Hasil untuk "Theory and practice of education"

María Elena Irigoyen Carrillo, María Teresa González Astudillo, Angelina Alvarado Monroy

El objetivo de este estudio es identificar los niveles de razonamiento covariacional (NRC) en estudiantes preuniversitarios en México, así como la transición entre ellos al experimentar tareas de optimización de manera colaborativa. Los NRC se modificaron según las tareas, mostrando en varios casos un desarrollo notable. En este progreso influyeron la tecnología digital y el papel de la docente para promover la participación en colectivo y la conexión de ideas del grupo. Asimismo, las tareas y condiciones de resolución favorecieron el estudio de modelos dinámicos, el empleo de técnicas algebraicas y el uso de la derivada en problemas de optimización.

Silvia Farias-Gaytan, Maria-Soledad Ramirez-Montoya, Ignacio Aguaded

The dynamics of change in the work environment are becoming more dizzying, given that adopting new technologies generates new knowledge and jobs. This research analyzed a case study of a Mexican university implementing alternative credentials. The method was instrumental case study research, with exploratory and descriptive categories, applying three instruments: documentary analysis of alternative credential programs, a questionnaire, and interviews with the experts involved in designing and delivering alternative credentials. In this case, the implementation of alternative credentials coincided with the reference frameworks of the European Union and the province of Ontario, Canada. Their frameworks mention the vision and institutional mission of alternative credentialing for the value offered, its definition, operation, award processes, accreditation, and quality. The case provides data for interested higher education institutions, such as why to do it, the strategy to follow, the added value offered, the elements that define it and its design, the assessment process and assignment, the timing of accreditation, and where it is recognized. This research contributes recommendations for defining and managing alternative credentials to serve as a reference for other universities interested in incorporating technology-supported educational innovations.

Angus Ritchie, Maurizio Pacilli, Ramesh M. Nataraja

Over the past 30 years surgical training, including urology training, has changed from the Halstedian apprenticeship-based model to a competency-based one. Simulation-based education (SBE) is an effective, competency-based method for acquiring both technical and non-technical surgical skills and has rapidly become an essential component of urological education. This article introduces the key learning theory underpinning surgical education and SBE, discussing the educational concepts of mastery learning, deliberate practice, feedback, fidelity and assessment. These concepts are fundamental aspects of urological education, thus requiring clinical educators to have a detailed understanding of their impact on learning to assist trainees to acquire surgical skills. The article will then address in detail the current and emerging simulation modalities used in urological education, with specific urological examples provided. These modalities are part-task trainers and 3D-printed models for open surgery, laparoscopic bench and virtual reality trainers, robotic surgery simulation, simulated patients and roleplay, scenario-based simulation, hybrid simulation, distributed simulation and digital simulation. This article will particularly focus on recent advancements in several emerging simulation modalities that are being applied in urology training such as operable 3D-printed models, robotic surgery simulation and online simulation. The implementation of simulation into training programmes and our recommendations for the future direction of urological simulation will also be discussed.

Amy Behler, Fionnuala Brown, Kylie Pybus

This article provides an example of a university faculty member’s reflective practice on how a sense of community was developed within undergraduate college forensic science classrooms. Through reflective practice, I describe a heartwarming situation I experienced and compare it to the literature to help me better understand my contribution to developing a sense of community amongst my students. After identifying and evaluating possible explanations, I decide a positive learning environment is the main contributing factor and provide recommendations for future practice to help other faculty who are interested in creating a similar environment within their own courses.

