Academic literature on the topic 'Out-of-field and in-field history teacher; history teaching'
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Journal articles on the topic "Out-of-field and in-field history teacher; history teaching"
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Gustiar, Riski, Kurniawati Kurniawati, and Murni Winarsih. "The Challenges of Teaching Indonesian History in The Teaching Factory Learning Model in Vocational High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 11, 2021): 971–78. http://dx.doi.org/10.35445/alishlah.v13i2.692.
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This study aims to identify teachers' challenges in teaching Indonesian History at SMK using the Teaching Factory learning model. This study uses qualitative methods by taking research at SMKN 28 South Jakarta. The analysis used is the grounded theory approach of Strauss and Corbin. The results illustrate three interrelated things: the Teaching Factory concept, the implementation and challenges faced by Indonesian History subject teachers, and the teacher's efforts to face these challenges. Based on the research results, it shows that the challenge faced by the teacher is the compaction of Indonesian History material in SMK. The teacher must accommodate students who cannot participate in learning activities in class and the absence of teaching materials based on the Teaching Factory. Efforts to answer these challenges based on the research results in the field can be overcome by; adjusting Indonesian History material in vocational schools, providing teaching materials that are easy to understand for students to learn independently, and making learning innovations in the skills process (KI-4).
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 168–69. http://dx.doi.org/10.13001/uwnpsrc.2012.3957.
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This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincolnâs Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.
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Hardwood, David, and Kyle Thompson. "Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 199–200. http://dx.doi.org/10.13001/uwnpsrc.2011.3901.
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This course offers in-service teachers an opportunity to learn about geology and geoscience education through a 2-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2011 this course utilized the UW-NPS facilities for 3 days in mid-June. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The 2011 course included seven teacher participants (5 from Nebraska and 2 from North Carolina), one education and media facilitator from the ANDRILL Program at the Univ. of Nebraska-Lincoln (UNL), and two instructors. This course is offered as part of UNLâs Nebraska Math and Science Summer Institute (NMSSI) Program, receiving support from this program, from the Dept. of Earth and Atmospheric Sciences, and private donations. The primary aim of this course is to improve educators' ability to teach inquiry in their classrooms, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range.
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Kipkoech, Langat Albine. "Use of Field Trip Method in History and Government Instruction in Secondary Schools." East African Journal of Education Studies 3, no. 1 (April 8, 2021): 70–76. http://dx.doi.org/10.37284/eajes.3.1.316.
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The study’s objectives were to investigate the commonly used methods in History and Government instruction, that is the field trip method. The study adopted a cross-sectional survey design, which employed a descriptive and qualitative survey. The sample was drawn from selected secondary schools in the Bureti district. A sample of 15 schools and 300 form three History and Government students were selected through a stratified sampling method. Purposive sampling was employed to select 25 History and Government teachers. A pilot study was conducted to ascertain the reliability of the instruments. Primary data was collected through the use of questionnaires, while secondary data was derived from documented information from schools’ past academic records and other related documents in the school and District Education Officer’s office. The study revealed that most teachers and students did not use the field trip method, though their views were that the use of the field trip method had more benefits than the teacher-centred methods which they always use. The study recommends that History and Government teachers should increase the use of the field trip method in their classroom instruction. The findings would help teachers to evaluate and improve their teaching methods, focusing mainly on providing learners with opportunities to engage in most of the learning activities
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 235. http://dx.doi.org/10.13001/uwnpsrc.2011.3833.
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These courses offer teachers an opportunity to learn about the geosciences and geoscience education through a 3-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2010, two separate courses utilized the UW-NPS facilities. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The first course (end of May) was directed at pre-service teachers enrolled in the Teacher Education program at the Univ. of Nebraska, and included 6 students and 2 observers from other universities. As part of the Nebraska Math and Science Summer Institute (NMSSI) program, the second course (middle June) was directed at in-service teachers, and included 8 participants. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments.
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Owings, Kathleen, and Mark Hofer. "Content-Specific Technology Infusion Program in Pre-Service Teacher Education: The Technology Leadership Cadre (TLC)." Social Studies Research and Practice 2, no. 1 (March 1, 2007): 117–27. http://dx.doi.org/10.1108/ssrp-01-2007-b0012.
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Efforts to prepare new teachers to integrate technology into their teaching have a lengthy history. Increasingly, scholars are beginning to understand the importance of linking technology with specific content areas and pedagogy (Zhao, 2003). Mishra and Koehler (2006) refer to this intersection of technology, pedagogy, and content as Technological Pedagogical Content Knowledge (TPCK). Structuring field experiences that systematically address curriculum-based technology integration in the context of specific content areas is one way that teacher preparation programs can operationalize this development of TPCK in pre-service teachers (Bolick, 2002; Dawson & Nonis, 2000). Analysis of the data in the Bolick study revealed three benefits for the pre-service teachers working within a content-specific technology field placement: (a) increased knowledge and skill related to digital history pedagogy, (b) increased content-area knowledge, and (c) increased confidence in developing and teaching technology-integrated lessons (2002). Using Bolick’s findings as initial assertions, this study investigated the use of collaborative field placements, digital history, and an apprenticeship model of training to teach pre-service teachers about technology and elementary social studies instruction. This paper discusses the results of the Technology Leadership Cadre (TLC) collaboration and provides recommendations for future studies in this area of research.
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Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.
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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.
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Kula, Marcin. "Przemyślenia pod rozwagę, niekoniecznie do zastosowania. O dzisiejszej edukacji historycznej w Polsce." Kultura i Społeczeństwo 64, no. 3 (September 21, 2020): 121–41. http://dx.doi.org/10.35757/kis.2020.64.3.7.
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For the teaching of history in schools to be effective, it must be useful for something – either in an intellectual sense (for a better understanding of the world) or in a practical sense (for various professions related to the humanities). The only purpose of teaching an “encyclopedia of facts” is that it is good to have a minimum of knowledge in every field. Teaching history to mark group identity is acceptable, as is any education in the field of national culture, provided it is not exclusive with regard to the heritage and achievements of others. As a history teacher, the author does not accept the teaching of history for the purpose of inculcating a sense of national pride. He would like the study of history to increase the intellectual abilities of students, and in effect, their wisdom.
