Hasil untuk "Special aspects of education"

علی خدائی, امید شکری

اشتیاق‌مندی تحصیلی یکی از عناصر اساسی فزونی تجارب موفقیت‌آمیز تحصیلی و کاهندة میزان افت تحصیلی در یادگیرندگان تلقی می‌شود. بنابراین، دسترسی به ابزارهای روا و پایا برای سنجش این فراسازة چندوجهی از اهمیت زیادی برخوردار است. بر این اساس، این پژوهش با هدف تحلیل روان‌سنجی نسخه فارسی مقیاس اشتیاق‌مندی تحصیلی برای نوجوانان (مارتینز و پرز ـ فیونتیز، 2024)، انجام شد. در این مطالعة توصیفی پیمایشی، از جامعه آماری دانش‌آموزان متوسطه اول منطقة 4 آموزش و پرورش شهر تهران در سال تحصیلی 1403-1402، تعداد 350 نوجوان (180 دختر و 170 پسر) با استفاده از روش نمونه‌گیری دردسترس انتخاب و به مقیاس علاقة تحصیلی برای نوجوانان (لیو، دانگ و اکوی، 2019) و مقیاس پایستگی انگیزشی (کنستانتین، هالمن و هاجباتا، 2011)، پاسخ دادند. داده‌ها با استفاده از روش آماری تحلیل عاملی تاییدی و به کمک نرم‌افزار AMOS-20 تحلیل شدند. نتایج تحلیل عاملی تاییدی نشان داد که مقیاس اشتیاق‌مندی تحصیلی برای نوجوانان با ساختاری مشتمل بر سه بُعدِ اشتیاق‌مندی شناختی، اشتیاق‌مندی عاطفی/هیجانی و اشتیاق‌مندی رفتاری، از روایی عاملی خوبی برخوردار بود. علاوه بر این، نتایج مربوط به همبستگی بین ابعاد اشتیاق‌مندی تحصیلی برای نوجوانان با پایستگی انگیزشی و علاقه تحصیلی در آنها، از روایی ملاکی نسخه فارسی مقیاس اشتیاق‌مندی تحصیلی، حمایت کرد (001/0>P). در مجموع، نتایج این پژوهش ضمن حمایت از مواضعِ نظری مدل مفهومی سه‌وجهی در قلمرو مطالعاتی اشتیاق‌مندی تحصیلی، نشان داد که نسخة فارسی مقیاس اشتیاق‌مندی تحصیلی برای نوجوانان، به مثابة ابزاری چندوجهی، برای سنجش فراسازة اشتیاق‌مندی تحصیلی نوجوانان ایرانی، ابزاری روا و پایا، بود.

L. Belli, Antonio Cilfone, Luca Davoli et al.

The ongoing diffusion of Internet of Things (IoT) technologies is opening new possibilities, and one of the most remarkable applications is associated with the smart city paradigm, which is continuously evolving. In general, it can be defined as the integration of IoT and Information Communication Technologies (ICT) into city management, with the aim of addressing the exponential growth of urbanization and population, thus significantly increasing people’s quality of life. The smart city paradigm is also strictly connected to sustainability aspects, taking into account, for example, the reduction of environmental impact of urban activities, the optimized management of energy resources, and the design of innovative services and solution for citizens. Abiding by this new paradigm, several cities started a process of strong innovation in different fields (such as mobility and transportation, industry, health, tourism, and education), thanks to significant investments provided by stakeholders and the European Commission (EC). In this paper, we analyze key aspects of an IoT infrastructure for smart cities, outlining the innovations implemented in the city of Parma (Emilia Romagna region, Italy) as a successful example. Special attention is dedicated to the theme of smart urban mobility.

Eman Sharara, C. Akik, H. Ghattas et al.

