Hasil untuk "Special aspects of education"

Hettkamp, Julian, Becker, Jan C., Scherzer, Sönke et al.

Introduction: Stays abroad in the form of study visits and clinical traineeships, for example, have been rare in dentistry degree programmes in Germany to date. The new ZApprO (date of issue: 8 July 2019) offers the opportunity to integrate stays abroad into the degree programme through the introduction of modules, ECTS points and clinical traineeships, among other things. The aim of this study was to analyse the student perspective on this topic. Methodology: In the summer term of 2021, a voluntary and anonymous online survey was conducted among dental students at the University of Münster. In addition to demographic data, the questionnaire also included key questions on content. Results: With a response rate of 55%, a total of 371 students took part in the survey. 96% of the study participants stated that they would like to gain experience abroad as part of their studies, almost half of them even in the case of missing or only partial recognition of academic achievements. This includes clinical traineeships (30%) and semester-long stays (32%) or both (28%). The loss of time in the progression of studies, financing as well as time-consuming planning and family obligations are the most frequently cited reasons against a stay abroad. Conclusion: The survey shows a very high level of interest among dental students in university-supported stays abroad. This includes both shorter periods of time, such as clinical traineeships, as well as longer stays, e.g. as part of Erasmus collaboration programmes. Based on the results, university-supported stays abroad should be made possible.

Shunan Zhang, Xiangying Zhao, Tong Zhou et al.

Abstract Although previous studies have highlighted the problematic artificial intelligence (AI) usage behaviors in educational contexts, such as overreliance on AI, no study has explored the antecedents and potential consequences that contribute to this problem. Therefore, this study investigates the causes and consequences of AI dependency using ChatGPT as an example. Using the Interaction of the Person-Affect-Cognition-Execution (I-PACE) model, this study explores the internal associations between academic self-efficacy, academic stress, performance expectations, and AI dependency. It also identifies the negative consequences of AI dependency. Analysis of data from 300 university students revealed that the relationship between academic self-efficacy and AI dependency was mediated by academic stress and performance expectations. The top five negative effects of AI dependency include increased laziness, the spread of misinformation, a lower level of creativity, and reduced critical and independent thinking. The findings provide explanations and solutions to mitigate the negative effects of AI dependency.

S. A. Gilmanov, A. V. Mironov, V. A. Mishchenko

Introduction. For students, mastering the methodological foundations of scientific research plays an important role in professional education, providing scientifically proven support for professional thinking and readiness to scientifically substantiate the practical activities of a specialist to form a mechanism for intellectual and personal self-development. Today, numerous educational literature is being published, and educational disciplines devoted to the methodology of science and scientific research are being introduced. However, in most of the educational and scientific works created by students (course projects, final qualification papers, etc.), methodological provisions are formulated with errors; descriptions of the organisation of research, interpretation and design of their results are unsatisfactory. Therefore, there is the problem of finding ways to improve methodological literacy, methodological competence, and methodological culture of students. The relevance of such research is conditioned by the need to study the causes of such a situation, to develop ways for improving student methodological competence, to highlight and summarise the experience of teaching methodological knowledge, and to suggest ways for improving the educational process. The solution to this problem is especially significant for the humanities specialists (in particular, for educators and psychologists), who deal with the influence on the personality and human consciousness included in the social regulation of human behaviour.                Aim. The present research aims to: 1) substantiate the theoretical approach to the scientific and methodological support of the process of mastering the methodological foundations of scientific research by students as to the development of scientific-methodological knowledge (SMK) based on the analysis of scientific and educational literature, the practice of teaching disciplines aimed at studying the methodological aspects of psychological and pedagogical research; 2) to identify the main guidelines for improving the ways to support the formation of SMK using examples from empirical studies of its development by students in the educational process, from the generalisation of the practical experience of the authors.                Methodology and research methods. The research methodological framework was based on the approaches of Russian scientists to the methodological foundations of science and scientific research as a holistic knowledge, in which principles, norms, methods and scientific and cognitive activity are developed at the philosophical, general scientific, concrete scientific, methodical levels. Analysis, generalisation and systematisation were used as theoretical research methods; testing, survey, included observation and generalisation of experience were applied as empirical methods. To prove the propositions put forward by the authors, four empirically verifiable hypotheses were formulated. Two of them were confirmed: one was partially confirmed; the second one (about the absence of a connection between direct and remote forms with the formation of SMK) was not confirmed. In the mathematical and statistical interpretation of individual research results (correlation and variance types of analysis), the IBM SPSS Statistics 23 was employed.                Results. The guidelines for supporting the development of SMK by students in the educational process were outlined: reliance on the creation of a research project by the trainee; placing the trainees in the position of an independent researcher; developing an understanding of the content and scope of the key concepts of research, its unity and integrity; paying special attention to the transformation of information and its presentation in various forms.                Scientific novelty. The authors proposed and substantiated the idea of the study of the research methodological foundations as the development of SMK, which equips the researcher with an arsenal of guidelines, means and methods of action, providing the closest possible approach to the truth in the search for new scientific knowledge.                Practical significance. The proposed approaches to the development of SMK can be used in the practice of studying disciplines devoted to the research methodological foundations in the social sciences and humanities, in support of students’ course projects and final qualifying works.

