Hasil untuk "History of education"

Michael Mintrom

E. Langer, M. Moldoveanu

H. Rheingold

D. Greenwood, Morten Levin

Andrew L. Friedman, Samantha Miles

S. Cross, E. Hardin, Berna Gerçek-Swing

J. Ozga

J. Klein

E. Gold, J. Bromberger, S. Crawford et al.

D. Becker, K. Reed

D. Dranove, G. Jin

M. Szasz

E. Cameron, Ivan D Sedov, L. Tomfohr-Madsen

L. Harasim

Finn Kuusisto

Ayleen R. Villarreal U., Melquiades Villarreal C., Olga M. Vargas G.

Es una apreciación generalizada que, la ortografía confronta dificultades en niveles alarmantes entre los jóvenes estudiantes. Algunos culpan al uso de las redes sociales en las cuales, dicho sea de paso, la Ortografía de la Lengua Española, permite el uso (dentro de las mismas) de una escritura abreviada y el empleo de emojis. (RAE y ASALE, 2011). El objetivo de la investigación es determinar los errores más frecuentes que cometen los estudiantes de primer ingreso del Centro Regional Universitario de Azuero en el año 2025, partiendo del hecho de que, en el español de Panamá muchos fonemas (b, v; c, s, z; b, v; y, ll) entre otros, se pronuncian de la misma manera, aunque no se escriben igual.  Esta situación, que no ocurre en España, genera confusiones entre los jóvenes estudiantes, quienes por inercia estiman que, si dos fonemas se pronuncian de la misma manera, es lógico que sus grafemas se escriban igual. Existen ideas, comúnmente, aceptadas, tales como que: “la ortografía entra por los ojos”, lo cual significa que las buenas lecturas son un elemento fundamental para el logro de una buena ortografía; además: “se aprende a hacer haciendo”; es decir, a escribir se aprende escribiendo y, claro está, no se puede obviar el conocimiento de las normas fundamentales de ortografía que, al ponerlas en práctica coadyuvan con el logro de objetivos precisos sobre el tema.

Aleš Gabrič

The article presents the impact of the three reforms of elementary education on literacy in the Slovenian territory. In the first period, the number of literate people cannot be determined precisely, as no statistical data is available and the assessments of individuals were more the result of their own opinions. The increase in literacy fell short of expectations, as around a third of the school-age generation of children attended school. The next school reform in 1869 brought a step towards general literacy, which is more precisely evidenced by statistical data and maps showing that by the First World War the vast majority of young people had already mastered reading and writing and that there were more illiterate people in some more remote parts of Slovenian territory and among the older generation. The primary school reform of the 1950s there­in increased literacy, but the reform planners were already focusing more on the transition from elementary school to secondary school.

Henrique Gelinski, Leticia Ferreira Jessen, Leonir Lorenzetti

A Educação Ciência, Tecnologia e Sociedade (CTS) possui como principal objetivo a promoção da Alfabetização Científica e Tecnológica (ACT), integrando questões interdisciplinares que visam a formação de cidadãos capazes de tomar decisões e agir com responsabilidade social. O presente estudo teve como objetivo analisar a produção acadêmica de dissertações e teses no Banco de Teses e Dissertações da Capes no período de 2012 a 2021, que discutem as relações entre Educação CTS e ACT. Foi realizado um recorte abrangendo apenas os trabalhos que de maneira concomitante apresentaram no título as expressões “Alfabetização Científica e Tecnológica” e “Ciência, Tecnologia e Sociedade”. Foram localizados 23 trabalhos que de maneira geral abordam e relacionam a Educação CTS para a promoção da ACT. Os objetivos de estudo e as metodologias empregadas são diversas, entre elas estão, o uso de Sequências Didáticas, aplicação de recursos didáticos variados, desenvolvimentos de projetos aplicados nas escolas, análises documentais e estudos sobre a formação docente. É possível indicar como os trabalhos possuem uma atenção em aspectos diferentes que convergem em um só: os sujeitos a serem alfabetizados. Seja avaliando métodos de ensino ou suas percepções e opiniões.

Hajar Majjate, Youssra Bellarhmouch, Adil Jeghal et al.

Over the past few decades, the education sector has achieved impressive advancements by incorporating Artificial Intelligence (AI) into the educational environment. Nevertheless, specific educational processes, particularly educational counseling, still depend on traditional procedures. The current method of conducting group sessions between counselors and students does not offer personalized assistance or individual attention, which can cause stress to students and make it difficult for them to make informed decisions about their coursework and career path. This paper proposes a counseling solution designed to aid high school seniors in selecting appropriate academic paths at the tertiary level. The system utilizes a predictive model that considers academic history and student preferences to determine students’ likelihood of admission to their chosen university and recommends similar alternative universities to provide more opportunities. We developed the model based on data from 500 graduates from 12 public high schools in Morocco, as well as eligibility criteria from 31 institutions and colleges. The counseling system comprises two modules: a recommendation module that uses popularity-based and content-based recommendations and a prediction module that calculates the likelihood of admission using the Huber Regressor model. This model outperformed 13 other machine learning modules, with a low MSE of 0.0017, RMSE of 0.0422, and the highest R-squared value of 0.9306. Finally, the system is accessible through a user-friendly web interface.

James A. Bryant, Jr.

The history of American Indian education has been one of colonialism and cultural erasure. From the first missionary educators who first came to the Indigenous nations of the Americas well into the twentieth century, Native children have been subjected to physical, mental and emotional abuse. This paper examines one program’s efforts at reclaiming the educational process for American Indian children and youth through an immersive, culturally relevant and reflective pedagogy. The Gadugi Partnership is a dual enrollment collaboration between Appalachian State University and Cherokee High School that endeavors to use traditional Cherokee values and practices within the classroom to promote Cherokee culture, history, and language. With particular focus on the ancient Cherokee ideal of gadugi—service—I argue that this model of education holds promise for making formal education responsive to the needs of Cherokee youth, as well as allowing them the chance to practice and promote this ideal within their community. The Cherokee people have always valued education; it is time education value the Cherokee people. I will argue that the methods and approach of the Gadugi Partnership is a step in that important direction.