Academic literature on the topic 'Science discipline teaching'
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Journal articles on the topic "Science discipline teaching"
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Belardo, Christy, Andrea C. Burrows, and Lydia Dambekalns. "PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS." Problems of Education in the 21st Century 75, no. 3 (June 20, 2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.
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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.
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Zalysin, I. Yu. "DISCIPLINE "ECONOMIC POLITICAL SCIENCE" AS A COMPONENT OF THE BACHELOR TRAINING PROGRAM." Vestnik scientific and methodological council in environmental engineering and water management, no. 19 (2020): 35–41. http://dx.doi.org/10.26897/2618-8732-2020-35-41.
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The article discusses the features of teaching the academic discipline "Economic Political Science". Its place in the educational process, its relationship with other disciplines, main goals, objectives and learning outcomes are shown. The most important problems of the key topics of the discipline are revealed. Special attention is paid to such discipline categories as "power", "politics", "economics", "entrepreneurship" in the context of all the complexity and multidimensionality of their relationship. Methodological recommendations are given for their consideration in lectures and practical classes, the use of interactive teaching methods, in particular, discussions, brainstorming, etc.
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Boutrous, Helen, and Cynthia Unmack. "2008 APSA Teaching and Learning Track Summaries—Track Ten: Teaching Across the Discipline." PS: Political Science & Politics 41, no. 03 (June 18, 2008): 624–25. http://dx.doi.org/10.1017/s1049096508310890.
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The Teaching Across the Discipline track explored the ways in which political scientists can enhance student learning through innovative techniques that connect political science to other academic disciplines and co-curricular activities. Participants in the discussion agreed that using such techniques require instructors willing to take a risk. That risk, which may involve borrowing from other disciplines, sharing power with students in the classroom, requiring students to engage with civic leaders, pitting students in debate and competition with each other, and recognizing that political science does not exist in a vacuum, can have great rewards for students and faculty alike. Those rewards include students' true engagement in the learning process and with it enlightenment on political issues and theories; and for professors, the satisfaction of knowing that they have helped to bring their students “out of the cave.”
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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.
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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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Möhr, J. "Teaching Medical Informatics: Teaching on the Seams of Disciplines, Cultures, Traditions." Methods of Information in Medicine 28, no. 04 (October 1989): 273–80. http://dx.doi.org/10.1055/s-0038-1636809.
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Abstract:This paper reviews different concepts of medical informatics and identifies two families of approaches to education in it: a “specialist” approach, whereby medical informatics is taught as a specialization track for established disciplines like medicine, computer science, nursing, engineering, etc., and a “generalistic” approach, whereby it is taught as an integrated discipline incorporating essential traits of the aforementioned disciplines. The pros and cons of these approaches are outlined. The need to accommodate specific requirements of education is emphasized and these are identified, together with an outline of particular challenges that we are facing.
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Ongaro, Edoardo. "The teaching of philosophy in public administration programmes." Teaching Public Administration 37, no. 2 (March 28, 2019): 135–46. http://dx.doi.org/10.1177/0144739419837310.
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Public administration can be considered as an applied, interdisciplinary field, whose study demands the contribution of a range of disciplines, including political science, management, law, sociology and others. The article argues that the disciplines of public administration should also include philosophy, not as a discipline (philosophy is not a discipline in the sense modern sciences are; rather, at the roots of philosophy are key questions: what there is (ontology); who we are (philosophy of the mind); how to live well (ethics); how to live well together (political philosophy) and so on) but as the foundation of all the other disciplines studying public administration, from political science (whose roots are in political philosophy), to management and sociology (whose underpinnings are in ontological conceptions of the individual and society), to law (whose roots are in the philosophy of law) and so on. If philosophy is foundational to public administration, then two key questions arise: in researching public administration, what is the contribution of philosophy to advancing our understanding of public administration? And in the teaching of public administration, what is the place of philosophy in the curricula of public administration programmes? The article, after briefly reviewing the philosophical foundations of public administration, aims to discuss the latter question about the contribution of philosophy to educational and training programmes in the field of public administration, and the place of philosophy in public administration education curricula.
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Teslenko, V. I., and N. I. Mikhasenok. "METHODOLOGICAL APPROACHES TO TEACHING “NATURAL-SCIENCE WORLDVIEW” DISCIPLINE." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 45, no. 3 (October 30, 2018): 71–80. http://dx.doi.org/10.25146/1995-0861-2018-45-3-76.