Saulo Cézar Seiffert Santos, Malena Albuquerque Oliveira, Mirlane Maria Moura Matos

A Amazônia é conhecida por sua biodiversidade, formas culturais e tecnológicas, em exposições científico-culturais as audiências urbanas, turísticas e autóctones. Há instituições de Ciência e Tecnologia amazônicas que realizam atividade de divulgação científica das suas próprias pesquisas e tecnologias. O objetivo desse trabalho é conhecer a proposta comunicativa da Revista de Divulgação Científica (RDC) de uma instituição de Ciência e Tecnologia, o Instituto Nacional de Pesquisa da Amazônia – INPA, o seu Discurso de Divulgação Científica (DDC). Para isso, analisaremos 12 volumes publicados em cerca de seis anos, pela Pró-Reitoria de Extensão/INPA, a partir do aporte da leitura do Círculo de Bakhtin, visando construir uma interpretação fundamentada na Análise Discursiva. Nossos resultados - foram levantados 129 textos em 12 números de RDC, no qual se destacaram temas de desenvolvimento, pesquisa, educação, saúde, entre outros. Percebeu-se uma distinção entre o discurso da divulgação científica (65%) e divulgação institucional científica (34%) dos textos selecionados. Desse último grupo, selecionou-se dois textos na área de Educação Ambiental para análise detalhada, e percebeu-se uma perspectiva institucional de apresentação de projeto extensionista voltada ao público escolar, utilizou-se dos objetos de pesquisa biológica para ser atrativo para divulgação científico-ambiental com proposito de conservação da Amazônia.

Leandro Sant’Ana, Lucas Muniz Carnevalli, Sérgio Machado et al.

ABSTRACT Objective: Verify the influence of different break times between sprints on the performance of amateur futsal athletes. Methods: 10 individuals, men, amateur futsal athletes (Age: 21.5 ± 1.6; Weight: 72.4 ± 6.88; Height: 1.72 ± 0.05; BMI: 24.3 ± 1.2; Fat%: 13.7 ± 3.3, VO2peak: 49.1 ± 10.5) participated in the study. Individuals were randomly selected to perform sessions with sprints (10 sets 20 m) with different pause times of 15 (S15), 30 (S30) and 60 (S60) seconds. For performance analysis, the speed (km / h) applied to each sprint was used and monitored by a device with a photocell (CEFISE Biotecnologia Esportiva®). Results: There was an interaction between speed and interval time (p = 0.000). For condition S15, a greater reduction in performance was observed (p ≤ 0.05), while for S30 and S60, no significant reduction in performance was observed (p > 0.05). The data for the area under the curve showed a significant difference (p = 0.000), where the interval of 60 s (S60) was longer compared to the values of 30 (S30) (p = 0.000) and 15 s (S15) (p = 0.000). However, there were no significant differences between the 30 and 15 s data (p = 0.248). Conclusion: A shorter time (15 s) interval between repeated sprints can significantly affect performance compared to longer breaks (30 and 60 s), but all the conditions tested here can be positive for the improvement of performance, mainly in sports that demand fast and efficient motor actions such as futsal.

Torben Næsby, Heidi Bang Okslund, Birgitte Skov Pedersen et al.

