Hasil untuk "Theory and practice of education"

John W. Curtis, Ashley N. Haines, Nazir Barekzi

Course-based undergraduate research experiences (CUREs) have been widely hailed as an innovative approach to engage students in college coursework through exposure to authentic research, leading to improved persistence and more equitable access to research opportunities. This article presents an analysis of the impact of implementing a novel type of CURE across the biology curriculum at one public historically black university, introducing a community focus through a partnership with a local nonprofit organization working to restore a polluted local river. The analysis incorporates survey research on student science identity and sense of belonging with administrative records on persistence to graduation and limited data on graduates’ further education and careers. We find that more of the students who completed these novel CUREs graduated on time with a biology degree than those who did not complete CUREs, and that most biology graduates do go on to use their degrees in further education and/or careers in science or healthcare. We discuss the limitations of our analysis, including the relatively short timeframe covered by our data, the almost incalculable impact of the COVID-19 pandemic, and the retrospective nature of our assessment.

Ulla Saastamoinen, Lasse Eronen, Antti Juvonen et al.

Purpose – Schools have a significant role in ensuring children's wellbeing as children spend a lot of time at school. Students need to have an active role in their learning and an opportunity to participate in issues concerning wellbeing and studying. This research examines students' wellbeing in an innovative learning environment. The classroom is built with professionals, teachers and students (aged 9). The authors call it Learning Ground. Design/methodology/approach – Students' wellbeing was measured with smart device application for a six-week period. Students answered the questionnaire with a Likert scale of five (very poor – excellent) responses. Two weeks during the six weeks research period, students were able to use digital study aids, EEG-biosensor headsets, to observe the effectiveness of their learning, defined by NeurSky app. The EEG-biosensors enabled students to use a tool to recognise their own learning factors during the lessons. The effectiveness was available to students via tablets all the time. Findings – The students at the Learning Ground are satisfied with wellbeing and the environment support for students' wellbeing experience is notable. They have “good vibes” before and after the school day. When wearing EEG-headsets “study aids”, which enabled them to observe their learning via tablets at lessons, the wellbeing experience in the mornings even increased. Originality/value – Schools need to be visionaries concerning 21st century learning and children's wellbeing. Building flexible learning environments and bringing innovative technologies into schools to provide active support for students will enable 21st century learning. Wellbeing of children should become first when developing the future schools.

Brian Moore, Stuart Woodcock, Stephan Kielblock

Inclusive education for all students is an important educational approach for promoting equity and diversity within our society. However, teachers have often struggled to fully enact inclusive practices and policies. The current study proposed that inclusive values can function as an overarching framework within which other constructs are considered to measure and enact inclusion. In particular, this study operationalised pro-social behaviour and resilience for this purpose. This offers a pragmatic way for thinking about inclusion and has potential as a measure of inclusive behaviours. One hundred and five primary and secondary school students provided cross-sectional quantitative data regarding pro-social behaviour and resilience. Results found a consistent pattern between pro-social behaviour and the mastery and relatedness dimensions of resilience. In particular, relatedness was consistently associated with pro-social behaviour; although differences were observed between primary and secondary school students. Within a framework of inclusive values, these results suggest a promising approach for promoting inclusive behaviours among students.

Proshlyakov, Vladimir D., Ponomareva, Galina V., Kotova, Galina V. et al.

The article is devoted to the analysis of objective and subjective factors affecting the health and motor activity of university students during their studies. Taking into account the real events in our country today, the authors believe that, the Ministries of the Russian Federation, which are responsible for educational institutions, should reconsider the attitude to physical education of children, adolescents and youths: students should be required to have an annual positive dynamics of physical fitness indicators, and applicants should have the “Ready for the Labor and Defense” sign when enrolling in many faculties, including medical ones. In universities, within the hours allocated to “Elective disciplines of physical education”, it is necessary to introduce a theoretical course (module) “Fundamentals of health improving physical education” in the amount of 70–72 hours for the 3rd year students.

Noeli Prestes Padilha RIVAS, Cristina Cinto Araujo PEDROSO, Delma Rosa dos Santos BEZERRA

O presente artigo trata do estágio curricular desenvolvido no curso de pedagogia, em uma instituição pública estadual paulista, implantado em 2002. Tem como objetivo analisar o estágio de didática II, apoiando-se em mediadores essenciais, tais como o diálogo, o pensamento crítico e analítico e a ação coletiva. Fundamenta-se no método do materialismo histórico-dialético, situando as categorias mediação e atividade, e utiliza o ensaio teórico como base metodológica na análise do referido tema. Considerar o estágio curricular como campo de conhecimento implica aferir-lhe um estatuto epistemológico que rompa com sua tradicional concepção, ou seja, a de ser atividade prática instrumental assentada em modelos que reduzem a atividade docente a um fazer artesanal. Conclui-se que a compreensão do estágio como elemento mediador do desenvolvimento docente, apresentada neste artigo, contribui para pensar a formação inicial do professor com base em perspectiva mais complexa e processual.