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Kypshakbayeva, A. K., Zh N. Bissenbayeva, and Sh Tukhmarova. "METHODS OF TEACHING COMPUTER SCIENCE AT THE UNIVERSITY." BULLETIN 2, no. 390 (April 15, 2021): 322–26. http://dx.doi.org/10.32014/2021.2518-1467.87.
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This article discusses the definition of teaching methods as a science, its object and subject, and features. The main components of the connection between the methodology of teaching computer science as a science and the main concepts of the educational process are also identified. The main focus is on generalizing the experience of teaching the discipline "Informatics" to students of humanitarian universities and highlighting interdisciplinary connections. The purpose of the article is to describe the intermediate results obtained during the study of the effective use of information technologies in the course of teaching students of a humanitarian university in the discipline "Informatics". The structure of the e-course in the self-study support system is presented. The place of the discipline "Informatics" in the training programs of students of the 1st year of the bachelor's degree in the areas of "Economics" is highlighted, the types of tasks for independent work of students are described, and an example of the design of educational materials for the case in the discipline "Informatics" is given. The main directions of improving the methodology of teaching the discipline "Informatics" are also outlined.
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Liu, Delai. "Analysis on the Talent Training Mode of Management Science and Engineering from the Perspective of Multidisciplinary Integration." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 142–46. http://dx.doi.org/10.26689/jcer.v5i12.2843.
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In today’s era, multidisciplinary integration is the development trend of education, which breaks the field of a single discipline and lays the foundation for the development of education. Objectively speaking, with the integration of disciplines, a new interdisciplinary is formed. This new discipline is comprehensive and systematic; in addition, it integrates knowledge, technology, and methods. It is the result of the collision of different disciplines. As an applied course, Management Science and Engineering integrates multidisciplinary knowledge, such as science and technology, information science, and mathematics. Its main purpose is to solve various problems in social and economic development. It has a long-term impact on the development of contemporary multidisciplinary education. In the new era, in order to meet the requirements of social and economic development, the teaching of Management Science and Engineering should be based on the perspective of multidisciplinary integration, combined with the current characteristics and training mode of the discipline, explore new talent training paths, and then drive the development of the whole industry.
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Tedre, Matti. "Know Your Discipline: Teaching the Philosophy of Computer Science." Journal of Information Technology Education: Research 6 (2007): 105–22. http://dx.doi.org/10.28945/204.
Full textDissertations / Theses on the topic "Science discipline teaching"
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Hargreaves, Megan H. "Evaluation of learning attributes of courseware for university science courses." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36646/1/36646_Digitised%20Thesis.pdf.
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The quality and attributes of the learning achieved by the use of technological tools such as computer aided learning programs (CAL) or web-based packages are difficult aspects to evaluate effectively. Learning technology should fulfill the needs of the student users as well as achieve the pedagogical goals of the teachers. Excellence in this context ideally should comprise not only a high quality product in technical terms, but also one that fulfills the learning aspirations for which the product was designed. In the past, evaluation of technologically delivered learning has focused more on the quantity of knowledge transferred than the quality. Recently a number of evaluation tools or packages have been devised in the search for something that will provide information for teachers using technological teaching aids, regarding not only how much their students have learned, but also what depth and type of knowledge they have gained.
An ideal evaluation process in this context might be expected to combine the efficiency of a quantitative method with the richness of qualitative information, but should also be easy to use and, importantly, easy for the teacher to interpret in terms of improving their students' learning experience. Such an evaluation package should also be responsive to the needs of the users, rather than simply imposing an objective ideal of quality derived from externally imposed standards.
This report details the development of an evaluation method based on the premise that the most effective learning experience will be achieved when a technological tool is designed to align most closely with the pedagogical requirements of the clients, both teachers and students. The study sought to establish whether such a correlation could be identified and expressed in a format the academic client could easily comprehend. The evaluation method was designed specifically for university level teaching, and trialed in undergraduate science units. The evaluation process was trialed with three successive CAL programs in order to develop the method, with modifications being made to the evaluation process after each trial. The modifications to the evaluation process were based on critical reflection of the effectiveness of the previous evaluation cycle. The evaluation reports produced for this study were used diagnostically to pinpoint factors with the potential to reduce the effectiveness of the learning experience. Recommendations for improved implementation resulted :from negotiation with the academic clients regarding the areas of conflict highlighted by the evaluation.
