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This text proposes a reflection on art education, more specifically on plastic and visual expression and some of its main problems at a theoretical and practical level. Starting by analyzing the path of teaching and learning throughout history, we question today, its practices, between traditional teaching and the need to find alternative paths, appropriate to a world in permanent change. We try to understand the conception of art from which we started and its importance in educational practices, as well as the influence of the philosophical conception of the human being by teachers and educators, regarding the way they approach the educational proposals they develop. Neste texto propõe-se uma reflexão sobre a educação artística, mais concretamente da expressão plástica e visual e alguns dos seus principais problemas a nível teórico e prático. Começando por analisar o percurso do ensino e aprendizagem ao longo da história, questionamos hoje, as suas práticas, entre o ensino tradicional e a necessidade de encontrar caminhos alternativos, adequados a um mundo em permanente mudança. Tenta-se perceber a conceção de arte, de onde partimos e a sua importância nas práticas educativas, bem como a influência da conceção filosófica do ser humano por parte dos professores e educadores, em relação à forma como abordam as propostas educativas que desenvolvem.

The main aim of this study was to investigate online platforms, specifically YouTube, suitable for remote learning, forced by covid-19 from traditional face-to-face to online learning. To achieve the study's objectives, which are to investigate the effectiveness of remote learning, general students’ feelings have about online education, lecturer's efficiency in using online tools to teach, and student's ability to adapt to online learning, the study employed a qualitative method where three videos with content relevant for a post-graduate diploma in higher education were made and uploaded to YouTube to investigate the efficiency of the online tool. Advantages of YouTube as an educational platform were discussed, which include flexibility and cost, among others. The challenges related to internet connections; resources, used to conduct YouTube lessons, were discussed. Recommendations to address some of these challenges using YouTube as an educational platform were explored. These recommendations include, amongst others, workshops and seminars should be held by administrators to teach lecturers and teachers how to use technology in their classes, universities need to adopt this new learning system as a part of the curriculum because to save time, money.

Peer assessment has been an effective strategy to heighten the students’ participation. In the 21st century of teaching and learning, the student-centered approach is the new trend making the teacher the facilitator for learning. This classroom-based action research aimed to test the effectiveness of peer assessment as an innovation with the contextualized worksheet in teaching the senior high school students in earth and life science subject. This study employed a mixed-method. The Statistical Package for Social Sciences (SPSS) was utilized to analyze the quantitative data and phenomenological methodology to interpret the qualitative data. For the school year 2018-2019, there were 130 students selected purposively as the respondents. The result showed that the peer assessment with the aid of contextualized worksheet was effective in teaching earth and life science. However, they are affected by hesitations in providing their answers, noise of the environment and not having enough time while activities are in process.

Harmonizing materials and practices of senior high school teachers in the contextualization of various learning areas are crucial in the current curriculum. The study determined how teachers in the senior high school harmonize materials and practices in teaching the various subjects and analyzed the contextualization across the K12 curriculum. Qualitative research was employed in the study specifically grounded theory. Eleven participants were included in the study where five were grade 12 students and six were senior high school teachers. Purposive sampling was employed in the conduct of the study and has employed key informant interviews and the focus group discussion. In analyzing the data, Grounded theory Analysis as modeled by Charmaz (2006), as well as Glasser and Strauss (2017), was employed. Relevance, coherence, and appropriateness as contextualization connectivity are considered in harmonizing materials and practices in the contextualization of lessons in senior high school. The themes culled were sources of contextualized materials, conceptualizing contextualized materials, teachers contextualized materials and practices, coherence, relevance, and appropriateness in contextualization. Formulation of the conceptual paradigm vis-à-vis contextualization across curricula emerged in the study.

EnglishThe article discusses the presence of Philosophy as a curricular component in the School. Its objective is to formulate elements that give rise to the discussion on the possibility of organizing pedagogical work, mediators of teaching and learning. For this, a brief reflection is made about the school, the teaching work, notably in what concerns the teacher / student relationship. portuguesO artigo discute a presenca da Filosofia como componente curricular na Escola. Seu objetivo e formular elementos que ensejem a discussao sobre a possibilidade de organizacao do trabalho pedagogico mediadores de ensino e aprendizagem. Para tanto, faz-se uma breve reflexao sobre a escola, o trabalho docente – notadamente naquilo que se refere a relacao professor/aluno.