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Yeager, Elizabeth Anne, and Stephanie van Hover. "Virginia vs. Florida: Two Beginning History Teachers’ Perceptions of the Influence of High-Stakes Tests on Their Instructional Decision-Making." Social Studies Research and Practice 1, no. 3 (November 1, 2006): 340–58. http://dx.doi.org/10.1108/ssrp-03-2006-b0005.
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This paper examines how a beginning teacher in Virginia and a beginning teacher in Florida make sense of the high-stakes tests in their state. By examining beginning teachers in two states where the tests are so very different, we gain important insight into whether there are similarities and differences across states and how the nature of the test affects the teaching and learning of history. We first offer insight into the context of accountability in Virginia and Florida and then discuss what ambitious teaching and learning look like in these states as informed by the literature. Then, we turn to our research methods, findings, and implications for the field of social studies.
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Fultz, Michael. "Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s." History of Education Quarterly 61, no. 1 (February 2021): 4–34. http://dx.doi.org/10.1017/heq.2020.65.
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This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.
Dissertations / Theses on the topic "Out-of-field and in-field history teacher; history teaching"
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Wibaeus, Ylva. "Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42972.
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The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.
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Silva, Sammia Castro. "Campo de saberes da capoeira cearense: um estudo sobre o Centro Cultural Capoeira Água de Beber (2002-2016)." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21800.
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SILVA, Sammia Castro. Campo de saberes da capoeira cearense: um estudo sobre o centro cultural capoeira água de beber (2002-2016). 2016. 170f. - Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-23T15:52:37Z No. of bitstreams: 1 2016_scsilva.pdf: 5538011 bytes, checksum: 8a3e8ff15c59edb75385637886be477c (MD5)
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This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective.
Este trabalho pretendeu registrar práticas educativas da capoeira cearense a partir do início do século XXI, período em que a capoeira obteve maior prestígio político no Brasil e no mundo em virtude das políticas patrimonialistas vigentes. A imersão nos saberes e modos de ensinar a capoeira foi realizada através de uma análise sobre as práticas educativas do Centro Cultural Água de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevância consistiu em responder ao seguinte questionamento: Do que é constituído o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histórico de aspectos dos principais projetos empreendidos pelo grupo que, além da prática ritualística da Capoeira, também promove cursos de qualificação, eventos e espetáculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relações com campos científicos tradicionais da educação formal e com os saberes populares tradicionais. Contudo, não se refere a um campo eminentemente disciplinar com estruturas rígidas e imutáveis, mas sim um campo livre de atuação de educadores carismáticos e com perfil de liderança. É um campo em que alguns saberes são postos em evidência de acordo com os interesses coletivos de determinado período e pela motivação oriunda das práticas corporais, oferecendo subsídios para propostas de ensino ativo e crítico. Portanto, concluímos que os projetos investigados são ações educativas coletivas que, através de recursos públicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indígenas, numa perspectiva multicultural.
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Mohd, Salleh Umi Kalsum. "An investigation into differences between out-of-field and in-field history teachers’ influence on students’ learning experiences in Malaysian secondary schools." Thesis, 2014. http://hdl.handle.net/2440/85038.
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The focus of this study was to investigate whether there were differences between the way in-field and out-of-field teachers in Malaysian secondary schools perceived and practised History education, and the way their students perceived the teaching and learning of History. In addition, it sought what approaches to learning students adopted in the History classroom, and how far curriculum learning objectives in History had been achieved. The theoretical model developed was drawn from Biggs’ 3P (Presage, Process, and Product) Model of Learning to examine the possible relationships between two sets of variables related to teachers and students. The teacher level variables were teachers’ characteristics, years of teaching (experience), and approaches to teaching, classroom methods, and teaching conceptions. Student level variables related to student characteristics, students’ approaches to learning, classroom climate, and History learning objectives. The study adopted quantitative method to answer three major research questions that were derived from the theoretical model. The respondents involved in this study were drawn from 18 of the 94 secondary schools in Kuala Lumpur, Malaysia. A total of 52 History teachers and 1653 students from year 11 (Form Four) participated. The method involved collecting information from the respondents by using two sets of questionnaires, one for teachers and one for students. A factor analysis of the model constructs based on Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), using Structural Equation Modeling (SEM), was employed to validate the constructs in the survey instrument, by testing their fit in the different measurement models used. Partial Least Square (PLS) and Hierarchical Linear Modeling (HLM) were used for testing the relationships between the variables examined in this study. According to the research results, no statistically significant differences emerged between in-field and out-of-field teachers on a number of key variables, such as approaches to teaching, methods of teaching and students' approaches to learning. On the other hand, there were a number of other variables where the statistical analysis revealed differences between in-field and out-of-field teachers. These included the teacher characteristic of experience, the dimensions of classroom climate, both preferred and actual, especially in relation to the personalisation of teaching in response to students' needs and interests and, most importantly, students' learning outcomes, defined in terms of their understanding and appreciation of the objectives of the History syllabus they were studying. Despite the limitations of data being gathered only from Kuala Lumpur secondary schools, the results of this study provide some justification for the steps taken by Malaysian government to employ out-of-field History teachers in secondary schools in Malaysia. It is a policy which can be continued, provided the issues surrounding out-of-field History teachers discussed above are properly understood and appropriately handled.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2014
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TUNG, RU-YUN, and 董如筠. "A Study on The Scale of Junior High School Social Field Teacher's Acceptance Toward History Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3zvv3a.