In order to express the learning quality and characteristics of CAL programs, the Pedagogical Dimensions profile developed by Reeves (1994) was adopted as a framework. The profile consists of a semantic differential scale for each of fourteen pedagogical dimensions. Amendments to the Reeves scheme were considered desirable to allow improved function in this context and such amendments have been proposed. The evaluation process was designed to facilitate comparison of the pedagogical characteristics of courseware with the pedagogical needs of the stakeholders, in this case the lecturers and students using the program. The intention was to determine the degree of correlation between stakeholders' requirements and courseware characteristics in order to establish the programs' fitness-for-purpose, in terms of pedagogical characteristics. Based on surveys and interviews, pedagogical profiles of both lecturers' and students' perceptions were prepared and compared with a profile of the learning software prepared by a panel of reviewers.
The resulting comparison of profiles was intended to evaluate the appropriateness of the programs' learning attributes, rather than to measure quality. As such, it should be viewed as a means of employing a program to the best advantage, by maximising the effectiveness of the learning experience. Each dimension was examined for congruence or dissonance between the results of the three profiles (student, academic and courseware). Courseware was considered suitable in the relevant context if the profiles exhibited congruent results. Dissonant dimensions were drawn to the attention of the academic, in order to negotiate a means of effecting improvement.
Having critically assessed the evaluation process it was noted that the pedagogical dimension profile functioned very effectively as the foundation for an evaluation process designed to determine learning effectiveness of CAL programs. However, certain aspects of the pedagogical dimensions were found to be less than ideal and critical examination of these aspects led to proposals for changes to the profile in order to improve its capacity to serve as an evaluation tool.
In order to clarify the profile results to permit easy interpretation, the dimensions of the profile were rearranged into several broad groups. This modification of the array was justified by increased convenience for the user, and improvements to the theoretical grounding. The clusters to be employed (Hannafin, 1997) were as follows: psychological, pedagogical, technological, cultural and pragmatic.
It was considered that alteration of several existing dimensions and inclusion of some additional dimensions would facilitate application of the profile. A new dimension of Curriculum integration was devised to recognise the capacity to link computer learning with existing teaching programs. The need for reflective learning was recognised by including a new dimension called cognition type, while the students' capability to manipulate and interact with the program was reflected in a new dimension called interactiveness. Revised names were proposed for several dimensions including Engagement instead of Motivation, Informative feedback rather than Value of Errors, and Program modifiability for Flexibility. A modification was proposed for the Underlying psychology dimension in an attempt to better define a continuum of perspectives. The modifications were applied to a case study and elicited a more informative and diagnostically useful report than the original method.
An effective evaluation method has been designed and tested, which facilitated the diagnostic assessment of courseware in the context of a unit of study. Alterations to the application of the courseware in practice were found to improve student acceptance of the programs. A modified profile was designed and applied, and found to be even more accessible and useful for academic clients.
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Blackmon, Phyllis Ann. "A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.
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This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.
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Kim, Hyung Hoon. "The influence of entrepreneurial activities on teaching at Universities in the United States." Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24821.
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This study is to investigate the influence of entrepreneurial activities on teaching at universities. Specifically, the study focuses on entrepreneurial activities' effect on professors' time allocation. The dataset analyzed was constructed from the survey conducted by University of Illinois at Chicago in 1998. The sample was drawn from American academic professional associations' members of the four fields: experimental biology, physics, mathematics, and sociology.
Based on the data of 133 professors, the study shows that professors with paid consulting work tend to spend less time in teaching when research activities are controlled. Insignificant are the other variables about entrepreneurial activities: patent application, industry funding, and research collaboration with industry. Also, more research time is likely to result in less teaching time. Insignificant are the other research-related variables: research funding at large and collaborative research in general.
In terms of personal and institutional conditions, assistant professors tend to invest more time in teaching than senior professors, but they are likely to reduce more time on teaching than their senior counterparts for increasing research time. Finally, biology and sociology professors tend to allocate less time to teaching than physics and mathematics professors. In a word, entrepreneurial activities and research tend to conflict with teaching at the level of individual professors' time allocation.
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Vorwerk, Shane Paul. "Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002648.
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Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
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Krasniuk, M. T., and S. O. Krasniuk. "Analysis of teaching experience and prospects of the "Data Mining" and "Data Science" disciplines in light of actual world macroeconomic and educational trends." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16653.
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Roca, Flávio Oliveira. "Contribuição de conceitos químicos ao estudo da origem da vida na disciplina de biologia." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04072012-101801/.
