Hasil untuk "Theory and practice of education"

Noel Antônio de Souza, Joubert Lima Ferreira, Marcelo de Paula

Mathematical tasks (TM) are present in teaching materials and are widely used by teachers. They come in various types and serve different purposes during class. The study aimed to understand the role of TM proposed by textbooks (LD) for teaching Probability in the 6th grade of Middle School, as approved by the PNLD 2024. Using a qualitative approach, thirteen collections were examined, identifying the number of TM on Probability and analyzing the potential (or lack thereof) of some of them. The results reveal the predominance of TM with low cognitive demand, with a scarce presence of open proposals and an absence of investigative TM. The analysis highlights conceptual and methodological gaps that limit the development of students' probabilistic literacy. As a result, there is a need to reconfigure the tasks in the textbooks, with greater emphasis on contextualized and investigative proposals.

María Luz Prados, Lucas Brun, María Lorena Brance et al.

Este trabajo tuvo como objetivo principal analizar la problemática del abandono en el primer año de la carrera de Medicina de la Facultad de Ciencias Médicas (FCM) de la Universidad Nacional de Rosario (UNR, Argentina) desde la mirada de los/as estudiantes. A nivel metodológico se posiciona desde la perspectiva del estudio de casos, adoptando a la FCM-UNR como caso instrumental e intrínseco, para lo que se implementaron estrategias metodológicas de recolección de datos mixtas cuanti-cualitativas. Se indagaron las percepciones de estudiantes de la cohorte 2020 en dos momentos del año y entre las principales dimensiones de análisis se hallaron los obstáculos en el ingreso a la vida universitaria y las causales de abandono. A partir de los resultados nos fue posible reflexionar en torno a la relación entre las políticas de ingreso institucional y la relativa democratización de la educación superior y destacar algunas particularidades de la institución bajo estudio.

Natalia A. Lamukhina

The article substantiates the idea of the need for advanced professional training of cadets of a modern military university to meet the requirements for the information competence of an officer during the period of change in military-professional activity under the influence of informatization. The essence of the information perspective as a leading factor of influence determining the advance is revealed. The author's understanding of the structure of the officer's information competence in the aggregate of operational, subjective, axiological and reflexive components is presented. The process of forming the cadet's information competence is shown as a consistent change in the stages of solving the advanced professional task and achieving the expected results of professional and personal development: the stage of problematization, the stage of modeling, the stage of solution and the reflexive stage. The presented content, forms and methods of work that organize the process of forming the information competence of cadets are designed to ensure its integrity and effectiveness.

Erica England, Shain Wright, Dion Crommarty

Exploring the role of diverse young adult (YA) literature in fostering social justice awareness, this paper focuses on the YA novel Firekeeper’s Daughter as a tool for understanding decolonization and our own individual privileges and responsibilities as they relate to colonization. Three researchers, each with differing positionalities and worldviews, employ a polyvocal methodology of duoethnography to examine the text's challenges to settler colonialism and its illumination of historical and systemic injustices. Through our dialogic exchange, we aim to contribute to a wider conversation about the potential of literature storytelling, and authentic, vulnerable conversations to inspire transformative change.

Nicolás Mauricio Calderón Pantoja, Carlos de la Rosa Gómez

The aim of this work is to systematize a model that considers the use of audiovisual resources as a complement to the development of Historical Thinking in the classroom. For the theoretical basis, we reviewed postulates about Historical Thinking in relation to film materials. We examined references regarding the relevance of complementing History classes with audiovisual material and structured criteria to help define selection parameters. For the construction of this model, we consulted dramaturgical texts through which we projected a guide serving as training for the teacher with tools to help them understand how to break down and analyze this material, and how to find the best way to use it in favor of the session and the construction of Historical Thinking. We conclude this work by providing projections in the pursuit of continuously improving didactic-pedagogical techniques that come to the aid of our students.

Lukas Matati Josua, Saara Kanyemba

Abstract: Student profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies.  Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access.  It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.

