Hasil untuk "Special aspects of education"

Rezvan Elahifar, Mohammad Mahdi Parvizi, Hossein Fatemian et al.

Abstract Background Evidence-based medicine is defined as searching for medical information, reviewing and comparing it to each patient’s situation, and then judging the optimal decision. We aimed to measure the psychometric properties of the Evidence-Based Performance Profile (EBP2) Questionnaire among the students of health-related fields at Shiraz University of Medical Sciences. Methods This cross-sectional study was conducted in 2021. The EBP2 questionnaire, which includes 74 five-Likert-scale items, was translated into the Persian language using the forward-backward translation method. A panel of five experts approved the face, content, and structural validity of the questionnaire. The Cronbach’s alpha and McDonald’s Omega coefficients were utilized to assess the questionnaire’s internal consistency. Furthermore, both confirmatory and exploratory factor analyses were used to assess the questionnaire’s construct validity. SPSS software version 25 and LISREL software version 8.8 were used for statistical analysis. Results Overall, 339 students participated in this study. The cultural adaptability, linguistic equivalence, and content validity of the Persian version of the EBP2 questionnaire were approved by a five-member team of medical experts. In addition, the results showed excellent internal consistency of the Persian version of the EBP2 questionnaire (Cronbach’s alpha = 0.962, McDonald’s Omega (ML) = 0.963). Moreover, all domains had acceptable reliability (> 0.7), except the Practice domain which had a marginally acceptable Cronbach’s alpha coefficient equal to 0.686. Exploratory factor analysis discovered six domains for the questionnaire. Moreover, the confirmatory factor analysis demonstrated that all indices except the comparative fit index (CFI) and adjusted goodness of fit (AGFI) confirmed the validity of the EBP2 questionnaire. Conclusion The study’s findings indicate that the Persian translated of the EBP2 questionnaire exhibited satisfactory validity and reliability for assessing students’ evidence-based performance in health-related fields.

Michel Tozzi

Sean M. Noble, Jason D. Saville, Lori L. Foster

Abstract Post-secondary institutions are investing in and utilizing virtual reality (VR) for many educational purposes, including as a discretionary learning tool. Institutions such as vocational schools, community colleges, and universities need to understand what psychological factors drive students’ acceptance of VR for learning in discretionary contexts. The Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al. in MIS Quarterly 27:425–478, 2003) offers a theoretical framework for understanding students’ receptivity to VR for learning. Undergraduate university students (N = 300) read a description of VR and video training mediums, then indicated which they would choose to learn a novel task. Three psychological variables—performance expectancy, effort expectancy, and social influence—tended to be related to acceptance of VR, which was measured in two ways: (a) rated intentions to use VR and (b) preference for VR over a video-based alternative. Relative weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance.

yán Iván-Baragaño, Rubén Maneiro, Jose L. Losada et al.

La investigación en fútbol femenino ha aumentado de manera notable en los últimos años. A pesar de ello, en el ámbito del rendimiento táctico colectivo las publicaciones aún son escasas. El objetivo de este estudio fue analizar y describir cómo se produjeron las acciones ofensivas dinámicas en las selecciones ganadoras y perdedoras en la Copa Mundial Femenina de la FIFA Francia 2019 y establecer diferencias entre ambos grupos. Desde una metodología observacional, se elaboró un instrumento de observación ad hoc y se analizaron 1883 acciones ofensivas que tuvieron lugar en la fase final del campeonato. Se realizaron dos tipos de pruebas estadísticas para comprobar la existencia de diferencias entre grupos. Se aplicó la prueba chi-cuadrado para los criterios de tipo cualitativo y la prueba U de Mann Whitney para los criterios de tipo continuo con un nivel de significación p < .05. Se demostró la existencia de diferencias significativas para los siguientes criterios: temporalidad, resultado temporal, tiempo total de posesión, tiempo de posesión en campo rival, organización defensiva rival, zona de inicio en amplitud y resultado de la acción. Las selecciones que ganaron los partidos mostraron una mayor capacidad de desarrollar sus ataques en los primeros momentos de la primera y la segunda parte, así como una mayor calidad colectiva para mantener la posesión de balón en campo rival y finalizar sus acciones con éxito. Estos resultados pueden ser utilizados con el objetivo de implementar estrategias de entrenamiento y competición que permitan aumentar el rendimiento en fútbol femenino de élite

Kathleen Santos Basilio, Edwin Roger Esteban Rivera

In Peru and in the world, the inclusion of students with special educational needs, including children with Asperger's syndrome, in regular basic education is advocated; however, this long-awaited inclusion does not have the results due to multiple factors, one of which is the lack of preparation of teachers to practice teaching. With the aim of helping teachers have references to apply them in their professional work, we share the experience of the Education without Limits program aimed at teachers who work with Asperger children. The research was approached with the experimental method and we worked with 29 teachers of the initial level who work in public institutions and who have at least one Asperger student in the class. The observation technique was used and the observation sheet was used to collect data on teaching practice. The processing was carried out with the SPSS 24 statistical program and as a result there is a statistically difference between the observation score before and after the intervention, finding a Student t value t = -17.042 that is lower than t = -1.701, concluding that it is vital to train teachers to contribute to the successful inclusion of Asperger children in regular basic education.

