de la Institución Educativa Bachillerato Patía, Sede Principal. Se recopiló diversa información y se construyo un material de apoyo que ejemplifica el desarrollo de actividades experimentales bajo la metodología propuesta, la “Investigación Dirigida”. La investigación dirigida es una metodología sustentada la teoría del constructivismo y la pedagogía activa, que posibilita tanto a docentes como estudiantes, estimular la construcción de conocimientos. Esta metodología sugiere la aplicación de una serie de parámetros fundamentales para desarrollar actividades experimentales de ciencias naturales, y además, posibilita a docentes como estudiantes estimular la construcción de conocimientos. Debido a las necesidades de la sociedad actual es necesario ofrecer a nuestros jóvenes una educación de calidad, fundamentada en la aplicación de estrategias metodologías como la investigación dirigida, que les permitan a los estudiantes afrontar “una época donde el desarrollo de una nación depende en gran medida de la capacidad de producir conocimiento y tecnología”. Maestría