This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles withhigher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs.&nbsp

“Critical pedagogy” has become a prevalent grammar furthering the necessity of a change in pedagogy from a banking‐style to problem‐posing approach, which it argues will facilitate students’ development of independent values and equip them to lead the liberation of society from authoritarianism into democracy. To achieve this, classrooms need to serve as cultural forums, through which either engaged pedagogy or negotiated authority empowers teachers and students to engage in free dialogues that problematize school textbooks as “cultural politics.” This empowerment demands that teachers perform as transformative intellectuals, dedicating themselves to the amelioration of inequity in educational results by reconstructing new texts, making them more accessible to working‐class students. While these theoretical lexicons envision a new perspective for the “educational function,” alleviation of the phenomenon of cultural reproduction can only occur if critical pedagogists pay more attention to academic curricula. Student achievements in such curricula, which respond to the demands of the social division of labor, have a profound influence on their potential social mobility.

Purpose: This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic. Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS. Results: Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format. Implications: A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system., SUBMITTED: APRIL 2020, REVISION SUBMITTED: JUNE 2020, 2nd REVISION SUBMITTED: AUGUST 2020, ACCEPTED: SEPTEMBER 2020, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 30 OCTOBER 2020

This article includes a theoretical analysis of the theories of the process of teaching/learning that form the basis both for the concept of the open teaching/learning process and the dimensions for the recognition of the open teaching/learning process, as well as for the criteria of the research of these dimensions. The most important characteristics of the open teaching/learning process are defined: learner independence, cooperative learning and flexibility of the teaching/learning content and environment. The created open learning matrix enables to design quality open learning studies in higher education., SUBMITTED: MAY 2019, REVISION SUBMITTED: JULY 2019, 2nd REVISION SUBMITTED: SEPTEMBER 2019, ACCEPTED: OCTOBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 15 MAY 2020

Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.

Mathematics is a compulsory subject in Nigerian secondary schools, and the subject plays an important role in the scientific and technological growth and development of the nation. A shortfall in the knowledge of the students in Mathematics means that the goal may not be realized, hence the need to improve teaching methods for solving the problem of poor performance in the subject. This study evaluated the effect of the activity-based teaching method on the students' achievement in secondary school Mathematics. The design of the study was a quasi-experimental pretest-posttest research design using intact classes. A sample of 96 students from two senior secondary schools in Calabar metropolis, Cross Rivers State, Nigeria was used in the study. The instrument for data collection was a 20-item Essay MathematicsTest (MT) developed by the researcher to measure students' achievement in Mathematics. The reliability coefficient for the instrument using the Cronbach coefficient alpha was 0.86. Mean and the standard deviation was used to answer the research question while Analysis of Covariance (ANCOVA) was used to explore the effect of the teaching method at a 0.05 level of significance. Finding revealed that there was a significant difference in the Mathematics performance between the posttest mean scores of the students who were exposed to activity-based teaching methods (experimental) and those that were taught with lecture method (control) groups after controlling for the effect of the pre-test on Mathematics scores. The result indicated that students taught using the activity method performed better than those taught using the lecture method. This study implies that students will benefit greatly from teaching outcomes in schools if the activity method is used as a pedagogical approach in Mathematics instructional delivery. The paper recommends among others that secondary school Mathematics teachers should be trained and re-trained to update their knowledge in the use of activity-based teaching for making the teaching and learning of Mathematics more interesting and rewarding.

The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.

This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students self-efficacy related to theoretical knowledge and assembly skills. On the other hand, use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice. © 2018 European Research Network Vocational Education and Training. All rights reserved.

The paper addresses the multiplatform app "WhatsApp Messenger" and their use of online instant messaging and voice calls to smartphones. In Distance Education, Federal University of Federal University of Tocantins (UFT), this application has been used as a communication mobility strategic mobile since the management of courses and programs offered in 16 classroom support poles are located Board headquarters of large distances DOI: http://dx.doi.org/10.20873/uft.2359-3652.2017v4n2p185Revista Desafios –v. 04,n. 02, 2017186Educational Technology (DTE) that manages the undergraduate courses in distance education through the System Open University of Brazil (UAB). The UFT through its Board of distance education has 5 undergraduate courses with an enrollment of 1,273 students divided into 52 classes. The implementation of online communication group of distance education managers in the App WhatsApp and its interface with teachers, poles coordinators, directors of the campuses has made communication and managers DL ubiquitous. A redefinition of communicating characterized by the multidimensionality of the indivisible space of your hypermobility, that is, their physical mobility expanded by mobile devices, as in the case of WhatsApp. Its theoretical approach results from studies and research in the Stricto SensuPostgraduate Program in Education PPGE/UFT.