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碩士東海大學
歷史學系
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Abstract The objective of this study was to use Gee-Wen Ding’s article (2011) “A study of the relationship between lifelong learning literacy and professional attitude of public junior high and elementary school teachers” as a framework, and adopt a rigorous approach to compile the scale of junior high school social field acceptance toward history teaching. To conduct the research, a questionnaire was developed to survey on the sample space with 500 junior high school students. The study consists of three stages: topics of the scale development with skewness and kurtosis analysis, exploratory factor analysis, and confirmatory factor analysis. The research results indicate the scale contains three factors: cognition, affection, and skills respectively. There is a total of 12 topics included in the scale. The scale shows good reliability and validity; but some of the indicators for goodness of fit do not meet the standard. Conclusions: The study shows that the compiled scale is suitable for the measurement of the junior high school social field acceptance toward physical education. In the applied analysis, it was found that the three factors of the scale were both reliable and valid in skewness and kurtosis analysis, Exploratory factor analysis, and confirmatory factor analysis. Suggestions: Some division or topics of the scale were not comprehensive enough, future study may correct or improve these variables to make the measurement using the scale more accurate.
Books on the topic "Out-of-field and in-field history teacher; history teaching"
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Gardiner, Di. Constructing the field of education as a liberal art and as teacher preparation at five Western Australian universities: An historical analysis. Lewiston, N.Y: Edwin Mellen Press, 2011.
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Silva, André Costa Aciole da. Facetas da história: Reflexões sobre práticas e representações na antiguidade e medievo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-243-8.
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The reflections on teacher training must be articulated with themes that go through the process of building teacher researchers. In our degree in History in IFG campus Goiânia, we have endeavored to constitute practices that are capable of collaborating with the construction of the teaching identity linked to research. In this sense, the research presented here demonstrates the importance of the articulation between academic research and the professional field for the construction of teachers. We propose, in this work, to present an accentuated scope of reflections from the researchers who completed their training process at the institution as well as from the researchers (students and professor) who still remain at the institution. The themes and space-time cuts presented here have a great variety. They go from the Ancient world to the Modern Age, go through the History of medicine and the History of education, treat food as medicament and vomit as a therapeutic practice. Anyway, it is a work that has placed everyone (teacher, undergraduate and graduate students) to actively exercise the relationship between theory, research and professional teaching practice.
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Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.
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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. The “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers who must learn to attend to books that give them pleasure. Sensuous Pedagogies also reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.
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Cordeiro, Jaime. O ensino de História: Algumas experiências. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-232-2.
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This book reports some of the author's experiences as a History teacher and as a scholar of his teaching. The chapters present some didactic proposals, but also reports of courses given on the subject of history teaching, as well as the examination of some cultural products that can be mobilized to teaching this discipline. In this case, didactic experiences and suggestions are presented with some with some cultural objects, such as books by José J. Veiga, the film Forrest Gump and some songs of Brazilian popular music. Representations about the periodization of the history of Brazil and Brazilian national identity and about how the teaching of our discipline has contributed to the reaffirmation of the unified and dominant national memory are also studied. One of the chapters examines specifically how the annual celebration of some civic dates participates in the process of reaffirming that memory. The penultimate chapter offers suggestions on how to examine some controversial topics in basic education classes, in the context of the so-called “war of narratives”. Finally, the last text offers a synthesis of a study on the state of the discussions about History teaching in the 1980s and 1990s in São Paulo through an analysis that draws on the contributions of sociologist Pierre Bourdieu and his concept of field.
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Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.
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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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1961-, Briel Holger Mathias, Fehringer Carol, and Conference of University Teachers of German in Great Britain and Ireland., eds. Field studies: German language, media and culture : selected papers from the Conference of University Teachers of German, University of Newcastle, September 2002. Oxford: P. Lang, 2005.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.
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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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Gibson, Rachel. ¡Canta Conmigo! Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197624913.001.0001.
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Sing, play, move, create, and experience joy with living musical traditions from Guatemala and Nicaragua. Suitable for use in families, schools, or community centers, this resource contains a playful collection of 90 songs, singing games, chants, and games the author learned from teachers, children, and families while living in several communities in both countries. While the majority of the songs are in Spanish, a few in a Mayan language, Kaqchikel, are included. Field videos, audio recordings, and select song histories are available on the companion website to witness the music in authentic contexts, guide in pronunciation, and trace musical origins. Ethnographic descriptions of locations where songs were learned and personal biographies of a few singers written in Kaqchikel or Spanish and translated to English allow the reader to develop a connection to the land and the musicians. Culturally responsive and sustaining teaching pedagogies are discussed alongside strategies to responsibly include the music in school curriculums. A brief history of Central America and an overview of music genres in the region are included to frame this song collection within historic, cultural, and musical contexts. ¡Ven a cantar y jugar! Come sing and play! The song pages are playfully and thoughtfully illustrated by Sucely Puluc from Guatemala.
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von Möllendorff, Malve. Positioning Diversity in Kenyan Schools: Teaching in the Face of Inequality and Discrimination. African Minds, 2022. http://dx.doi.org/10.47622/9781928502333.
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Education is considered key for societies to achieve greater social cohesion and equality. Yet, schools, as the main providers of formal education, have increasingly come into question concerning their role in manifesting and perpetuating social categorisations, inequalities and discrimination instead of decreasing existing fragmentations and challenging power relations and hierarchies. As a diverse society, Kenya is faced with power struggles and rivalries between different groups – for instance, along ethnic lines, often constructed deep in colonial history. This affects teaching and learning in school and the result is that Kenya is faced with vast disparities in terms of educational access and success – rendering some social groups marginalised and others favoured. Positioning Diversity at Kenyan Schools explores the ways in which teachers in Kenyan primary and secondary schools experience and deal with social categorisations and diversity in terms of ethnicity, gender, wealth, culture, religion, etc. in their professional practice and in the current education system. Using critical pedagogy and diversity theory as a lens for positioning diversity in Kenyan schools, the questions that this book sets out to answer are: In what ways do the teachers’ and schools’ practices lead to transformation in terms of more social equality and less discrimination? In what ways do the practices manifest existing group categorisations, hierarchies and discrimination? How can schools and teaching practices in postcolonial Kenya become more inclusive and foster social cohesion and equality?
