Harridhil Silmi, Dzulfikar Djalil Lukmanul Hakim, Ari Indra Susanti
et al.
Modern midwifery education demands that educators integrate technology to enhance student competency. As digital natives, midwifery students possess significant potential to leverage mobile applications. However, the specific usage patterns and the gap between available applications and priority clinical needs in Indonesia remain unmapped. Objective: This study aims to identify smartphone usage patterns and map priority digital learning material needs among midwifery students to inform curriculum enhancement. Methods: Utilizing a cross-sectional descriptive quantitative design, an online survey was conducted with 182 midwifery students in Bandung Raya, selected via convenience sampling. The instrument, evaluated for validity and reliability, measured demographics, device usage, and priority learning needs. Data were analyzed using descriptive frequency statistics. Results: All respondents (100%) owned smartphones, with 76.92% actively using them for learning, primarily favoring e-learning applications (80.22%). Crucially, the study identified a significant demand for digital content focused on patient communication (76.37%) and pregnancy care (27.47%), revealing a clear gap between students' high technological readiness and the availability of targeted clinical modules. Conclusion: Smartphones are essential, yet their specific clinical potential remains underutilized. To enhance the midwifery curriculum, institutions must employ established instructional design frameworks to develop targeted, interactive digital learning modules that directly address the identified high-priority clinical skills, thereby bridging the gap between digital readiness and professional competency.
Education (General), Theory and practice of education
Clarisse Silva Caetano, Jairo Antonio Paixão, Doiara Silva dos Santos
O presente estudo teve como objetivo analisar a presença do estágio de docência nos programas de pós-graduação stricto sensu (mestrado e doutorado) como espaço para a formação pedagógica do professor que irá atuar no magistério superior. Trata-se de uma pesquisa qualitativa de caráter bibliográfico, na qual se buscou conhecer o estado do conhecimento sobre a referida temática. Sendo que foi possível identificar que a dimensão pedagógica do estágio de docência, no âmbito dos cursos de pós-graduação stricto sensu, é frágil, fato potencializado pela omissão da legislação educacional brasileira acerca da formação pedagógica para o magistério superior no país. Assim sendo, refletir sobre as exigências e estruturações do estágio se faz necessário, pois é a partir delas que o planejamento das ações e atividades podem ser elaboradas com vistas à efetivação de proposições normativas como a Lei de Diretrizes e Bases da educação Lei 939496 e Portaria da CAPES nº76 de 2010 para o processo de formação de professores para atuarem no magistério superior.
Miguel J. Escala, Ana Margarita Haché De Yunén, Sarah Inés González Sued
et al.
Repensar la Educación, formada por un grupo de educadores dominicanos, comparte este documento buscando ofrecer una lectura y una perspectiva diferente, sobre las respuestas necesarias para garantizar la calidad educativa. El documento se estructura en cinco secciones comenzando con una justificación del mismo y concluyendo con sugerencias para convertir el repensar en acciones. En la segunda sección, se exploran los temas centrales de la educación sobre los que se invita a repensar, entre ellos: el estudiante como centro del proceso formativo, el docente como actor clave de la formación integral del estudiante, la escuela como un ecosistema del proceso formativo, la familia y la comunidad como pilares fundamentales, y los mecanismos estatales como entidades reguladoras, de apoyo y de dinamización de los cambios.
En el documento, no solo se enfatiza el papel de las escuelas como instituciones clave, sino que también las concibe como ecosistemas sostenibles que fomentan el diálogo y empoderan a las comunidades. Se subraya la importancia de brindar a las escuelas el chance de realizar plenamente su potencial para alcanzar esta visión.
Special aspects of education, Theory and practice of education
Jucélia Pinto Ferreira, Ana Paula Abrahamian de Souza, Denise Maria Botelho
Esse estudo tem o objetivo de problematizar as experiências escolares de cinco estudantes que escapam dos modelos cisheteronormativos de gênero e sexualidade. Utilizamos como aporte teórico-metodológico as contribuições dos estudos feministas, dos estudos gays e da Teoria Queer, centrando a aproximação com esses campos numa perspectiva pós-estruturalista. A presente investigação contou com a abordagem qualitativa e os dados foram construídos a partir da entrevista narrativa e do caderno de memórias. É possível dizer que na educação infantil e no ensino fundamental as experiências escolares das/os protagonistas dessa pesquisa se constroem a partir de referenciais negativos que as/os colocam em posições de subalternidade. Com a chegada do ensino médio, essas/es estudantes conseguiram se conectar com histórias, espaços e narrativas que produzem formas de inteligibilidade para seus grupos de pertença, ao passo que reafirmam e ressignificam suas identidades.
