Hiske Joanna Brouwer, Elco Buurma, Esther de Groot
et al.
Introduction: Clinician-teachers are engaged in both clinical practice and education. They positively influence student learning by connecting clinical practice and education. Most research into clinician-teacher’s dual role was performed in the clinical settings where practice and teaching are intertwined. The benefits of clinician-teachers’ dual role in the classroom-setting have been underexplored, whilst a large part of medical education is classroom-based. Using boundary work theory as a lens, this study aimed to illuminate clinician-teachers’ observable boundary spanning behavior integrating the clinical practice and medical education in the classroom. Methods: A qualitative observation study of classroom-teaching within postgraduate general practitioner specialty training at three Dutch medical institutes was conducted. Video recordings and transcripts of classroom teaching were analyzed using a structured observation schedule. Boundary spanning behavior was categorized into: boundary bridging, boundary making and boundary maintenance. Distinctions were made between verbal- and non-verbal behavior. Results: All three categories of boundary spanning behavior were observed. Clinician-teachers demonstrated boundary bridging by integrating their own clinical experiences, by normalizing students’ reported clinical experiences, by encouraging students’ sharing of clinical experiences and by encouraging students to apply theory in practice. Clinician-teachers demonstrated boundary making by accentuating discontinuities between clinical practice and educational information, and boundary maintenance by allowing transient differences to exist between the two settings for didactic reasons. Discussion: This observational study contributes to an understanding of how clinician-teachers use their experience as a clinician in classroom-teaching. These insights may contribute to faculty development fostering boundary-spanning teaching practices.
Atrás quedan las promesas del “desarrollo”, nutridas de uno de los corazones de la Modernidad: el “progreso”. En la vorágine, estamos abocados a replantearnos el tema del trabajo y del ocio. Se ha transformado el fenómeno del “ocio”, para expresar libertad y autonomía en un espacio mercantil de la vida misma. El “ocio mercantil” es reflejo de un mundo “mal desarrollado”, donde “trabajo” y “ocio” terminan igualmente alienados a la acumulación del capital. Pero no todo es desalentador. Hay reflexiones y acciones que demandan la construcción de sociedades radicalmente distintas.
Palabras clave: Modernidad, Desarrollo, Progreso, Ocio y Trabajo.
Special aspects of education, Labor market. Labor supply. Labor demand
Technology is key to making education systems more resilient to disruptions. In the South African higher education sector, technology will continue to play a much larger role than the years preceding the COVID-19 pandemic. Technology, however, cannot replace the value gained through social contact and concerns about relational disengagement in curricular, co-curricular and extra-curricular spaces have been noted. Drawing on large-scale qualitative data collected as part of the South African Survey of Student Engagement, this article explores what students consider as the most important factors in supporting their learning and development and how these factors might be translated to technologically enhanced learning and teaching spaces. Such insights from students’ experiences could inform blended learning and teaching spaces that leverage technology to enhance relational engagement.
Abstract Background The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. Methods We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. Results Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. Conclusions Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.
El estudio del infinito en matemática educativa desde una perspectiva cognitiva se ha centrado en analizar el infinito potencial y actual. A partir de la teoría APOE (Acción, Proceso, Objeto, Esquema), esta noción se ha explicado en términos de procesos iterativos infinitos y objetos trascendentes, respectivamente. En este artículo se presenta una descomposición genética, que sustenta el diseño de dos problemas relacionados con la recta tangente a una curva, en el que se toman en consideración los aspectos dinámicos y estáticos del infinito. A través de una entrevista realizada a un profesor universitario, se presenta evidencia de Totalidad, una posible nueva estructura que permite que el individuo conciba un Proceso como un todo, aunque no pueda aplicar Acciones sobre ella.