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Oliveira, Francisco Nilton Gomes de, Beatriz Akemi Takeiti, and Claudia Reinoso Araujo Carvalho. Terapia ocupacional, saberes e fazeres. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-381-7.
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The field of knowledge of Occupational Therapy is diversified and expanding. This book addresses several themes inherent in the profession from different theoretical and empirical perspectives. Organized by occupational therapy teachers from the Federal University of Rio de Janeiro (UFRJ), the book consolidates the scientific production of different authors and is organized around current themes presented to Occupational Therapy: professional education, health-related approaches and actions, as well as different approaches focusing on the socio-cultural perspectives of the profession. Some texts addressing the history of Occupational Therapy at UFRJ complement the work. The wide scope and diversity of this book are ensured in chapters that report experiences associated with university extension, research, and undergraduate teaching; address Occupational Therapy in the hospital, Occupational Health, Mental Health, and Psychosocial Care settings; emphasize the professional/cultural interface, social issues, and territorial and socio-community approaches; bring ethnic-racial and gender discussions. Finally, the history of the Occupational Therapy course at UFRJ is covered in the last three chapters: the struggling trajectory to establish the course is addressed in the first of these chapters; the second reports how the course has expanded since its first years; the third brings the path to consolidation of the Occupational Therapy service at the university hospital. This book, which is based on successful experiences and current scientific production, will certainly provide its readers with important reflections.
Book chapters on the topic "Out-of-field and in-field history teacher; history teaching"
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Almquist, Heather, Lisa Blank, Jeffrey W. Crews, George Stanley, and Marc Hendrix. "Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies." In Teaching Science and Investigating Environmental Issues with Geospatial Technology, 35–50. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_3.
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Hirshberg, Diane B., Douglas Cost, and Edward Alexander. "Adaptation Isn’t Just for the Tundra: Rethinking Teaching and Schooling in Alaska’s Arctic." In Springer Polar Sciences, 9–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_2.
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AbstractIn Alaska, schools as structured do not work for far too many of Alaska’s students, especially Indigenous students. This chapter raises issues that are not being addressed in most discussions on the schooling and teacher crisis in Alaska. We call out the failure of the existing system of teacher preparation. We then move into a critical discussion around what is missing from the current deliberations around improving schooling outcomes in rural Alaska: how the history of colonization and assimilation efforts in Alaska has created and propagated the current situation. We explore recent proposals to transfer more authority over rural schools to tribes and local communities and ask whether tribes should rethink the entire enterprise of education in rural Alaska, by fully enacting tribal control and self-determination in education.
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Scott, Analee. "Flipping the Script on the Language Teacher/Researcher." In TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy, 179–202. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8093-6.ch009.
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Standard language ideologies, hierarchical language structures and resulting ethnic and racial inequalities have long been reinforced within and by means of the TESOL (teaching English to speakers of other languages) field. These standards and structures echo the colonial history of forced language assimilation and indigenous erasure, a history that in many ways continues today. This chapter proposes language learning and ongoing reflection on the language learning process as a critical framework that English language teachers and researchers should adopt and apply to their work. When teachers and researchers take on the language learner identity inside and outside of classroom/research spaces, they equip themselves to dismantle rigid power structures in TESOL, transforming the colonizer narrative into one of decolonization, collaboration, and equity.
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Iswahyudi. "Perspective Chapter: Artifact Remains in Indonesia as an Object of Field Study of Learning Media for the History of Indonesian Fine Arts Course." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.109219.
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Education is basically a social institution that functions as organized intelligence or becomes the center of various intelligences that are organized to serve the existing social system. As an integral part of that process, educational media is something that every professional teacher must master. In addition, educational media can be used as an effective means of communication in order to obtain an interactive teaching and learning process. One of the media for art education, both symbolic and aesthetic. Symbolic artifacts can be categorized in non-formal aspects because they are more general in nature and prioritize the value of symbols. Artifacts that are aesthetic in nature are categorized as formal because they are more specifically as works of art. They are objects made by humans in the past that are considered to have symbolic and aesthetic value. The reason that is basis of this writing is because of the existence of artifacts in various forms which are historical relics as it is known that there are many in various regions in Indonesia.
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Seamster, Christina L. "Distance Education in the K-12 Setting." In Handbook of Research on Human Development in the Digital Age, 66–86. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch004.
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The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.
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Borghi, Beatrice, and Filippo Galletti. "Researches, Projects, and Experiences in Didactics of History and Heritage From the DiPaSt Center of the University of Bologna, Italy." In Handbook of Research on Citizenship and Heritage Education, 312–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch015.
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The objective of the article is to present the most representative research led by the International Center for Didactics of History and Heritage of the University of Bologna with the participation of schools and teachers of all levels, and institutions and local authorities in the field didactic of history and heritage teaching. Specifically, it will analyse: the project called Roots to fly, where the scholars who have carried out research inherent to the heritage can expose their results and make proposals for the protection and enhancement to the leaders of the institutions appointed to these tasks; the European project STEP, which has developed a preschool and primary interdisciplinary curriculum to create relationship between children school experience and informal education; and, finally, research projects oriented to the perception of teachers in training and in service on the theme of heritage education for active citizenship.
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de la Cruz-Campos, Juan-Carlos, Santiago Pozo-Sánchez, Blanca Berral-Ortiz, and Santiago Alonso-García. "Gamification." In Advances in Game-Based Learning, 119–41. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5240-0.ch008.
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The search for the optimization of educational processes has led to gamification becoming one of the teaching strategies that has received the most attention in recent years. This chapter carries out an analysis of the particularities that make up gamification as a learning technique for educational revitalization and updating. From a holistic perspective, a tour of the terminological particularities of gamification, constituent elements, benefits, and limitations is made. Likewise, this chapter reviews the main techno-pedagogical resources for the gamification of the Social Sciences classroom, focusing on the subject of History and the development of historical thinking skills, presenting different gamification experiences from a transversal perspective and proposes a compendium of gamified activities based on active learning. This work serves as a starting point for those teachers who intend to carry out gamified activities in their classroom within the field of Social Sciences.