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Esta pesquisa apresenta os resultados de um levantamento empírico de livros didáticos de Biologia e Química aprovados no PNLEM 2007, no sentido de investigar as demandas de conceitos químicos no estudo de uma temática própria da disciplina de Biologia: a origem da vida. Adicionalmente, esta dissertação coteja essas demandas conceituais com os correspondentes saberes químicos sequenciados nos capítulos das coleções de Química e discute a potencial interlocução entre os conjuntos de saberes das duas disciplinas, visto que fazem parte da mesma área do conhecimento escolar. Considerando-se todas as obras divididas em três volumes um para cada ano do Ensino Médio e excetuando-se os volumes únicos, foram analisados os capítulos que tratam da origem da vida em quatro coleções de Biologia e todo o conteúdo programático de duas obras de Química. Reconhecendo a relevância do livro didático no cenário educacional brasileiro, o caráter notadamente disciplinar do currículo e as especificidades do ensino de Ciências, este trabalho reúne argumentos teóricos que fundamentam a necessidade de um olhar abrangente sobre a realidade, sempre complexa e multifacetada.This research presents the results of an empirical survey from textbooks of Biology and Chemistry approved in PNLEM 2007, to investigate the demands of chemical concepts in the study of one the subjects in Biology: the origin of life. In addition to that, this dissertation collates these conceptual demands with the corresponding chemical knowledge sequenced in chapters of the chemical collections and discusses the potential dialogue between the sets of knowledge of those two disciplines, as part of the same area of school knowledge. Considering the works divided into three volumes one for each year of high school and except for the single volumes, were analyzed the chapters dealing with the origin of life in four collections of Biology and whole academic program in two works of Chemistry. Recognizing the relevance of the textbook in Brazilian educational scenario, the notably disciplinary character of the curriculum and the specificities of Natural Sciences who originated the school disciplines of Biology and Chemistry, this work gathers theoretical arguments that justify the need for a comprehensive look at the reality, always complex and multifaceted.
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Santos, Gleise Regina Bertolazi dos. "A disciplina geociências na formação de técnicos ambientais = prospecção de práticas pedagógicas." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287227.
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Orientador: Celso Dal Ré CarneiroDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências
Made available in DSpace on 2018-08-18T17:36:54Z (GMT). No. of bitstreams: 1 Santos_GleiseReginaBertolazidos_M.pdf: 1023177 bytes, checksum: fb762072a9fb1e9bd3bd822801d2aede (MD5) Previous issue date: 2011
Resumo: A educação técnica tem sido a base da qualificação profissional aos jovens que anseiam entrar no mercado de trabalho. O ensino técnico de nível médio, baseado na metodologia do desenvolvimento de competências, comportamentais e técnicas, alicerça-se nos quatro pilares da educação apontados pela UNESCO: (a) aprender a conhecer; (b) aprender a fazer; (c) aprender a conviver; (d) aprender a ser. O Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS), responsável pela educação técnica pública no estado de São Paulo, considerando tais princípios, vem formando profissionais em diversas áreas, entre elas a ambiental. O curso Técnico em Meio Ambiente capacita jovens e adultos para "cuidarem" do ambiente e do homem. Com currículo próprio, desenvolvido em três eixos principais, Ciências da Terra, Biologia e Química, garante disciplinas básicas e técnicas durante três semestres. A temática Ciências da Terra é representada pela disciplina Geociências; a partir de 2011, a disciplina denomina-se Práticas em Ciências da Terra. O CEETEPS habilita vários profissionais para lecionarem Geociências, de engenheiros a tecnólogos. Diante desse fato, a pesquisa tem por principal objetivo identificar as práticas pedagógicas adotadas pelos docentes que ministram a disciplina, analisando o grau de formação dos docentes, seu envolvimento com os conteúdos da disciplina e suas práticas pedagógicas, e discutir o perfil necessário para tal habilitação. As informações necessárias foram coletadas por meio de questionários aos docentes e alunos, além de entrevistas com nove docentes, dentre quatorze escolas. Concluiu-se que os docentes não abordam todo o conteúdo programado devido a: (a) dificuldades estruturais do curso e das escolas, (b) práticas pedagógicas inadequadas e, em especial, (c) má formação acadêmica de 50% deles. Os motivos impedem que os alunos atinjam a visão sistêmica do planeta e desenvolvam as competências exigidas pela disciplina. Para garantir excelência ao ensino profissional, é preciso redefinir o perfil do profissional que leciona Geociências no CEETEPS, restringir a lista de profissionais habilitados, capacitar/reciclar professores na ativa, e alterar os critérios e o sistema de seleção de docentes das ETECs, além de implementar política de valorização do corpo docente
