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Journal articles on the topic 'Science discipline teaching'
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1
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.
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Zheng, Bin, Shukun Tang, and Qiong Fan. "Guiding Principles in Developing World-class Disciplines at the University of Science and Technology of China: A Case Study of the Development and Innovation of Quantum Information Science." Cultures of Science 1, no. 2 (December 2018): 155–68. http://dx.doi.org/10.1177/209660831800100205.
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In developing world-class disciplines, the University of Science and Technology of China (USTC) has made swift progress in the field of quantum information, which is an all-new and non-mainstream discipline in physics. From a cultural perspective, this paper analyses the construction of the academic–research–production–application chain of USTC's quantum information discipline. It also explores the values and implementation schemes adopted in the development of a leading and open scientific research platform and a high-calibre research team. Based on the analysis, it summarizes the features of scientific culture in this discipline, such as an emphasis on basic education, the integration of research institutes with teaching departments, inclusiveness to cater for various interests, and persistence in serving the country through science.
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Tibell, Lena A. E., and Carl-Johan Rundgren. "Educational Challenges of Molecular Life Science: Characteristics and Implications for Education and Research." CBE—Life Sciences Education 9, no. 1 (March 2010): 25–33. http://dx.doi.org/10.1187/cbe.08-09-0055.
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Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.
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Hoang, Phuong Nguyen. "Teaching Language in Cross-Disciplinary Contexts." Randwick International of Education and Linguistics Science Journal 1, no. 1 (June 23, 2020): 36–43. http://dx.doi.org/10.47175/rielsj.v1i1.27.
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Cross-disciplinarity is more and more important because of the wide specialization demanded by job markets. Separate disciplines are demanded with increasing urgency to integrate their concepts and methods in teaching and research. Only through the intersection of different disciplines can progress and innovation be achieved in specific knowledge areas. It is said that much leading science nowadays progresses not by placing one brick upon the other within a single discipline, but by solving complex problems that cut across many disciplines. Language teaching has to conform to what today’s society demands from professional occupations: a cross-disciplinary role with a result-oriented focus. Cognitive science can provide an adequate model for cross-disciplinary investigation because it integrates linguistic, psychological, philosophical, neurological, computer science, anthropological and historical contributions. Within the cognitive paradigm, a linguistic term does not exclusively exist because of its relations with others but also of culture-based and conventionalized background knowledge. We will use and rely on principles and models of cognitive linguistics to apply and handle language teaching in cross-disciplinary contexts.
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Petryshyna, Olha. "Methodology for teaching linguistic disciplines in higher education institutions as a science and an academic discipline." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 119–29. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-119-129.
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In the article, the aim and tasks are defined, methodological framework for updating the content of methodology for teaching linguistic disciplines in higher education institutions according to the requirements of regulatory and legislative documents on language education, achievements in philosophy, psychology, pedagogy, linguistics and linguodidactics are determined. The ways of developing professional competences of future masters in philology provided by Higher Education Standard, namely, the ability for teaching linguistic disciplines in higher education institutions at a professional level; awareness of the role of expressive, emotional and logical instruments of a language to attain the target result; the ability create, edit, abstract and systemize texts of all types are substantiated. The general competences of future masters in philology, notably the ability to communicate in the national language both orally and in written form; the aptitude to be critical and self-critical; the skills to search, process and analyze the information from various sources; the capability to define, state and address the issue; the aptitude to work in teams and autonomously; the capability to abstract thinking, analysis and synthesis; information and communication technology skills; the ability to adapt to a new situation and act therein; the capability to communicate with representatives of other professional groups and levels (with experts from other areas of knowledge and types of economic activities; and the ability to generate new ideas (creativity) are considered. The subject of methodology for teaching linguistic disciplines in higher education institutions is the formation of professional competences of future masters in philology; the object is modern approaches, principles of teaching linguistic disciplines, forms of organization of the education process, methods, techniques, instruments and traditional and innovative technologies for training future masters in philology.