This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either the lecture method teaching or the smart class method teaching. For conducting the experiment, the investigator used pre-test and post-test comparison group design. For collection of data, a structured questionnaire and a structured teaching programme was used. t-test was used for analysis and interpretation of the data. The results of the study revealed that the lecture method of teaching was more effective as compared to a smart class method of teaching.

The paper attempts to identify the pleasure and satisfaction of participating in educational robotic through an educational robotic program that takes place for children ages 9 to 15. The aim is also to identify, with the use of statistical comparisons, any signs of the relationship between pleasure and satisfaction with participation with characteristics such as the gender of learners, the age of learners and the level of parenting.The survey showed that the participants were satisfied with their participation in the program and did not feel tired or bored. Also from the research is obvious that through educational robotics children can learn to cooperate more effectively with each other, and the teaching of basic principles of computer science, mathematics, geometry, physics, engineering, and in general mechatronics can be more effective when it does not have the conventional form of education but it has the form of play., SUBMITTED: OCTOBER 2018, REVISION SUBMITTED: NOVEMBER 2018, ACCEPTED: JANUARY 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 19 APRIL 2019

In a knowledge based economy students are expected to acquire a certain set of skills that will enable them to have a positive impact in society. The 21st century skills are considered to be the answer to their social and professional inclusion and education plays a key role in providing students with the opportunity to develop these skills. To address the challenges of the future, educational frameworks need to be redesigned so that they can cultivate this set of skills. The advancement of technologies can contribute to the realization of an educational paradigm shift while the teachers’ role in the learning process remains fundamental. The flipped classroom is a new learning model where the learning activities inside and outside the classroom are rearranged. Several studies have indicated that flipping the classroom promotes the cultivation of the 21st century skills, such as critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, grit and perseverance. On the other hand this pedagogical approach could be quite challenging since it presents many barriers that need to be removed so that the method can deliver the desirable learning outcomes., SUBMITTED: DECEMBER 2018, REVISION SUBMITTED: MAY 2019, ACCEPTED: JUNE 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 24 OCTOBER 2019. JEL Classification: I20, I24, I25

Following international trends to reform school management, the Chinese government has proposed school-based decision-making as a measure to raise the “quality” of education, but at the same time it has imposed new institutions of accountability for teachers and school administrators. In order to understand how this inter-play between accountability and discretion affects Chinese educational reforms, this paper analyses policy implementation through the lens of decision-making by principals and teachers as street-level bureaucrats. In the case of minority-language education in Xishuangbanna, a subject where institutions provide comparatively large spaces for discretionary decisions, I argue that the current institutions on accountability in minority-language education in China trigger processes by which implementers must interpret vague institutions in order to make decisions for their classroom. These purposefully wide spaces of “interpretational discretion” enable the party-state to make good on its promise to support local diversity, without threatening its own authority to prescribe educational goals. (author's abstract)

The Distance Education is becoming more popular in today's society, involving a number of people increased, generating the need for actions in the area are accompanied by an intense reflection. In this article, we will be fomented some reflections on the use of Information and Communication Technologies and Distance Education geared to the Physics Teaching. In general talk about the motivations, conditions and possible contributions of Distance Education in Physics Teaching.

This study determined the effects of the integration of mathematical modeling on the problem solving performance and math anxiety level of Grade 9 students. Two groups of students were exposed to different strategies: the control group was taught using guided practice while the experimental group was taught using the integration of mathematical modelling. Pretests and Posttests were given to measure the performance of both groups in terms of their problem solving skills and their math anxiety level. T-test of independent and dependent were used to determine whether there exists significant difference between the performance of the two groups in terms of their pretest and posttest scores. Questionnaire and Interview Method were implemented were used to elicit students’ reactions on the integration of mathematical modeling in the classroom.Findings showed that there is a significant difference between the pretest and posttest mean scores of both groups in terms of their problem solving performance test and their mathematics anxiety test. However, when their posttest mean scores were compared, the experimental group made a large improvement in terms of their problem solving performance and a reduction in terms of their mathematics anxiety level, thus, the integration of mathematical modeling was effective in improving the problem solving performance and reducing the math anxiety level of students

The paper aims at presenting a look at ways, and forms of using the project method in teaching people with disabilities. I will analyze the usefulness of the project method in different areas of education of people with disabilities. The study also briefly comments on the most significant features that describe educational projects. Subsequently, it will go on to benefits of using the project method in education. The paper focuses primarily on how the project as an element of teaching affects the development of students with disabilities. In the further part of the work, it will also consider forms of project in education. The last part of the paper mentions several important results of research which pertain to the possibility of using project method technologies in education.