Rita Inês Petrykowski Peixe, Amélia Maña Domes

As experiências com o uso dos recursos visuais nas aulas de artes podem ser fomentadoras de inúmeras descobertas e conhecimentos, possibilitando a promoção de amplos diálogos e reflexões entre professores e alunos, principalmente no que se refere à compreensão da importância das imagens na arte e sua relação com a vida dos estudantes. Objetivando problematizar e refletir acerca das percepções vivenciadas pelos alunos, após relacionarem-se com imagens de obras procedentes de uma mostra artístico artesanal, a presente proposta se estabelece.  Ela tem origem a partir de um conjunto de atividades desenvolvidas com estudantes do Ensino Médio / Secundária de duas escolas de países diferentes, sendo esse um dos desdobramentos de um projeto que tem nas artes e nas artesanias seu foco principal. Intitulado “ARTESANeando Identidades”, apresenta práticas artísticas realizadas em sala, articuladas com base em cinco obras selecionadas da mostra “TEIXINT IDENTITATS”, ocorrida em Barcelona (ES) de outubro de 2019 a janeiro de 2020.  Por meio desse projeto, outras iniciativas foram propostas e resultaram em narrativas dialógicas que buscaram estabelecer conexões reflexivas entre as imagens e os contextos docentes e discentes, gerando inferências nas suas trajetórias de vida, as quais motivaram o conteúdo que apresentamos para esse artigo.

Francis Farrell, Vini Lander, Ümit Yildiz

Civic Nationalism Issue: editorial

Istianatul Hasanah

Curriculum management is a system of curriculum management that is cooperative, comprehensive, and systematic in order to realize the achievement of curriculum objectives. A good curriculum is a curriculum that follows the development of science and technology based on society. The management of a curriculum determines success and failure in education. Therefore, Management curriculum is Importent thing in a scool education by principle education process which can work running wellby reaching a goal, such is garduate competent standardthat must be domeneted by student and motivated the teacher to alwasy implement the education.

Maria Teresa Gonzaga Alves, Flavia Pereira Xavier, Túlio Silva de Paula

Resumo: Apresenta um modelo conceitual para avaliar a infraestrutura escolar no ensino fundamental, tendo como referência os marcos legais e baseando-se na literatura nacional e internacional sobre o tema. A garantia da infraestrutura escolar com padrões mínimos de qualidade está presente no ordenamento legal do País, mas permanece como um desafio para as políticas educacionais. A revisão da literatura resultou em um volume significativo de trabalhos, entre os quais não há um consenso sobre como definir, avaliar e mensurar a infraestrutura escolar. O modelo conceitual proposto adota uma perspectiva multidimensional, com vários indicadores para avaliar o construto. O artigo finaliza com a análise de dados públicos sobre o tema. Há muitas informações relacionadas à infraestrutura escolar nas pesquisas oficiais, sobretudo a respeito de instalações e espaços do prédio da escola. O modelo conceitual criado identificou que os aspectos relacionados ao bem-estar e à equidade apresentam menos cobertura de informações. Reformulações nos instrumentos de coleta de dados públicos permitiriam um alinhamento entre pesquisas nacionais e produção científica internacional.

Jesús Salinas Ibáñez, Victoria Irene Marin

Recently, the term of digital university has been a buzzword or trend in different contexts in Spanish-speaking countries. However, there is no available clear definition of the concept that helps us specify its implementation further. Therefore, this study was aimed at analyzing the different existing conceptions of digital university in Ibero-America, via a systematic literature review and the analysis of the semantic field through a network analysis. This enabled us to identify what was understood by being a digital university from the perspective of different Ibero-American universities. Spanish keywords derived from the thesaurus -including “digital university”- were used in the search through diverse catalogs and databases, and documents of different kinds were found between 2007 and 2017. The literature review was based on the abstracts of the documents and we considered the creation of categories with diverse topics that represent how Ibero-America understands the digital university and with which restrictions has to deal with. The discussion incorporates the integration of those categories and topics into the digital university models that were previously identified. As a conclusion, a summary on the concept of digital university is presented and we point towards some remarks so that the conception is made a reality in its practice.

Tirtha Goradia

With the rapid development in information technology and the need to acquire 21st century skills, global trends in higher education are shifting towards using digital pedagogies. In light of this, Koehler and Mishra (2009) developed the Technological Pedagogical Content Knowledge (TPACK) framework to integrate technology with teaching. The framework has now been explored and implemented in various educational institutions. This study aims to collect academics’ perspectives on various technologies and pedagogies used at the institute through the lens of the TPACK framework. A mixed-methods study, using a survey-based questionnaire, was undertaken to collect academics’ perspectives. The study revealed a wide range of technologies and pedagogies being used to enhance 21st century competencies and skills. The TPACK framework provides a useful tool to gauge the learning environment and displays a complex interaction between technology, pedagogy and content knowledge specific to the learning environment. The results highlight the need to use technology for innovation and to renovate contemporary teaching practices for 21st century learning.