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Kabatayeva, Zh K., and K. Sh Bakirova. "The importance of using information and communication technologies in the educational process of natural science disciplines." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 56–61. http://dx.doi.org/10.31489/2022ped1/56-61.
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The article considers the features of teaching experimental natural science disciplines based on the use of modern information and communication technologies, relevance of classical practical classes with the staging of experiments on living organisms. Using a survey of the university’s teaching staff, the most frequently used electronic and digital resources were identified, which can help to conduct laboratory or practical classes in natural sciences in an online format. Several problems related to the computerization of laboratory work are considered. The necessity of virtual laboratory work in distance learning is justified. The main types of virtual laboratory classes are listed, and the advantage of using such classes as a good source of knowledge and material for analysis is shown. The analysis of the state of the available virtual laboratories for conducting classes is given. For students of biological educational programs, problem topics in the discipline “vertebrate zoology” are defined. The authors draw attention to the fact that, in creating virtual laboratories in biological disciplines, it is possible to implement a system of trilingual education. The article also provides recommendations for the creation of virtual laboratories in the discipline “vertebrate zoology”. The authors conclude that introducing information and communication technologies in the process of training specialists in natural sciences contributes to the effective formation of their readiness for professional activity.
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Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe, and Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.
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This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.
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Harley, Kirsten, and Kristin Natalier. "Teaching sociology – reflections on the discipline." Journal of Sociology 49, no. 4 (November 12, 2013): 389–96. http://dx.doi.org/10.1177/1440783313504049.
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Zalysin, I. Yu. "STUDYING THE PROBLEMS OF APPLIED POLITICAL SCIENCE IN THE PROCESS OF TEACHING POLITICAL SCIENCE." Vestnik scientific and methodological council in environmental engineering and water management, no. 21 (2021): 27–34. http://dx.doi.org/10.26897/2618-8732-2021-21-27-34.
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The article is devoted to the methodological problems of studying the section "Applied Political Sci-ence" in the course of political science. Revealed its role in the educational process, the relationship with other sections of the discipline. The structure of applied political science, its subject, methods and specificity in relation to theoretical political science are shown. Analyzed the most important problems that need to be considered in the study of applied political science. Particular attention is paid to the analysis of political forecasting and its importance in the management of social and political events and processes. The essence and basic principles of political modeling, the typology of models: material, analog, computer, etc. are con-sidered. Methodological recommendations are given for considering the topics of the section in lectures and practical classes, their importance in the professional training of bachelors is shown.
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Wyche, Karen Fraser. "Teaching the Psychology of Women Courses in Another Discipline." Psychology of Women Quarterly 22, no. 1 (March 1998): 69–76. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00142.x.
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A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.
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Novkov, Julie, and Scott Barclay. "Lesbians, Gays, Bisexuals, and the Transgendered in Political Science: Report on a Discipline-Wide Survey." PS: Political Science & Politics 43, no. 01 (January 2010): 95–106. http://dx.doi.org/10.1017/s1049096510990641.
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AbstractThis article reviews the results of a discipline-wide survey concerning lesbians, gays, bisexuals, and the transgendered in the discipline. We find that both research and teaching on LGBT topics have made some headway into the discipline, and that political scientists largely accept that LGBT issues can be fundamentally political and are worth studying and teaching for that reason. Nonetheless, troubling questions about discrimination both against those who conduct research concerning LBGT issues and LGBT individuals themselves remain.
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Hinojosa, Juan, Félix Lorenzo Martínez Viviente, Vicente Garcerán Hernández, and Ramón Ruiz Merino. "Teaching-learning model for the science of electronics." Journal of Technology and Science Education 10, no. 1 (February 19, 2020): 87. http://dx.doi.org/10.3926/jotse.604.