BackgroundPhysical inactivity is associated with excess weight and adverse health outcomes. We synthesize the evidence on physical inactivity and its social determinants in Arab countries, with special attention to gender and cultural context.MethodsWe searched MEDLINE, Popline, and SSCI for articles published between 2000 and 2016, assessing the prevalence of physical inactivity and its social determinants. We also included national survey reports on physical activity, and searched for analyses of the social context of physical activity.ResultsWe found 172 articles meeting inclusion criteria. Standardized data are available from surveys by the World Health Organization for almost all countries, but journal articles show great variability in definitions, measurements and methodology. Prevalence of inactivity among adults and children/adolescents is high across countries, and is higher among women. Some determinants of physical inactivity in the region (age, gender, low education) are shared with other regions, but specific aspects of the cultural context of the region seem particularly discouraging of physical activity. We draw on social science studies to gain insights into why this is so.ConclusionsPhysical inactivity among Arab adults and children/adolescents is high. Studies using harmonized approaches, rigorous analytic techniques and a deeper examination of context are needed to design appropriate interventions.

Shouping Hu

Frontmatter for JPSS 3(3)

Wiwiet Eva Savitri, Utami Widiati, Nunung Suryati et al.

Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.

Charles A. Hughes, Jared R. Morris, William J. Therrien et al.

Claudia Raquel Screpnik, Javier Cabrera Mejia , Francisca Negre Bennasar et al.

En la actualidad, uno de los principales retos para los docentes e instituciones educativas es contar con recursos digitales que fomenten la inclusión en el aula. Con el objetivo de identificar los avances en la creación de recursos educativos digitales para la enseñanza de las matemáticas, se llevó a cabo una revisión sistemática de estudios publicados en español e inglés entre 2018 y 2022, consultando bases de datos como Scopus, Web of Science, ERIC, IEEE y PsycINFO. Para realizar este trabajo, se siguieron los lineamientos de la declaración PRISMA (Ouzzani et al., 2016; Page et al., 2021), así como los pasos propuestos por Sánchez-Meca (2022) y las recomendaciones de Marín (2022). Se identificaron las características utilizadas en los recursos digitales y se extrajeron inferencias para proponer principios rectores en la creación de videojuegos educativos enfocados en la enseñanza de las matemáticas. Además, se evaluaron los resultados obtenidos en dichas experiencias y se encontraron evidencias que respaldan el uso de estos recursos digitales, aunque los autores reconocen las limitaciones de su trabajo. Tras la lectura y análisis de los estudios, se destacan ciertos elementos que deben ser considerados en el diseño de estos recursos digitales para garantizar el éxito en su implementación como estrategias didácticas en la enseñanza de las matemáticas.

Eugenia Cornejo Valdivia

Este artículo presenta la caracterización de la trayectoria formativa de los docentes de música de una institución educativa privada escolar limeña con bachillerato internacional, realizada en el año 2019. En ella, mediante formatos de hoja de vida y entrevistas semiestructuradas aplicadas a diez docentes del departamento de música a tiempo completo se analizó la categoría propuesta formación inicial y permanente. Los hallazgos muestran que las trayectorias formativas transitan entre lo musical y lo pedagógico. La formación inicial fue mayoritariamente en música y la formación permanente en pedagogía debido a razones de carácter laboral. Con esta información se proponen tipos de trayectoria formativa. Además, emergieron categorías sobre formación musical y formación en el desarrollo de la ocupación que develan formación permanente en espacios no formales y en el ámbito laboral.