Rustam Effendy Simamora, Jean Gloria Kamara

Abstrak. Inspirasi berperan penting dalam memicu atau meningkatkan minat belajar. Inspirasi tersebut juga akan membentuk identitas matematis Calon Guru Matematika (CGM) setelah bekerja sebagai guru matematika profesional di masa depan. Pendidik Guru Matematika (PGM) dapat menjadi sumber inspirasi bagi CGM, sehingga penelitian untuk memahami dan menjelaskan profil PGM yang menginspirasi adalah kebutuhan. Penelitian ini bertujuan untuk melakukan teoritisasi profil PGM yang menginspirasi berdasarkan pengalaman CGM. Penelitian kualitatif ini menggunakan pendekatan constructivist grounded theory dengan melibatkan 21 mahasiswa Pendidikan Matematika semester II-XIII. Hasil penelitian menunjukkan bahwa PGM yang menginspirasi memiliki profil: memberikan rasa nyaman, berwawasan luas, memotivasi, memberikan pembelajaran yang asyik dan menyenangkan, memberikan wawasan baru dan pemahaman, disiplin dan berwibawa. Temuan penelitian menunjukkan bahwa pemahaman adalah aspek yang paling dibutuhkan oleh CGM.  Kualitas kepribadian, kemampuan pedagogis dan matematis serta hubungan baik yang dibina PGM mengoptimalkan pemahaman sehingga CGM terinspirasi. Kata Kunci: calon guru matematika, constructivist grounded theory, profil pendidik matematika, pedagogi inspirasi, guru inspiratif.

Silvânia Gomes da Costa, Mary Lúcia Gomes Silveira Senna, Rivadávia Porto Cavalcante et al.

Questões emocionais e comportamentais muitas vezes estão associadas às dificuldades de aprendizagem e se apresentam com bastante frequência no contexto escolar. O presente estudo propõe-se a investigar se emoções e sentimentos podem influenciar no aprendizado e no desempenho acadêmico de 27 estudantes do ensino integrado regular dos cursos de Administração, Agrimensura, Agronegócios, Controle Ambiental, Eletrotécnica, Eventos, Informática e Mecatrônica do Campus Palmas do Instituto Federal de Educação, Ciência e Tecnologia do Tocantins. Esses estudantes, 8 do sexo masculino e 19 do feminino, foram atendidos por uma das psicólogas do serviço de psicologia do campus no período de janeiro a outubro de 2021, perfazendo um total de 78 atendimentos. A pesquisa é qualitativa, por ser interpretativa a análise dos dados coletados nos registros de atendimentos do setor de psicologia do campus. A pesquisa aponta que os sentimentos relacionados à emoção medo, diante de várias situações vivenciadas pelos estudantes, foram as variáveis mais observadas que influenciam o aprendizado e o desempenho acadêmico, sendo a ansiedade o sentimento mais citado.

Demétrio Delizoicov, Antonio Fernando Gouvêa da Silva

This paper presents a systematic literature review on the several initiatives that consider prior knowledge of students. These initiatives are based on distinct educational, epistemological, psychological and axiological presumptions that steer both didactic options for approaching scientific concepts and the selection of concepts to compose educational programs. Our objective is to address specificities in Paulo Freire’s concept of education, as well as contributions by philosopher Enrique Dussel to the axiological dimension of curriculum, considering the realm of school education – in an effort to answer the following question: what is the axiological perspective that supports alterity in the implementation of Freirean concepts in school education? We analyze the principles of educational programs from several public-school networks, based on Freire’s concepts related to ontological, gnoseological and axiological aspects that support his concept of alterity in the essential relation with educational processes. His concepts are then compared with Dussel’s suggestions for an ethical-critical education, so that we organize an ethical-critical pedagogical practice for science education that is committed to alterity.

Jen McConnel, Pamela Beach

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.

Jeffrey M. Rabin, Adam Burgasser, Thomas J. Bussey et al.

Abstract Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators. In theory, there’s no difference between theory and practice. But in practice, there is. – Benjamin Brewster. Also attributed to Yogi Berra.

Maria Grazia Riva

Universities are in a condition which, from certain points of view, is paradoxical. On the one hand, scientific research is increasingly advanced and at the scientific and technological cutting-edge. On the other hand, the progress of scientific research has definitely not led to the well-being of society. It is impossible not to wonder what relationship there is between the advance of knowledge and the repercussions on society. There is a wide chasm which raises serious questions on the detachment between the places where knowledge is constructed and society as a whole. A balance has to be found between the appropriate respect for the tasks of teaching, research, spreading knowledge and the need to regain the depth and critical and reflective substance intrinsic in handing on the baton from one generation to the next

John Stoszkowski, Liam McCarthy

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.

