Introduction. The problem of the research is connected with the constant change of the life rhythm caused by technocratic innovations. The neeed for new skills is today an integral component of a multifaceted life in a rapidly changing society. In this regard, the issues of continuous education carry a deep meaning of the objective variability of human life in the context of a dynamically changing reality.Materials and methods. The research methodology is based on the use of a set of methods of scientific knowledge: analysis, classification, systematization, comparison, generalization. Dissertation studies on Pedagogy, the title of which contains the category «continuous education», coducted in the period from 2000 to 2022, served as an empirical base.The Research results. Based on the data obtained through scientometric analysis of dissertation studies, the specified semantic units of the studied scientific and pedagogical content have been recorded; thematic clusters containing in the title significant areas of scientific and practice-oriented topics on the problem of continuous education have been determined.Discussion and conclusion. The evolution of the scientific direction «continuous education» has been revealed, quantitative indicators of its state, the degree of development and demand for pedagogical practice have been determined. An objective picture of the development of this scientific direction has been obtained and its prospects as a subject of scientific and pedagogical discourse ahave been determined.
Nesta investigação se propôs analisar as contribuições da Estratégia de Ensino Estudo de Caso (EEC) para o desenvolvimento de habilidades didáticas na formação inicial de professores de Química. Com abordagem qualitativa, a pesquisa participante foi conduzida em uma turma de licenciatura, na qual foi implementada uma sequência didática para a resolução e planejamento de um caso investigativo sobre uma Fake News no contexto pandêmico da Covid-19. O corpus constituído para análise e discussão foi composto pelas sequências didáticas planejadas pelos 14 participantes e a transcrição dos diálogos durante a socialização, que foram posteriormente tratados pela Análise Textual Discursiva. O novo emergente revelou as categorias “Postura mediadora e provocativa do professor” e a “Articulação pedagógica do conteúdo químico” que expressaram as habilidades de ensino manifestadas no processo formativo, relacionando-se com os principais pressupostos da EEC, seu caráter investigativo e o encaminhamento pedagógico do conhecimento químico para sua aprendizagem.
Christian M. Stracke, Ramesh Chander Sharma, Aras Bozkurt
et al.
In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the “new normal.” Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative—to improve formal education at a distance in schools and universities in the future.
ABSTRACT Determining the antibiotic sensitivity of disease-causing microorganisms is a fundamental process in a clinical microbiology laboratory. With the continued use of antibiotics, the emergence of antibiotic resistance has become a significant health issue. However, the principles and laboratory testing to determine antibiotic sensitivity are generally not taught to first-year undergraduate students. This is partly due to the limited time to cover the fundamental biology of microorganisms and the mechanism of action of antibiotics in an introductory course. We overcame these limitations by teaching first-year students the fundamental principles of antibiotic sensitivity using an online data generator/simulation. Using the Kirby-Bauer disk diffusion test, students replicated the effects of antibiotic dose on bacterial growth and determined the antimicrobial susceptibility testing of their allocated bacterium. After 2–3 weeks, the antimicrobial sensitivity testing was replicated in an authentic face-to-face laboratory setting over 2 days. The impact of the intervention on student learning was assessed using a written laboratory report and a short questionnaire containing Likert and free-text questions. Student self-reported understanding of the content rose significantly, with nearly all students passing the written assessment. The approach was found to be enjoyable and interactive and facilitated authentic learning in first-year students. This cohort of students will continue to use more advanced versions of this simulation in future years, allowing for the long-term benefits of this approach to be assessed.
Fabio de Souza Lopes, Silviene Fabiana de Oliveira, Maura Helena Manfrin
et al.
