Carlos Ian Bezerra de Melo, Flavio Augusto Leite Taveira, Eliane Matesco Cristovão
The research presented in this article aimed to discuss, in the context of undergraduate Mathematics courses, the so-called integrative disciplines, based on a qualitative curricular analysis carried out within a Brazilian public university. It was found that, in the scenario analyzed, these subjects ended up becoming the place of Mathematics Education in these initial educational courses, which is potentially harmful because it conceals the failure to overcome training fragmentation and contributes to its intensification. It is argued that Mathematics Education and the dialog it promotes between specific and didactic-pedagogical education should not be restricted to integrating courses, but should be at the heart of the degree, with a view to qualifying education and bringing it closer to professional teaching practice for Mathematics teaching.
Special aspects of education, Theory and practice of education
A crescente problemática relacionada ao manejo e ao descarte inadequado de resíduos sólidos na sociedade contemporânea exige diferentes estratégias para promover uma conscientização e uma mudança de hábitos da população. Desse modo, a Educação Ambiental pode promover essa mudança de pensamento que, quando aliada a um jogo didático, pode proporcionar que o aluno atue livre e ativamente, tome decisões e resolva problemas, para aperfeiçoar e/ou desenvolver novos conhecimentos específicos. Por isso, a escola tem um papel fundamental para trabalhar com temas relacionados à Educação Ambiental. Neste contexto, este trabalho tem como objetivo relatar a aplicação do produto educacional CALCULECO nas turmas de 6º a 9º ano dos Anos Finais do Ensino Fundamental da rede pública do município de Júlio de Castilhos, Rio Grande do Sul, Brasil. A atividade foi desenvolvida em quatro turmas, nas disciplinas de Ciências e de Matemática. Constatou-se que os estudantes foram muito receptivos com a atividade, interagindo entre si e auxiliando os colegas a compreenderem as perguntas e os resultados das questões. Além disso, percebeu-se que a diversidade de idade entre os estudantes de uma mesma turma, que estavam fora da idade-série, não foi uma barreira, mas sim uma oportunidade de explorar as relações interpessoais dos estudantes. Assim, percebe-se que é muito importante incorporar alternativas inovadoras, dinâmicas e flexíveis no currículo escolar, proporcionando experiências significativas que preparam os alunos para além da sala de aula, mas para encarar os desafios da vida em sociedade.
Education (General), Theory and practice of education
Over the past two decades, there has been a considerable increase of internationalization initiatives in higher education, including the implementation of international service-learning (ISL) programmes, where students travel abroad to engage in community service as a learning experience. This mixed-method study aimed to explore the potential impact of ISL on university students' perspectives regarding ethnic diversity in society. The results of a cross-sectional survey indicated that students with ISL experience exhibited lower social dominance orientation (SDO) scores, reflecting a reduced preference for group-based hierarchy and a greater support for ethnic equality. Subsequent semi-structured interviews revealed that participants developed a heightened appreciation for ethnic diversity, with four key factors contributing to transformative learning within the ISL context. Given that most participants had their last ISL trip approximately two years or more before the data collection period due to the pandemic, the significant results demonstrated the sustainability of the ISL impact. The study highlighted the potential of intercultural relationships formed during ISL trips in facilitating and sustaining transformative shifts toward the appreciation of ethnic diversity. The study's focus on Hong Kong as the context provided valuable insights from the Asian perspective, complementing existing literature. To further enhance the development of best practices in ISL, the study concludes with a list of recommendations based on the findings.
Sample-based learning assessments are increasingly common in low- and middle-income countries but have yet to affect education programming in situations of conflict and displacement. Without identifying what children already know in the immediate aftermath of forced displacement, education practitioners are often unable to address the gaps and challenges learners face. The Holistic Assessment of Learning and Development Outcomes (HALDO) is a new tool that aims to identify children's learning needs in these situations. This article examines the tool's internal consistency, inter-rater reliability, concurrent validity, and construct validity in three locations and provides evidence of its effectiveness. The study found strong inter-rater reliability in two contexts, internal consistency in all contexts, and evidence of construct validity in all latent constructs in HALDO, except for literacy in Lebanon.