Inês Angélica Andrade Freire, Janice Cassia Lando, Eliene Barbosa Lima
Na década de 1960, na Bahia, um grupo de professores de matemática tanto do ensino superior como da educação básica elaborou um programa curricular para o ensino de matemática no secundário, o qual foi viabilizado, em caráter experimental, por meio de apostilas e livros didáticos em sala de aula e, posteriormente, publicados e utilizados em maior escala. Assim, este artigo analisou historicamente a proposta do programa curricular de autoria do grupo de professores da Bahia, materializada na produção Coleção Matemática Moderna com saberes matemáticos e metodológicos norteados pelas recomendações internacionais do Movimento da Matemática Moderna, de forma local, historicamente situados e com uma dinâmica social que acomodou as diferentes concepções sobre os processos de ensino e de aprendizagem em matemática. A legitimidade, nesse período, de constituição de classes experimentais, possibilitou experimentações e avaliações desse programa curricular de matemática em escolas da educação básica, na cidade de Salvador, Bahia.
Special aspects of education, Applied mathematics. Quantitative methods
Анотація. Найважливішим завданням підготовки майбутніх фахівців у галузі математики є розширення й поглиблення математичних знань з метою їх комплексного застосування на практиці, в майбутній науковій та професійній діяльності. Одним зі шляхів реалізації такого завдання є використання міждисциплінарних зв’язків, які передбачають перенесення методів дослідження і моделей з однієї наукової дисципліни в іншу.
Формулювання проблеми. У даній статті розглядається можливість реалізації міждисциплінарних зв’язків дискретної математики та диференціальних рівнянь на прикладі вивчення тем «Лінійні рекурентні співвідношення зі сталими коефіцієнтами» та «Лінійні диференціальні рівняння зі сталими коефіцієнтами».
Матеріали і методи. Авторами використовувались наступні методи досліджень: системний аналіз наукової, навчальної та методичної літератури; порівняння та синтез теоретичних положень, розкритих в науковій та навчальній літературі; узагальнення власного педагогічного досвіду та досвіду колег з інших закладів вищої освіти. Окрім того, були використані деякі загально математичні та спеціальні методи теорії диференціальних рівнянь, дискретної математики та різницевого числення.
Результати. Одним зі способів розв’язування лінійних однорідних рекурентних співвідношень зі сталими коефіцієнтами є складання характеристичного рівняння і запис загального розв’язку вихідного співвідношення залежно від значень знайдених характеристичних коренів. Аналогічний алгоритм використовується й для знаходження загального розв’язку лінійних однорідних диференціальних рівнянь зі сталими коефіцієнтами. У статті встановлено зв’язок між розв’язками рекурентних співвідношень та диференціальних рівнянь, які відповідають одному різницевому рівнянню.
Висновки. Встановлення зв’язків між моделями і методами дослідження, які використовуються при вивченні різних математичних дисциплін, що входять у програму підготовки майбутніх фахівців-математиків, дозволяє сформувати у студентів цілісне уявлення про математичні об’єкти, алгоритми і теорії, і як наслідок, робить їх знання системними і практично більш значущими. Це сприяє інтелектуальному розвитку студентів, формуванню в них системних математичних знань, підвищенню рівня математичної грамотності та інтересу до предмету.
Erna Juherna, Endah Purwanti, Melawati Melawati
et al.
The implementation of character education in children with hearing impairment, especially in the principle of learning children with special needs can be an effective tool in the development of the inculcation of character values. Deaf can be interpreted as a state of hearing loss that results in a person unable to perceive various stimuli, especially through his sense of hearing. In its application, character education is not only oriented towards cognitive aspects, but more oriented to the process of fostering the potential that exists in children, developed through the habituation of good traits in the form of teaching good character values. With the implementation of character education through 3 classical categories to be used as a main reference of them. Among them are the implementation of character education through role models, the implementation of character education through strengthening, and the implementation of character education through habituation.
