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This paper presents a proposal for pedagogical use of MT in English for Specific Purpose (ESP) courses, aiming at investigating the efficiency of this technology as a support for reading scientific texts in English as a FL. The theoretical approach is on ESP, reading and comprehension and a proposal to use MT in ESP courses, aiming to understand the processing of MT and how this knowledge can raise benefits on reading comprehension for academic purposes. In addition, we discussed corpus linguistics and its relation to language teaching as well as its role in MT. The analysis shows that, due to the hybrid system that utilizes the rule-based system and the corpus-based system, Google Translate produces relatively understandable and readable texts. Despite its evident limitations, the tool can provide linguistic awareness when pedagogically explored by ESP teachers in academic context.Keywords: Machine Translation; pedagogical tool; reading; English for Specific Purposes.Resumo: Este artigo apresenta uma proposta de uso pedagógico de tradução pela Máquina (MT) em cursos de inglês para fins específicos (ESP), com o objetivo de investigar a eficiência dessa tecnologia como suporte para a leitura de textos científicos em inglês como L2/ LE. A abordagem teórica é sobre ESP, leitura e compreensão e uma proposta de uso de MT em cursos de ESP, com o objetivo de entender o processamento da MT e como esse conhecimento pode trazer benefícios na compreensão da leitura para fins acadêmicos. Também, discute-se a linguística de corpus e sua relação tanto com o ensino de línguas quanto seu papel na MT. Por fim, a partir da análise que se faz, devido ao sistema híbrido que utiliza o sistema baseado em regras com o sistema baseado em corpus, o Google Translate produz textos relativamente compreensíveis e legíveis. Apesar de suas limitações evidentes, essa tecnologia pode fornecer consciência linguística quando explorada pedagogicamente pelos professores de ESP no contexto acadêmicoPalavras-chave: Tradutor Automático; ferramenta pedagógica; leitura; Inglês para Propósitos Específicos.

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox’s attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox’s teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.

Puppets as pedagogical tools with young children have a long tradition in therapy and healthcare, but the tradition and practice in ECEC (Early Childhood Education and Care) have decreased in recent years. The academic learning outcomes of ECEC require a clearer connection to researching the professional practice. If puppets are to be introduced as functional pedagogical tools, it is important to find theoretical support for their use. This study is a systematic review of 37 research articles concerning the pedagogical use of puppets with young children, focusing on the theoretical relationship. The review reveals four theoretical perspectives, constructivism, psychology, sociology and art. The finding of the two most common perspectives, constructivism and psychology is not surprising but does give some new insights into relevant and functional terms and approaches. Perezhivanie is an example of a relevant term from Vygotsky to understand the pedagogical use of puppets. A bit surprising was the finding of Corsaro in the perspective of sociology, and an insight here is that also this theory and concept can be useful when puppets are used to teach children social behaviour. More surprising is that the art perspective includes few articles. However, the foundation of theoretical support in art, narrative pedagogy, seems highly relevant and worthy of development.

Este trabajo ha sido planteado para conocer cuál es el nivel de conocimientos sobre cáncer oral y desordenes potencialmente malignos con que el odontólogo termina su formación académica, que son con los que iniciará su práctica profesional, y que deberían ser el primer eslabón en la detección precoz del cáncer oral. además de crear nuevas herramientas pedagógicas y didácticas que aprovechen la capacidad multisensorial, para así brindar la información y capacitación necesaria a los profesionales de la salud y a los pacientes, de modo que estos puedan identificar, conocer y diagnosticar precozmente el cáncer oral, así como detectar diferentes condiciones que puedan llevarnos al padecimiento del mismo evitando que los pacientes se presenten a la consulta en un estadio avanzado de la enfermedad, This study has been proposed to know the level of knowledge about oral cancer and potentially malignant disorders with which the dentist finishes his academic training, which are the ones with which he will start his professional practice, and which should be the first link in the early detection of oral cancer. In addition to creating new pedagogical and didactic tools that take advantage of the multisensory capacity, in order to provide the necessary information and training to health professionals and patients, so that they can identify, know and diagnose oral cancer early, as well as detect different conditions that may lead to the condition of it, preventing patients from presenting to the consultation in an advanced stage of the disease