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Bowman, Judith. "Music History/Musicology." In The Music Professor Online, 145–74. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197547366.003.0007.
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This chapter describes issues related to teaching music history/musicology online and presents experiences with online music history instruction in narratives provided by professors teaching music history online. It provides background on music history pedagogy and the nature of music history study. It lists accreditation standards for the study of music history and explains its signature pedagogy. It reviews the state of the practice, including the status of online music history instruction as reported in several surveys, and asks how instructors might teach music history effectively online. It features four professors who describe their online teaching experiences: music history online, a constructivist approach to teaching music history online, a flipped music history classroom, and a digital mapping project. Each professor offers suggestions for prospective online music history teachers, and the chapter concludes with some lessons drawn from the field.
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Ehrenfeld, David. "Teaching Field Ecology." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0034.
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The first thing I did when I arrived at Rutgers in the late summer of 1974was to plan the courses I would teach. My principal fall course was to be based on one that I had helped teach for a few years at Barnard College: The Natural History of the New York Area. At Barnard, I had learned the subject by accompanying far more experienced colleagues—Tony Warburton, an evolutionary biologist, and Patricia Dudley, an ecologist—on their field trips. Now, in New Brunswick, I had a new teaching partner, Jim Applegate, a wildlife biologist, but I didn’t anticipate any changes. Jim listened to my plans for the course with gratifying attention and enthusiasm. He had only a few questions. “What are we going to call the course?” “‘The Natural History of the New York Area,’” I answered, “or may be ‘The Natural History of New Jersey.’ That’s what it is, isn’t it?” “Sure. But we already have our course in General Ecology, which you run. That’s mostly theoretical, indoor classroom learning. Why not call the new course ‘Field Ecology’ and design it to let students who have had General Ecology apply their knowledge to the real world? In other words, we want to teach them more than descriptive natural history—they should understand the ecological and human processes that make each place what it is.”This meant a pretty complete rethinking of the course, which I hadn’t expected to do, but I grudgingly agreed. Thus began what has be-come the most remarkable experience of my teaching career. For the first three or four years, we taught together: two different sections a week, each with the two of us and fourteen students crammed into a fifteen-passenger van for field trips that lasted from 1:00 to 6:30 P.M. From the start we decided that there would be almost no class-room teaching, just field trips, regardless of weather. And so we have witnessed the majestic silence of a white cedar swamp in the October sun-shine, have walked the springy, low-tide–bared Spartina salt marsh in torrential rain, and have given final exams on abandoned landfills during snowstorms.
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Carrasco, Cosme Jesús Gómez, Ramón López Facal, and Belen María Castro Fernandez. "Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship." In Handbook of Research on Citizenship and Heritage Education, 239–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch012.
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This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.
Conference papers on the topic "Out-of-field and in-field history teacher; history teaching"
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Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.
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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.
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Santamaria, Giovanni. "Merging Thresholds and New Landscapes of Knowledge." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.11.
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It has become extremely important to revisit our teaching methodology along with pedagogical contents and objectives, in consideration of the impressive and sometimes overwhelming progress that the technology available to document, analyze and represent the complexity of our built and natural environments has reached, and also the role that it has been proactively playing in affecting our way of thinking, designing and building. A renewed “theory of formativity” (Pareyson)1 styles a knowledge that is generated by a constantly transforming process of “making,” in which methodologies, theoriesand learnings arise within the actions of designing and building, and mostly because of the making. Following the etymology of the Greek world2, this making could be understood as poetic way of actively participating to the changes of our environment. If we look carefully, this approach to structure the knowledge has been deeply rooted in the history and legacy of the most relevant architects and designers, as ontological condition imbedded also into the idea of progress. We have been witnessing several experimentations that have been capable of bringing theoretical explorations, such as the ones from the fields of philosophy and literature, into the realm of design and space making. These explorations reach various degrees of quality, but nevertheless they provide openings to further interesting discussions. An example of this sort could be among others, the collaboration between Eisenman and Derrida for the design proposal for Parc de la Villette in Paris of 19873, where the memory of the proposals for Cannaregio in Venice or the project “Romeo and Juliet” in Verona, are considered within the philosophical background of the criticism to the structuralism, and the projection towards a horizon of deconstruction. This concept migrated from the realm of thinking, to the one of designing and form making, in its highest sense, giving strength to role and identity within the field of architecture, of the idea of “fragment” and “text” often interrupted, following Lyotard’s suggestion4, as expression of the post-modern dimension.
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Amadi, Martha. "Educational Disruption: Online Learning, a Panacea to Covid-19 Pandemic for Teachers in Nigeria Tertiary Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9998.
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The Covid-19 pandemic has created the largest disruption of education system in human history. This has brought far-reaching changes in all aspects of our lives. All public and private schools had to shut the doors of their schools following government directive. The pandemic has unmasked substantial inequalities in the education sector. Some institutions engaged their students through online teaching, a large number of students who are less privileged or are in rural areas are left out. The pandemic has affected all levels of the education system, from pre-school to higher education. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The Covid-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. The paper provided answers on how governments and institutions of learning in Nigeria have scaled up teaching and learning to make up for the disruption and strengthen education. How tertiary education can build the systems and processes for lifelong learning and what government can do to prepare teachers to meet the challenges of the 21st century and create a sustainable educational infrastructure that is resilient in the face of the pandemic.
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Vasconcelos, Clara, and Tiago Ribeiro. "WHAT ABOUT “THE” SCIENTIFIC METHOD? A SURVEY APPLIED TO MIDDLE AND SECONDARY GEOSCIENCE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end106.