Jaddy Brigitte Nielsen Nino, Laura Camila Sarmiento, Carlos Duarte
La primera infancia es una etapa fundamental para el desarrollo del ser humano, en diferentes aspectos tales como social, cognitivo, incluso la psicomotricidad juega un papel importante para que el infante se desarrolle de manera adecuada. Este estudio profundiza en la psicomotricidad fina y gruesa, lo cual comienza el estudio en agosto 2019 y continua en diciembre 2020 pero a pesar que época de pandemia se decidió continuar dicho, proporcionando un análisis de cómo se encuentran los infantes y su condición motora, utilizando Movement Assessment Battery for Children (MABC-2). Siendo este un estudio de caso que valora unos objetivos específicos para identificar y clasificar el nivel de psicomotricidad fina y gruesa de los infantes, analizar si existe factores influyentes y así poder implementar actividades adicionales que contribuyan al desarrollo psicomotriz de los infantes debido al distanciamiento social en el que se encuentran en la etapa final. Las pruebas físicas, cualitativas y cuantitativas fueron con 16 infantes, 9 niñas y 7 niños entre los 3 y 6 años. Durante el análisis de resultados se identificó que no se encuentran resultados relevantes en relación con el género, pero la edad es un factor determinante e influyente en la etapa de desarrollo.
Bu araştırmada, Deneysel Sanat Atölyesi dersinde, farklı sanat disiplinlerinde öğrenimini tamamlamış öğrencilerin (lisansüstü) Anadolu Kültürü’nün önemli figürlerinden biri olan Yunus Emre’nin evrensel fikirlerini görsel sanatların diliyle nasıl yorumladığını ortaya koymak amaçlanmıştır. Bu amaç doğrultusunda yerel içerikten hareketle sanatsal üretim sürecinin nasıl gerçekleştiği, farklı disiplinlerde çalışan katılımcıların görsel ifade sürecinde nasıl etkileşim kurduğu, alanına özgü araç, gereç ve malzemenin nasıl kullanıldığı ve yerel içeriğin farklı disiplinlerin etkileşimi konusunda rolünün ne olduğu sorularına yanıt aranmıştır. Nitel araştırmanın durum çalışması deseni ile yürütülen araştırma derslere davet edilen 5 konuk sanatçı ve 12 öğrencinin katılımıyla gerçekleştirilmiştir. Araştırmada gözlem, yarı yapılandırılmış görüşme, araştırmacı ve katılımcı günlükleri, katılımcı çalışmaları ve ders video kayıtlarıyla toplanan veriler tümevarımsal analiz ile çözümlenmiştir. Araştırmada katılımcıların uygulama sürecinde kendi alanlarından yola çıktıkları, temayı deneyimleriyle ilişkilendirerek deneysel araştırmalarla çalıştıkları diğer yandan da deneysel çalışmayı simge kullanımına ve malzemeye indirgedikleri ortaya çıkmıştır. Katılımcıların uygulama sürecinde kendi alanının kalıplarının dışına çıkmakta zorlandıkları görülmüştür. Yeni bir şey söyleme, yeni olanı arama çabasının, katılımcıları estetik sorgulamaya yönlendirdiği, diğer yandan da bu durumun onların uygulamaya başlamalarını zorlaştırdığı ortaya çıkmıştır. Araştırmada disiplinlerarası bir içerikle katılımcıların malzeme ve teknik kullanımında denemelere olanak tanınması sonucunda farklı perspektifler geliştirmeye katkı sağlandığı söylenebilir. Ayrıca araştırmanın çeşitli sanatçı ve sanat yapımlarıyla karşılaşmalar yaratarak katılımcıları sanatın anlamı üzerine yeniden düşünme, estetik değeri sorgulama, sanat tarihi bilgisini sınama gibi konular üzerinde düşünmeye ve araştırmaya davet ettiği söylenebilir.
