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.
Special aspects of education, Theory and practice of education
Miriam López Santos, Alba Lozano, Carolina Blanco Fontao
In the current landscape, the rapid evolution of educational technology, particularly AI tools like ChatGPT, necessitates understanding how educators perceive their integration into the education system. This study uses a quantitative, non-experimental, descriptive-comparative, and cross-sectional study was conducted with 379 active teachers in Castilla y León, Spain. The research instrument, a validated questionnaire, sought to assess prior knowledge, usage, and perceptions of ChatGPT's application in educational settings. Findings reveal high awareness and exploratory use of ChatGPT among teachers, though practical implementation and specific training remain limited. Teachers acknowledge ChatGPT's potential to enhance educational processes, particularly in generating educational materials and planning tasks. However, significant concerns about plagiarism, critical thinking, and ethical use persist. Differences in perceptions are mainly influenced by specialty, age, and gender, highlighting the need for tailored training and policies to support effective and ethical AI integration in education. These insights underscore the importance of continuous professional development to harness AI's benefits while mitigating associated risks.
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.
Education (General), Theory and practice of education
This study explores the significance of Open Educational Practices (OEP) in higher education, emphasizing its role in fostering collaboration, diversity, and knowledge sharing. Prior research has failed to emphasize how experienced practitioners understand OEP. Adopting a phenomenographic approach, this study analyses the perceptions of seven educators and six administrators from an Open University in Palestine about OEP. The analysis reveals four distinct and progressively include ways in which these practitioners understand OEP: (1) Recontextualizing open resources and methods; (2) Collaborating and engaging learners through pragmatic activities; (3) Empowering practitioners by enhancing their understanding of openness; and (4) Engaging communities through knowledge creation and exchange. This progression highlights a shift from viewing OEP as a classroom-based practice towards a global community engagement effort. The study contributes to the literature by expanding the meaning of OEP beyond content to include open pedagogies and collaborative practices. It offers a novel perspective on OEP implementation, emphasizing interconnected open platforms for immersive learning. Additionally, it provides insights into the evolving roles of OEP practitioners, seen as recruiters of other practitioners, thereby extending OEP to a broader community.
Ana Poliana Fernandes Alcântara, Maria Daniely Freire Guerra , Erika Janaina Ricardo da Silva
O presente artigo retrata as observações da aula de campo realizada durante o mês de agosto de 2022, como requisito da Disciplina de Domínios de Paisagens Brasileiras, do curso de Geografia da Universidade Regional do Cariri (URCA). O percurso seguiu o transecto Crato/CE – Triunfo/PE, atingindo o ponto mais alto do estado de Pernambuco, o Pico do Papagaio. Neste sentido, por se tratar de um ponto-chave para observação da paisagem, objetivou-se analisar os aspectos geomorfológicos do Pico do Papagaio, assim como a inter-relação dos mesmo com a estrutura geológica, as condições climáticas, os tipos de vegetação, classes de solos e formas de uso e ocupação, para se entender a modelagem e estruturação da paisagem. Nas etapas metodológicas, seguiu-se então o levantamento bibliográfico, a construção de caderno de campo, caracterização e produção cartográfica. Após a realização da aula de campo notou-se aspectos dos processos morfoestruturais e morfoesculturais relativos à evolução e dinâmica do relevo, bem como, percebeu que a aula de campo tornou a aprendizagem prazerosa e menos abstrata. Desse modo, a aula de campo contribuiu para compreensão e visualização da estruturação da paisagem.
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.
Special aspects of education, Theory and practice of education
Paola Chiarello, Giuseppe Seminara, Sabrina Bossio
et al.
Gynecomastia in adolescence is a benign condition that mostly disappears spontaneously within approximately two years from onset. When it is associated with hypogonadism, it may suggest a disorder of sexual differentiation. We report the case of a young man (18 years old) with gynecomastia associated with azoospermia, small testes, hyperestrogenism and hypergonadotropic hypogonadism. A karyotype 46,XX was found, and searching for SRY (sex-determining region Y) by fluorescence in situ hybridization (FISH) highlighted the presence of the gene on the terminal region of the short arm, with breakpoints likely in Xp22.3 and Yp11.3. Implications of testosterone replacement therapy with respect to sex differentiation disorder and to physical performance are discussed.
With this position paper, we advance the case for reformation of U.S. special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.
Experiential learning is not without its challenges. Following a pilot examination of student feedback on practical and learning difficulties they encountered, students’ experiences of their occupation-focused, service-learning module was systematically explored using a case study design. Concurrent mixed methods were employed to collect data with emphasis on qualitative data gathered through weekly, guided reflective journals and online forums. Students were also surveyed pre and post module to validate data on their experiences regarding their concerns, perceived learning, and evaluation of the module. Four themes were identified. These related to students’ increased understanding of the use and value of occupation; their identification of their own skills development primarily in relation to interacting with service-learning partners; their consciousness of power differentials between services, students, and their service-learning partners; and the importance of their contribution being considered worthwhile and valued. Despite wanting to contribute to the lives of others, students perceived they developed least in relation to civic responsibility. Their greatest gains were perceived to be on a personal and attitudinal level. They realized that commitment, reliability, and affording partners time was as important as employing their college-learned skills. Similarly, where students’ concerns had been self-focused, they were replaced with concerns for their partners’ well-being as time passed. Contributing to online forums was overwhelmingly disliked by students. However, it is recommended that the use of virtual platforms is explored further to potentially enhance the establishment of collaborative relationships with services and to create a ‘just right’ challenge that optimizes opportunities for occupation-focused learning.