Este trabajo ha sido planteado para conocer cuál es el nivel de conocimientos sobre cáncer oral y desordenes potencialmente malignos con que el odontólogo termina su formación académica, que son con los que iniciará su práctica profesional, y que deberían ser el primer eslabón en la detección precoz del cáncer oral. además de crear nuevas herramientas pedagógicas y didácticas que aprovechen la capacidad multisensorial, para así brindar la información y capacitación necesaria a los profesionales de la salud y a los pacientes, de modo que estos puedan identificar, conocer y diagnosticar precozmente el cáncer oral, así como detectar diferentes condiciones que puedan llevarnos al padecimiento del mismo evitando que los pacientes se presenten a la consulta en un estadio avanzado de la enfermedad This study has been proposed to know the level of knowledge about oral cancer and potentially malignant disorders with which the dentist finishes his academic training, which are the ones with which he will start his professional practice, and which should be the first link in the early detection of oral cancer. In addition to creating new pedagogical and didactic tools that take advantage of the multisensory capacity, in order to provide the necessary information and training to health professionals and patients, so that they can identify, know and diagnose oral cancer early, as well as detect different conditions that may lead to the condition of it, preventing patients from presenting to the consultation in an advanced stage of the disease

Highlights • An updated epidemiological teaching exercise was developed. • Students participate in an outbreak that they subsequently analyse. • Data from five years of consecutive student cohorts is presented. • An R package and practical are developed that improve the pedagogical experience., The study of infectious disease outbreaks is required to train today’s epidemiologists. A typical way to introduce and explain key epidemiological concepts is through the analysis of a historical outbreak. There are, however, few training options that explicitly utilise real-time simulated stochastic outbreaks where the participants themselves comprise the dataset they subsequently analyse. In this paper, we present a teaching exercise in which an infectious disease outbreak is simulated over a five-day period and subsequently analysed. We iteratively developed the teaching exercise to offer additional insight into analysing an outbreak. An R package for visualisation, analysis and simulation of the outbreak data was developed to accompany the practical to reinforce learning outcomes. Computer simulations of the outbreak revealed deviations from observed dynamics, highlighting how simplifying assumptions conventionally made in mathematical models often differ from reality. Here we provide a pedagogical tool for others to use and adapt in their own settings.