Aprender uma língua adicional trata de aprender uma nova cultura, uma nova forma de ver e interagir com o outro. Nesse sentido, a aprendizagem de língua requer que o aluno desenvolva diferentes habilidades de compreensão e produção – tanto na perspectiva de escrita como de oralidade. Neste trabalho, apresento como foi organizada uma mostra de teatro hispânico no Instituto Federal de Educação, Ciência e Tecnologia, campus Juazeiro do Norte, cujo objetivo foi desenvolver, por meio do teatro, a prática oral em língua espanhola dos alunos e, para além disso, proporcionar uma viagem pelas culturas dos hispano falantes. Como aporte teórico, este trabalho está permeado pelas discussões que envolvem o ensino de línguas no ensino básico (BRASIL, 2006; 2002), a habilidade oral (GÓMEZ, 2004) e o teatro no ensino de língua estrangeira (GRANERO, 2011; LOPES JÚNIOR, 2006). O êxito desta experiência se reflete no envolvimento e participação dos alunos na atividade para um desenvolvimento da língua espanhola em um contexto diferenciado da sala de aula. Com este relato, espero contribuir para a reflexão sobre a importância de se trabalhar a oralidade no ensino de espanhol na educação básica.
Special aspects of education, Philology. Linguistics
Henriette Löffler-Stastka, Felicitas Datz, Karoline Parth
et al.
Abstract Background Several research areas, including medical education (ME), focus on empathy as an important topic in interpersonal relationships. This focus is central to the use of communication skills related to empathy and even more crucial to provide information in a way that makes patients feel more involved in the treatment process. Psychoanalysis (PA) provides its initial concept of empathy based on affective aspects including findings from neuroscience and brain research. Enhancing cooperation between ME and PA can help to integrate both aspects of empathy into a longitudinal training program. Discussion The condition of psychoanalytic empathy definitions is the understanding of unconscious processes. It is important to primarily attend especially the dominant affects towards the patient before interpreting his or her behaviour, since in explaining the emerging affects, the analyst has to empathize with the patient to understand the (unconscious) reasons for its behaviour. A strong consideration of nonverbal communication, clinical perceptions, intuitive interaction, contagion-like processes and their implementation and empowerment in medical and therapeutic curricula is one way of beneficially using interdisciplinary approaches to yield empathy in clinical interaction. Conclusion Established methods of PA, like training of containment, reflective functioning, affective holding and giving meaningful interpretations in accordance with countertransferential and transferential aspects may help to put a focus on the clinican-patient-interaction and the preservation of the physicians’ (mental) health. In consequence of the discussion of various training methods that take the theoretical and practical concepts of empathy into account, we aim for an implementation of the named methods in the medical curricula.
Bakat merupakan sebuah kemampuan yang dimiliki atau dibawa oleh seseorang sejak ia lahir. Bakat itu dapat terlihat saat mereka mulai mengasah atau melatihnya, tidak semua orang mempunyai bakat yang lebih, hanya sebagian dari mereka yang memiliki bakat terpendam. Anak berbakat pada umum adalah mereka yang karena memiliki kemampuan-kemampuan yang unggul mampu memberikan prestasi yang tinggi.
Since human beings have been writing it seems there has been plagiarism. It is not something that sprouted with the advent of the Internet. Teachers have been struggling for years in countries all over the globe to find good methods for dealing with the problem of plagiarizing students. How do we spot plagiarism? How do we teach them not to plagiarize? And how do we deal with those who have been found out to be plagiarists? The purpose of this book is to collect material on the various aspects of plagiarism in education with special attention given to the German problem of dissertation plagiarism. Since there is a wide-spread interest in the German plagiarism situation and in strategies for dealing with it, the book is written in English in order to be accessible to a larger audience.