A Constituição Federal brasileira de 1988 estabelece que é dever do Estado ofertar educação básica gratuita a todos os brasileiros, independentemente da idade. O desafio da educação de qualidade transcende garantir um número suficiente de vagas nas escolas, e passa pela reflexão acerca dos processos e dos conteúdos de ensino, além de políticas que garantam a capacitação de professores, para que estes sejam capazes de adotar as estratégias mais adequadas para formar cidadãos e profissionais com espírito crítico e pensamento reflexivo. Neste contexto, a Educação de Jovens e Adultos (EJA) compreende uma das mais complexas e desafiadoras políticas de Estado na área da Educação. O método de ensino mais utilizado na EJA é a aula teórica expositiva, entretanto, considerando as reflexões acerca dos benefícios do uso de estratégias alternativas, que valorizam o ensino por investigação, a proatividade e a interação, urge a importância de estimular docentes a diversificarem suas atividades de ensino. Associar aulas expositivas com atividades interativas, tais como os jogos didáticos, pode ter um impacto positivo sobre o pensamento crítico e a autoconfiança, além de estimular o diálogo entre pares e o trabalho em equipe. Porém, por se tratar de discentes com idade superior a 18 anos, questiona-se se o uso desse tipo de atividade interativas no ensino poderia prejudicar a motivação, tendo em vista que muitos associam tais atividades ao ensino infantil. Nesse trabalho apresentamos um histórico sobre a Educação de Jovens e Adultos no Brasil e discutimos o uso do lúdico como estratégia de ensino para esse público. Para a discussão do uso do lúdico, realizamos uma pesquisa em uma escola de ensino médio visando comparar a motivação e percepção da aprendizagem de alunos de ensino médio da EJA após aula expositiva sobre conteúdos de Ecologia em contraste com a utilização de um jogo didático. Visando alcançar esse objetivo, 84 alunos de ensino médio da EJA foram convidados a participar da pesquisa realizando autoanálise com o uso de um questionário desenvolvido para essa finalidade. Todos os alunos foram submetidos às mesmas atividades de ensino, porém, enquanto 50% responderam ao questionário sobre motivação e percepção da aprendizagem após a aula expositiva, os demais responderam ao mesmo questionário após a atividade lúdica. Os dados foram comparados por meio do teste Exato de Fischer com correção de Yates (95% IC). Em nossos resultados não foram observadas diferenças significativas quanto à motivação e a percepção de aprendizagem, considerando o ponto de vista dos alunos. Concluímos que foi possível inserir jogos didáticos no ensino de Ecologia para discentes da EJA sem prejuízo da motivação e da percepção da aprendizagem.
Diane D. Bricker, Huda S. Felimban, Fang Yu Lin
et al.
Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of principles and practices that are essential for teams and programs to employ if they are to ensure effective and sustained change. Despite the recognized complexity of collaboration in EI/ECSE, few systems frameworks have been proposed that organize the essential components of effective collaboration. We offer a framework that defines the core components of collaboration in EI/ECSE. The proposed system further identifies and operationalizes the infrastructure and practices associated with the components and the levels of action at which these practices operate.
The transience of time and the use of information and communication technology (ICT) have led to the urgent necessity – the formation of the educational process subjects’ ICT competence. In today’s educational sector in Ukraine and foreign countries, the studied phenomenon has acquired special significance. The goal: a) theoretical analysis of various aspects of the individual’s ICT competence formation, clarification of the essential content of the concept and offer its working definition; b) figuring out psychological factors of influence and their constructs on the ICT competence formation; determination of criteria, indexes and levels of the studied phenomenon formation; c) empirical study of the influence of psychological factors on the ICT competence formation in applicants for educational services of higher education institutions (part-time students of 2 Ukrainian universities). Conceptually psychological factors which have an influence on the ICT competence formation were characterized. The main criteria of ICT competence were offered, their indexes were defined and the description of levels of formation was given. According to the results of the empirical study the dependence of the influence of various psychological factors on the ICT competence formation in accordance with the pedagogical experience of 187 respondents was found out.
K. Svensberg, B. G. Kalleberg, E. O. Rosvold
et al.