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"The debate over whether there is a single unifying scientific method or a variety of methods, each of which is applied to a different discipline of science, is still a difficult one. Popper idea of refutation was a criticism to the inductive method and claimed the need to submit theories to falsification. His thesis ended up being a demarcation of science and pseudoscience. But the question remains: do all sciences follow the same scientific method? Namely because discoveries in geology have to overcome time and space enormous scales, geologist have been called by Lord Kelvin as “stamp collectors”. Having started as a field science, and even having been denied by Hutton as an experimental science, modelling in geology only took place at the end of the 19th century by the hand of Sir James Hall. The need to mirror scientists’ methods is a demand of inquiry-based teaching, but few geology teachers have correct knowledge about the method used by geologists. In the present study, a survey was undertaken online with the main objective of investigating what is teachers’ knowledge about the (geo)scientific method. Participants were 108 geology middle and secondary teachers in Portugal. The majority of respondents were women (n=79; 73.1%) and the average age was 46 years old. All participants were graduated, but 51 (47.2%) had a master and 5 (4.6%) had a Ph.D. The results showed erroneous conceptions that are commonly reflected in inquiry-based teaching classrooms, namely regarding the scientific method but also about investigative competencies and geology as an experimental science. The majority of the teachers’ said that there only exists one scientific method for all sciences (n=49; 45.4%) and that it has a fundamentally linear nature from observation to conclusion (n=54; 50.0%). The scientific method was claimed as needed to allow the confirmation of hypothesis by many teachers (n=44; 40.7%). Some participants referred Uniformitarianism as a principle that justifies the historical and interpretive reasoning of geologist (n=48; 44.4%), but not so many referred the analogic reasoning (n=28; 25.9%). Teachers also referred to critical and systemic thinking as scientific competencies (n=72; 66.7%) and gave less importance to others like observation and argumentation (n=27; 25.0%). Results analysis corroborate that an inquiry-base teaching methodology requires history of geology and an epistemological reflection to be integrated in teachers’ initial training and professional development. The epistemology behind geology classes has to be taught to eradicate alternative conception about the scientific method."
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Yedidiah, S. "A Bridge Between Science and Practical Engineering." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56011.
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This paper discusses the causes and effects of the ever-growing gap between academia and the practicing engineer. Also, it suggest a possible means which might be capable to bring both approaches closer together. Recent advances in science have opened up new horizons before the practicing engineers. However, these new developments require to make use of so much information, that it makes it impossible for a single person to master simultaneously both: The scientific and the practical aspects of a given problem. It is very difficult for scientists to follow and to become intimately familiar with all the innovations which are continuously occurring in their own field. The less can a scientist afford to be distracted by attempts to master all the intricacies of the practical aspects of problems, which a practicing engineer has to take care of. The same is also true in relation to the possibility, that an engineer will master all the new developments which are occurring in science. To alleviate this problem, the academic community in Japan has recently adopted new criteria for the accreditation of institutions which are teaching engineering [4]. To become accredited, an engineering educational institution has to include, into its curriculum, also courses of a practical nature. The steps adopted in Japan will undoubtedly bring some relief to the problem. However, their effectiveness could be significantly enhanced by introducing a course which would teach how to translate a mathematical expression into its physical meaning. The capability to execute such a translation could bring science much closer to practical engineering. This paper presents a case history which illustrates the negative effects of the existing gap [1,2,3]. Also, it illustrates, how the existing gap between academia and the practicing engineer could be narrowed: By a course which would teach, how to translate a mathematical equation into its relevant physical meaning. Finally, it presents a case-history, which demonstrates the enormous potentials of a proper translation of a mathematical equation into its relevant physical meaning.
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Васильева, Ж. В. "Vestimental Fashion-Trends in the Context of Culture of the late XIX – early XX century: Experience of Inclusion in the Process of Teaching the History of World Culture." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.75.60.051.
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вопросы взаимодействия моды и сферы искусства, аспекты сближения их позиций в области репрезентации базовых эстетических установок конца XIX – начала XX вв. долгое время оставались вне поля исследовательского внимания культурологов и искусствоведов. Между тем, для преподавания курса мировой художественной культуры (МХК) анализ динамики взаимопроникновения моды и искусства в период модерна, выявление параллелей в развитии фэшн-трендов и художественных направлений конца XIX – начала ХХ в. имеет принципиальное значение. Обосновать необходимость включения учебного материала по вестиментарным фэшн-трендам в курс МХК – наша задача. questions of interaction between fashion and art, aspects of convergence of their positions in the field of representation of basic aesthetic attitudes of the late XIX – early XX centuries for a long time remained out of the field of attention of researchers. Meanwhile, for teaching the history of world culture, the analysis of the dynamics of the interpenetration of fashion and art in the modern period, the identification of parallels in the development of fashion trends and artistic trends of the late XIX – early XX century is of fundamental importance. Our task is to justify the need to include educational material on vestigial fashion trends in the course of world art culture.
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.