Cristian Clavijo-Gallo, Daniel Andrés Quiróz-Vallejo, Edgar Johan Arboleda-Mira et al.

El objetivo de este artículo es describir las proyecciones de uso de los entornos virtuales de aprendizaje (EVA) como espacios complementarios de formación dentro de los cursos orientados a la integración de las TIC en procesos educativos de la Facultad de Educación de la Universidad de Antioquia (Medellín, Colombia). Para ello se adopta un enfoque cualitativo fundamentado en una revisión documental de los programas de curso y en entrevistas semiestructuradas con los profesores que orientan dichos espacios. Los resultados se reportan a partir de cuatro categorías: roles, interactividad, habilidades y aptitudes, y potencial educativo de los EVA. Dentro de los hallazgos se destaca que los roles de los actores educativos cambian al interactuar en un EVA; la interacción que posibilitan estos entornos da paso a nuevas formas de relacionarse. Se hace hincapié en el componente de autonomía que se requiere de los futuros profesores para participar en estos espacios, además de las necesidades de formación en tecnología para que los procesos educativos en un EVA se desarrollen de manera exitosa.

Cristiana Rosa Valença, Keila Lucio Carvalho

Este relato busca refletir sobre uma experiência de abordagem sobre relações de gênero e sexualidade envolvendo estudantes do ensino médio integrado da unidade Maracanã do Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET-RJ) durante o ano de 2019. Através do projeto “Sexualidade, Gênero e Diversidades na Juventude”, foi construída uma experiência de pesquisa-ação que dialogou sobre questões relacionadas à sexualidade juvenil nas suas dimensões biológicas, sociais e políticas. Por isso mesmo, a experiência esteve suscetível a seguir caminhos traçados pelas demandas dos próprios estudantes. Consideramos que, além de promover a educação sexual, a educação profissional e tecnológica precisa incluir, especialmente, as experiências das jovens estudantes mulheres e lgbt’s.

Guilherme Pereira Cocato, Douglas Vitto, Ricardo Lopes Fonseca

O presente artigo foi elaborado a partir de observações acerca das práticas de ensino de Geografia no Colégio Estadual Barão do Rio Branco e Colégio Estadual Vicente Rijo, em Londrina/PR, no ano de 2015. No contexto de uma sociedade globalizada, o objetivo é realizar reflexões epistemológicas acerca das influências dos ensinos tradicional e crítico nos ambientes da Geografia escolar, e a relação destas com a Geografia acadêmica. A metodologia de cunho qualitativo consistiu na participação dos pesquisadores na postura de “observador total” durante 11 dias, no ensino fundamental e médio, registrando em caderneta as metodologias e atividades propostas pelos professores. Os resultados foram representados por meio de um mapa conceitual e posteriormente analisados. E, enquanto proposta, esta pesquisa tem como ponto forte o debate sobre possíveis caminhos teórico-metodológicos a serem trilhados nas práticas educacionais geográficas, assim como os desafios para que docentes da área, em formação ou formados, se fortaleçam em sua atuação na rede escolar. A partir do destaque dado a estas questões, almeja-se alcançar uma Geografia plural para além do ambiente acadêmico – também na Geografia escolar – essencialmente por meio de uma formação abrangente e continuada.

Merete Helland, Eli Kristin Aadland, Anne Selvik Ask et al.

Mat og helse har kompetansemål etter 4. trinn i norsk grunnskole, men få studier har sett på betydningen av rammefaktorer for undervisningen i mat og helse på barnetrinnet. I denne studien undersøker vi læreres og skolelederes oppfatninger av rammefaktorer og forskjeller mellom skolenes rammefaktorer, som lærerkvalifikasjoner, timeplanfestet undervisning, organisering, budsjett og utstyr. Data ble samlet inn gjennom 24 kvalita­tive intervju, fordelt på 9 med skoleledere og 15 med mat- og helselærere. Intervjuene ble gjennomført på 12 utvalgte praksisskoler fra alle landsdeler i Norge. Til tross for kort undervisningserfaring og manglende studiekompetanse i faget opplever både lærere og ledelse at de har tilstrekkelig med kompetanse til å undervise i faget på 1.–4. trinn. Læreren styrer ofte innholdet i faget selv, og det å timeplanfeste mat- og helseunder­visningen på 1.–4. trinn har en gunstig innflytelse på prioriteringen av mat og helse i barneskolen. I situasjoner der råvarer eller nytt utstyr handles inn, har mat- og helse­læreren et nøkternt pengebruk. Ikke alle skolene har undervisningskjøkken tilgjengelig for bruk på 1.–4. trinn, noe som kan føre til en teoretisering av undervisningen. Til tross for til dels gammelt utstyr i undervisningskjøkkenet, opplever lærerne at de har til­strekkelig med utstyr til å undervise 1.–4. trinn. De oppgir sambruk av undervisnings­rommet som en større utfordring. Nøkkelord: mat- og helseundervisning, rammefaktorer, budsjett, utstyr, lærerkvalifikasjoner, 1.–4. trinn