Abstract: Technical education has been the basis of professional qualification to young people who yearn to enter the labor market. The mid-level technical education, based on the methodology of developing skills, both behavioral and technical, is based on UNESCO's pillars of education: (a) learning to know, (b) learning to do, (c) learning to live, (d) learning to be. The State Center for Technological Education Paula Souza (CEETEPS), responsible for public technical education in the Sao Paulo state, working along with these principles, has been training professionals to work on the environment, among other areas. The Technical Course in Environment enables young people and adults to "take care" of the environment and man. With its own curriculum, developed along three main axes of Earth Sciences, Biology and Chemistry, ensures basic and technical courses during three academic semesters. Earth Sciences contents are represented by the discipline of Geosciences; since 2011, the name changed to Practices of Earth Sciences. The CEETEPS enables several professionals to teach Geosciences, from engineers to technicians. Given this fact, the objective of the research is to identify the pedagogical practices of a representative sample of teachers, and to analyse levels of teacher training and degrees of involvement by these professionals with related contents. The profile required for qualification of teachers is also discussed. The data was collected by means of questionnaires to teachers and students, and interviews with nine teachers of 14 schools. It was concluded that teachers do not address all the programmed contents due to structural difficulties of the course and schools, inappropriate teaching practices, and poor academic background by almost 50% of the sample. These reasons prevent students from reaching the systemic view of the planet and to develop the required skills. To ensure excellence in professional education, CEETEPS is suggested: (a) to redefine the profile of professionals who teach Geosciences; (b) to restrict the list of qualified professionals; (c) to enable a program for recycling in-service teachers; (d) to change the criteria and selection system of teachers, and (e) to implement an appreciation policy of teacher careers
Mestrado
Ensino e Historia de Ciencias da Terra
Mestre em Geociências
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Jordan, Tamara. "Campus Behavior Coordinators' Perspectives of Student Discipline among Females in Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5357.
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Student discipline issues can impact student achievement and disrupt the learning process in the school setting. Behavioral issues among female students have become prevalent in public schools, and disciplinary rates of African American female students are disproportionately high. School administrators have the responsibility to manage student discipline on their school campuses while ensuring a positive and safe learning environment for all students. Previous researchers have focused on student discipline of male students; there have been limited studies on the perspectives of school administrators on disciplinary practices for female students. The purpose of this study was to gain the perspectives of campus behavior coordinators (CBCs), school administrators designated by law to effectively manage student discipline on Texas public school campuses; specifically regarding female students. Social learning and labeling theories framed this generic qualitative study. Purposive sampling and discipline scenarios were used to collect in person data from 8 CBCs at 6 junior high schools in a public school district in Texas. Data content analysis entailed identifying emerging codes and themes from audiotaped and transcribed interviews. The findings of the study led to 6 themes identified; realtionships with students, student behavioral supports, traditional discipline practices, mandatory discipline practices, discipline concerns for female students, and school climate. The impact for social change will inform discipline practices of school administrators for female students; bring awareness of the state mandate and its implementation by school administrators, determine best practices to address student discipline, and explore behavioral supports for female students.
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Nuncio, Ariane Pegoraro. "Contribuições de unidades de ensino potencialmente significativa (UEPS) para a disciplina de ciências do ensino fundamental." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1873.