Kuo-Chen Liao, Chang-Hsuan Peng, Linda Snell
et al.
Abstract Background Reflection and various approaches to foster reflection have been regarded as an indispensable element in enhancing professional practice across different disciplines. With its inherent potential to engage learners in reflection and improvement, narrative medicine has been adopted in various settings. However, the relevance and effectiveness of reflection remains underexplored in the context of narrative medicine, specifically in regard to the concern about variability of learner acceptance and the way learners really make sense of these reflective activities. This study aimed to explore what medical learners experience through narrative medicine and the meanings they ascribe to the phenomenon of this narrative-based learning. Methods Using a transcendental phenomenology approach, twenty medical learners were interviewed about their lived experiences of taking a narrative medicine course during their internal medicine clerkship rotation. Moustakas’ phenomenological analysis procedures were applied to review the interview data. Results Six themes were identified: feeling hesitation, seeking guidance, shifting roles in narratives, questioning relationships, experiencing transformation, and requesting a safe learning environment. These themes shaped the essence of the phenomenon and illustrated what and how medical learners set out on a reflective journey in narrative medicine. These findings elucidate fundamental elements for educators to consider how narrative approaches can be effectively used to engage learners in reflective learning and practice. Conclusion Adopting Moustakas’ transcendental phenomenology approach, a better understanding about the lived experiences of medical learners regarding learning in narrative medicine was identified. Learner hesitancy should be tackled with care by educators so as to support learners with strategies that address guidance, relationship, and learning environment. In so doing, medical learners can be facilitated to develop reflective capabilities for professional and personal growth.
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.
Las instituciones se orientan al cumplimiento de una función social y para ello se concretizan en una organización, con un espacio, un tiempo y mediante una distribución de responsabilidades y tareas. Por la historia y la tradición de la universidad argentina la función de docencia - que se realiza en la enseñanza - está asignada generalmente a la cátedra universitaria. Las cátedras se denominan en general con el nombre de la disciplina o área de conocimiento que se enseña, lo que pone en evidencia la importancia de esta función. Si bien este artículo recupera algunos resultados de nuestra investigación acerca de los estilos de enseñanza de la cátedra universitaria, esta forma de organización ya se presentaba como una noción relevante en estudios situados en el campo de la didáctica universitaria que habíamos desarrollado con anterioridad. Los objetivos del presente trabajo son analizar los sentidos y significados atribuidos a la cátedra universitaria, así como presentar los aspectos institucionales y pedagógico – didácticos que la constituyen.
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El desarrollo de las sociedades ha impulsado el surgimiento de nuevos modelos educativos en correspondencia con sus necesidades, lo que motiva que numerosos investigadores se dedican al estudio de las ciencias. De esta manera el autor a partir del análisis de las situaciones hodiernas que se desarrollan en el proceso de enseñanza-aprendizaje de la disciplina Pesquisa Operacional del 4º año del curso de Matemática del Instituto Superior de Ciencias de la Educación, ha realizado una investigación que el sobrellevó a la elaboración de una alternativa didáctica. La alternativa didáctica se presenta como un instrumento para el mejoramiento del proceso de enseñanza-aprendizaje y fue elaborada mediante la utilización de métodos científicos. Incluye acciones del profesor para la enseñanza, del estudiante para el aprendizaje y del grupo, que se desarrollar en las etapas de diagnóstico, planificación, ejecución y controlo.
El presente trabajo se realizó para analizar los patrones de interacción comunicativa en las clases de algunos profesores de la Licenciatura en Matemáticas de la Universidad Pedagógica y Tecnológica de Colombia (UPTC). La investigación es cualitativa, interpretativa y hermenéutica. Se examinaron clases de un profesor, donde cada sesión se distribuyó en configuraciones didácticas y se analizaron las interacciones de cada configuración. En los resultados es preciso destacar que, entre las interacciones más frecuentes, se encuentran: la pregunta corta por parte del docente, al igual que la respuesta individual corta por parte del estudiante; las aclaraciones y explicaciones cortas del docente; la explicación amplia del docente y la autorespuesta por parte del mismo. De lo anterior, se puede concluir que, la clase del profesor, es de tipo tradicional-tecnológico.
Initial teacher education programmes offer inclusive education modules that seek to prepare teachers for teaching diverse learners. While there is growing research on the content and pedagogy of inclusive education modules, relatively less attention has been given to the assessment of these modules. This paper focuses on the challenges of promoting authenticity, academic depth and rigour in inclusive education through assessment tasks. Drawing on Cochran-Smith and Lytle’s (1999) concepts of knowledge for-, in- and of- practice in education, we critically reflect on three approaches used to assess an inclusive education course over a number of years. The first approach required pre-service teachers to articulate their understanding of important concepts associated with inclusive education, the second required them to provide evidence of their ability to use inclusive strategies, while the third approach provided opportunities for them to participate in a research project about inclusionary and exclusionary practices in schools. We find that these approaches represent inclusive education knowledge with different degrees of conceptual integrity and provide opportunities for pre-service teachers to participate in authentic academic and professional practices to different extents. We conclude by suggesting how the assessment of inclusive education can be approached so that neither academic rigour nor authenticity is compromised.