Jannine Bailey, Sabrina Pit

Abstract Background There is some anecdotal evidence that anxiety about the responsibility of an intern influences rural future intentions. Additionally, research has shown that urban interns have reported that they are worried about being ‘forced’ to work in non-metropolitan hospitals in their first year after graduation. This study sought to explore rural medical students’ perceptions and expectations of a rural internship and how local health services and/or their medical school can prepare them best for a rural intern position. Methods Four focus groups were conducted with 62 final-year medical students upon completion of a 12-month rural clinical school placement. Focus groups were audio-recorded and transcribed verbatim for thematic analysis to identify key themes. Results Most students have high levels of anxiety around starting work but they acknowledge that this may be exaggerated. They believe that in rural areas they get higher quality supervisory support than in urban hospitals as people know you better, whereas in the city you are more anonymous. However, the level of responsibility placed on rural interns was considered to be a double-edged sword. While rural interns were allowed to do more than be a ‘paper-pusher’ this level of responsibility means they are more accountable. The majority felt that doing your first training years in a metropolitan hospital can be crucial to getting on a training program in your chosen speciality. Conclusions There appears to be a relatively high level of anxiety about rural internships amongst final-year medical students. Students need more targeted information around specialisation, particularly around regional training hubs, if we want to achieve higher levels of interns choosing a rural career path.

Letícia de Queiroz Maffei, João Alberto da Silva

Neste artigo, ao nos apropriarmos de um viés fenomenológico, buscamos nos traços afetivos das personagens do conto ‘O Mágico de Oz’ relações possíveis com a Matemática. As peculiaridades das personagens e as buscas particulares de cada uma delas deixam evidente, nesta história clássica da cultura de massa, a personificação de determinados afetos, colocando-os em uma condição de destaque a qual justifica considerar a coexistência dos mesmos no âmbito de ensinar e aprender Matemática. Percepções, medos, conceitos, crenças emergem da leitura de cada uma das personagens – Oz e suas diferentes facetas; Dorothy e a finalidade; Espantalho e o ser burro; Lenhador de Lata e os sentimentos; Leão e o medo – e se unem a uma trama de discussões teóricas que permitem pensar sobre questões vinculadas ao ensino e aprendizagem de Matemática.

K. Kucher, P. P. Shcherbinin, Y. V. Shcherbinina

The practice of social protection of orphans in the Tambov Governorate of the 19th - early 20th century through the prism of Orthodox charity and monastic charity is studied comprehensively and systematically. On the basis of a wide range of primary materials, primarily periodicals, various little-known aspects of the claimed scientific problem were studied representatively. We summarize the domestic experience of studying the system of charitable initiatives of the Orthodox clergy in provincial Russia, which had significant differences from the realities of the capital. The peculiarity of the care organizations of orphans of the spiritual estate at the regional and district level, which allows to assess the realities of social protection in the Tambov Eparchy of the chronological period, is studied. The possibilities of monastic charity and its significance in the context of charitable activities are clarified. Special consideration is given to the rules of care for orphans in monasteries in the years of peace and during the Russian-Japanese War in 1904-1905 and the First World War in 1914-1918. The main motives and incentives for charitable activities of large regional monasteries were identified, which reflected the general trends in the development of provincial society in the Russian Empire of the examined period. Conclusions are drawn about the results and experience, traditions and features of the activities of parish caregivers to support orphans at the level of the province and county, which allowed to successfully reconstruct this part of the social protection system of pre-revolutionary Russia. Attention is drawn to the importance of taking into account regional specifics and specific historical manifestations of charitable support of the Orthodox clergy, as well as the assessment of socio-cultural and ethno-religious positions of the regional society. The influence of the practice of orphans care in the monastery shelters in the period of education and training, as well as subsequent socialization is clarified. It is proved that the Orthodox clergy very rarely showed their own initiative to care for orphans in the region, but the orders of the eparchial authorities determined the ideology and practice of provincial charity through the prism of spiritual bonds and values of mercy.