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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a fogalmi keret összetettsége miatt kevés a sikeresnek tekinthető empirikus vizsgálat a kritikai gondolkodás terén. Magyarországon elindult a fogalom pedagógiai értelmezése (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), az angolszász pedagógia fókuszában a fogalmi tisztázás és a kritikai gondolkodás szerkezeti elemeinek feltárása, összegzése áll (Elder – Paul, 2006.; Lai, 2011). Kutatásom során megalkottam a történelem témakörben alkalmazható kritikai gondolkodás taxonómiát, amelyet pontosítottam Anderson-Krathwohl (2001) tanulási célkitűzések modelljének segítségével. A történelemtanárok gondolkodását és nézeteit feltártam strukturálatlan kognitív térkép módszerével, támogatott felidézéssel. Szakértői mintavétel történt. Az oktatástervezési megközelítések közül (Ollé, 2015. p. 86.) a jelen kutatás fejlesztése oktatástanulás szempontjából építette fel a tanköri modulokat, azaz a kognitív folyamatok fejlesztésére koncentrált. A pedagógiai kísérlet terepe a Neo LMS alkalmazás lett, ami e-learning keretrendszer, tananyagtartalom szervező rendszer (LCMS). Általam fejlesztett 2 hetes tanórán kívüli anyagot osztottam meg, tutorként támogattam a diákok tanulási folyamatait. A kutatás eljárásrendjét (eszközök, módszerek), megbízhatósági mutatóit ismertetem az előadás során. A 11-12. évfolyamos gimnazistáknál csoportos valószínűségi mintavételt alkalmaztam, kiegészítettem a hólabda mintavételi eljárással (összesen 330 fő). Kutatási kérdés volt: Milyen módon mérhető a történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítménye elektronikus tanulási környezetben? A kutatás hipotézisei közül egyet emelek ki (egymintás t-próbát alkalmaztam ennél): A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítményét lényegesen befolyásolja a Neo LMS fejlesztő anyagainak megismerése. Az önkontrollos csoport esetében ez bizonyítást nyert. Bízom benne, hogy a tanulók kritikai gondolkodásának kognitív elemeit és a digitális kompetenciát fejlesztő módszertani megoldásom hozzájárul a pedagógiai kultúraváltáshoz. A bemutatásra kerülő pedagógiai kísérlet a tanulók egyéni fejlesztésérére koncentrál, egy jó példája a SAMR modell (Puentedura, 2006) felső szintjének, alkalmazásával hatékonnyá tehető a különböző történelmi források feldolgozása, miközben az IKT által nyújtott lehetőségek is megvalósulnak. ----- A report on developing critical thinking connected to historical sources ----- The goal of the presentation is to share the results of a comprehensive research topic (Érsek, 2019). I attempted to find a skill developing methodological solution in the field of pedagogy that is closely connected to the development of critical thinking in an e-learning environment. The focus is on assessing and developing the cognitive elements of critical thinking embedded in historical teaching materials. One approach to the research on History teaching at an international level states that developing critical thinking and source analysis are the main tasks of History instruction (Jancsák, 2019). Owing to the complexity of the task and the complex conceptual framework, there has been only a few empirical studies in the field of critical thinking that can be regarded as successful. The pedagogical interpretation of the concept has begun in Hungary (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), and the Anglo-Saxon pedagogy focuses on conceptual clarification and on the exploration and summarization of the structural elements of critical thinking (Elder – Paul, 2006.; Lai, 2011). Based on my research, I created a critical thinking taxonomy which can be applied within the context of History, and I further refined it by using Anderson-Krathwohl’s (2001) model of learning objectives. I explored the beliefs and attitudes of History teachers by using a non-structured cognitive map and stimulated recall with questions. The sample procedure was expert sampling. From the educational planning approaches (Ollé, 2015. p. 86.), the development of the present research created the modules of the course from the education-learning perspective, which means that it focused on the development of cognitive processes. The present pedagogical experiment was executed within the Neo LMS application, which is an e-learning platform and a learning content management system (LCMS). I created and shared a two-week skill developing material, which was not part of class activities, with the students, and I assisted their learning processes as a tutor. In this presentation, I outline the research protocol (tools, methods) and reliability indices of the research. I applied probability cluster sampling in the case of eleventh- and twelfth-graders, and additionally used snowball sampling (altogether 330 participants). The research questions were the following: How can the students’ performance be assessed related to the cognitive elements of critical thinking embedded in historical teaching materials in an elearning environment? I highlight one of the research hypotheses (one-sample t-test was used in this case): Students’ performance related to the cognitive aspects of critical thinking embedded in historical teaching materials is significantly influenced by becoming familiar with the Neo LMS skill developing materials. In the case of the single-case experiment group, this hypothesis was confirmed. I hope that my methodological solution that develops the cognitive elements of students’ thinking and their digital competence will contribute to the transition in pedagogical approach. The presented research in the field of pedagogy focuses on the individual development of students, which is a good example of the highest level of the SAMR model (Puentedura, 2006), and by applying this, the interpretation of different historical sources can be more effective and the opportunities offered by the ICT environment are also incorporated.
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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.
Full textAbstract:
"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
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Barbero, Silvia. "Opportunities and challenges in teaching Systemic Design. The evoluation of the Open Systems master courses at Politecnico di Torino." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3353.
Full textAbstract:
The contamination between design and theory of systems as a field of development of new design processes is nowadays consolidated. However, the issue concerning the methodology to apply in teaching systemic design remains an open question. The approach adopted in the Master Degree in Systemic Design at Politecnico di Torino is based on the assumption that the teaching method must itself be systemic. Alongside designers, the degree course has involved from the very beginning experts of different disciplines (i.e. chemistry, physics, mechanics, history, economy and management) as teachers, in order to create a multidisciplinary environment for the development of projects. Born as master degree in academic year 2002-03 at Politecnico di Torino (Italy) from the close collaboration with Gunter Pauli, the course has changed name and form but not the content, until it reached the current title (a.y. 2015-16): master degree “Aurelio Peccei” in Systemic Design. The Open Systems course has enabled students, in previous years, to experiment the design of production processes. This was the case of the systemic project done with NN Europe, a company engaged in manufacturing ball bearings, in which the output management allows a positive economic impact. Over the years the course has shifted its focus from the production process of a product to the wider company context. In 2010, the approach has been applied to the agricultural enterprise Ortofruit: starting from agricultural production, the students have defined the production system and the relationships with the market. Systemic Design, during this course, has experienced the transition from the design of industrial processes that are closely linked to the territory, and then enhance local resources, to the design of the whole territorial system. The work done by the students of the course in recent years has led to the definition of scenarios about fields usually distant from the traditional design world. For example, the definition of the economic model, the corporate model that is built around relationships on cooperation with different disciplines.This transition, from the product to the entire territorial system, allows the exploration of new contexts, but it also puts the designer in a complex and challenging position in according with complex theories.DOI: http://dx.doi.org/10.4995/IFDP.2016.3353
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أبو الحسن اسماعيل, علاء. "Assessing the Political Ideology in the Excerpts Cited from the Speeches and Resolutions of the Former Regime After the Acts of Genocide." In Peacebuilding and Genocide Prevention. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicpgp/2.