Education (General), Theory and practice of education
Sunil Dehipawala, Ian Schanning, Dodi Sukmayadi
et al.
The teaching and assessment of measurement uncertainty in physics lab class has been an ongoing challenge under the Covid-19 no-access policy, especially in a Two-year community college setting with less budget. The tactile experience as a tacit knowledge must be delivered in words and students are presumed to be able to learn from reading and following the rules in a simulation, with an analogy of the learning of emotions in a literature class with the original words in the novel and the related movies. The transference learning process offers guidance to design the remote delivery of experiential learning in a lab class. The quantitative uncertainty in physics lab is an assessment of how well we know. The misconception that a simulation lab would carry zero uncertainty was found to be the more difficult for students to eliminate. When the teaching of uncertainty percent calculation be classified as a lesson at the average difficulty level, then the teaching of the uncertainty in graphical representation would be deemed to be at the next difficulty level. For the case with a single formula in several variables, the small change concept in algebra can be used to estimate the uncertainty when the small changes are in absolute magnitudes. For the case with two or more cascade formulas, the use of simulation to estimate uncertainty from the variation of the simulation results would be practical. Teaching uncertainty examples and assessment rubric examples for experiential learning in remote delivery during Covid -19 pandemic are discussed.
This study investigates the implications and complications of collective disruptive consequences on education, especially on the learning process. The driver of disruptions includes globalization and the Industrial Revolution 4.0 (including Society 5.0), demands for the Sustainable Development Goals, and the onslaught of the Covid-19 Pandemic. The results of the study are intended to broaden the horizons of virtual teachers in the digital era so that they are not hampered in carrying out their mandate due to the shift from offline to online learning. This study also aims to provide a basic overview for students and parents so as not to stutter suddenly as an implication of the shift in learning modes. Methodologically, this study uses a qualitative approach, specifically an integrative review. After going through four phases of the procedural process (Design, Implementation, Analysis, and Writing of Results and Review), this study succeeds in formulating four basic ideas for virtual teachers in the digital era. One: Ten characteristics of the virtual teacher of the digital age. Two: Self-transformation into a true virtual teacher according to the demands of 21st-century learning (cultural, functional, and digital transformation). Three: Proficient in three technical skills of virtual teachers to build Indonesia's golden generation (skills in developing interactive digital learning modules, packaging virtual-digital learning delivery, and compiling online learning assessments). Four: Mastering practical tips for becoming a virtual teacher (developing a golden generation, applying a growth mindset perspective) so that it is continuously adaptive to any kind of shift.
The article considers innovative activity and research and experimental work as the main factors in the innovative development of a modern educational institution. The need to understand the research and experimental work as an essential component of innovation, as a conscious effective tool for understanding the reform of the traditional school system in innovation is explained. The article examines the value and semantic orientations of teachers, and heads of educational institutions as certain guidelines in the situation of choosing the direction of innovative search by the teaching staff, determining the innovative trajectory of a particular educational institution. Is shown that the critical position of this definition is the awareness of value-semantic landmarks, which become the basis on the way from the emergence of the pedagogical idea (innovation), choosing the direction of innovative search and building an innovative trajectory of development in a particular educational institution to create a model of innovative development of such institution as a whole. The author argues that the separation and development of value-semantic orientations of teachers and, above all, heads of educational institutions in the context of innovation is the basis for creating optimal conditions for research and experimental work in modern educational institutions.
Sunil Dehipawala, Ian Schanning, George Tremberger
et al.
The teaching of an introductory astronomy course in remote delivery during Covid-19 lockdown encountered a unique issue in terms of a mixture of three student groups. They are the science majors, science-interested students, and non-science majors to satisfy science requirement in our Two-year community college located in New York City. The learning of how to assess uncertainty would be of a universal concern in the three groups. Uncertainty examples includes shoe size selection experience in daily life for non-science majors, distance measurement uncertainty for science-interested students who are parents, and simulation uncertainty for science majors. Reciting or memorizing a narrative in remote learning should be supplemented with a discussion using an alternative perspective with intellectual maturity, and the uncertainty theme would fit well for the learning of any chapters in an astronomy textbook. Assessment exercise questions are developed. The strategy to discourage rote learning and plagiarism in the remote asynchronous delivery of introductory astronomy at the college level is discussed.