Lilian Coelho de Freitas

A disciplina de Introdução à Metodologia Científica é fundamental nos cursos técnicos, pois permite o ingresso no mundo da pesquisa através da compreensão sobre método científico e escrita científica. Contudo, a articulação inadequada de conteúdos e práticas docentes pode torná-la ineficiente. O Projeto “Eu, Cientista” é uma proposta pedagógica para o ensino da disciplina Introdução à Metodologia Científica nos Cursos Técnicos Integrados ao Ensino Médio, o qual visa despertar os estudantes para a compreensão do desenvolver Ciência como algo factível a sua realidade estudantil. Utilizou-se como metodologia a pesquisa participante, com uma abordagem qualitativa. Participaram do projeto 32 estudantes, sendo um estudante com deficiência visual e uma estudante com deficiência auditiva. Inicialmente, apresentou-se os conceitos teóricos sobre pesquisa, conforme a ementa da disciplina. Os estudantes, em grupos, foram convidados a pensar em problemas da realidade que os cerca. Em seguida, foram orientados a propor soluções para tais problemas e testá-las, utilizando-se das premissas do método científico. Como resultado, seis projetos foram desenvolvidos, abordando as dificuldades no ensino-aprendizagem de Física e de Português, acessibilidade para deficientes visuais, o gerenciamento do tempo, e comunicação entre professores e alunos com deficiência auditiva. Durante o projeto, observou-se o desenvolver nos estudantes de habilidades e competências como autonomia intelectual, capacidade para resolver problemas, criatividade, trabalho em grupo e comunicação de ideias. Ademais, os alunos publicaram quatro artigos em seminários estudantis. Conclui-se que o Projeto “Eu, Cientista” alcançou bons resultados, por despertar no aluno a “curiosidade como inquietação indagadora”, fundamental para a construção de novos conhecimentos.

Raúl Gutiérrez Fresneda

In our society, written communication has a special significance, being an essential reading for access to information and for school success. Children acquire learning to read from the earliest ages from the relationship with the people around them. Dialogic learning is in the context of theories that emphasize interaction and dialogue as sources of learning so that the meaning, understanding and learning are enhanced through interactions that are established through a text. The purpose of this study was to analyze whether through learning programs that integrate dialogic reading along with the usual practices focused on teaching reading improved reading skills are acquired. A quasi-experimental comparison group design with pretest and posttest measures was used. In the study 120 students participated aged between 8 and 9 years. The results weigh the potential value of the program and support the development of teaching models that integrate dialogic reading practices in classroom dynamics as it facilitates the learning of reading comprehension.

Claire Wladis, Katherine M. Conway, Alyse C. Hachey

This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed was that native-born students were at greater risk online than foreign-born students, relative to their face-to-face outcomes. Having a child under 6 years of age also interacted with the online medium to predict lower rates of successful course completion online than would be expected based on face-to-face outcomes. In addition, while students enrolled in online courses were more likely to drop out of college, online course outcomes had no direct effect on college persistence; rather other characteristics seemed to make students simultaneously both more likely to enroll online and to drop out of college.

Fredy Orlando Salamanca González

In a public university in Tunja (Colombia), undergraduate language students mentioned that writing was important and yet, they kept at a distance from it due to its requirements. The aim of this pedagogical intervention was to find a strategy to encourage students to write and, more importantly, to feel an identity with their texts. For this pedagogical intervention, students were required to write narratives that allowed them to portray their experiences using the target language and to look for the most accurate words and descriptions. From a pedagogical perspective, writing the narratives provided the teacher with the possibility of knowing his students better and to feel an affiliation towards them.