O presente projeto tem como tema principal o uso pedagógico das histórias por parte do educador de infância em contexto de creche e jardim-de-infância. Tem como finalidade encontrar formas de promover a utilização das histórias em ambos os contextos pedagógicos referidos. Devido à mudança de Mestrado, a escolha do tema deu-se após o primeiro estágio em contexto de jardim-de-infância, o que condicionou a recolha e análise de informação. Para além disso, o facto de ter passado por diversos contextos de intervenção devido a gravidez de uma educadora cooperante e incompatibilidade com o estágio de outra colega levou a que pudesse vivenciar imensas experiências que possibilitaram compreender melhor a importância das histórias no quotidiano de uma educadora de infância, quer em creche, quer em jardim-de-infância. Este projeto de investigação recorreu a um paradigma interpretativo e uma metodologia qualitativa às quais pertence a abordagem de investigação-ação, que guiou o estudo em questão, pois este tipo de metodologia investigativa é a mais adequada na área da Educação. Assim, os procedimentos de recolha, tratamento e análise de informação utilizados foram a observação participante, recolha e análise de fotografias, áudios e vídeos (dispositivos multimédia), notas de campo, pesquisa e análise documental (Projetos Educativos e Projetos Pedagógicos de Sala). As intervenções incidiram em três dos quatro locais de estágio, tendo sido selecionadas tendo em conta a relevância para o estudo. A sua análise permite inferir que as histórias são uma importante ferramenta pedagógica para o educador de infância enquanto gestor do seu currículo, independentemente do contexto onde exerce. Através das mesmas torna-se possível desenvolver competências ao nível da Linguagem (compreensão e expressão), da imaginação e criatividade, do conhecimento do mundo e de si mesmo, do pensamento narrativo e de literacia precoce. Para além disso, constituem um importante meio de estabelecer a relação pedagógica entre o educador e as crianças, famílias e equipa pedagógica. This research project has as its main theme the pedagogical use of stories by the kindergarten teacher in both contexts of nursery and preschool. Its purpose is to find ways to promote the use of stories in such pedagogical contexts. Due to an exchange in my Master's Degree, the choice of topic occurred after the first internship in a preschool context. This fact has conditioned the gathering and analysis of information. In addition, having undergone through four intervention contexts due to various reasons has helped in better understanding the importance of stories in the daily life of a kindergarten teacher. This research project has used an interpretative paradigm and a qualitative methodology to which the research-action approach belongs, and has guided this study for this sort of research methodology is the most adequate in the Educational matter. Thus, the procedures used for collecting, processing and analyzing information were participant observation, collection and analysis through multimedia devices (photography, audio and video), field notes, research and documentary analysis (Institutional Educational Projects and Educational Projects of each group). The information selected for analysis in this study, according to its relevance for its theme, was collected in three of the four internships. A qualitative analysis allowed to infer that stories are an important pedagogical tool for the kindergarten teacher regardless the educational context. Stories also enable to develop language skills (understanding and expressing skills), imagination and creativity skills, global knowledge of the world and itself skills, narrative thinking and literacy skills. In addition, they are also an important tool in establishing a pedagogical relationship between the kindergarten teacher and children, families and work team.

Dans cette fiche pédagogique nous allons montrer comment la restructuration de l’enseignement dans le secteur des langues pour spécialistes d’autres disciplines de l’École supérieure du professorat et de l’éducation de l’académie de Limoges a permis de développer un environnement apaisant et bienveillant conforme aux recommandations du Ministère de l’enseignement supérieur et à la politique universitaire locale. L’organisation en vigueur auparavant, et réaménagée depuis la rentrée 2016-2017 (présentiel et numérique), semble proposer un cadre d’apprentissage des langues vivantes (anglais et espagnol) de qualité, apte à répondre aux besoins hétérogènes des étudiants non spécialistes de 1ère et 2ème année en master « métiers de l’enseignement, de l’éducation et de la formation » pour lesquels les moyens mis en place précédemment n’étaient peut-être plus suffisants. This note on teaching experience aims at showing how remodeling the teaching of foreign languages (English and Spanish) in Limoges School of Education was the means to develop a caring. In addition to its being efficient to EFL students it proved to comply with the Ministry’s pedagogical recommendations and with the school policy for the years to come. At the beginning of the 2016-2017 university year a new teaching curriculum was implemented. It seemed to meet with the heterogeneous needs of the non-specialist French students taking a “Meef” (Teaching, Education and Training Professions) Masters’ degree.

