Hasil untuk "Theory and practice of education"

Diana Farzaneh Peña

Esta reseña valora el libro Educación Crítica e Inclusión como una aportación imprescindible para repensar la escuela pública desde el compromiso con la equidad, la justicia social y el reconocimiento de la diferencia. Lejos de plantear la inclusión como un ideal lejano, les autores la defienden como un principio de acción inmediata, sustentado en fundamentos teóricos sólidos y estrategias concretas. La reseña destaca el tono dialogante y accesible del libro, así como su capacidad para interpelar a quienes ejercen la docencia desde una perspectiva crítica, humanizadora y compartida.

Ismaila Temitayo Sanusi, Friday Joseph Agbo, Oluwaseun Alexander Dada et al.

The integration of artificial intelligence (AI) as a subject into K-12 education worldwide is still in its early stages and undoubtedly needs further investigation. There is limited effort on understanding policymakers, teachers and students’ viewpoints on AI learning within the school system. This study gathered the thoughts of key stakeholders, including policymakers, higher education and K-12 teachers, and students in Nigeria, to understand their conceptions, concerns, and dispositions, with the aim of aiding the implementation of AI in schools. We further explored the needs of the diverse stakeholders, how they can be supported and juxtaposed their views to identify their priorities and how their opinions combined could give a holistic approach to the effective implementation of AI education. This research employed a qualitative methodology using semi-structured interviews as the means of data collection. The thematic analysis of the interview data from the 21 participants indicates their conceptions, what they considered the priorities for including AI in the school system, concerns and support needed to implement AI in schools. The findings of this study contribute to the ongoing conversation on how to effectively integrate AI into school curriculum.

Carlos Ângelo de Meneses Sousa, Candido Alberto Gomes, Gabriela Sousa Rêgo Pimentel et al.

Introducción: Esta investigación tiene como objetivo analizar las percepciones de estudiantes de nivel superior después de la pandemia COVID-19 en relación a sus experiencias de educación remota. Las tecnologías digitales son una de las revoluciones de este siglo, en su actuación como pareja del ser humano, al mismo tiempo que abre el horizonte del post-humano. Metodología: Se utilizó un cuestionario auto aplicable, con preguntas cerradas y abiertas, a muestreos de conveniencia de estudiantes de una universidad particular y una pública de Brasil y una pública de México, con la desagregación de las.os estudiantes de educación de la primera. Las clases fueron seleccionadas aleatoriamente. Resultados: La pandemia incluyó un complejo de crisis, sanitaria, laboral, económica y social, que interfirieron en la vida estudiantil. La educación remota enfrentó la divisoria digital cuanto a la conexión, aparatos y capital digital, con efectos regresivos para las.os estudiantes menos favorecidos. La perspectiva de las.os respondientes cuanto a la educación remota es que tiene menores ventajas que la presencial. Discusión: La cuestión más grave es la de la ética en el desarrollo tecnológico, mucho más rápido que las reflexiones filosóficas sobre sus finalidades y la normalización de su uso. Esta rapidez se debe en gran parte al paradigma de mercado, que preside al desarrollo tecnológico y que visa a la maximización de la productividad y de los lucros.

Isidro Maya-Jariego, Daniel Holgado-Ramos, Fran Santolaya et al.

SELFIE is a tool of the European Commission designed to support schools in developing their digital capacity. Schools across Europe have used SELFIE as a diagnostic tool. However, participating schools expressed a need for external guidance in the implementation of digital education transformation, including the exchange of expertise and inspiring practices with other educational centers. In this research we explore what are the key factors in the creation of collaborative networks between teachers. As a case study, we focus on the first steps of building a network of schools to promote digital education in Cantabria (northern Spain). With the participation of 11 schools, we conducted 22 interviews and 2 focus groups to analyze the learning environments of the teaching staff, the personal collaboration networks in the professional field, and the factors perceived as relevant in the design of the digital action plan of each school. The results showed the existence of teachers in each school who were pioneers in the digitization process and who acted as intermediaries both with the public educational administration and with teachers from other schools. During the interviews with these pioneers, we evaluated their personal networks as well as the factors they deem significant for an effective digital transformation. The results were contrasted in a public forum in which 120 teachers participated. Based on these results, we discuss how the creation of a network of key actors could contribute in developing the digital capacity of schools in the region.