N. Whitton

Over the past decade, there has been an increased use of playful approaches to teaching and learning in higher education. Proponents argue that creating ‘safe’ playful spaces supports learning from failure, management of risk-taking, creativity and innovation, as well as increasing the enjoyment of learning for many students. However, the emergent field of playful learning in adulthood is under-explored, and there is a lack of appreciation of the nuanced and exclusive nature of adult play. This article will first examine the theoretical background to the field, providing an initial definition of ‘playful learning’ through the metaphor of the ‘magic circle’ and presenting a hypothesis of why play is important for learning throughout the life course. Second, it will frame the field by highlighting different aspects of playful learning: playful tools, techniques, and tactics. The third section of the article provides two case studies that exemplify different aspects of play: the  EduScapes  escape room design project, which uses playful failure-based learning, and the  Playful Learning Conference , which employs playful principles to rethink the conference format. The article concludes by highlighting three central issues for this emerging field: lack of a research trajectory; the language of play; and unacknowledged privilege inherent in the use of playful learning. Published: 9 May 2018 This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found  here Citation: Research in Learning Technology 2018,  26 : 2035 -  http://dx.doi.org/10.25304/rlt.v26.2035

Florian Kiuppis

Abstract For the last couple of decades UNESCO has aimed to achieve to a far extent the implementation of the guiding principle of inclusion at all levels in education systems worldwide. The idea that countries ‘should ensure an inclusive education system at all levels’ is also a central objective of the UN Convention on the Rights of Persons with Disabilities. This Introduction to the Special Issue explores what participation as an aspect of inclusion means in general, and realistically can mean in sport and quality physical education in particular. Sport is introduced as a context in which, unlike in education, the individual choice of a sporting activity on a spectrum ranging from separate activities for persons with disabilities to modified activities designed for all makes it necessary to attribute each approach equal importance and validity instead of discrediting segregated structures and glorifying supposedly inclusive ones.

M. Bath, T. Bashford, J. Fitzgerald

‘Global surgery’ is the term adopted to describe a rapidly developing multidisciplinary field aiming to provide improved and equitable surgical care across international health systems. Sitting at the interface between numerous clinical and non-clinical specialisms, it encompasses multiple aspects that surround the treatment of surgical disease and its equitable provision across health systems globally. From defining the role of, and need for, optimal surgical care through to identifying barriers and implementing improvement, global surgery has an expansive remit. Advocacy, education, research and clinical components can all involve surgeons, anaesthetists, nurses and allied healthcare professionals working together with non-clinicians, including policy makers, epidemiologists and economists. Long neglected as a topic within the global and public health arenas, an increasing awareness of the extreme disparities internationally has driven greater engagement. Not necessarily restricted to specific diseases, populations or geographical regions, these disparities have led to a particular focus on surgical care in low-income and middle-income countries with the greatest burden and needs. This review considers the major factors defining the interface between surgery, anaesthesia and public health in these settings.

Anna Dal Negro

L’apprendimento delle lingue al museo presenta una serie di opportunità nella didattica delle lingue straniere. I musei offrono infatti una varietà pressoché inesauribile di temi e materiali stimolanti e culturali che costituiscono una piacevole alternativa, da una parte a certi contenuti ripetitivi e superficiali di alcuni corsi di lingua, dall’altra a tutti quegli approcci fin troppo funzionali che vedono la lingua esclusivamente in vista di qualcosa di “utile”, vuoi che sia il lavoro, lo studio o un viaggio. In questo mio contributo mi propongo di descrivere diversi settings di didattica al museo (l’apprendimento in tandem, un corso di lingua, un’offerta in autonomia per i centri di autoapprendimento, il formato online), basandomi in parte sugli studi nell’ambito della didattica “fuori dall’aula”, ma soprattutto sulle mie esperienze personali di insegnante, ed anche di apprendente di lingue straniere. Completerò questo mio resoconto enumerando alcuni tratti comuni delle forme di apprendimento linguistico fuori dall’aula, in particolare di quelle praticate in contesto museale.