Una poderosa herramienta pedagógica que busca desarrollar el conocimiento lógico matemático, específicamente el numérico, es el Sorobán (Abaco Japonés), ya que no solo aporta grandes avances al estudio de la matemática, sino también mejora el bienestar de cada persona que empieza su aprendizaje. Problemas como la apatía, desinterés, falta de motivación, dependencia exagerada de la calculadora para resolver operaciones básicas, son factores que afectan el desempeño los estudiantes en el área. El Sorobán (ábaco japonés) es un instrumento que da excelentes resultados, dedicándole tiempo y disciplina, potencia las habilidades lógico matemáticas de quien lo utilice. El objetivo de la investigación, es mejorar y fortalecer el pensamiento numérico, utilizando el Sorobán como herramienta de aprendizaje, es un proyecto investigativo de corte cualitativo que busca generar un impacto positivo, utilizando el Sorobán, para lo cual se tomó como población a los alumnos de grado séptimo de la Institución Educativa José Celestino Mutis y como muestra los estudiantes de grado séptimo dos (7-2). El proyecto está fundamentado sobre las teorías de Piaget, Vigotsky, Ausubel y estudios de Ángel Alsina y Constance Kamii entre otros, muestran que es necesario replantear la forma de fomentar el aprendizaje para así alcanzar los objetivos planteados. El proyecto tuvo limitantes, uno de ellos fue el tiempo para adquirir la destreza necesaria en el manejo del Sorobán, ya que este exige práctica continúa y dedicación para alcanzar un nivel adecuado que permitiera desarrollar los temas planeados, pero aun así, se lograron avances significativos, como la actitud positiva hacia la materia, el sentido de compromiso, el trabajo colaborativo y la responsabilidad fueron las constantes durante el desarrollo del proyecto. Resumen 2 Abstract 4 Lista de Figuras 10 Lista de Tablas 11 INTRODUCCIÓN 12 1. Contextualización de la investigación 14 1.1 Pregunta de Investigación 15 1.1.1 Objetivo general 15 1.1.2 Objetivos específicos 15 1.2 Justificación 15 1.2.1 Beneficios para la Institución Educativa José Celestino Mutis al implementar la herramienta Sorobán en el grado séptimo. 16 1.3 Contextualización de la Institución 17 2. Marco Referencial 19 2.1 Antecedentes de la Investigación 19 2.1.1 Nacionales 19 2.1.2 Internacionales. 21 2.1.3 Regionales. 24 2.2 Marco Teórico 25 2.2.1 Pensamiento lógico Matematico 28 2.2.2.2 Pensamiento matemático 30 2.2.2.2.1 Pensamiento numérico 32 2.2.3 Estándares 34 2.2.4 La lúdica 34 2.2.5 Constructivismo 35 2.2.6 Pedagogos 36 2.2.7 El Sorobán, orígenes y aporte. 38 2.2.8 Estrategia metodológica. 40 2.2.9 Estrategia pedagógica. 42 2.2.10 Herramienta pedagógica. 43 2.3 Marco Legal 43 3. Diseño Metodológico 46 3.1 Tipo de Investigación 46 3.2 Proceso de Investigación 48 3.3 Población y Muestra 51 3.4 Instrumentos De Recolección De Información 51 3.5 Validación de Instrumentos de Recolección de Información. 55 3.6 Resultados y discusión 57 3.7 Principios Éticos 66 4. Propuesta pedagógica 67 4.1 Presentación 67 4.2 La importancia de las lúdicas en el proceso de aprendizaje de las matemáticas 68 4.3 Justificación 68 4.4 Metodología 69 4.5 Objetivos 69 4.5.1 Objetivo General. 69 4.5.2 Objetivos Específicos. 69 4.6 Indicadores de desempeño. 69 4.7 Procedimiento 70 4.8 Evaluación 92 4.9 Impacto 92 4.9.1 A nivel de la comunidad 92 4.9.2 A nivel Personal 93 5. Conclusiones 94 6. Recomendaciones 95 Bibliografia. 96 ANEXOS 102 Anexo 1: 102 Anexo 2 102 Anexo 3: 103 Anexo 4: 104 Anexo 5: 105 Anexo 6: 106 Anexo 7: 107 Anexo 8: 107 Anexo 9: Consentimiento de padres para participación 108 Anexo 10: Encuesta estudiantes. 109 Anexo 11: Prueba diagnóstica. 110 Anexo 12: Prueba intermedia 111 Anexo 13: Prueba final 112 Anexo 14: Diario pedagógico 113 Anexo 15: Actividades propuestas 130 Maestría A powerful pedagogical tool that seeks to develop mathematical logical knowledge, specifically numerical, is the Soroban (Abaco Japanese), as it not only brings great advances to the study of mathematics, but also improves the well-being of each person who begins his or her learning. Problems like apathy, lack of interest, lack of motivation, over-reliance on the calculator to solve basic operations are factors that affect students' performance in the area. The Soroban (Japanese abacus) is an instrument that gives excellent results, dedicating time and discipline, enhances the mathematical logical abilities of those who use it. The objective of the research is to improve and strengthen mathematical logical thinking, using the Soroban as a learning tool. The objective of the research is to improve and strengthen numerical thinking, using the Soroban as a learning tool, is a qualitative research project that seeks to generate a positive impact, using the Soroban, for which students were taken as a population Of grade 7 of the Educational Institution José Celestino Mutis and as shown by the seventh grade students (7-2). The project is based on theories of Piaget, Vigotsky, Ausubel and studies of Angel Alsina and Constance Kamii among others, show that it is necessary to rethink how to promote learning in order to achieve the objectives set. The project had limitations, one of them was the time to acquire the necessary skill in the management of the Soroban, since this requires continuous practice and dedication to reach an adequate level that allowed to develop the planned subjects, but still, significant progress was made, as the positive attitude towards the subject, the sense of commitment, the collaborative work and the responsibility were the constant during the development of the project.