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We present a method for the teaching of Electronics, defined as the scientific discipline that studies the movement and behavior of electrons in semiconductor materials and in vacuum. Electronics can be considered as a science with a solid physical foundation. Within the field of Electronics there are different disciplines, some of them can be considered as pure science, and some others are more oriented to applications. Our methodology has been applied to the wide range of courses that develop the different approaches to Electronics, from the physics of semiconductors or the physics of microelectronic devices, generally taught at physics faculties, to microelectronic fabrication technology or microelectronic design, subjects that typically have a more application oriented character. To ensure an effective learning of these subjects, a teaching-learning model has been established. This model involves the criteria for developing the programs and defining objectives, as well as the development of a series of activities in which the methods, techniques, forms of presentation and didactic resources most useful to achieve the proposed objectives will be used, and an evaluation system that assesses the effectiveness of the educational process and detects its anomalies.
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Fylypovych, Liudmyla O. "Religious Studies as a Science and Educational Discipline in Ukraine." Ukrainian Religious Studies, no. 36 (October 25, 2005): 108–17. http://dx.doi.org/10.32420/2005.36.1631.
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Ukrainian religious studies has recently entered the world scientific community and the educational process. Along the way, many difficulties awaited him. First, it was necessary to determine the content, structure, representation of Ukrainian religious studies, to navigate the world of foreign science of religion, in the existing teaching methods. Secondly, to outline the forms of entry of Ukrainian religious studies into the international scientific and teaching community. Acquaintance with Western science, which proved to be heterogeneous, based on various methodological approaches and methodological means, coincided with difficult internal transformations that underwent all humanitarian knowledge in Ukraine after world-view and political changes in society. In pursuit of its identity, domestic religious studies went, on the one hand, by contrasting itself with theology, and on the other, by actively distinguishing itself from so-called scientific atheism. As a result of these processes, domestic religious studies was eventually constituted as a coherent, structured science of religion, seeking to develop its own models of teaching religious studies.
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Seilova, Z. T., and G. S. Tulentayeva. "Possibilities of STEAM Teaching in the Subject «Higher Mathematics»." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 375–88. http://dx.doi.org/10.47526/2022-4/2664-0686.32.
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The article deals with the issue of «STEAM education» in the context of rapid development in almost all areas of pedagogical science. What opportunities does it have for teachers and what is the power behind this word?! STEAM focuses on what education is. This article describes the goals and content of the discipline «Higher Mathematics» in the training of specialists in the field of technology in the context of STEAM education. The methodological basis for the formation of professional competence of STEAM specialists in the field of education and future technology is shown on the example of the discipline «Higher Mathematics». Due to the rapid development of STEAM education, it is planned to revise the methods of teaching mathematics in technical specialties. In order to address these important issues, a brief overview of the work of Russian and foreign scientists. Also, based on the content of the state educational standard 6B11329 – «Electric Power Engineering» defined. Important sections of mathematics for the specialty have been identified. The continuity between some sections of the discipline and the basic disciplines of the specialty is determined, and the connection of the sections of mathematics with the main educational disciplines is shown. There are specific examples of the use of logic elements that correspond to important block diagrams in the electrical system. If the future «electric power industry» is to form the competence of specialists in natural sciences, then the first place will be the question of how to implement the problems that students studying in technical specialties need to know, master, understand in the most important sections of mathematics. To do this, we need to be able not only to tell in the lesson about the connections between mathematics and the fundamental disciplines of the profession, but also to show examples that create this connection. If the specialist knows the logical connections shown in the article, in particular, the circuit in the electrical system connected in parallel, in series, as well as the equivalent circuit, the circuit of the electrical system in which the core is located, he can give examples and show them in practice. The article contains the views of the applicant's teaching experience and conclusions from the research. This research became the basis for the development of the methodological system of education STEAM.
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Faikhamta, Chatree. "Pre-Service Science Teachers’ Views of the Nature of STEM." Science Education International 31, no. 4 (December 6, 2020): 356–66. http://dx.doi.org/10.33828/sei.v31.i4.4.
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Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.
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Belousova, Olga Aleksandrovna, Alena Vyacheslavovna Guznova, and Valery Mikhailovich Polyakov. "Competence-based approach in teaching the discipline "Speech Culture and Business communication" at a technical university." KANT 40, no. 3 (March 2021): 189–94. http://dx.doi.org/10.24923/2222-243x.2021-40.35.