Abstract: The purpose of this research is to learn more about the cultural value of the novel Charlotte’s Web - E.B White. The qualitative descriptive technique was used in this study, which is based on the literary anthropology approach. The information was gathered by carefully reading the text, identifying, and categorizing it. The goal of this study is to help find the friendship depicted in the novel Charlotte's Web. This study focuses on the many forms of friendship and how they are depicted in the novel. W. D. Ross (1999) theory was used to identify and classify the data, while Robert Stanton's (1965) theory was utilized to analyze the friendship depicted in the novel Charlotte's Web. The findings of this study reveal three forms of friendship in the characters represented. The three forms of friendship are as follows: 1) friendship of utility, 2) friendship of pleasure, and 3) friendship of kindness.
English language, Theory and practice of education
The effects of Attention Deficit Hyperactivity Disorder (ADHD) has on academic performance are evident. This mini-literature review aims to gain insight into which parts of ADHD affects a student’s academic achievement and to provide suggestions to use to assist closing the academic gap between students with ADHD and neurotypical students. ADHD is a neurodevelopmental disorder that is increasing in diagnosis within children. ADHD affects a child’s academic performance, creating a deficit measured in years, and grows as children continue into their high school careers. ADHD-Inattentive affects academic performance the most out of the three subtypes of ADHD. Medication has shown to have positive impacts on academic performance by increasing a student’s ability to focus and notice details within their schoolwork. Deficits in executive functioning skills, which students with ADHD often portray, contributes to poor academic performance. Areas of executive functioning that affect school accomplishment include working memory, organization and planning, goal setting, and persistence. The paper concludes that supports in these executive functioning deficit areas, implemented at the school level, can improve a student’s schooling success.
Special aspects of education, Theory and practice of education
The literature on rural gifted programs is growing, but understandings of programmatic features and the teachers within the gifted programs in rural Appalachia are still largely underdeveloped. Through an exploratory case study of three rural Appalachian gifted programs, this study provides a glimpse into their organizational structures and the teachers’ experiences and perceptions. The illustrative findings indicate that teachers utilized their resources and knowledge to manufacture their gifted curricula and expressed competing narratives of place and globality. Also, misassumptions and unsupported practices in this rural place negatively influenced teacher retention. Implications and future steps are addressed.
Objective: The purpose of this study was to evaluate the effectiveness of ISTDP intervention program, awareness training, and the combination of these two to increase intelligence scores. Method: The design of this quasi-experimental study was pre-test and post-test with control group. Wechsler scale was used to measure intelligence. This subscale included six subscales, perceptual reasoning, working memory, processing speed, verbal understanding, general ability and cognitive ability. Statistical population: The study population consisted of 4 female 9th grade female students in district 3 of Tehran who were studying in 13-13 academic year. Statistical sample: In this research open call for participation in educational courses in Initial stage of 4 subjects selected that after the initial diagnostic interview of 6 people, convenient sampling method Subjects were randomly assigned into 2 experimental and 4 control groups. To analyze the demographic data of the present study, we used descriptive statistics of descriptive statistics (frequency, percentage, cumulative frequency, mean and standard deviation). SPSS software and inferential statistics were used to investigate the relationship between research variables and analysis of variance with repeated measures.The results of the analysis of pre-test and post-test scores between the experimental and control groups showed that the awareness training, istdp intervention program and the combination of these two groups increased the intelligence scores in all three experimental groups in the post-test and follow-up scores. They can be used as cognitive skills enhancers in students
Nur Fadillah Nurchalis, Selviana Selviana, Effran Ade Riza
Students are mostly talkative outside the classroom, but in English class, they are more apathetic. This research aims to examine how English Language Training for Islamic Schools (ELTIS) resource pack is able to activate students’ to speak English. This research is designed as Classroom Action Research (CAR) which is specific to collaborative action research. The subjects of this research are 25 students of the eighth class of MTs Pacongan Pinrang in the academic year 2019/2020. Instruments of the research test, observation checklist, and interview. The test aims to gain quantitative data, while the observation checklist and interview aim to gain qualitative data. The result finds that the use of various media available in ELTIS Resource Pack activates students to speak English. A variety of learning media reduces students’ boredom and engages students during the learning process enthusiastically.