Assessment is essential in the learning and teaching process. In chemistry teaching, deployment of assessment to ascertain the levels of assimilation and understanding of concepts being taught in the class is considered central in the learning process. Through the assessment for learning, teachers check students’ understanding and get valuable feedback data on students’ learning. This data is used to modify and improve instruction. Educational world order has drastically changed due to the emergency of COVID-19 that influenced the modes of educational delivery at such a time like this. The only option to deliver learning and assessment processes is the deployment of technology to be able to meet the demands of pandemic and its associational protocols. Information and Communication Technology (ICT) affects every facet of life including education. This paper, therefore, examined the nature of assessment of chemistry learning and the ICT tools that are required to drive the assessment procedures. In addition, it discussed the ICT feedback mechanisms in assessing the learning process in chemistry. Consequently, the paper suggested that relevant ICT tools should be used by chemistry teachers to monitor students’ academic progress and foster ICT-driven effective feedback for assessment of chemistry learning. As a result, ICT should be deployed to assist chemistry teachers in carrying out assessment for learning to diagnose learners’ understanding and difficulties during the process of instruction.
BackgroundNursing education has evolved in line with societal needs, and simulation-based learning (SBL) is increasingly being used to bridge the gap between practice and education. Previous literature reviews have demonstrated the effectiveness of using SBL in nursing education. However, there is a need to explore how and why it works to expand the theoretical foundation of SBL. Realist reviews are a theory-based approach to synthesizing existing evidence on how complex programs work in particular contexts or settings.
ObjectiveThis review aims to understand how, why, and in what circumstances the use of simulation affects learning as part of the bachelor’s program in nursing.
MethodsA realist review will be conducted in accordance with the realist template for a systematic review. In particular, we will identify and explore the underlying assumption of how SBL is supposed to work, that is, identify and explore program theories of SBL. The review will be carried out as an iterative process of searching, appraising, and synthesizing the evidence to uncover theoretical concepts that explain the causal effects of SBL. In the final section of the review, we will involve stakeholders in the Norwegian community in a web-based Delphi survey to ensure that the emerging theoretical framework derived from the published literature aligns with stakeholders’ experience in practice.
ResultsThe Norwegian Centre for Research Data (project number 60415) has approved the study. We have performed an initial literature search, whereas quality appraisal and data extraction are ongoing processes.
ConclusionsThe final outcome of the review is anticipated to extend the theoretical foundation for using simulation as an integrated component of the bachelor’s program in nursing. Furthermore, the findings will be used to produce a briefing document containing guidance for national stakeholders in the community of simulation-based nursing education. Finally, the review findings will be disseminated in a peer-reviewed journal as well as national and international conferences.
International Registered Report Identifier (IRRID)DERR1-10.2196/16363
Medicine, Computer applications to medicine. Medical informatics
Alsu Gaisovna Gataullina, Regina Renatovna Zalyalova
The article is devoted to describing semantic peculiarities of the lexemes functioning in the sphere of the modern Russian education. Using the material of the Russian language dictionaries and the Russian National Corpus, the authors trace the origin of the lexemes functioning in the sphere of private education (family tutor, governess, tutoring, mentor, tutorial, coaching). The paper describes the peculiarities of their functioning in the Russian language, considers compatibility properties and identifies the trends of their semantic development.
Terry Anderson, Liam Rourke, Randy Garrison
et al.
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.