Full textAbstract:
If killing a single person is considered as a major crime that forbidden by Sharia and law at the international level and at the level of all religions and divine legislation, so what about the concept of genocide!! Here, not just an individual with a weak influence on society is killed, but thousands of individuals, that means an entire nation, a future, energy and human and intellectual capabilities that can tip the scales, and on the other hand, broken and half-dead hearts are left behind from the horrific scenes of killing they witnessed before their eyes, moreover, the massacres of genocide continues to excrete its remnants and consequences for long years and for successive generations, and it may generate grudges of revenge among generations that did not receive the adequate awareness and psychological support which are necessary to rehabilitate these generations to benefit from the tragedies and bitter experiences of life to turn them into lessons and incentives to achieve progress and advancement. Genocide is a deadly poison whose toxic effect extends from generations to others unless it is wisely controlled. Here the role of the international community and its legal, legislative and humanitarian stance from these crimes is so important and supportive. Genocide can be occurred on two levels: external and internal. As for genocide on the external level: this is what happened at the hands of foreign powers against a certain people for colonial and expansionist goals in favor of the occupier or usurper. There are many examples throughout history, such as the Ottoman and British occupations...etc Whereas genocide at the internal level, can be defined as the repressive actions that governments practice against their own people for goals that could be extremist, racist or dictatorial, such as t ""Al-Anfal"" massacre in 1988 carried out by the previous regime against the Kurds in the Kurdistan region. The number of victims amounted at one hundred thousand martyrs, most of them were innocent and unarmed people from children, women and the elderly, and also the genocide which was practiced against of the organizers of Al-Shaibania Revolution in 1991 was another example of genocide in the internal level. It is possible to deduce a third level between the external and internal levels, which is the genocide that is done at the hands of internal elements from the people of the country, but in implementation of external agendas, for example, the scenes of organized and systematic sectarian killing that we witnessed daily during (2007) and (2008), followed by dozens of bloody explosions in various regions throughout the capital, which unfortunately was practiced by the people of the country who were misguided elements in order to destabilize the security of the country and we did not know until this moment in favor of which external party!! In the three aforementioned cases, nothing can justify the act of killing or genocide, but in my personal opinion, I see that genocide at the hands of foreign forces is less drastic effects than the genocides that done at the hands of internal forces that kill their own people to impose their control and to defense their survival, from the perspective of ""the survival for the strongest, the most criminal and the most dictatorial. The matter which actually dragged the country into the abyss and the ages of darkness and ignorance. As for the foreign occupier, he remains an occupier, and it is so natural for him to be resentful and spiteful and to keep moving with the bragging theory of that (the end justifies the means) and usurping lands illegally, but perhaps recently the occupier has begun to exploit loopholes in international laws and try to gain the support of the international community and international organizations to prove the legitimacy of what has no legitimacy, in the end to achieve goals which pour into the interest of the occupiers' country and from the principle of building the happiness and well-being of the occupiers' people at the expense of the misery and injustice of other peoples!! This remains absolutely dehumanizing societal crime, but at least it has a positive side, which is maximizing economic resources and thus achieving the welfare of a people at the expense of seizing the wealth of the occupied country. This remains the goal of the occupier since the beginning of creation to this day, but today the occupation associated with the horrific and systematic killing has begun to take a new template by framing the ugliness of the crime with humanitarian goals and the worst, to exploit religion to cover their criminal acts. A good example of this is the genocide that took place at the hands of the terrorist organization ISIS, that contradictory organization who adopted the religion which forbids killing and considers it as one of the greatest sins as a means to practice the most heinous types of killing that contemporary history has witnessed!! The ""Spiker"" and ""Sinjar"" massacres in 2014 are the best evidence of this duality in the ideology of this terrorist organization. We may note that the more we advance in time, the more justification for the crimes of murder and genocide increases. For example, we all know the first crimes of genocide represented by the fall of Baghdad at the hands of the Mongol leader ""Hulagu"" in 1258. At that time, the crimes of genocide did not need justification, as they were practiced openly and insolently for subversive, barbaric and criminal goals!! The question here imposes itself: why were the crimes of genocide in the past practiced openly and publicly without need to justify the ugliness of the act? And over time, the crimes of genocide began to be framed by pretexts to legitimize what is prohibited, and to permit what is forbidden!! Or to clothe brutality and barbarism in the patchwork quilt of humanity?? And with this question, crossed my mind the following ""Aya"" from the Glorious Quran (and do not kill the soul that God has forbidden except in the right) , this an explicit ""Aya"" that prohibits killing and permits it only in the right, through the use of the exception tool (except) that permits what coming after it . But the"" right"" that God describes in the glorious Quran has been translated by the human tongues into many forms and faces of falsehood!! Anyway, expect the answer of this controversial question within the results of this study. This study will discuss the axis of (ideologies of various types and genocide), as we will analyze excerpts from the speeches of the former regime that were announced on the local media after each act of genocide or purification, as the former regime described at that time, but the difference in this study is that the analysis will be according to a scientific and thoughtful approach which is far from the personal ideology of the researcher. The analysis will be based on a model proposed by the contemporary Dutch scientist ""Teun A. Van Dijk"". Born in 1943, ""Van Dijk"" is a distinguished scholar and teaching in major international universities. He has authored many approved books as curricula for teaching in the field of linguistics and political discourse analysis. In this study, Van Dijk's Model will be adopted to analyze political discourse ideologies according to forty-one criteria. The analysis process will be conducted in full transparency and credibility in accordance with these criteria without imposing the researcher's personal views. This study aims to shed light on the way of thinking that the dictatorial regimes adopt to impose their existence by force against the will of the people, which can be used to develop peoples' awareness to understand and analyze political statements in a scientific way away from the inherited ideologies imposed by customs, clan traditions, religion, doctrine and nationalism. With accurate scientific diagnosis, we put our hand on the wounds. So we can cure them and also remove the scars of these wounds. This is what we seek in this study, diagnosis and therefore suggesting the suitable treatment "
Reports on the topic "Out-of-field and in-field history teacher; history teaching"
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.