Samsuar

This research is motivated by a conventional learning orientation where teacher-centered learning must be transformed into student-centered learning. The purpose of this study was to improve the professional competence of elementary school teachers through lesson study. This study uses a class action research design that has stages of planning, implementation, observation, and reflection. This research was conducted at the target schools in the city of Dumai. The research subjects were 10 V-grade teachers taken from each of the target schools. The research instrument used observation sheets and interview sheets. The results of this study indicate an increase in the professional competence of elementary school teachers through lesson study with the percentage of the first cycle of 64% with enough categories to 82% with good categories. The conclusion drawn is that the professional competence of teachers through Lesson Study has increased.

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Yoel Alfonso Vivas , Leonardo Castillo Ramos

La investigación se desarrolló con el propósito de comprender la importancia de la gestión gerencial del directivo, orientada hacia la calidad educativa en la Unidad Educativa Estadal “Rómulo Betancourt”, a través de la visión de los actores involucrados en el proceso. El estudio se ubicó bajo una dirección cualitativa y sobre las bases del método fenomenológico. Los informantes clave fueron docentes de la institución mencionada, hasta que la información se consideró saturada. Ésta fue recolectada a través de la entrevista a profundidad. De ahí surgieron los hallazgos que permitieron develar la percepción de una inquietud por parte del equipo docente sobre la gestión gerencial del director, puesto que consideran necesario e importante que se fortalezcan los procesos gerenciales en pro del logro de resultados relacionados con la eficacia y eficiencia, porque se interpreta que existen ciertas debilidades en la praxis gerencial que inciden de manera negativa en el alcance de la tan ansiada calidad educativa.

Altamiro Oliveira de Malta, Erikson Belo de Ataide, Dácio Jerônimo de Almeida et al.

É indiscutível a importância e a necessidade de adubos orgânicos, tanto na produtividade como na qualidade dos produtos obtidos, especialmente em solos com baixo teor de matéria orgânica. O objetivo deste experimento foi avaliar variáveis de crescimento do feijoeiro (Phaseolus vulgaris L.) sob influência decarvão vegetal e esterco bovino. O experimento foi conduzido em ambiente protegido, utilizando o delineamento inteiramente casualizado com quatro doses de carvão vegetal 0; 8; 16 e 32 t. ha-1, com e sem esterco bovino (8 t.ha-1). Utilizaram-se vasos de PVC com capacidade de 3 litros, preenchidos com 3 kg de solo. Na semeadura utilizaram-se cinco sementes em cada vaso, e após três semanas foi realizado o raleio, deixando apenas uma planta por vaso, considerando a mais vigorosa. Foram avaliadas as seguintes variáveis: altura das plantas, diâmetro do caule, largura e comprimento das folhas, número de nódulos por planta, massa da matéria fresca e seca da parte aérea. A aplicação de carvão vegetal associado ao esterco bovino influencia positivamente as variáveis de crescimento do Phaseolus vulgaris, assim como o número de nódulos. A presença do esterco bovino condiciona melhor o ambiente para o crescimento do P. vulgaris. Termos para indexação: adubação orgânica, número de nódulos, nutrientes Bean growth under the influence of charcoal and bovine manure It is indisputablethe importance and necessityof organic fertilizers, both in productivityand in the qualityof the obtained products, especially in soils withloworganic matter content. Theobjective of this experimentwas to evaluategrowth variablesof common bean (Phaseolus vulgarisL.) under the influence ofcharcoal. The experiment was conductedin a protected environmentutilizinga completely randomized designwith fourdoses ofcharcoal0,8, 16 and 32 t. ha-1, with and withoutbovine manure(8 t ha-1). Pots were usedPVCcapacity of 3dm-3filled in with3 kg ofsoil.At seedingwas usedfive seedsper pot, and after three weekswas carriedthinningleaving onlyone plant per potby considering themore vigorously.The following variableswereevaluated: plant height, stem diameter, leaf length andwidth, number ofnodulesper plant, mass of fresh matterandshoot dry. The application of charcoal associated with bovine manure positively influence the growth of Phaseolus vulgaris. Index terms: organic fertilizers,number ofnodules, nutrients