Fatimah Dwi Yuliana, Susilaningsih Susilaningsih, Zainul Abidin

The purpose of this development is to produce a mobile-based interactive multimedia application program product that is eligible for use in high school English learning class XI. Mobile-based interactive multimedia products can be used as complementary supplements in the English learning process. Interactive multimedia application program is packaged into the form of mobile learning with the use of mobile devices or smartphones. The details of the material content and interface design are designed with a user friendly system to be easily understood and used by the user. There are interesting self-contained exercises. The advantages of mobile-based interactive multimedia can be used independently without limited time and space. Can be used clasikall with teacher's guide. Mobile-free interactive multimedia development procedure using Lee &Owens model, 2004. Responses from media experts and material experts to interactive multimedia products received a positive response. Product utilization trials were conducted on grade XI high school students. Overall interactive multimedia products based on English are worth using in learning Abstrak Tujuan pengembangan ini adalah untuk menghasilkan produk program aplikasi multimedia interaktif berbasis mobile yang layak digunakan pada pembelajaran bahasa Inggris SMA kelas XI. Produk multimedia interaktif berbasis mobile dapat digunakan sebagai suplemen pelengkap dalam proses pembelajaran bahasa Inggris. Program aplikasi multimedia interaktif dikemas kedalam bentuk mobile learning dengan pemanfaatan menggunakan mobile device atau smartphone. Rincian konten materi dan desain interface dirancang dengan sistem user friendly agar mudah dipahami dan digunakan oleh pengguna. Terdapat latihan - latihan soal mandiri yang menarik. Keunggulan multimedia interaktif berbasis mobile dapat digunakan secara mandiri tanpa terbatas waktu dan ruang. Dapat digunakan secara clasikall dengan panduan guru. Prosedur pengembangan multimedia interaktif bebasis mobile menggunakan model Lee & Owens, 2004. Tanggapan dari ahli media dan ahli materi terhadap produk multimedia interaktif mendapatkan respon positif. Uji coba pemanfaatan produk dilakukan terhadap siswa SMA kelas XI. Secara keseluruhan produk multimedia interaktif berbasis mobile pada bahasa Inggris layak digunakan dalam pembelajaran

Matthew Wildcat, M. Mcdonald, S. Irlbacher-Fox et al.

S. Schukajlow, Gabriele Kaiser, Gabriele Kaiser et al.

Jhon Richard Orosco-Fabian, Rocío Pomasunco-Huaytalla, Wilfredo Gómez-Galindo et al.

Objetivo: Analizar el nivel de logro de las competencias digitales de docentes del nivel secundario según sexo, edad y condición laboral. Metodología: La investigación es de enfoque cuantitativo, de diseño transversal descriptivo. La muestra estuvo compuesta por 247 docentes de las instituciones educativas públicas de una provincia de la región central del Perú. Se recogió información a través de un instrumento elaborado con base en la propuesta del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (Intef, 2017) que evalúa competencias digitales agrupadas en cinco áreas. Resultados: Los resultados muestran que el personal docente presenta un nivel de logro satisfactorio en las competencias digitales de: navegación, búsqueda y filtrado de información, datos y contenidos digitales (50,2%), desarrollo de contenidos digitales (42,5%), integración curricular (46,2%) y protección de la salud (44,9%) y en las demás competencias digitales se evidencia un nivel de logro en proceso. Conclusión: El personal docente está en proceso de desarrollo de las competencias digitales, y existe diferencia significativa en cuanto a las variables sexo, edad y condición laboral.

E. Soffin, S. Waldman, R. Stack et al.

M. Koster, H. Nakken, S. Pijl et al.

Shailen Singh, Carly Gilson

Inclusive Post-Secondary Education Programs (IPSE) have emerged as opportunities for young adults with intellectual and developmental disabilities to experience college life and prepare for independent living and integrated employment. However, to date there is no standard definition for what defines a successful IPSE experience. This manuscript will provide a framework on how programs can conceptualize success for their students, grounded in Student Development Theory and Social Role Valorization. Using this framework as a guide, IPSE stakeholders can ensure the experience is valuable for each participant to develop a unique identity and purpose, while establishing meaningful reciprocal relationships.

Pascale Blanc, Isabelle Laplante, Cathie Dugas