Parmin Parmin, Erna Noor Savitri, Yahya Nur Ifriza

<p>The research specifically aims to create an application of scientific work independence instruments through Science Integrated Learning (SIL) for various education levels (primary, secondary, tertiary). The SIL model is applied in learning to find specific indicators for scientific work independence following students' development. This study applied the Research and Development methodology. Product testing was conducted in elementary schools, junior high schools, senior high schools, and universities. Based on the research results, SIL V1.0 App is a software developed based on mobile apps in the form of an Android application that is installable on a device with Android OS as the operating system. The application is named SIL V1.0 Apps, an acronym for Science Integrated Learning Application. The scientific work independence instrument developed by referring to Piaget's theory has a characteristic where the level of independence at each stage of scientific work is based on the development of children's learning psychology. Scientific work independence application at various education levels, which refers to Piaget's Theory, has more precise boundaries because it is adjusted to children's psychological development. The difference in learning independence level occurs because of the age difference.</p>

Erandy Itzel Gómez Acosta, Agustín Lagunes Domínguez, Carlos Arturo Torres Gastelú

Este trabajo muestra una revisión bibliográfica sobre los aportes de la modalidad virtual para el aprendizaje en el desarrollo de competencias investigativas. Se revisan dos ejes de análisis, los cuales son: competencia investigadora y modalidad virtual para el aprendizaje, para lo cual se realizó una revisión bibliográfica con artículos científicos de no más de cinco años de antigüedad. Los resultados muestran que el enfoque cuantitativo fue predominante para los dos núcleos temáticos, se identifica que los estudiantes pueden desarrollar las competencias para la investigación por medio de un curso virtual, además se reconoce que la modalidad virtual proporciona al profesor rapidez para llevar a cabo la tarea de retroalimentación y orientación; sin embargo, existe la necesidad de fortalecer la interacción entre estudiantes y profesores.

Witri Rahmayani, Zetra Hainul Putra, Eddy Noviana

This study aims to design a learning trajectory of cubes and rectangular prisms with a realistic Indonesian mathematics education approach. This study uses design research as a method to achieve the objectives of this study. Design research consists of 3 stages: the preliminary stage, the experiment stage, and the retrospective analysis stage. To check the validity of the data used, the researchers used triangulation techniques, especially source triangulation. To explore the validity of the information, the researchers used several data sources, namely interviews with several students, observations from videos during learning, and observations of student worksheets. The designed learning trajectory was tested two times, namely a pilot study with four students and a teaching experiment with eight students from fifth graders. The results showed that the design of the cube and rectangular prisms learning trajectory with an Indonesian realistic mathematics education approach facilitated students' understanding of the concept of cubes and rectangular prisms..

Noelia Ceballos López, Ángela Saiz Linares

Este trabajo tiene como foco de indagación los procesos de participación familiar en las escuelas de educación infantil y primaria. Para ello, se ha realizado una revisión bibliográfica y normativa bajo un diseño de carácter cualitativo de revisión sistemática de la literatura (análisis de contenido). De dicho análisis emerge una cartografía de la relación familia-escuela en torno a tres ejes: los procesos de enseñanza-aprendizaje, la atención a la diversidad; y la participación de las familias en la organización y gestión de la escuela. Finalmente, enunciamos algunas reflexiones que buscan contribuir a la reflexión sobre la relación familia-escuela y encaminar significados y actuaciones comprometidas con los objetivos inclusivos y democráticos.

Lorena Ferrer Gramatges, Marta Beatriz Insua Riera, Dainiel Rodriguez Mesa

Las Tecnologías de la Información y las Comunicaciones tienen una gran influencia en todos los campos de la actividad humana en la actualidad, y la educación no es la excepción. En el caso del proceso de enseñanza-aprendizaje de lenguas extranjeras, específicamente el inglés, estas tecnologías brindan disímiles oportunidades para el desarrollo de las diferentes habilidades: comprensión auditiva, lectura, expresión escrita y expresión oral. De la misma manera, para los estudiantes de lenguas extranjeras, el conocimiento de los variados aspectos de las culturas de otros pueblos resulta esencial. Entre estos se pueden mencionar, además de la propia lengua, las costumbres, valores, creencias, lenguaje corporal, entre otros. Teniendo presente todo lo anterior, se decidió elaborar la webquest Meeting a Foreign Culture, para mejorar las habilidades de expresión oral en el tema Cultural Differences de los estudiantes del año preparatorio de la Licenciatura en Lengua Inglesa con Segunda Lengua Extranjera en la Universidad Central “Marta Abreu” de Las Villas. Con el uso de esta herramienta, los estudiantes pueden desarrollar todas las dimensiones del idioma, ya sea la forma, el significado, el uso, y perfeccionar estrategias para comunicarse de manera efectiva.