English language, Theory and practice of education
The aim of the article is a reconstruction of a linguistic and cultural fragment of the stereotypical views of Poles — their attitude to education and schooling. The analysis uses research tools developed as part of Polish ethno-linguistic research. The corpus of the work is language data collected in a questionnaire survey in which 140 respondents took part (70 from Poland and 70 from Slovenia). The analysis of statements reflecting a different, because Polish or Slovenian, perspective reveals some discrepancies. Three basic subcategories of Poles’ attitudes towards education and schooling were singled out and described in detail: 1) positive, 2) negative, 3) other. A vast majority of the excerpts contribute to the model of positive perception of Polish education and schooling.
Theory and practice of education, Language and Literature
Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O’Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions’ future enrollments may be predicated upon quality online courses.
Anatoli Vassilievitch Lunatcharski desempenhou um importante papel no movimento revolucionário russo que levou à instalação do poder dos Soviets na Rússia. Por ser um intelectual brilhante foi nomeado Comissário do Povo para Instrução e impulsionou o trabalho de estruturação do sistema educacional soviético, elaborando os princípios norteadores da nova escola que formaria o homem novo – tarefa imediata apresentada pelo novo regime instalado com a Revolução de Outubro. Praticamente desconhecido no Brasil, o artigo em questão narra a trajetória de Lunatcharski e apresenta algumas informações a respeito de sua contribuição teórica para o estabelecimento das bases da nova escola pública soviética.
Palavras-chave: Revolução de Outubro; Lunatcharski; Homem novo.
ANATOLI VASSILIEVITCH LUNATCHARSKI AND THE PRINCIPLES OF THE SOVIET SCHOOL
Abstract
Anatoli Vassilievitch Lunatcharski played an important role in the Russian revolutionary movement that led to the installation of Soviet power in Russia. For being a brilliant intellectual, he was appointed People's Commissar for Education and gave impetus to the work of structuring the Soviet educational system, elaborating the guiding principles of the new school that would form the new man - an immediate task presented by the new regime installed with the October Revolution. Almost unknown in Brazil, the article in question narrates the trajectory of Lunatcharski and presents some information about its theoretical contribution to the establishment of the bases of the new Soviet public school.
Keywords: October Revolution; Lunatcharski; New man.
Ana Rita Rodrigues, Márcia Carvalho, Lúcia Pombo
et al.
O artigo apoia-se num estudo desenvolvido no âmbito da Prática Pedagógica Supervisionada numa turma do 4.º ano do 1.º Ciclo do Ensino Básico em que se desenharam, planearam, implementaram e avaliaram tarefas tanto ao nível da sala de aula (indoor) como no contexto outdoor, no Parque Infante D. Pedro em Aveiro. Pretende-se com este artigo analisar o impacto de tarefas realizadas outdoor, no âmbito do projeto EduPARK, a três dimensões: dificuldades, interesse e motivação. Estas tarefas sob a forma de um jogo interativo, e tendo como base uma aplicação móvel com conteúdos de realidade aumentada, visam uma aprendizagem ativa da matemática, no domínio Geometria e Medida e do estudo do meio, no domínio dos seres vivos. Apresentam-se alguns resultados particularmente no contexto outdoor assumindo o formato de investigação-ação com um enfoque metodológico qualitativo. Os resultados revelam que os alunos demonstram um interesse elevado por este tipo de método de aprendizagem outdoor, confirmando a expectativa de que a tecnologia, tão familiar aos alunos, pode e deve ser articulada com práticas de ensino ao ar livre de forma a potenciar as aprendizagens. Estas intervenções minimizam as dificuldades dos alunos, permitindo que vivenciem o seu próprio conhecimento através da resolução de problemas em contexto real, com exploração de uma aplicação móvel.
Education (General), Theory and practice of education
Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program. Through the study’s using qualitative research, the students’ voices students reveal their emotions, struggles, benefits, and opinions related to taking content and language integrated learning classes. The analysis of the participants’ information shows the potential for implementing content and language integrated learning programs in Mexico in that it suggests some areas of improvement for teachers, material design, administrators, and institutions in general.
Ramón Pacheco González Piñal, María del Rosario Rodríguez Díaz, Rafael García Pérez
El presente artículo tiene por finalidad reconocer indicadores de la predisposición actitudinal con la que familiares y alumnado cooperan, mantienen, o se oponen a la construcción de una nueva cultura de género en el ámbito escolar, como garante de una igualdad educativa real para hijos e hijas. Por tanto, analizamos actitudes de género en el seno de la familia a nivel intra e intergrupal (padres/madres e hijos/hijas) en su vínculo con la escuela coeducativa, considerando tanto la brecha de género como la intergeneracional, todo ello vinculado a la doble presencia y rol de estos agentes en las dos instituciones implicadas por antonomasia en la educación: familia y escuela. Con un diseño de tipo survey, aplicando escalas likert a una muestra de 1350 personas (627 padres y madres; 723 hijos e hijas), se describen posiciones (BLOQUEADORAS / ADAPTATIVAS / COEDUCATIVAS) y se comparan grados de actitud ante la construcción de género, confrontando grupos madres/hijas, padres/hijos, madres/hijos, padres/hijas…, en base a una lógica comparativo-causal ex post facto que considera tanto el contraste de género como el contraste inter-generacional para dimensionar ambas "brechas". Los resultados maximizan la importancia de la brecha de género en la familia; especialmente, destacan las bajas actitudes de los varones (padres e hijos) en el plano relacional, en el cual los hijos varones llegan a ostentar posicionamientos bloqueadores.