Pieter Hertzog Du Toit

This article takes the form of a meta-reflection on the educational contribution to the wider community of the University of Pretoria made by Professor Graham Duncan. It is but a snapshot of the academic life of a scholar of note. The epicentre of the article revolves around his educational professionalism that emanated from an intrapersonal point of departure. Through an ethnographic lens that informed my action research over many years, I document my numerous scholarly encounters with my colleague and former student. My meta-reflection is typical of my ontological-epistemological stance, mirroring some of the questions and ways of thinking Professor Duncan as lecturer continuously asked himself. Two main questions are focused on. Ontological: Who is Graham Duncan as scholar of teaching in higher education? Epistemological: What epistemological grounding informs his view of his teaching practice? As the nature of the article is ethnographic, I drew on texts created by Professor Duncan. These included a drafted article and emails that had been sent to me. I engaged with these texts in such a way that the article has become a living theory and affirmation of his and my educational values regarding facilitating and assessing learning in an innovative fashion. My analysis of his scholarly journey and texts offers rich qualitative data that are reported. The conclusion drawn is that Graham Duncan is an exemplar of a constructivist professional.

Aisha Muhammad Din, Sadia Jabeen

One of the biggest challenges faced by online learning systems is the absence of opportunities for the practical exposure of the students, especially in professional degree programmes. The theoretical knowledge they gain is undoubtedly more refined and enriched, but it is quite difficult to provide an e-learner with occasions where he/she can actually apply the concepts in real-time situations,as student and teacher are at a great distance from each other. This shortcoming can be overcome by giving scenario-based assignments to the students during their study programme. A hypothetical situation is created in scenario-based assignments where students are required to apply their theoretical knowledge according to the scenario given. In this way, students are actively involved in brainstorming rather than merely reproducing bookish knowledge. In this regard, the Virtual University of Pakistan has adopted advanced methodologies for learning and evaluation of its students. For this purpose, the researchers have aimed to measure the perceived learning of the students of the BS Mass Communication programme. The main objectives of this study were to determine the effectiveness of online scenario-based exercises on student learning and comprehension; and to enhance their analytical abilities and the mode of student-instructor interaction. For this purpose, five scenario-based assignments on various mass communication courses in the autumn 2012 semester were selected; and an online survey of all enrolled students in five subjects was conducted. The tool used in this study was derived from Renda-Tanali's (2012) research on security studies. For data analysis,descriptive statistics, a one-sample t-test, an independent sample t-test and regression analysis were applied. The results of the study indicated a positive student response towards e-scenario-based exercises. The two prominent outcomes identified by students were their improvement in decision-making skills and deepened understanding of real life situations. In the light of the findings of the study, it can be concluded that students' learning in the context of scenario-based exercises was very encouraging for Mass Communication subjects.

Joaristi, Luis, Lizasoain, Luis

The aim of this paper is to analyze the dimensional structure of a set of mathematical achievement tests used to assess the academic achievement in the Community of Madrid during 2005-06 and 2006-07 years and in three cohorts corresponding to the following academic degrees: 5th-6th of primary education, 1st-2nd and 3-4th of compulsory secondary education (ESO). The results coming from classical factor analysis and full information factor analysis are compared. Therefore a longitudinal study is performed in order to test whether such structure remains constant along time. The results confirm that most of the tests are mostly unidimensional structures. Meanwhile, it was proven that as the complexity of the contents increase, the complexity of the dimensional structure tests increase as well. El objetivo de este trabajo es analizar la estructura dimensional de las pruebas empleadas para evaluar el rendimiento académico en la asignatura de matemáticas en el contexto de la evaluación realizada en la Comunidad de Madrid en los cursos académicos 2005-06 y 2006-07 en tres cohortes: 5º y 6º de Educación Primaria, 1º-2º y 3º-4º de ESO. Para ello, se triangulan los resultados obtenidos de la aplicación de las técnicas factoriales clásicas con los del Análisis Factorial de Información total. Asimismo, se realiza un estudio longitudinal con objeto de ver si dicha estructura se mantiene constante a lo largo del tiempo. Los resultados confirman estructuras esencialmente unidimensionales. A su vez, se comprueba que el aumento de la complejidad de los contenidos implica un aumento en la complejidad de la estructura dimensional de las pruebas.