This study was designed to investigate the relation of Trait Emotional Intelligence with student achievement goals in the context of English as a Foreign Language. Given the challenging nature of EFL, the importance attached to teachers’ emotions as the basis of a psychologically secure and motivating learning environment and students’ achievement goals as a key concept for positive academic results, the present research sought to fill in a gap in the literature, shed light on the nature of the constructs as well as their potential association and broaden the knowledge base of this field of research thus facilitating Foreign Language teaching and learning. Twenty-seven in-service EFL teachers working in secondary education and their 531 students from various schools in the prefecture of Trikala participated in the present research. The results showed that teachers’ Trait Emotional Intelligence failed to predict which type of goals students would pursue. It was also revealed that students’ Trait Emotional Intelligence positively correlated with mastery-approach, mastery-avoidance and performance-approach goals whereas it negatively correlated with performance-avoidance goals., SUBMITTED: NOVEMBER 2017, REVISION SUBMITTED: JANUARY 2018, ACCEPTED: APRIL 2018, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 27 APRIL 2018

Cognitive science is the interdisciplinary study of human thoughts, feelings, and the associated processes, including learning. In the past 50 years, tremendous progress has been made in understanding how people learn. These principles can be used to make theological education more effective in the majority world. Missionaries and other educators can make theological education more effective by being familiar with the concepts of automatic and effortful processing, the spacing effect, and the testing effect. Since the use of technology is rapidly evolving in many parts of the world, cognitive science also provides insights into some of the educational pitfalls associated with technology. Technology-based distraction in the classroom prevents effortful processing from occurring. Outside of the classroom, technology may make time-management more difficult, leading to poor study habits. An inappropriate use of multimedia in the classroom may impede learning rather than enhance it. Increasing use of technology in the majority world is often accompanied by economic growth which may also impact theological education.

Videogames have long been lauded for their potential to increase engagement and enhance learning when used in classrooms. At the same time, how to best evaluate learning presents challenges, especially when the game does not have standardized assessments built-into it and when games are taken up in a wide variety of ways in quite diverse contexts. This article details the use of a geography game to support learning in 32 diverse classrooms in Ontario, Canada, alongside challenges with evaluating student learning using a game that did not have a built-in assessment system. In total, 795 students participated in the study. Classroom observations and interviews with teachers were triangulated with student pre and post evaluations. Results demonstrated that students did learn from gameplay, as demonstrated through multiple choice and short answer change scores in the pre to post evaluation, despite variations in duration of play and how the game was integrated in the classroom more generally.

EnglishThis article aims to disseminate part of the results of an investigation about the organization of a philosophy teaching proposed in the inter and transdisciplinary perspectives. It was a question of how this teaching was being organized in a particular educational unit. Thus, to investigate this problem, a qualitative descriptive research was carried out. The methodological course was constituted by theoretical investigation and incursion into the field. The first stage consisted of bibliographical research and documentary analysis. The second was to observe the organization of teaching in the classroom. The analysis of data was used as the data analysis technique. The issues discussed in this article refer to the set of classes in which the knowledge problem was addressed. It was concluded that the characteristics of the teaching observed, with respect to the problematic in question, allow to consider it a "modest" school multidisciplinarity. portuguesEste artigo tem por objetivo divulgar parte dos resultados de uma investigacao sobre a organizacao de um ensino de filosofia proposto nas perspectivas inter e transdisciplinar. Tratou-se de averiguar como esse ensino estava sendo organizado numa determinada unidade educacional. Sendo assim, para investigar esse problema, realizou-se uma pesquisa descritiva de natureza qualitativa. O percurso metodologico foi composto por investigacao teorica e incursao a campo. A primeira etapa constituiu-se de pesquisa bibliografica e analise documental. A segunda consistiu em observar a organizacao do ensino em sala de aula. Como tecnica de analise de dados utilizou-se a analise de conteudo. As questoes discutidas nesse artigo referem-se ao conjunto das aulas nas quais foi abordada a problematica do conhecimento. Concluiu-se que as caracteristicas do ensino observado, no que se refere a problematica em questao, permitem considera-lo uma multidisciplinaridade escolar “modesta”.