Entre os séculos XVI e XIX, a Europa passou por enormes transformações, umas das quais foi a institucionalização de um sistema educacional que atingisse toda a população. Um dos exemplos ocorreu na Prússia nos séculos XVIII e início do XIX. Embora seja um período de mudanças, neste artigo abordamos um episódio que pode ser considerado inédito na História do Ensino de Ciências, o envio de cartas escritas por Leonhard Euler (1707-1783) para ensinar temas científicos e filosóficos para a jovem princesa Charlotte Friederike von Brandenburg-Schwedt (1736-1798). O conjunto de 234 cartas foi escrito entre 1760 e 1762 e publicado posteriormente pelo secretário de Euler, Nicolas Fuss (1755-1826). Com o intuito de apresentar algumas das características do trabalho desenvolvido por Euler, apresentamos um estudo dos aspectos pedagógicos da carta escrita em 27 de julho de 1760 e que traz uma explicação sobre o fato de enxergamos o céu da cor azul.
Special aspects of education, Theory and practice of education
Durante a concepção ideológica e política do Estado Novo no Brasil, entre 1937 e 1945, a tentativa construção uma identidade plenamente brasileira foi efetivada pelas autoridades. Além disso, a participação da intelectualidade brasileira foi incisiva. Neste sentido, buscamos evidenciar aspectos do uso do poema Martim Cererê, de Cassiano Ricardo, durante esta fase política do Brasil, mas, principalmente, analisar como a presença indígena é abordada nessa obra. Mesmo se tratando de um período em que a construção da identidade brasileira buscava suas bases na origem nativa, a percepção do indígena nessa construção ideológica e identitária é fortemente baseada em uma visão inferiorizante do mesmo, contribuindo para a continuidade de seu distanciamento social.
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement is a comprehensive resource that intends to build bridges that promote educational equity, particularly in the areas of instruction and assessment. The book consists of two parts each of which includes four chapters. Part I, entitled “Assessment as a Context for Teaching and Learning: Bridges to Equity,” focuses on the issues of equity concerning the assessment of language learners, more specifically, English Language Learners (ELLs). The author lists educators and their primary instructional and assessment responsibilities for the education of language learners, which can serve as a useful guide in determining the varied expectations from different educators in regard to their contribution to comprehensive services for ELLs. Gottlieb describes linguistically and culturally responsive classrooms and schools, and asserts that establishing a responsive learning environment is the only way to optimize learning opportunities and to effectively and equally serve the increasingly heterogeneous U.S. public school student population.
Theory and practice of education, English language
En el contexto del “Programa Escuela 2.0”1, puesto en marcha en España en 2009 por el Ministerio de Educación y las Comunidades autónomas, se presentan los resultados de dos programas piloto de experimentación de aulas 2.0 realizados durante los cursos 2009-2010 y 2010-2011 en 31 centros docentes no universitarios del estado español. El estudio, coordinado por el grupo de investigación DIM-UaB, pretendía identificar los mejores modelos de uso didáctico de las aulas 2.0 y establecer un adecuado plan de formación del profesorado para aprovechar al máximo sus posibilidades.
Education (General), Theory and practice of education
Logical thinking of students should be enhanced at all levels of their studies. There are many possibilities how to achieve it. In the paper one possible way within the subjects “Discrete Mathematics” and “Discrete Methods and Optimization” dealing with graph theory and combinatorial optimization will be presented. These mathematical disciplines are powerful tools for teachers allowing them to develop logical thinking of students, increase their imagination and make them familiar with solutions to various problems. Thanks the knowledge gained within the subjects students should be able to describe various practical situations with the aid of graphs, solve the given problem expressed by the graph, and translate the solution back into the initial situation. Student engagement is crucial for successful education. Practical tasks and puzzles attract students to know more about the explained subject matter and to apply gained knowledge. There are an endless number of enjoyable tasks, puzzles and logic problems in books like “Mathematics is Fun”, in riddles magazines and on the Internet. In the paper, as an inspiration, four puzzles developing logical thinking appropriate to be solved using graph theory and combinatorial optimization will be introduced. On these puzzles of different level of difficulty the students’ ability to find out the appropriate graph-representation of the given task and solve it will be discussed as well. The author of the paper has been prepared with her students various multimedia applications dealing with objects appropriate to subject matter for more than 15 years. In the paper we also discuss a benefit of multimedia applications used as a support of subjects “Discrete Mathematics” and “Discrete Methods and Optimization”.