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Este trabalho de pesquisa teve por objetivo elaborar, aplicar e avaliar as contribuições de unidades de ensino potencialmente significativas (UEPS) para a aprendizagem de conteúdos sobre o corpo humano e saúde, em uma turma de 8º ano, na disciplina de ciências em uma escola municipal de Bento Gonçalves/RS. A metodologia de pesquisa segue uma abordagem qualitativa, de natureza aplicada. Quanto aos objetivos, ela é do tipo exploratória. O procedimento metodológico adotado é a pesquisa participante. A análise dos resultados utilizou os dados registrados no diário de bordo da pesquisadora, bem como os trabalhos escritos, produções artísticas e a própria fala dos alunos, os quais, ao término de cada UEPS, foram utilizados para evidenciar se a aprendizagem foi significativa. As atividades desenvolvidas visaram desafiar a transposição dos conhecimentos teóricos em diferentes linguagens que pudessem evidenciar a ocorrência da aprendizagem significativa. A diversidade de estratégias atendeu ao objetivo de realizar uma avaliação qualitativa ao longo do processo. Ao término da aplicação das UEPS, foi possível verificar que esse é um método potencialmente facilitador da aprendizagem significativa e será divulgado na forma de um guia didático, no qual todas as atividades e recursos pedagógicos serão detalhados para que outros educadores tenham acesso e possam utilizá-lo.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-03-20T18:47:58Z No. of bitstreams: 1 Dissertacao Ariane Pegoraro Nuncio.pdf: 28738358 bytes, checksum: 7503849d406f36093683d764d2da7b3b (MD5)
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This research aimed to develop, implement and evaluate the contributions of Potentially Significant Teaching Units (UEPS: Unidades de Ensino Potencialmente Significativas, acronym in Portuguese that means Potentially Significant Teaching Units) for the learning content on the human body and health, in a class of eighth school year, in science discipline in a municipal school the city of Bento Gonçalves /RS. The research methodology follows a qualitative approach applied nature. As to the objectives it is the exploratory. The methodological procedure adopted is the participant research. The analysis used the data recorded in the logbook researcher, as well as written works, artistic productions and speech own students, which at the end of each UEPS were used to show if learning was significant. The activities aimed to challenge the implementation of theoretical knowledge in different languages that could show significant learning. The diversity of strategies attended the purpose of making a qualitative assessment throughout the process. At the end of the application of UEPS, we found that this is a potentially facilitative methodology of meaningful learning and thus deserves to be disclosed in form of didactic guide, so that other educators have access to these methodologies.
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More, Kristin. "Teaching Debit Card Skills Using General Case Programming." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7198.
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Independent living skills are extremely important for individuals with developmental disabilities as these skills aide in autonomy, lessen the burden on caregivers, and assist with integration into the community. An important skill that should be targeted is purchasing skills. Teaching purchasing skills can bring individuals into contact with new environments and access to items that would not have been available for them to access independently before learning the skill. Traditional purchasing skills often target teaching money and math skills. However, as technology advances, these skills are not only hard to teach to various individuals but may be outdated. There have been a few studies that targeted teaching purchasing skills to individuals using forms other than cash. This study taught debit card purchasing skills using a multiple baseline across participants design to individuals with developmental disabilities and evaluated the effects of using multiple exemplar training on generalization to novel settings. All three study participants showed improved performance after training by demonstrating 87% or more of the steps accurately in the natural setting during post-training generalization probes to the trained stores (average across the three participants and three stores was 90%). Two out of three participants generalized the skill to a novel store with at least 90% accuracy. The third participant generalized the skill to a novel store with 83% accuracy. Maintenance probes were conducted for two of the three participants and those two participants were able to maintain the skill well above baseline accuracy.
Books on the topic "Science discipline teaching"
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Dibattista, Liborio. Storia della scienza e didattica delle discipline scientifiche. Roma: Armando, 2004.
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Information literacy instruction that works: A guide to teaching by discipline and student population. Chicago: Neal-Schuman, an imprint of the American Library Association, 2013.
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The development of a discipline: The history of the Political Studies Association. Hoboken, N.J: Wiley-Blackwell, 2010.
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Grant, Wyn. The development of a discipline: The history of the Political Studies Association. Chichester, West Sussex: Wiley-Blackwell, 2010.
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Fred, Mulder, Weert Tom J. van, and International Federation for Information Processing., eds. Informatics in higher education: Views on informatics and non-informatics curricula : IFIP TC3/WG3.2 International Conferences on Informatics (computer science) as a Discipline and in Other Disciplines: what is common? 17-20 August 1997, Enschede, The Netherlans. London: Chapman & Hall on behalf of the International Federation for Information Processing (IFIP), 1998.
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Science at the University of Edinburgh, 1583-1993: An illustrated history to mark the centenary of the Faculty of Science and Engineering, 1893-1993. [Edinburgh]: Faculty of Science and Engineering, University of Edinburgh, 1994.
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Les sciences naturelles: Histoire d'une discipline du XIXe au XXe siècle. Paris: L'Harmattan, 2014.
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Procter, Margaret. Inventory of resources for teaching writing in the disciplines. [Toronto: s.n., 1993.
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Azad, A. K. M. Internet accessible remote laboratories: Scalable E-learning tools for engineering and science disciplines. Hershey, PA: Engineering Science Reference, 2012.
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1960-, Bart Jody, ed. Women succeeding in the sciences: Theories and practices across disciplines. West Lafayette, Ind: Purdue University Press, 2000.