Abstract Background An ageing population leads up to increasing multi-morbidity and polypharmacy. This demands a comprehensive and interprofessional approach in meeting patients’ complex needs. This study describes graduate students’ experiences of working practice based in interprofessional teams with complex patients’ care needs in nursing homes. Method Students from advanced geriatric nursing, clinical nutrition, dentistry, medicine and pharmacy at the University of Oslo in Norway were assigned to groups to examine and develop a care plan for a nursing home patient during a course. Focus groups were used, 21 graduate students participating in four groups. Data were collected during spring 2018, were inductively analysed according to a thematic analysis method (Systematic Text Condensation). An analytical framework of co-ordination practices was applied to get an in-depth understanding of the data. Results Three themes were identified: 1) Complex patients as learning opportunities- an eye-opener for future interprofessional collaboration 2) A cobweb of relations, and 3) Structural facilitators for new collective knowledge. Graduate university students experienced interprofessional education (IPE) on complex patients in nursing homes as a comprehensive learning arena. Overall, different co-ordination practices for work organization among the students were identified. Conclusions IPE in nursing homes facilitated the students’ scope from a fragmented approach of the patients towards a relational and collaborative practice that can improve patient care and strengthen understanding of IPE. The study also demonstrated the need for preparatory teamwork training to gain maximum benefit from the experience. Something that can be organized by the education institutions in the form of a stepwise learning module and as an online pre-training course in interprofessional teamwork. Further, focusing on the need for well thought through processes of the activity by the institutions and the timing the practice component in students’ curricula. This could ensure that IPE is experienced more efficient by the students.
En este artículo se muestran parte de los resultados de una investigación cuyo propósito fue explorar la perspectiva de profesores universitarios sobre la formación docente por competencias en Venezuela. El objetivo de este estudio consiste en reflexionar sobre los puntos de encuentro de las voces de los profesores universitarios acerca de la formación permanente en competencias en el contexto actual venezolano. Metodológicamente el estudio se apoyó en la investigación cualitativa, se enmarcó en el paradigma interpretativo, bajo la orientación de la fenomenología como método; en correspondencia con este, se seleccionó la entrevista en profundidad como técnica para la recolección de datos y los informantes fueron seis docentes de tres universidades públicas venezolanas. Los hallazgos señalan la necesidad de una formación docente basada en la enseñanza reflexiva y la integración de saberes y asumido como un proceso sistemático, continuo y permanente dirigido al desarrollo de competencias que permitan enfrentar la complejidad del acto educativo en el contexto venezolano, marcado por la crisis en aspectos económicos y sociales.
Special aspects of education, Theory and practice of education
A arquitetura escolar possui um histórico que não demonstra transformações significativas no que diz respeito às condições físicas e se perpetua ao demonstrar um caráter marcantemente formal e estabelecer rigidez, com pouco dinamismo para a utilização de seus espaços. Em meio a esta questão, este artigo busca responder à pergunta sobre quais as condições arquitetônicas os laboratórios de Ciências, nos anos iniciais das escolas públicas do município de Cascavel, PR se encontram. A escolha pelo laboratório escolar justifica-se pela relevância das experimentações no Ensino de Ciências. Este estudo percorreu os caminhos da pesquisa bibliográfica, documental e de campo a fim de trazer contribuições significativas a respeito do tema levantado. A partir dos dados da pesquisa, constatou-se que das 51 escolas públicas de Ensino Fundamental I, apenas 8 delas possuem laboratório de Ciências, dentre as quais 5 foram visitadas. A pesquisa indica que a arquitetura escolar precisa se abrir aos programas pedagógicos escolares a fim de proporcionar ambientes condizentes com tais propostas, tornando o espaço escolar um ambiente possibilitador de descobertas e construção do saber.