Para lograr que la educación brindada sea de calidad, es necesario que las nuevas tecnologías que existen en el área sean ponderadas y clasificadas en distintas categorías con el fin de optimizar el uso de las mismas. El presente proyecto está basado en el desarrollo de un software que permita la evaluación con fines pedagógicos del mobiliario, software y hardware existentes, con el fin de lograr que las tecnologías de la información y la comunicación (TIC’s) aporten un progreso en la calidad de la didáctica áulica, que permitan desarrollar la inclusión de los alumnos diversos funcionales, mediante la utilización de técnicas de enseñanzas, basadas en “software” y “hardware” específicos., In order to offer quality education, the new technologies applied in its practice must be examined and classified in different categories in order to optimize their use. The present project is based on the development of software that will allow an evaluation with pedagogical purposes of existing furniture, software and hardware, in order to make information and communication technologies (ICTs) advance the quality of classroom practice and permit the of inclusion of students with different functional impairment by means of the use of teaching techniques based on specific "software" and "hardware"., Facultad de Informática

Un nouveau phénomène « massif » de communication À l’origine, un blog (ou Web log, contraction de « to log the Web », « se connecter au Web »), est un site Web interactif mis à jour régulièrement. Il a la forme d’un journal personnel, daté, dans lequel les « notes » apparaissent selon un ordre ana-chronologique (les plus récentes en haut de page, bien que les nouveaux serveurs permettent d’en modifier l’ordre) et sont enrichies de liens externes. Son apparition est récente. Le tout premier b...

Debate has noticeably been penetrating our educational practice the last decades. Many studies have revealed many benefits of debate, including sharping up debaters' critical and analytical thinking, and deepening their understanding of the issues being debated. Debate has also been deemed as an effective pedagogical tool, for critical thinking and for L1 and L2 language development. Its effectiveness has been mainly ascribed to its ability to integrate the four language skills, stimulate learners to be active and engage them in interactive activities that entail working collaboratively to negotiate meaning. In many studies students acclaimed debate as fun and enjoyable. This study investigated the factors that underlie the 44 participants' (belonging to 2 groups) positive attitude towards debate as an instructional tool in the foreign language classroom. The data collection was triangulated consisting of a questionnaire and interviews. The study has revealed that the factors that positively shape the participants' favourable attitude towards debate are: active participation, challenge, teamwork, fun, critical thinking, language proficiency and debate vs coursebook. The independent samples t-test showed that both groups extended the same relevance to these factors in shaping their attitudes towards debate with the exception of critical thinking factor. However, the comparison between males and females revealed a number of significant differences. Index Terms—terms, debate, attitude, foreign language teaching, pedagogical tool