Juan José González Ortiz

Sandra Romero Martín

Branka Kovačević , Biserka Košarac

The authors in this introductory part analyze problem of students’ communicative competencies as well as possibilities for their abetment in teaching process. In this paper we have presented a review of previous tangent research of students’ communicative competencies in teaching process. The aim of the research is to identify dimensions of teachers’ role in encouraging of students’ communication competences in teaching, based on the sample of 275 teachers. In the research we have applied the scale for assessment of teacher role in encouraging the development of students’ communicative competence in teaching. The research results clearly show that the dimensions of teacher’s role in encouraging the development of student’s communicative competences are directed to: 1) encouraging cooperation and toleration in communication, 2) encouraging free thinking in teaching and learning process, and 3) encouraging empathy in communication. The authors in this paper do suggest that a team of experts should be involved (pedagogue, andragogue, psychologist, sociologist, communicologist) in the process f creation and realization of the unique program for teacher’s continual professional training in the field of improvement of communication quality and improvement of exhortation development of student’s communicative competences in the teaching process.

Rochmiatun Rochmiatun

The research aim was to describe the improvement of grade X.3 SMA N 3 (State Senior High School) student’s economic learning outcome through group discussion method. The respondents of this research were 32 Grade X.3 students of SMA N 3 Sukoharjo. The research was conducted in two cycles, every cycle had four steps. The steps were (1) planning, (2) acting, (3) observing, (4) reflecting. The results of this action research were divided in two cycles.  In the first, cycle students average score was 70,31 higher than before. In the second cycle, students average score was 79,59. Based on those results, the implementation of group discussion method improved the learning outcome of grade X.3 students of SMA N 3 Sukoharjo in the economic subject. Keywords : Group Discussion Method, Learning Outcome, Economic

Leila Cristina Aoyama Barbosa Souza

Este artigo discute a repercussão das políticas educacionais brasileiras nesta segunda década do século XXI. Trata-se de um ensaio teórico fundamentado em autores que discutem a precarização da educação no Brasil pela adoção de políticas públicas que mantém a relação de poder e domínio entre classes sociais e em reflexões sobre a função da escola para a sociedade contemporânea. Sob a luz da teoria histórico-cultural e das pedagogias sociocríticas defende-se o movimento contra-hegemônico dos profissionais da educação aos modelos institucionais vigentes.

Luciana de Araújo Nascimento-Guaraldo, Célio Juvenal Costa

Este texto tem o objetivo de apresentar algumas reflexões referente a reforma da Universidade de Coimbra, realizada no reinado de D. João III, século XVI. Mediante a análise desse período chamamos atenção para dois aspectos presente na vida da instituição: contratação docente e reorganização financeira. Percebemos que esses dois aspectos podem ser compreendidos como algumas das diretrizes da Coroa portuguesa para reformar a Universidade de Coimbra. Por meio da analise e apresentação das fontes documentais, cartas e alvarás remetidos a Universidade pela Coroa, procuramos demonstrar ao leitor a importância desse momento para a história das instituições de ensino não apenas portuguesas, mas também brasileiras, já que depois desse fato a Universidade de Coimbra passou a ser considerada o centro de formação do Império, responsável pela formação dos quadros dirigentes da sociedade, tanto no plano eclesiástico como civil, no reino e em territórios de ultramarinhos. Acreditamos que investigar esse momento histórico da Universidade de Coimbra colabora na compreensão dos objetivos de formação humana que se pretendia naquele período.

Denise Daddi

Deborah Parra

In 1995 Griffith University undertook a review of the provision of learning assistance for undergraduate students across its five campuses. One outcome of that review was the introduction of a multi-campus, computer-based, delivery system intended to support broader learning assistance activities. This paper describes the delivery system and the learning assistance resources and shares feedback from students and staff who engaged with the resources in semester one 1997. Highlighted are some broader issues associated with increasing the flexibility and accessibility of learning assistance to a larger, more diverse student population.

L.F.W. Klerk de

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