本研究採質性研究法探討國小一年級學生進行心算教學活動之成效、策略改變情形及教學活動的實施歷程。研究樣本為實驗組學生21 人，進行二位數加減一位數的心算策略教學。對照組學生16人，依照教科書規劃的方式進行二位數加減一位數的教學，兩班各進行12 節課教學。研究結果顯示：教學後實驗組學生在心算之表現顯著優於對照組學生。同時，結果亦顯示教學後實驗組學生能夠發展多元之解題策略，如分離策略、集合策略，以及整體策略等。相反地，對照組學生在教學前、後，所使用之策略以數數策略、圖像與直式心像為主，改變較少，且少有心算策略的使用。教學過程中，藉由高分組學生的回答帶動中分組與低分組學生的思考，同時學生對於能夠上臺分享自己的策略感到興奮。最後根據研究結果，針對心算教學活動融入一年級數學課程及未來研究提出建議。
This study employs a qualitative approach to investigate the effect of mental computation activities integrated into first-grade mathematics classes. The mental computation activities, including 2-digit addition and subtraction problems, were used in an experimental group comprising 21 students. The control group comprised 16 students who were following textbook activities, including 2-digit addition and subtraction problems. The teaching intervention lasted for 12 periods for both groups. The results show that students in the experimental group experienced improved performance for mental computation than students in the control group following intervention. Additionally, data indicate that students in the experimental group can develop and use multiple mental strategies, such as separation, aggregation, and holistic strategies following intervention. Conversely, students in the control group preferred using counting and pictorial strategies, as well as images of written computation. Fewer mental strategies were used in the control group. During the instruction of mental computation, students’ problem-solving ability in the mid- and low-level can be improved by high-level students’ explanations. The teaching, learning, and curriculum design of mental computation, as well as directions for future studies, are discussed.
El fundamento psicológico que hace posible hacer un análisis del empleo de los medios de enseñanza en la actividad pedagógica tiene su centro en las principales derivaciones psicopedagógicas del enfoque histórico cultural, las cuales le otorgan al proceso de enseñanza-aprendizaje (PEA) un carácter desarrollador. El problema que aborda esta investigación surge de las contradicciones que resultan del uso de los medios en dicho proceso, el cual ha sido modificado sensiblemente con la introducción de las tecnologías de la información y la comunicación en los aspectos académicos de la Universidad Agraria de La Habana (UNAH) y que afectan, por consiguiente, la dinámica que se establece en el proceso didáctico. La reflexión en torno a este problema nos llevó a elaborar, desde los fundamentos de la teoría de la actividad y la formación por etapas de las acciones mentales, una estrategia metodológica dirigida a la utilización progresiva e integrada de los medios de enseñanza en la didáctica universitaria contemporánea.
Da necessidade de adaptar conteúdos para um aluno com Necessidades Educativas Especiais, surge a ideia de se proporcionar um acesso fácil e rápido de conteúdos adaptados. A forma escolhida para disponibilizar foi a de compilar num CD autoexecutável, com uma plataforma em HTML como suporte para a navegação. A tecnologia já permite a utilização e o desenvolvimento de equipamentos e programas informáticos, que auxiliam, ou chegam a ser, as únicas formas de acesso que as pessoas com essas necessidades dispõem para a sua formação e informação. Foi usado o plano curricular para modelar a forma de navegar pelos conteúdos, sempre com a principal preocupação centrada na acessibilidade. As pesquisas e testes conduziram ao produto final, sabendo de antemão que os caminhos podiam ser outros ou melhorados agora que foi executado. O desenho foi pensado para apresentar primordialmente em texto, pois a imagem é complexa e muito subjetiva de se apresentar e descrever. Os formatos dos ficheiros utilizados são em PDF, DOC e XLS, por serem mais comuns, por razões de robustez e por serem conteúdos de estudo.
Education (General), Theory and practice of education