Leonard Vogt

N/A

Mariyana Ilieva

Mikhail Geraskov is a distinguished Bulgarian educator from the first half of the twentieth century, who developed the scientific foundations of didactics and methodology of training. His work contributed a lot to the development of the Bulgarian pedagogy. The subject of scientific research is didactical conceptions and methodological conceptions of learning. The aim of the research paper is to presents his ideas about particular methods of teaching Physics for high school. Geraskov assumes direct correlation between didactics and methodology. This paper focuses on his ideas about design, technology and methodological requirements for lessons of Physics. He believes that the appropriate methods are determined by the curriculum, set of educational goals and age characteristics, and capabilities of adolescents. In his methodical recommendations he focuses on teaching methods and forms that provoke students’ activity. Comparative analysis with publications on the issues set for development of the Bulgarian pedagogic science and the actuality in the modern education system.

V. V. Denysenko

The intensive process of education computerization confronts modern educators a number of economic, technical, social, psychological and educational problems that need to be solved. The use of computer technology in educational process opens enormous opportunities for the development of cognitive abilities – from sensory and perceptual to speech and mental forms. In broad dissemination and use of technical aids, optical and acoustic techniques, programmed education, cinema, television, computer, the modern scientists and researchers see one of the main factors to enhance education and upbringing level both at regular and higher education institutions. Unfortunately, the process of the organic combination of technical and pedagogical sciences in terms of theory and practice introducing computer (multimedia) teaching aids is not as powerful as expected; and as it has been dictated by the needs of the modern society. The slow pace of computerization’s implementation of the learning process at high school has been caused by the reasons of different nature and scale. The main objective of the article is to highlight the problems of computer teaching aids using in teaching process at higher education institutions. The conducted analysis of studying computerization allowed us determining the impact and role in providing the university teacher’s basic functions. It has been established that the teacher is one of the management leading objects of educational and cognitive students’ activity and all its functions practically may have computer support.

Jordi Collet Sabé, Xavier Besalú, Jordi Feu et al.

En este artículo se presenta un modelo de análisis de las relaciones entre docentes y familias basada en cuatro elementos: a) La metáfora de la escuela como país; b) El análisis crítico de los modelos actuales de relaciones entre escuela y progenitores de los alumnos; c) La centralidad de las desigualdades y la lucha contra el fracaso escolar en el análisis de este ámbito educativo; y d) La creciente relevancia, contrastada internacionalmente, de la relación entre cómo se dan los vínculos entre escuela y familia y los resultados académicos de los alumnos/as. Así, el modelo propuesto, resitúa las relaciones entre docentes y familias en el centro de la tarea cotidiana del maestro/a y de su identidad docente. Y lo hace con una propuesta basada en: la inclusión de todas las familias; en la centralidad de un buen vínculo con todas ellas; en la lucha contra la reproducción de las desigualdades sociales; y por el éxito escolar de todo el alumnado. Esta propuesta se fundamenta en la responsabilidad y la capacidad docente en ese envite, así como en el modelo de la corresponsabilidad educativa en la relación con todas las familias.

Lúcia Helena Hebling Almeida

The article reports the author’s personal experience with Fairy Tales, their symbolism and the importance of symbols to a child’s psychic formation and how pertinent they are to the psychology of education.

Eun-Young Kwon

Ever since the introduction of the “independent grammars assumption,” whereby a child is said to have its own grammar and not just an imitation of adult language, first language (L1) acquisition researchers such as Martin Braine (1963) and others have constructed grammars for children’s languages rather than treat them as defective adult grammars. This is based on the view that language learners create grammars of their own, rather than master the target grammar imperfectly. Thus, at any moment, a child’s grammar is an independent system. In second language acquisition (SLA) research this notion has led to several slightly variant conclusions. On the one hand, second language (L2) learners should be treated as already having a language of their own, not just as poor beginning learners of the target language, and should be encouraged to create a system from experience and internal resources rather than have the target language thrust down their throats by teachers (Johnson & Johnson, 1998). In reality, however, as Cook (1999) asserts, “SLA research has often fallen into the comparative fallacy (Bley-Vroman, 1983) of relating the L2 learner to the native speaker” (p. 189).