Joni Agung Sudarmanto

This study tries to discuss how the evolution of vertical video contributes as a learning medium for children in the 21st century. Furthermore, vertical video as learning media refers to the trend of the 21st-century education world, which prioritizes flexibility in learning modes and media. This flexibility also contributes to the increasing massive emergence of contemporary learning media, especially for children, which prioritizes interactivity through the concept of public pedagogy. This study uses a multi-site qualitative. With a literature study of 34 articles covering 21st-century interactive learning from the search databases JSTOR, Taylor Francis, Wiley Library, ScienceDirect, and Google Scholar with keywords: "children's education," "interactive education," and "social media education." Then, a content analysis was conducted to discuss vertical videos as a medium for children's learning on TikTok. The study results show that the evolution of vertical video is good because it is by human ergonomics, which is seen as a vertical creature. Likewise, when he synergizes with TikTok, which gets a good response from children, it becomes a learning medium. On the other hand, TikTok provides opportunities through alternative space and opportunity space for learning media creators and students to collaborate in the scope of digital art, digital creation, and interactive public pedagogy.

Gilbson Velasco, Regiane da Silva Barbosa

Compreendendo a educação como um Direito Humano fundamental para a formação de cidadãos acredita-se que é imprescindível que todas as pessoas, independentemente de suas diferenças tenham acesso às escolas, espaços formais de educação, e aprendam os conteúdos previstos nas diretrizes vigentes, como prevê a educação inclusiva. A educação inclusiva tem o desafio de ensinar estudantes diferentes, com cultura, hábitos, costume e condições socioeconômicas, religião e ritmos e maneiras diferentes de aprender, decorrentes ou não de deficiência. Destacando a Matemática, como uma área de conhecimento prevista na educação básica e os desafios de trabalhar os conteúdos desta com a diversidade de estudantes encontradas nas escolas, o presente artigo resulta de um estudo exploratório descritivo de caráter qualitativo, que tem como objetivo geral descrever uma proposta de prática docente para ensino de números decimais na perspectiva do Desenho Universal para a Aprendizagem (DUA).  O DUA reconhece a pluralidade humana, e que cada um se apropria do conhecimento de maneiras diferentes. E, tem como preceito tornar o currículo básico da educação acessível e aplicável a todos, estruturado em princípios que serviram de base para se organizar atividades para ensinar números decimais utilizando materiais concretos, aula e práticas condizentes com o interesse e realidade dos estudantes, de modo a estimular e garantir aprendizagem, planejando e estruturando a ação docente para que esta seja acessível para todos, contemplando a diversidades de estudantes. A elaboração de proposta de atividades de Matemática na perspectiva do DUA demonstra que para atuar na diversidade o professor deve focar no estudante, organizando atividades com recursos que estimulem o aprendizado, que sejam contextualizadas e possibilitem ao estudante ver aplicabilidade do que aprende.

Hafizat Sanni-Anibire, Brenda M. Stoesz, Loie Gervais et al.

Abstract This study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions (n = 60) using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in postsecondary education in Canada. In addition, more than a third of respondents provided neutral responses to a situation involving contract cheating, suggesting a lack of certainty in how to respond when witnessing peers’ engagement in outsourcing academic work. Many respondents reported feeling confident upon reading the academic integrity and misconduct policies of their Canadian postsecondary institution, although nearly one third indicated feeling fearful, anxious, and/or confused. These negative feelings were associated with reduced knowledge of academic integrity and misconduct. Future research should further explore the experiences and emotions of international students related to academic integrity and misconduct to better understand the successes and challenges that they face in their postsecondary studies in Canada. Our findings have important implications for the delivery of academic integrity education, enhancing supports and resources, and refining academic integrity policies and procedures to improve the experience of students who come from abroad to study in Canada.

Marián Mudrák, Milan Turčáni, Jaroslav Reichel

At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student's output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students' activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.

Luis Andrés Castillo Bracho, Jonas Miranda Martins

Sri Suwartini, Putri Zudhah Ferryka

This research is motivated by the fact that some students still experience learning difficulties in understanding the material which results in planned learning time being hampered, especially in the learning of the theme 'My dreams'. The teacher considers that in the theme module '' My Citizens '' the material is not enough to be understood by students because some of the material in the book does not explain in detail. The research method used is action research by determining the steps: planning, action, observation, and reflection in each step using two cycles. The results of the study from the first cycle were only 76.57% or 19 students who scored above the minimum completeness criteria while 23.43% or 11 students scored below the minimum completeness criteria. Because it has not yet reached the minimum completeness criteria, the researchers proceed to cycle II. In the second cycle there was a significant increase of 86.4% of students who have mastered the competencies that have been set. Of the total 30 students, 25 students have met the specified minimum completeness criteria. From the results of the implementation of cycle I and cycle II, it can be concluded that using the contextual teaching learning method can improve the learning outcomes of the theme "Cita-Citaku" grade IV students at SD N I Gergunung, Klaten Utara.