Resource utilization, curriculum innovation and professional development courses are integral to improve educational practices as they empower teachers with knowledge and skills required for integrating education and society. Such moves and actions need to be guided with research. The education practices in Nigeria need to be sound and grounded. This paper is concerned with the importance of the use of resources for effective understanding of school science with special reference to biology. It identified necessary resources, constraints and how to select and use resources for effective teaching and learning of biology. The selection and utilization of any resources depends on the specific features of a particular topic. Therefore, different sets of resources and strategies are needed to teach different topics.

The Teaching-Learning process is a complex, widespread and time consuming task. To this end, the first step is to determine objectives we intend to reach and reaching these objectives necessitates using methods. Awareness of methodologies and objectives in the teaching process and specifically the educational role and method of teacher in the Teaching-Learning process requires understanding the opinions of renowned instructors and philosophers and scholars. Hence, the aim of the present research was to investigate the Teachers' educational role and methodologies in the Teaching-Learning process from the perspective of John Dewey and Abu Ali Sina. Here, in this research, first the educational role of the teacher in the Teaching-Learning process is expressed from the view of John Dewey and Abu Ali Sina and then, the educational objectives and methodologies of these two philosophers are put into discussion. The Dewey and Sina's educational objectives from the view of the teacher and its impacts on the society and the people under instruction have been examined. Later, by investigating similarities and differences of objectives and methods of the teachers' roles in the Teaching-Learning process by Dewey and Sina, we conclude that both philosophers consider the most significant and primary objectives of the teachers' educational role in the process of teaching as observing individual differences, group training and teaching based on tendencies and talents and interests of students. Meantime, these are the most important goals of the teachers in the Teaching-Learning process which these two philosophers share.

The structure of societies has been changing with the rapid progress of science and technology in the 21st century. In this new structuring era, education is the only valid method to raise individuals who are able to make effective decisions, solve problems and take responsibility for learning and thinking critically. For this reason, learning to think rationally and critically are the keys to educational reforms in a number of educational settings worldwide. In the literature about teaching critical thinking, teacher behaviors are regarded as the most influential variables for the development of critical thinking among students. However, teachers can implement instruction geared towards critical thinking only when they develop a conception of critical thinking. This qualitative study, conducted with five EFL teachers at a high school, aims at investigating in-service EFL teachers’ conceptualizations of critical thinking as well as the strategies they use to infuse critical thinking into their EFL courses. The findings indicate that participating teachers have adequate knowledge about critical thinking and they incorporate certain techniques to cultivate critical thinking among language learners. We recommend that there should be more focus on exploring critical thinking conceptions and practice among EFL teachers working at different levels.

This paper analyzes a project devoted to elaborating a new textbook of English for students majoring in “Tourism.” The textbook is designed on the basis of the constructivist approach, i.e. such an organization of the teaching/learning process that ensures students’ involuntary language acquisition through participation in target language communication which is implemented when performing learning tasks modeling the professional activities of the future university graduates. Those tasks are completed in the form of experiential learning activities that provide for modeling the students’ future professional activities and professional target language communication, giving them opportunities of acquiring the language involuntarily through practical experience of participating in such communication. Examples of experiential learning activities are given – those that are used in every unit of the textbook as organized in the separate parts (called “Steps”) of every such unit.

In a highly technological post-industrial society the quality of education is an important factor in providing such a level of life and professional competency of a person that would satisfy both the demands of an individual and the state. The quality of the whole higher education is influenced by the quality of students' knowledge which is acquired at educational classes. Development of studactive classes has brought forward the problem of research of their efficiency, in particular in the aspect of potential quality of knowledge. The results of the experiment are outlined, the main aim of which was to identify the effect of studactive classes on knowledge quality of university students. Monitoring of quality of students' knowledge at studactive classes is realized. It is revealed that students who were taught in a studactive way have better features of knowledge quality (fullness, deepness, system character, operative character and flexibility) comparing with those who were taught in a traditional way. It is proved that knowledge quality of university students can be improved through implementing studactive classes into the pedagogical process. The study was conducted in Ukraine.