Yunia Isni Siddiq, I Komang Sudarma, Alexander Hamonangan Simamora
Penelitian pengembangan ini dilatarbelakangi oleh rendahnya hasil belajar tematik siswa, yang disebabkan karena kurangnya media pembelajaran tematik untuk memfasilitasi siswa dalam belajar. Penelitian ini bertujuan untuk mendeskripsikan rancang bangun animasi dua dimensi, dan mendeskripsikan kualitas hasil validasi animasi dua dimensi. Model yang digunakan dalam penelitian pengembangan ini adalah model ADDIE. Metode yang digunakan dalam pengumpulan data yaitu wawancara, pencatatan dokumen, observasi dan kuesioner. Hasil penelitian (1) rancang bangun animasi dua dimensi pada pembelajaran tematik meliputi lima tahapan, yaitu: analisis, desain, pengembangan, implementasi, dan evaluasi. (2) hasil uji validasi yang dilakukan oleh para ahli dan subyek uji coba produk menunjukkan bahwa animasi dua dimensi pada pembelajaran tematik valid berdasarkan: (a) hasil review ahli isi pembelajaran dengan kualifikasi sangat baik (94,5%), (b) hasil review ahli desain pembelajaran dengan kualifikasi sangat baik (95%), (c) hasil review ahli media pembelajaran dengan kualifikasi sangat baik (95%), (d) hasil uji coba perorangan dengan kualifikasi sangat baik (90,91%), (e) dan hasil uji coba kelompok kecil dengan kualifikasi sangat baik (92,42%). Jadi, penelitian menunjukkan bahwa animasi dua dimensi berada pada kualifikasi sangat baik.
Anelise Grünfeld de Luca, Sandra Aparecida dos Santos, José Claudio Del Pino
et al.
O presente artigo pretende apresentar e discutir a experimentação contextualizada e interdisciplinar como uma proposta para o ensino de ciências. Para tal inicialmente explicitam-se os conceitos de contextualização e interdisciplinaridade fundamentando-os teoricamente e discutindo-os na perspectiva que vislumbre possibilidades e contrapontos para a sua efetividade em sala de aula. E, em seguida apresenta-se a proposta de experimentação contextualizada e interdisciplinar evidenciada no livro “Dialogando Ciência entre sabores, odores e aromas contextualizando os alimentos química e biologicamente”, que pretende uma experimentação voltada para um contexto real e de vivência do aluno, no caso os alimentos, buscando explorar de forma ampla e dialogada entre diferentes áreas do saber, principalmente a Química e a Biologia.
<p>Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour “human colour” or “skin colour”. This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the Western Cape, investigated Grade 3 learners’ attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.</p>
En el presente texto se aborda una investigación de corte cualitativo, de investigación acción en el aula, que propone actividades lúdicas con robots educativos como pilar de la educación en tecnología, y que tiene como objetivo motivar a los estudiantes y a los educadores para que formulen y apliquen estrategias educativas innovadoras que utilicen como instrumento didáctico plataformas robóticas y dispositivos tecnológicos que hayan concluido su vida útil. De este modo se busca provocar en los estudiantes de educación básica, entusiasmo por desarrollar habilidades que les permitan la construcción de saberes, para dar un uso fundamentado, responsable y crítico a la tecnología. Adicionalmente la propuesta didáctica involucra a los estudiantes en actividades lúdicas con robots educativos para que desarrollen conceptualizaciones que les permitan abordar problemas cotidianos relacionados con el adecuado uso de la tecnología.