Pengaruh Model Problem Solving dan Problem Posing serta Kemampuan Awal terhadap Hasil Belajar Siswa
Abstract: Chemistry concepts understanding features abstract quality and requires higher order thinking skills. Yet, the learning on chemistry has not boost the higher order thinking skills of the students. The use of the learning model of Problem Solving and Problem Posing in observing the innate ability of the student is expected to resolve the issue. This study aims to determine the learning model which is effective to improve the study of the student with different level of innate ability. This study used the quasi-experimental design. The research data used in this research is the quiz/test of the class which consist of 14 multiple choice questions and 5 essay questions. The data analysis used is ANOVA Two Ways. The results showed that Problem Posing is more effective to improve the student compared to Problem Solving, students with high level of innate ability have better outcomes in learning rather than the students with low level of innate ability after being applied with the Problem solving and Problem posing model, further, Problem Solving and Problem Posing is more suitable to be applied to the students with high level of innate ability.
Key Words: problem solving, problem posing, higher order thinking skills, innate ability, learning outcomes
Abstrak: Pemahaman konsep-konsep kimia yang bersifat abstrak membutuhkan keterampilan berpikir tingkat tinggi. Pembelajaran kimia belum mendorong siswa melakukan keterampilan berpikir tingkat tinggi. Penggunaan model pembelajaran Problem Solving dan Problem Posing dengan memperhatikan kemampuan awal siswa diduga dapat mengatasi masalah tersebut. Penelitian ini bertujuan untuk mengetahui model pembelajaran yang efektif dalam meningkatkan hasil belajar dengan kemampuan awal siswa yang berbeda. Penelitian ini menggunakan rancangan eksperimen semu. Data penelitian menggunakan tes hasil belajar yang terdiri atas 14 soal pilihan ganda dan 5 soal esai. Analisis data menggunakan uji ANOVA Two Ways. Hasil penelitian menunjukkan bahwa Problem Posing lebih efektif meningkatkan hasil belajar siswa dibandingkan Problem Solving, siswa berkemampuan awal tinggi memperoleh hasil belajar yang lebih baik dibandingkan dengan siswa yang berkemampuan awal rendah, serta Problem Solving dan Problem Posing lebih cocok diterapkan kepada siswa yang berkemampuan awal tinggi.
Kata kunci: problem solving, problem posing, keterampilan berpikir tingkat tinggi, kemampuan awal, hasil belajar
The following addresses the importance of the pedagogical intervention process undertaken by the students of the Faculty of Education. This process can be considered as backbone of dialogic confrontation between theory and practice. The main objective is to generate an analysis to reflect on the true intentions that are born not only from each university course, but also to evaluate the creation of a coordinated and interrelated proposal enriched by each grade level. The main intention is to enrich university education starting from posing questions that allow us to assess how the process is structured, not only from the coordination achieved between courses each period, but also from the relationship that should exist in the construction of conceptual, practical and attitudinal strengths that are created both gradually and sequentially. The construction of an alternative development proposal is seeked; one which starts with the learning processes’ sequenced and linked coordination. <br /><br /><br>Recibido 21 de marzo de 2013 • Corregido 28 de abril de 2013 • Aceptado 29 de abril de 2013<br /><br />A continuación se aborda la importancia que tiene el proceso de intervención pedagógica que realizan los estudiantes y las estudiantes de la carrera de educación. Este proceso se puede considerar como médula espinal de la confrontación dialógica entre la teoría y la práctica. El principal objetivo es generar un análisis para reflexionar acerca de las verdaderas intencionalidades gestadas no solo desde cada curso universitario sino, además, valorar la creación de una propuesta articulada que se vea enriquecida e interrelacionada desde cada nivel académico. La principal intencionalidad es enriquecer la formación universitaria partiendo del planteamiento de interrogantes que permitan valorar de qué manera se articula el proceso, no solo desde la coordinación entre los cursos de cada periodo, sino también en la relación que debe existir en la construcción de un mayor dominio conceptual, práctico y actitudinal que se vaya gestando de manera graduada y secuencial. Se busca construir una alternativa de desarrollo que parta de la coordinación estrechamente secuenciada y enlazada de los procesos formativos.