Denne artikel præsenterer forskningsmæssige perspektiver på pædagogers positionering i forhold til leg i dagtilbud. International forskning viser blandt andet, at pædagoger generelt set har svært ved at indgå i og rammesætte børns leg på kvalificerede måder. Hvad er det, som udfordrer pædagogerne? Hvilke barrierer forhindrer pædagoger i at handle kvalificeret i forhold til leg? Og hvilke pædagogiske kompetencer kalder en legebaseret pædagogik på? Med afsæt i forskningslitteraturen præsenterer artiklen en model for en legebaseret pædagogik, som den kan se ud i dagtilbud. Modellen har til formål at bidrage til en bredere og mere nuanceret forståelse af pædagogers deltagelse i leg i dagtilbud. Den præsenteres som et kontinuum bestående af fem forskellige legeformer. Implementering af en sådan model for pædagogers planlægning af og konkrete positionering i forhold til børns leg og læring flugter med bestemmelserne i den styrkede pædagogiske læreplan. Den kan således understøtte læreplanens mål og sigte med legebaseret læring. Evaluering af praksis med afsæt i en sådan model kan være i fuld overensstemmelse med de vedtagne formål for dagtilbud, men kan også indsnævre pædagogers fokus. Evaluering og valg af didaktisk metode og evalueringsmetode er på denne måde med til at konstituere virkeligheden. Nøgleord: Leg, legebaseret pædagogik, læring, didaktik, børnehave.

Yara Elizabeth Alves

Abdulaziz Z Alomar

Introduction Video-based learning has gained prominence in medical education and, more recently, in musculoskeletal teaching. This study investigated medical students’ perceptions of the effectiveness of online video-based learning for musculoskeletal physical examination skills. Methods For one academic year, undergraduate medical students were instructed online through video-based learning before bedside teaching about the physical examination of knee and shoulder joints. At the end of the course, the students participated in a survey to assess their perceptions of the online video-based learning module using a pre-validated questionnaire. The questionnaire consisted of closed-ended and open-ended questions. The closed-ended question responses were assessed using a Likert scale; the open-ended responses were analyzed qualitatively. Results In total, 242 out of 310 students who participated in the online video-based learning responded to the survey. Most students found the teaching approach to be satisfactory and preferable to traditional teaching methods. However, they also felt that these modules could not replace hands-on practice. The most helpful aspects of the training modules were a better understanding of the specific tests, technique, and sequence of administering the physical examination. Perceived limitations included the inadequately addressed theoretical basis of the physical examination and the special tests, the need for more time to explain clinical anatomy, and the practical implications of the positive special tests. Conclusion Undergraduate medical students perceive VBL as helpful for MPES learning. The positive aspects of the VBL approach in teaching MPES are that it is comprehensive, easily accessible, offers standardized teaching, save times, and it includes demonstrations of special tests, examination techniques, and the sequence and organization of the clinical examination. The main perceived limitations were lack of content regarding clinical reasoning and the anatomical basis of the clinical tests.

Joshua D. Edwards, Lorraine Laguerre, Ramón S. Barthelemy et al.

Students’ social belonging in introductory science, technology, engineering, and mathematics courses has repeatedly been shown to be an important influence on students’ outcomes in these courses. Previous studies have further identified students’ sense of belonging and belonging uncertainty as related but unique components of their broader social belonging that can independently affect outcomes. High belonging uncertainty (doubts about the quality of one’s social connections or academic ability in a course) may particularly disadvantage historically marginalized groups in physics, such as women or students of color who face negative stereotypes based on their identity. Additionally, high-stakes exams, such as traditional final exams in introductory physics classes, can disproportionately disadvantage historically marginalized groups. In this study, we investigated the effect of social belonging on students’ performance across two Introductory Physics 1 sections with two variations of final assessment: one section that took a traditional final exam and one section that completed a nontraditional final course project. Both assessment types were high stakes and constituted a similar, substantial proportion of students’ final course grade. We found that both students’ sense of belonging and belonging uncertainty impacted their final assessment score, regardless if they took the traditional final exam or completed the nontraditional final project. The findings of this study illustrate how students’ social belonging can impact performance even on nontraditional assessments if such assessment is of similar high stakes to a traditional exam.

Heather F. Taylor, L. McCorkle, A. Vestal et al.