The present study proposes to examine, from the perspective of theories of education, respect for knowledge and skills needed to Professor of Accounting. The recent research on this subject has shown a profile specific professional capabilities lacking teacher required professor-counter. The study develops under a qualitative approach to the problem, based on literature search and descriptive-exploratory goals. It was intended to enumerate through the socialization of results from previous searches, what capabilities are needed by professorswho teach about science so that students achieve the skills that require the new market. The bibliographic research was carried out in the period from 2016/2 a2017/1 within the Google Scholarindexer database, through key words inherent to the reserach problem. Note that the search for a continuous training reflected in permanent construction of knowledge professorsand training and methodological transformation, with a view to pedagogical, didactical and accounting qualification, needs to be a constant in the career of professor-counter, especially formation of nature strictsensu, to answer efficiently to the teaching and learning process.

The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.

The Writing Center at Notre Dame University-Louaize (NDU) is a place where students can improve and develop their writing skills by working one-on-one with tutors. This study compares between the progress performance of students who come regularly to the Writing Center to work one-to-one with the same tutor and use the online tutorial services to students who don’t visit the Writing Center, but only depend on the traditional classroom instructions and direct instructor’s comments and feedback on the writing. This study is divided into two parts. As a start, 80 students were asked to write two in-class essays on two different days. Each of these essays was considered as draft one. Then, in the first part of the study, 58 students sat twice per week one-on-one with the same tutor in order to seek help before writing draft two for the two essays. 29 students met face-to-face with the tutors and the other 29 students worked on-line with the tutors. Whereas, the other 22 students were asked to write the second draft of the same two essays without any one-on-one or on-line tutoring sessions. Both qualitative and quantitative data analyses were conducted. Main results showed that the students who worked one-on-one and on-line with the same tutors in the Writing Center exhibited noticeable improvement than the students who relied only on the traditional classroom instruction and direct instructor’s feedback on draft one. Moreover, the students who worked on-line with their tutors got the highest scores. The study concluded with recommendations addressed to universities, instructors, and students in order to enhance and motivate students to attend the Writing Center on regular basis.

Resumen tomado de la publicación Los medios de comunicación e información se encuentran inmersos en todas las áreas de desarrollo de la vida, circunstancia que provoca que los poderes, tanto políticos como sociales y educativos, se preocupen de la repercusión que éstos manifiestan en niños y adolescentes. Se presentan los resultados de un estudio realizado en la Universidad de Córdoba, concretamente en la Facultad de Ciencias de la Educación, en el cual se ha tratado de establecer si los programas de televisión, y más concretamente los dibujos animados que muchos niños consumen sin formación previa, podrían ser un recurso para desarrollar determinados contenidos del curriculum de Educación Primaria. La Rioja Universidad de La Rioja. Biblioteca Universitaria; 26004; Logroño; Tel. +34941299190; Fax +34941299193; referencia@bib.unirioja.es ESP

This paper intends to analyze the production of printed instructional materials for Distance Education, it being understood as a form of distance education students and teachers are physically separated, but united virtually through technological and educational resources. Even with the advances in digital technologies, the print media plays an important role in the processes of mediation between teachers and students. In Distance Education, the physical distance between teachers and students can be minimized, considering the language dialogic in the production of printed instructional materials. The paper will present the key features that guide the production of printedinstructional materialson Distance Education. We also discuss concepts such as: a dialog ic practice in the production of printed instructional materials and the design of text as a mediator and interactive distance learning. Pretende-se aqui analisar a produção de material didático impresso para Educação a Distância (EAD), compreendendo a EAD como modalidade em que alunos e professores estão fisicamente separados, mas unidos virtualmente por meio de recursos tecnológicos e pedagógicos. Mesmo com os avanços das tecnologias digitais, a mídia impressa assume papel de destaque nos processos de mediação entre docentes e discentes. Na EAD, a distância física entre professores e alunos pode ser minimizada, considerando-se a linguagem dialógica na produção de materiais didáticos impressos. Serão apresentadas características fundamentais que norteiam a produção de material didático impresso na EAD. Também serão discutidos conceitos, tais como: a prática dialógica na produção de materiais didáticos e a concepção de texto como elemento mediador e interativo na aprendizagem a distância.