José Manuel Meza Cano, Mario Ernesto Morales Ruiz, Rosa del Carmen Flores Macías

En la literatura se han encontrado funciones principales a realizar en un Entorno Personal de Aprendizaje (PLE): agregar, relacionar, crear, compartir y organizarse. En el presente trabajo se describen los principios instruccionales y la implementación de un taller en línea sobre PLE dirigido a estudiantes universitarios. Se encontró que los principios de diseño instruccional utilizados probaron ser eficaces en el diseño del taller. Además los participantes lograron construir su PLE, modificándolo de manera continua y autónoma, así mismo, los PLE de los participantes cumplieron con las funciones generales, haciendo énfasis en agregar y compartir información sobre sus proyectos académicos.

Vladimir I. Ivashchenko

He theoretical foundation of multi-level practice-oriented formation of professional graphic skills is presented. The paper contains the substantiation of the need for multi-level geometric-graphic preparation of saturated technological knowledge in the system, covering the period of study from secondary school to senior courses of a technical university. The features and conditions of realization of teaching graphic disciplines in modern conditions are distinguished. The technological nature of electronic geometric modeling, defining the creative nature of the learning activities of the pupils and students, is shown. Some patterns for basic geometrical graphic training in higher school associated with the need for adaptation of students are determined. The possibility and effectiveness of pre-university technological propedeutics based on electronic modeling in CAD / CAM software and the use of software-machine complex.

Fahriany Fahriany

Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.

Olga Lucía Agudelo, Jesus Salinas Ibáñez

<p class="AbstractHead">Se estudia el uso de itinerarios de aprendizaje  basados en mapas conceptuales como una propuesta para un diseño instruccional más flexible que potencie el aprendizaje y se centre en el estudiante, generando procesos no lineales, caracterizando sus elementos, estableciendo relaciones entre ellos y configurando un modelo general con especificaciones para  cada nivel de educación. Mediante una metodología construida sobre el modelo SAM (Successive Aproximation Model), se ha estudiado el proceso de diseño, implementación y evaluación de itinerarios de aprendizaje, en los que se representan en mapas conceptuales y de manera organizada y no lineal, conjuntos de actividades  que permiten el desarrollo de las competencias que deben comprenderse, dominarse y demostrarse. Los resultados obtenidos muestran la adecuación del itinerario de aprendizaje basado en mapas conceptuales a las características de los sujetos, resolviendo situaciones de la realidad mediante la construcción y creación de nuevos esquemas y formas de gestión del conocimiento, al mismo tiempo que aporta reflexión sobre los principios del diseño curricular utilizando TIC y genera autonomía en el proceso de aprendizaje.</p>

M.ª Carmen Cerezo Máiquez

Martha Marandino

Neste artigo discute-se o processo de educação e divulgação da ciência nos museus através da análise da proposta conceitual de exposições sobre biologia. Caracterizados como espaços não formais de educação, os museus possuem particularidades no que refere às formas de divulgação e educação dos conhecimentos científicos. Entender como as exposições se estruturam, que conteúdos abordam e de que forma é imprescindível para o estudo do papel desses locais enquanto espaços de educação. Nesse sentido, este texto indica os referenciais teóricos sobre as pesquisas em educação e comunicação em museus e descreve os espaços expositivos de cinco museus estudados. Ao final discutiu-se aspectos sobre “o que” e “como” é apresentada a biologia nos museus, tecendo assim considerações sobre as perspectivas educacionais e comunicacionais que caracterizam esses espaços. Foi percebido que a ênfase, no que se refere à educação e comunicação por meio das exposições de museus de ciência, pode estar: i) no conteúdo, na informação científica, no emissor ou ii) no processo de diálogo, na interpretação, no receptor.

Maria Vieira Silva

Historically, democratic and participatory processes in the Brazilian society, and specifically in school, have been permeated by intermittences, weaknesses and resistances caused by multiple determinations. The text focuses on aspects concerningthe organization of education work through two lines of analysis: the first angle refers to the social constructs of structural and organic nature linked to relations of power andanti-democratic practices of the society in general. The second angle reference to a kindof ethnographic research, conducted within a public school in the Minas Gerais state. We seek to grasp the challenges on building practices and strategies in support of the participatory processes of the school community in the pedagogic project design and in the operation of the school board. We propose, with these analyses, to contribute withreflections on the status of teachers, as a subject, in the school organization throughconnections with work activities related to their everyday practice.

Anatolii Yu. Pylypchuk

The article deals with the problems that must be addressed for digital educational resources to meet current requirements and to ensure their general education, analyzed ways to solve these problems abroad, particularly in the Russian Federation, and suggested possible ways to address them in Ukraine.

Liz Chapman

D. Sluijsmans, F. Prins

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