G. Warburton, N. Patel, S. Anchlia

Cristiane Aparecida Madureira, Juliana Rezende Torres

Entender a práxis pedagógica permeia compreender a dialética implícita ao ato educativo. Buscando entendimento pela ótica das dimensões praxiológicas em que as práticas pedagógicas se situam, o trabalho docente fez-se objeto de estudo, visando dimensionar limites e possibilidades do ato de Ensino de Ciências de um grupo docente da rede pública estadual paulista, na relação teoria-prática docente, à luz da práxis autêntica freireana. Empregou-se observação participante e entrevistas estruturadas, tomando o conceito de práxis em Marx como categoria analítica a priori, desdobrando-se em dimensões praxiológicas em Lefebvre e Vázquez até a práxis autêntica de Freire. Tais dimensões da práxis foram balizadas a partir de estruturantes (sujeitos, contextos e processos) em suas respectivas variações, bem como nos níveis de consciência de Freire acerca da teoria-prática docente. Resultados apontam que a dimensão da práxis pedagógica que o docente se encontra depende do movimento dialético dos estruturantes da práxis atrelado aos níveis de consciência acerca do trabalho docente, o que pode estar mais próximo da dimensão da inversão da práxis, da dimensão transicional ou da dimensão da práxis autêntica. Esta pesquisa propiciou a elaboração de um construto teórico em torno dos estruturantes da práxis pedagógica em suas respectivas variações, visando a explicitação da dimensão da práxis pedagógica dos docentes investigados frente às suas próprias posturas epistemológicas e pedagógicas.

Herdian Herdian, Itsna Nurrahma Mildaeni

El período pandémico hace que todos los sistemas en la vida cambien mucho, uno de los cuales es la educación. El aprendizaje en línea es una solución a la dificultad del aprendizaje fuera de línea en las escuelas. Este estudio examina el estrés académico durante el aprendizaje en línea entre los estudiantes musulmanes de primer año en Indonesia. Los participantes de este estudio fueron 731 estudiantes musulmanes de primer año que nunca habían hecho aprendizaje fuera de línea en el campus objetivo. La recopilación de datos utilizó la escala de estrés académico de Lin &chen (2009) con siete fuentes de estrés. Los resultados mostraron que el estrés de los maestros, los resultados de estrés, las pruebas de estrés, el estudio en el estrés de los grupos, el estrés entre pares, el estrés en el manejo del tiempo y el estrés autocontrolado estaban en niveles moderados y altos. Mientras tanto, el mayor porcentaje de factores de estrés académico se obtuvo del estrés de los maestros. También presentamos un examen detallado de los datos demográficos mediante la tabulación cruzada y el debate de las implicaciones teóricas y prácticas de estos hallazgos.

Elaine Cristina de Medeiros Pereira, Tânia Cristina Meira Garcia

As mudanças trazidas pelo COVI-19, fez com que a vivência diária nas instituições educacionais passasse por adequações instantâneas. Por esse motivo, escolas e professores tiveram que buscar introduzir em sua rotina, novos métodos e práticas de ensino que viessem a atender a essa realidade. Partindo disso, esse artigo versa sobre as experiências e reflexões adquiridas pela execução de uma proposta didática, planejada para o ensino remoto e ancorada nos procedimentos teórico-metodológicos do modelo híbrido, tendo como base, o conteúdo curricular da disciplina de Geografia para o 3º ano do Ensino Fundamental, Anos Iniciais. Portanto, organizar uma atividade didática com estes aspectos, possibilitou autonomia para o aluno em relação ao seu processo de aprendizagem e contribuiu para a reflexão do professor em relação a sua prática e a importância de se presar por um planejamento didático flexível, tendo como objetivo, o progresso individual de cada educando.

Tawfiq Jebril, Yang Chen

Abstract Intellectually disabled students differ from other students in terms of rational, behavioral, and physical aspects; their education and activities must be planned practiced to enable them to be integrated with healthy students. The provision of special needs to people with intellectual disabilities is a reflection of the aspirations of any country aiming to care for all categories of society. This study investigates the architectural design of classroom space for intellectually disabled students by comparing the design specifications of primary-school classrooms for intellectually disabled and healthy students. To encourage students with special needs, have a normal personal life and to try to integrate them into the primary school community, the impact of abnormal health status on their classroom must be considered. The architectural factors that must be considered in this context are: the layout of the classroom; flooring materials; toilets; transition area; foldable furniture; insulation; ventilation; lighting; colors; and sunspace. Following a brief discussion of the critical methodological issues germane to this research, the paper details the most important aspects that must be available in primary-school classrooms. In conclusion, after detailing the results obtained, the study provides five key architectural strategies regarding the space and environment of the classroom, covering furniture, adjacent toilets, colors and materials, form, lighting, ventilation, and soft music.