Yudeisy Cudina-Guerrero, Mayelín Figueredo-Velázquez, Maritza Palomino-Peña

<p class="Resumen">In order to fulfill one of the aspects that characterized the curriculum for the training of ordinary skill in the Technical and Vocational Education which states: increase student learning in mathematics in particular, where teachers use the computer effectively as a teaching, and thus eliminate academic failure, an alternative methodology was developed to use the Eureka software, which was presented to teachers and provincial methodologists of mathematics, as well as students of Accounting, it helped to further learning students at Work with Variables. The proposal was designed to achieve a formative learning accordingly to the objectives of the program it requires Mathematics. The relevance of the alternative was assessed by consulting specialists, where they corroborated that can be educational practice.</p>

Marc-Alexandre PRUDHOMME

While schools have been assigned the role of introducing students to our current democratic systems, many have highlighted the paradox of teaching democracy in an undemocratic context (e.g. Biesta, 2007). Alternative models of schools that operate democratically such as free schools (democratic schools in which students and teachers largely have similar rights and obligations) can offer a great deal in terms of democratic education. In this paper, I will talk about the ethnographic study that I conducted about the experiences of Canadian free school students during school meetings (democratic activity during which students with teachers decide on the activities, operations and rules of the school). During this project, I attended 4 school meetings, spent a period of five weeks making observations in a free school and completed 17 interviews about these experiences. Based on this, I maintain that these meetings arose in a school that operated according to a consensus-based model and that students, while attending these meetings, experienced a combination of feelings that mostly included appreciation and concerns while being involved in decision-making processes. As well, I will contend that students, after having taken part in several school meetings, developed skills and attitudes associated to citizenship such as critical thinking and self-confidence. For conventional schools, this means that providing students with opportunities to take decisions democratically could help to foster such skills and attitudes.

Rosario Bisonó

Reflexión que la profesora Rosario Bisonó, de la carrera de Ingeniería Industrial, en Santiago, expuso durante clases a sus compañeros de la Especialidad en Pedagogía Universitaria. Este programa académico es ofrecido periódicamente por la PUCMM a sus profesores.

Norbert Pachler, Ben Bachmair, John Cook

César Daniel Vargas Díaz

En el presente artículo se desarrolla la importancia e impacto de las TIC y especialmente de la Internet, en los Gobiernos Electrónicos o e-Gobiernos, se revisan las distintas definiciones y concepciones de e-Gobierno que se han identificado en la literatura, y se definen tanto los objetivos, funciones y dimensiones de la e-gobierno, como los aspectos que giran en torno a él.

NIDIA ANGELICA VIVAS LOPEZ

The present text has as objective to make a conceptual approximation to the “learning strategies”, to understand how the fact of recognizing and systematizing them will originate fundamental changes in any learning-teaching- evaluating process. To analyze “learning strategies” through the cognitive and interactive perspective makes possible to find different ways to conceive, apply, systematize and evaluate principles that will make easier the optimization of the learning environment, and the teacher job qualification.

Sergei Abramovich, Elena Kudryashova, Gennady A Leonov et al.

This paper demonstrates the use of a spreadsheet in exploring non-linear difference equations that describe digital control systems used in radio engineering, communication and computer architecture. These systems, being the focus of intensive studies of mathematicians and engineers over the last 40 years, may exhibit extremely complicated behavior interpreted in contemporary terms as transition from global asymptotic stability to chaos through period-doubling bifurcations. The authors argue that embedding advanced mathematical ideas in the technological tool enables one to introduce fundamentals of discrete control systems in tertiary curricula without learners having to deal with complex machinery that rigorous mathematical methods of investigation require. In particular, in the appropriately designed spreadsheet environment, one can effectively visualize a qualitative difference in the behavior of systems with different types of non-linear characteristic.

Yves Lenoir

This article presents a synthesis of different research projects that have been carried out inthe province of Quebec, Canada over the past 20 years concerning the representations and practices ofelementary teachers regarding the relative importance given to subject matter and the use ofinterdisciplinarity in their teaching practice. The first section will explain the context of the Quebecschool system on a socio-historical and political level and review the emergence of the concept ofinterdisciplinarity in Quebec. The second section will present succinctly the different research projectsthat have been conducted since 1980 and the conceptual framework they were based on. The thirdsection will consider the main results of the various research projects from two angles: first, therepresentations and practices of the teachers regarding interdisciplinarity; secondly, the relativeimportance and role that the teachers give to interdisciplinarity. In the conclusion, we will highlightamong other things the central position teachers give to the role of socialization and their minimalconsideration for the teaching of disciplinary knowledge.