O texto discute a trajetória das representações da infância do Século das Luzes (XVII), quando o humanismo originou mudanças na representação da infância, antes sacra e que então se torna real, e as do século XVIII, no qual uma infância idealizada esconde a rudeza da vida real das crianças da época, para afunilar este debate na produção iconográfica com objetivos pedagógicos. Da produção imagética proposta por Comenius ao que se fez a partir dele no século seguinte, destaca-se a permanência da idéia do uso da imagem como representação do real, de leitura e compreensão mais fáceis que o código escrito, sendo, portanto, uma ferramenta pedagógica útil. Ao mesmo tempo, discute-se o significado das mudanças operadas nas imagens como representativo de mudanças nos modos de pensar e de conceber o próprio conhecimento e seus processos de transmissão. This text discusses how childhood was represented in the XVIIth century, when Humanism determined a shift from sacred models to real ones, and in the XVIIIth century, when idealized images of childhood hid the children's real conditions of living, in order to analyze the evolution of image production for pedagogical purposes. From Comenius on, the prevalent conception of image has been the representation of the real world, easier to read and understand than the written language and, therefore, useful as a pedagogical device. The text also discusses the meaning of the changes in such images as representative of the changes in the ways of thinking and conceiving knowledge itself and its transmission procedures.

Cet article s’inscrit dans le cadre d’un projet de recherche-action conduit à la faculté de médecine de Dijon. Il porte principalement sur l’intérêt pédagogique potentiel de la FASP (Fiction à Substrat Professionnel) médicale.Entre décembre 2009 et avril 2010, j’ai demandé à dix professionnels de santé expérimentés, représentant diverses spécialités et ayant validé un diplôme inter-universitaire d’anglais médical, d’informer un questionnaire. Le questionnaire a été utilisé lors de séances de formation continue. Les participants ont dû commenter six scènes à dominante médicale extraites de thrillers, sans connaître le nom du roman ni celui du romancier. Le questionnaire avait comme objectif de vérifier la pertinence du lexique spécialisé et son potentiel en tant que vecteur d’acquisition lexicale, ainsi que l’authenticité des textes.À l’issue de cette enquête, je propose une analyse des résultats obtenus afin de tenter de mieux appréhender le réel fictif mis en scène dans ces romans ainsi que les effets incitateurs ou inhibiteurs du thriller spécialisé en tant qu’outil pédagogique dans le contexte des études médicales. Enfin, je trace quelques pistes de réflexion sur leur intérêt didactique en anglais de spécialité. This article falls within the scope of an action-based research project conducted at the Dijon School of Medicine. It focuses on the medical FASP genre as a potential pedagogical tool.From December 2009 to April 2010, I asked 10 experienced health care professionals from various fields of medical practice, who had obtained an inter-university diploma in medical English, to fill in a questionnaire. The participants, who did not know the titles of the novels or the names of the novelists, were required to comment on six medically-based extracts taken from thrillers during continuing education classes. The aim of the questionnaire was to check the relevance of the specialized vocabulary and its potential as a tool for language acquisition, as well as the degree of authenticity of the texts.To conclude, I analyze the results of the survey with a view to gaining better insight into the representation of reality that such novels generate. I also assess the pedagogical role of the thriller as a factor of incitation or inhibition in EMP (English for Medical Purposes). Finally, I explore a few didactic avenues likely to be of interest to ESP teachers in general.

National audience; Scientific and Educational Symposium :Governance in Education and Teaching of Governance.4 sessions : Systemics, Acquired Experience, Health Care & management. Papers in French with abstracts in English.; Contient à la fois- les Actes du Colloque de l'AFSCET (Association Française de Science des Systèmes) "Pédagogie de la gouvernance et gouvernance de la pédagogie", co-organisé à la Faculté des Sciences de l'Université de Pau & des Pays de l'Adour, à Pau, par le Laboratoire "Processus d'Accompagnement et de Formation (axe: "l'accompagnement en milieu sanitaire et social") et l'AFSCET, les 20 & 21 octobre 2006, et- une présentation de l'AFSCET (depuis le congrès européen de Paris en septembre 2005) et de l'approche systémique, appliquée en sciences de l'éducation.