In the current article the problem of foreign communicative competence of higher school students has been considered. The notion, the main point and the components of higher school students` foreign competence have been analyzed. The scientific works under the problem have been investigated.

Objective: to Describe the teaching strategies used by professors in the tutorial scenario. Method: this is a qualitative study conducted in a private university located in the mountainous region of the state of Rio de Janeiro. The subject-objects of this study were sixteen students regularly enrolled in the first semester of 2012 and the analysis was performed according to the theoretical framework of Bardin. Results: we defined the following category: The effects of teaching strategies in the learning body. It is about the effects on the bodies of the students from teaching strategies used in the tutorial scenario. Conclusion: we conclude that in terms of ways of teaching, students bring as fundamental the characteristics of knowing how to do, which are tied to the professor's life experiences, the discovery of singularities, strengths and weaknesses of students, and also the use of drawings.

The article analyzes the role of distant learning technologies to provide accessible and competitive programs in universities. The aim of the article is to set an example of implementing distant learning technologies in universities, to identify the possible conditions of creating a virtual education environment providing continuity in the three-layer system of higher education (Bachelor, Master and postgraduate), as well as for non-degree educational services and supplementary professional training programs in non-linguistic universities. The conducted study revealed the increased demand for these programs, which proved the efficiency of distant learning technologies and the benefits of the virtual education environment for universities. The authors propose the two-component model of the e-course as part of the e-learning system, which allows to optimize self-study and to ensure learner autonomy.

The article reflects the experience of Kharkiv higher educational institutions' leading teachers who were looking for and using ways to enhance cognitive activity of students in the difficult recovery time of higher school after the Second World War. Teachers' attempts to develop students' cognitive activity were conditioned by the need to perform complex tasks (to increase constantly the level and to improve the quality of graduates; to strengthen links between theory and practice; to attract students to scientific researches and introduction of teaching staff’s inventions in production; to improve qualifications of teaching staff of higher educational institutions (HEIs); to develop initiative of universities’ and institutes' teachers and professors; to develop and intensify independent work of students in the learning process), which were put forward the higher education institutions by the state leadership. Kharkiv University' and institutes' progressive professors tried to intensify students' cognitive activity at lectures, workshops, seminars, consultations, laboratory workshops. They used a variety of unusual for that time teaching methods: search, problem, research, etc. The article presents examples of various tasks (situation-exercises, group games, situations-problems) and approaches to the educational process (using problematic approach while giving lectures, case reports of students at lectures, exchange of best lecturers and others), describes the characteristics of using of them at lectures, seminars and workshops.

This study aims to provide an introductory of the codification of the objectives and components of teaching writing within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The method is a qualitative analysis of the contents. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007) and American core curriculum for Language Arts (in New Jersey, 2004) collected through library study and note taking from Iran and foreign documents. In the present research, objectives and components of teaching writing within the curriculums in countries cited are analyzed and perused based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching writing are formularized and influenced by Ideological approach, whereas Iranian writing curriculum possess properties of Autonomous Approach(consciously or unconsciously)and characteristics concerned with Ideological approach are marginal in Iran. After discussing features of curriculums in America (New Jersey), impressed by the Ideological approach to literacy, we proceed to bring forward the advantages and drawbacks of objectives and components of Iranian curriculum for teaching writing and some suggestions to improve are mentioned.

Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic in today's knowledge societies in which the dynamics of the natural sciences is unprecedented. This raises the question of how scientific literacy can be defined in order to appropriate the dynamics of natural sciences such as genomics. Drawing on a contemporary sociocultural perspective on the dynamics of science, the science education research literature is briefly reviewed in this respect. It is argued that scientific literacy captures the dynamics of science once defined as an emergent feature of collective activity. This requires a form of science education to which the learners' agency is central. The implications of this thesis will be discussed in regard to the case of embedding genomics in science curricula.