Francisca Coutinho, Lindemberg Costa Júnior

O objetivo da presente pesquisa é analisar quais variáveis influenciam o nível stress dos professores da educação infantil. Está doença tem causado a vida dos trabalhadores sérios danos, em especial aos professores, sendo considerada uma das profissões mais estressantes do mundo. Utilizou-se metodologia quantitativa, de caráter descritivo e de corte transversal. Adotou-se o formulário Typerform como ferramenta de coleta de dados. A pesquisa aponta que tanto os professores da rede pública, quanto os professores da rede privada, sentem-se pressionados e estressados. Observou-se que as variáveis: carreira docente, comportamento/indisciplina dos alunos, pressão de tempo e excesso de trabalho, políticas indisciplinares inadequadas e o trabalho burocrático administrativo, são os fatores que mais contribuem para o stress dos professores. Em média, revela-se que as duas maiores fontes do stress desses profissionais são carreira docente e o comportamento/indisciplina dos alunos. Nas escolas privadas a única variável com maior média em comparação com as escolas públicas foi “comportamento indisciplina dos alunos”. Nesse sentido, observou-se que os docentes de escolas públicas se sentem mais pressionados e estressados que os docentes de escolas privadas.

Imane Zergout, Soumia Bakkali, Souad Ajana

L’innovation est aujourd’hui l’une des forces motrices du progrès économique et technologique des pays. Cette compétence clé se trouve au cœur du métier de l’ingénieur et se développe depuis la formation initiale. L’innovation doit être favorisée dans les établissements de formations des ingénieurs, à travers des outils et des méthodes qui permettent de l’organiser et de la développer. Ce travail s’inscrit dans le cadre de l’amélioration de l’innovation dans la formation des ingénieurs. Nous avons suivi et étudié le déroulement des projets effectués dans le cadre du cours « Système de Management Environnemental ISO14001 », par des élèves-ingénieurs en troisième année du génie mécanique à l’Ecole Nationale Supérieure d’Electricité et de Mécanique. Dans ces activités, nous avons essayé de mettre en valeur les différents aspects de l’innovation dans la formation. Nous avons fait appel à des outils d’innovation pédagogique lors de l’encadrement des élèves, et nous avons intégré la notion de « Smart city » dans les thèmes des projets. Cette étude a permis de déterminer les étapes principales de la réalisation d’un projet innovant réalisé par les étudiants, ainsi que les éléments encadrant ces étapes. Notre but est la réalisation d’une modélisation systémique du processus d’innovation dans la formation des ingénieurs.

Begenau, Jutta, Kiessling, Claudia

The Reformed Medical Curriculum (RMC) at Charité-Universitätsmedizin Berlin was launched in autumn 1999, while medical schools in Canada, the United States, Scotland, the Netherlands, and Scandinavia already had adapted educational reforms in medical education many years before , . For eleven years, 63 medical students per year trained at the Faculty in accordance with international standards governing the RMC. It was the first and perhaps most revolutionary reformed medical curriculum at a German university after the commencement of “Modellklausel”, a new section in the Licensing Regulations for Doctors (Approbationsordnung für Ärztinnen und Ärzte) in 1999 that paved the way for fundamental reforms within undergraduate medical education in Germany. The idea was to establish and test a “pilot project of a fundamental reform of medical education in Germany” , thus aligning Germany with international developments and establishing a model for other reform initiatives. The first part of the article will provide an overview of how the RMC were able to emerge. It reports who initiated the project and why, who kept it running and encountered opposition and what were the social and political conditions. The second part of the article describes the principles that were fundamental for the development of the RMC. The third part illustrates the quality assurance measures, and the final section covers the termination of the RMC.

Cuaderno de Pedagogía Universitaria PUCMM