Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Language: German

Published: Innsbruck, Germany: Studienverlag, 1997

ISBN: 978-3-7065-1223-7

Language: English

Published: S.I.: Streetlib S.R.L., 2022

ISBN: 978-88-6580-410-0

Language: English

ISSN: 0010-700X

Abstract/Notes: This action research project was instigated to determine the effects of professional development (PD) for practicing Montessori teachers using the Montessori Language materials. The specific targeted materials included: vocabulary cards, sound analysis, sandpaper letters, moveable alphabet, pencil use, and reading. The research took place during a four week period in a large west coast Montessori school that serves children between 18 months and 12 years old. The teachers who participated in the study all worked with children between the ages of 3 – 6 years old. The data was collected using a provider journal (notes taken by the researcher during the PD sessions), questionnaires and weekly teacher logs. The researcher used available PD literature to plan and execute the study, which highlighted the importance of teachers participating in PD that was designed around participant identified content. The literature also provided guidance as to the content methods to incorporate into the PD sessions. At the conclusion of the study, findings revealed that the teachers benefited from support in all the language categories listed. They also became aware of the content delivery methods that best met their individual needs. Future research is needed to determine the content and delivery needs of teachers in different stages of their careers.

Language: English

Published: St. Paul, Minnesota, 2016

Language: German

Published: Münster, Germany: Lit, 2001

ISBN: 978-3-8258-5233-7 3-8258-5233-4

Series: Impulse der Reformpädagogik , 5

Language: English

Language: English

Language: English