Find full textBook chapters on the topic "Science discipline teaching"
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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Overview of the Discipline of Computer Science." In Guide to Teaching Computer Science, 21–46. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_3.
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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Overview of the Discipline of Computer Science." In Guide to Teaching Computer Science, 23–53. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_3.
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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Overview of the Discipline of Computer Science." In Guide to Teaching Computer Science, 31–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_3.
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Ubik, S., J. Navratil, J. Melnikov, J. Schraml, M. Broul, and P. Pečiva. "Inter-discipline Collaboration in Medical Teaching." In Lecture Notes in Computer Science, 220–27. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24132-6_28.
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Bailey, Sandra J., and Deborah B. Gentry. "Teaching About Family Science as a Discipline." In Handbook of Marriage and the Family, 861–83. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-3987-5_35.
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Cheng, Wei, and Hong Jiang. "The Innovation Research of Teaching Methods on Higher Education of Management Discipline." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 353–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_45.
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Li, Li, Ji Li, and Xuan Du. "Teaching Skills of Discipline Introduction for Undergraduate in Mechanical Specialty with Modern Information Technology." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 78–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_16.
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Walper, Lena Mareike, Katharina Pollmeier, Kim Lange, Thilo Kleickmann, and Kornelia Möller. "From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School." In Insights from Research in Science Teaching and Learning, 271–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20074-3_18.
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Calvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade, and Elisabet Mas de les Valls. "Gender Perspective in STEM Disciplines in Spain Universities." In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.
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AbstractIn this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.
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Roque Orfe, Bienvenido Hanley, Maidelis Milanés Luque, Yunia Reyes González, Natalia Martínez Sánchez, Wilber Luna Jiménez, and Madelin Haro Perez. "Computational Tool to Support the Process of Teaching and Learning in the Discipline of Artificial Intelligence." In Cross Reality and Data Science in Engineering, 909–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52575-0_75.
Full textConference papers on the topic "Science discipline teaching"
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Tedre, Matti. "Know Your Discipline: Teaching the Philosophy of Computer Science." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3155.
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The diversity and interdisciplinarity of computer science and the multiplicity of its uses in other sciences make it hard to define computer science and to prescribe how computer science should be carried out. The diversity of computer science also causes friction between computer scientists from different branches. Computer science curricula, as they stand, have been criticized for being unable to offer computer scientists proper methodological training or a deep understanding of different research traditions. At the Department of Computer Science and Statistics at the University of Joensuu we decided to include in our curriculum a course that offers our students an awareness of epistemological and methodological issues in computer science, and we wanted to design the course to be meaningful for practicing computer scientists. In this article the needs and aims of our course on the philosophy of computer science are discussed, and the structure and arrangements—the whys, whats, and hows—of that course are explained. The course, which is given entirely on-line, was designed for advanced graduate or postgraduate computer science students from two Finnish universities: the University of Joensuu and the University of Kuopio. The course has four relatively broad themes, and all those themes are tied to the students’ everyday work or their own research topics. I have prepared course readings about each of those four themes. The course readings describe, in a compact and simple form, the cruces of the topics that are discussed in the course. The electronic version of the course readings includes hyperlinks to a large number of articles that are available on-line. The course readings are publicly available on the course home page, and they are licensed under the creative commons license.
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Coelho, Lia Alencar, and Marcelo Machado De Luca de Oliveira Ribeiro. "Student ratings to evaluate the teaching effectiveness: Factors should be considered." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.
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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.
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ShunBo Yuan and RuiHong Yao. "Discipline oriented practical teaching system of MIS." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6011480.
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Komnenović, Milan. "DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.217k.
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In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a scientific discipline according to authors. The aim of this article is determining the theoretical concept of dormitory pedagogy, i.e. the analysis of the theoretical foundations on which the views of domestic authors on the subject of home pedagogy are based. In addition, in the article the problems with which dormitory pedagogy as a pedagogical discipline is confronted with within its definition, as well as the fundamental problems in defining the profession of educators within boarding schools will be presented. In the final parts of the paper, one of the elements of the possible solutions for the subject of research of dormitory pedagogy will be illustrated. As the majority of authors defines dormitory pedagogy as a discipline that deals with exploring education within institutionalized accommodations, in this paper we will discuss the segment of dormitory pedagogy that questions the problematic of high school education, respectively boarding school students.