With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students’ practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It is discusses how learners possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

This article investigates the mechanisms that govern the processes of inclusion and exclusion of knowledges. It draws on three cases from Swedish classrooms about how energy is created as an area of knowledge. We are interested in how knowledge is made valid and legitimate in a school context, and in defining and finding tools to identify structures that govern potential meanings in a certain situation. To do this we develop a theoretical model that explains the preconditions for meaning. The purpose is to understand why certain knowledges are legitimated in the classroom and to explain how this happens. The analysis is based on participatory observations in classrooms, audio recordings of students engaged in group projects, educational materials and the students’ own work. The apparatuses of the school offer a wide range of possible meanings concerning energy. At the same time there are forces evolved in the school practice that effectively sift out what counts as values from what counts as facts and valid knowledge. These forces create a certain order and certain effects for what counts as truth. The article investigate the nature of the correlations between the different preconditions identified that makes one discourse more likely and “true” than another.

A recognised aim of science education is to promote critical engagement with science in the media. Evidence would suggest that this is challenging for both teachers and pupils and that at science education does not yet adequately prepare young people for this task. Furthermore, in the absence of clear guidance as to what this means and how this may be achieved it is difficult for teachers to develop approaches and resources that address the matter and that systematically promote such critical engagement within their teaching programmes. Twenty-six individuals with recognised expertise or interest in science in the media, drawn from a range of disciplines and areas of practice, constituted a specialist panel in this study. The question this research sought to answer was 'what are the elements of knowledge, skill and attitude which underpin critical reading of science based news reports'? During in-depth individual interviews the panel were asked to explore what they considered to be essential elements of knowledge, skills and attitude which people need to enable them to respond critically to news reports with a science component. Analysis of the data revealed fourteen fundamental elements which together contribute to an individual's capacity to engage critically with science-based news. These are classified in five categories 'knowledge of science', 'knowledge of writing and language', 'knowledge about news, newspapers and journalism', 'skills' and 'attitudes'. Illustrative profiles of each category along with indicators of critical engagement are presented. The implications for curriculum planning and pedagogy are considered.

This article presents an example of teacher professional development based on a perspective of situated learning and implemented on a large scale. We consider teacher professional development from three perspectives. First, teacher professional development is a key factor in improving classroom instruction. Second, teacher professional development is a vehicle for conveying knowledge from research into classrooms. Third, teacher professional development is an object of research itself. A German project to improve science and mathematics teaching (SINUS) – comprising 180 schools in a pilot-phase and more than 1,700 schools in a second phase of scaling-up – serves as an example of this framework for teacher professional development. Using these three views we describe the foundations of the programme and provide a brief account of the programme’s background and its conception. We show how the central elements of the programme (11 modules) are based on an in-depth analysis of science and mathematics education, as well as how those modules structure the professional development of the teachers. Finally, we provide an overview of the evaluation of the programme. A large-scale comparison between SINUS schools and a representative sample of German schools tested in PISA 2003 showed positive effects of the programme with regard to students' interest and motivation as well as competencies in science and mathematics. In the light of these findings, we argue that teachers’ learning related to daily pedagogical challenges in the classroom should be central to professional development initiatives.

The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed.

Modelling is a significant aspect of doing physics and it is important how this activity is taught. This paper focuses on the explicit or implicit messages about modelling conveyed to the student in the treatments of phase transitions in statistical mechanics textbooks at beginning graduate level. Five textbooks from the 1930s to the present are analysed with respect to their messages about the following issues: What is a good model? What is the purpose of modelling? What does it mean to understand a natural phenomenon? It is argued that these texts give the student quite different perceptions of these issues and thus what of it means to do physics.

The conservation of biodiversity is an important socio-scientific issue, often regarded as a precondition to sustainable development, and the foundation for citizens’ understanding of conservation issues can be laid down in formal school education.This research focuses on decision-making discussions about biological conservation issues among 131 15-16 year old students, to address two main research questions: 1. Can peer-group decision-making discussions, in a normal science lesson setting, help develop students’ personal reasoning in relation to conservation issues? 2. Are there features common to high-quality discussions about conservation which might be readily identified by classroom teachers?Findings indicate the positive value of students taking part in these short decision-making discussions, guided by a structured framework, as part of their normal science classroom activities. Students increase their quality of personal reasoning, and modify their solutions to the issues. The study begins to uncover features about students, as individuals and as members of discussion groups, which can be associated with high quality decision-making about conservation issues, and which teachers might realistically identify. The work calls for the need to cultivate these features, and integrate them appropriately with learning about the scientific concepts that underpin the theory and practice of conservation management. Such integration will facilitate the development of teaching strategies for dealing effectively with the complex topic of biological conservation; not just in terms of science content, but also in terms of how students are expected to engage with the issues.