Abstrak
Penelitian ini bertujuan untuk memperoleh gambaran faktor-faktor yang mempengaruhi minat siswa SMP PGRI Tambun Selatan yang melanjutkan studi ke sekolah menengah kejuruan. Metode yang digunakan adalah metode deskriptif dengan jenis penelitian survei. Populasi dalam penelitian ini adalah siswa kelas IX SMP PGRI Tambun Selatan yang memiliki minat melanjutkan studi ke SMK sebanyak 165 siswa. Teknik sampling yang digunakan dalam penelitian adalah sampling jenuh dengan jumlah sampel dalam penelitian ini diambil dari semua anggota populasi yaitu sebanyak 165 siswa. Uji coba instrumen berisikan 48 butir pernyataan yang diberikan kepada 46 responden. Hasil perhitungan uji validitas diperoleh 33 butir pernyataan yang valid dan 15 butir pernyataan yang drop. Uji reliabilitas terhadap butir pernyataan yang valid memperoleh hasil sebesar 0,858. Angka tersebut menunjukan bahwa instrumen yang digunakan mempunyai reliabilitas yang sangat tinggi. Penelitian ini menggunakan analisa deskriptif presentase untuk menggambarkan faktor-faktor yang mempengaruhi minat siswa kelas IX SMP PGRI Tambun Selatan melanjutkan studi ke SMK. Hasil penelitian menunjukan bahwa faktor yang mempengaruhi minat melanjutkan studi ke SMK adalah faktor dorongan dari dalam (The Factor of Inner Urges) sebesar 26.52%, faktor motif sosial (The Factor of Social Motive) sebesar 37.96%, dan faktor emosional (Emosional Factors) dengan persentase sebesar 35.53%. Kesimpulan penelitian ini adalah siswa kelas IX SMP PGRI Tambun Selatan yang minat melanjutan studi ke sekolah menengah kejuruan didominasi oleh faktor motif sosial (The Factor of Social Motive). Implikasi dari hasil penelitian ini adalah Guru BK memaksimalkan peranan dengan melakukan strategi penyelenggaraan pela-yanan bimbingan karir dan memaksimalkan kompetensi siswa sesuai dengan minat yang dimilikinya.
Kata kunci : Faktor-faktor yang mempengaruhi minat, Siswa SMK
Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.
José Miguel Correa Gorospe, Estíbaliz Jz. De Aberasturi Apraiz, Luis Pedro Gutiérrez Cuenca
Elkarrikertuz (www.elkarrikertuz.es) is a project about networks, creativity and learning that part of a task in teacher training to become an opportunity to find meaning and place in communities of practice, learning through projects, using digital technology resources or portfolios. The expanded university has the last stage of the research group evolution in a project in three described phases. The questioning attitude is the bedrock of identity of the project. We use in this paper the image and text as communicative action graphic narrative inquiry.
Edward Goulart Junior, Hugo Ferrari Cardoso, Luiza Calori Domingues
et al.
O artigo apresenta pesquisa realizada junto a servidores públicos de uma Instituição de Ensino Superior (IES) que teve como objetivo diagnosticar a presença do estresse nessa população, a fase do estresse em que os indivíduos se encontram e a predominância de sintomas, se físicos ou psicológicos. Objetivou também caracterizar o quadro sintomatológico da população que experimenta estresse e os principais estressores do contexto de trabalho onde os participantes atuam. A pesquisa revelou que 46,6% dos participantes estão experimentando estresse, a sua maioria se encontra em fase de resistência com predominância de sintomas psicológicos. Entre os principais estressores dos contextos de trabalho, destacaram-se o ambiente físico do local de trabalho, infraestrutura do setor de trabalho, processo de avaliação de desempenho profissional adotado pela IES, baixo reconhecimento atribuído ao trabalho realizado e o número reduzido de servidores em determinados setores. Os resultados revelaram a avanço da presença do estresse nessa amostra e a necessidade de ações adequadas de políticas e práticas de gestão de pessoas que visem atuar para minimizar esse fenômeno.
Hay un amplio acuerdo entre los investigadores en que una enseñanza en profundidad de los conceptos y modelos favorecerá su aprendizaje. El análisis de las propuestas y afirmaciones hechas por profesores en formación y en activo en relación a la enseñanza de la energía en Bachillerato (17/18 años) nos permite afirmar que la enseñanza habitual deja de lado aspectos importantes de dicho concepto. Esta sería una de las razones que explicarían la escasa comprensión con que terminan los estudios los alumnos de Secundaria.