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Zhang, Jian-Hua, Yi-Jing Xu, and Zhe Zhang. "E-commerce Discipline Teaching Reform and General Education." In 2014 International Conference on Management Science and Management Innovation (MSMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/msmi-14.2014.109.
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Yongfeng, Li, and Song Hanhui. "Research on a Web-Based Discipline Teaching Service Platform." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.217.
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Peters, Anne-Kathrin, Anders Berglund, Anna Eckerdal, and Arnold Pears. "First Year Computer Science and IT Students' Experience of Participation in the Discipline." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.9.
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L. Orsini, Joseph. "Teaching Database Research Methods in Marketing Research Classes: A View from the Trenches." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2551.
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The opportunities provided by the continuous growth in computer storage capacity have led to the development of methods to investigate large databases. However, while industry is heavily involved in research using databases, primarily for marketing purposes, the university academic component of the marketing research discipline has not yet caught up with industry practice. This study discusses database research methods, along with the impact on the neec for the teaching of business and marketing research using databases and their methodologies. Suggestions made, include team teaching and the formation of a university-wide Informing Sciences Department. This organization structure would be analogous to that currently found in most universities: a separate statistics department, while utilizing disciplinary specialists to teach statistical applications within the various disciplines.
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Rummerfield, Wendy, Federica Zoe Ricci, and Mine Dogucu. "Training graduate students to teach statistics and data science from a distance." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.iwvgy.
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Enrollment in undergraduate statistics and data science courses has rapidly increased in just the last decade, resulting in an increased reliance on graduate teaching assistants (GTAs) and graduate instructors of record (GRIs). In the age of the COVID-19 pandemic, teaching from a distance has become a necessity. Many instructors, including GTAs and GRIs, need to adapt to new technologies and reconsider pedagogical decisions. This paper presents our experiences from a graduate teaching fellowship program created because of the pandemic. The program had two major components: 1) pedagogical workshops attended by teaching fellows from multiple disciplines across the university and 2) one-on-one mentoring by a faculty member from the fellow’s primary discipline. Here, we provide a unique look at graduate training from both the perspective of the mentor and the mentee. We share a sample training curriculum and propose recommendations for those interested in implementing teaching training opportunities for graduate students.
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Lomskov, M. A., N. V. Pimenov, A. M. Konovalov, and R. F. Ivannikova. "Theory of zoocultures in veterinary and biological education." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.771-777.
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The article presents a brief retrospective of the experience of teaching the educational discipline "Zooculture" to students of the Veterinary and Biological Faculty of the Moscow Veterinary Academy (FSBEI V MGAVMiB - MBA named after K.I. Scriabin). This subject is extremely relevant in the system of higher veterinary and biological education, since it comprehensively examines the issues of animal cultivation in modern conditions of anthropogenic transformation of the environment. The theoretical basis of the course currently taught at the Faculty of Veterinary Biology is the work of scientists of the Academy Gabuzov O.S., Lebedev I.G., Alpatov V.V., Pimenov N.V., Lomskov M.A. The information of the educational discipline "Zooculture" contributes to the deepening of knowledge in the unified system of integrated veterinary and biological education and is consistent with classical and applied disciplines studied both before the beginning of the development of the considered educational course, and after. Also, in addition to analyzing the experience of teaching the discipline "Zooculture", the authors of the article indicate possible prospects for the development of the course under consideration, based primarily on modern genetic engineering methods of biotechnological science. Thus, "Zooculture", being an interdisciplinary educational course, combines theoretical knowledge of such biological disciplines as, for example, "Ecology and rational nature management", "Zoology", "General Biology" with relevant practical methods and skills of applied disciplines of veterinary and biological profile ("Fundamentals of Veterinary Medicine", "Genetics", "Model animals in biotechnology", "Applied immunology", etc.).
Reports on the topic "Science discipline teaching"
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.
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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.
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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Rassovytska, Maryna V., and Andrii M. Striuk. Система хмаро орієнтованих засобів навчання інформатичних дисциплін студентів інженерних спеціальностей. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2452.
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The purpose of this study is to identify the main categories of cloud-based learning tools and to identify the links between them. Thus, the following categories of cloud-oriented teaching aids are allocated for educational purposes and feature of use: teaching management tools, communication tools, joint activity tools, teaching materials, knowledge control tools. In study was developed a system of cloud-oriented tools of learning computer science disciplines of engineering specialties students and considered examples of the implementation of its individual components. As a further area of research, the experimental implementation of this system of cloud-oriented learning means is considered.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.
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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.
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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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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.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.