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The purpose of the study is to reveal the features of the implementation of the competence approach in the process of teaching the discipline "Speech culture and business communication" for students of the training direction 35.03.06 Agroengineering. The scientific novelty of the research consists in a comparative analysis of general cultural and universal competencies formed during the study of the humanities disciplines "Russian language and speech culture " (FSES 3+) and "Speech culture and business communication" (FSES 3++); in the presentation of the experience of teaching the latter discipline in a technical university, describing the forms of work with students, learning outcomes. As a result of the research, the theoretical and practical significance of the discipline is revealed, which contributes to the development of communicative competence, which further determines the self-realization of the graduate.
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Hamann, Kerstin, Philip H. Pollock, and Bruce M. Wilson. "Who SoTLs Where? Publishing the Scholarship of Teaching and Learning in Political Science." PS: Political Science & Politics 42, no. 04 (September 25, 2009): 729–35. http://dx.doi.org/10.1017/s1049096509990126.
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Political science, as a discipline, is a relative newcomer to the Scholarship of Teaching and Learning (SoTL). We examine authorship patterns of SoTL articles inPS: Political Science & Politics, theJournal of Political Science Education, andInternational Studies Perspectivesfrom 1998–2008. Our findings indicate more collaborative SoTL articles compared to non-SoTL teaching articles. Authorship patterns reveal a relatively high presence of women, assistant professors, and authors housed in Ph.D. and BA departments for SoTL publications. We conclude that SoTL constitutes an important new field of inquiry in the discipline that is likely to become more prominent as a younger cohort of scholars matures.
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Svetlana I., Desnenko. "Methodical Preparation of the Future Physics Teachers to the Formation of Schoolchildren Science literacy." Scholarly Notes of Transbaikal State University 17, no. 3 (September 2022): 15–23. http://dx.doi.org/10.21209/2658-7114-2022-17-3-15-23.
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Based on the analysis of the research, the author identifies and substantiates the ways of preparing students as future physics teachers for the formation of natural science literacy among schoolchildren. The conclusion is made about the special methodological preparation of the future physics teacher for the formation of natural science literacy among schoolchildren. It is proposed to carry out such training as a system, taking into account the level implementation (basic, advanced, advanced levels of training). The option of training carried out at the Transbaikal State University in accordance with the curriculum in the direction of training 44.03.05 Pedagogical education (with two training profiles), profile “Informatics and Physics” is being considered. The basic level of training can be implemented within the framework of the normative discipline “Methods of training and education (Physics)”. An increased level of training can be carried out when studying the discipline “Modern technologies for teaching Physics”. An in-depth level of training can be implemented within the framework of elective disciplines (“Modern Physics Lesson”, “Selected Chapters of the Methods of Teaching Physics”), when writing term papers and final qualification papers on the methodology of teaching Physics. The article provides specific examples illustrating the implementation of the developed system of methodological training. Particular attention is paid to the basic and advanced levels of complexity methodological tasks within the framework of the methodological disciplines under consideration. The special role of methods and forms of teaching students is emphasized, assuming their active participation in the discussion of problems related to the formation of natural science literacy among schoolchildren when studying physics at school. Examples of special tasks of various levels of complexity on the formation of natural science literacy among schoolchildren when teaching Physics in basic school are given and analyzed. These tasks have been developed by a student under the guidance of the author of the article as a part of the final qualifying work. The theoretical basis of the study is a systematic approach. The author views the prospects for further research in identifying and substantiating approaches to the formation of competencies of a future physics teacher in conjunction with natural science literacy and its structural elements formed in schoolchildren when teaching physics.
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Rahimova, G. D. "FEATURES OF THE USE OF COMPARATIVE METHODS IN TEACHING THE DISCIPLINE «COMPARATIVE SOCIOLOGY»." BULLETIN Series of Sociological and Political sciences 74, no. 2 (June 30, 2021): 162–67. http://dx.doi.org/10.51889/2021-2.1728-8940.24.
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The article examines the features of the discipline of comparative sociology. In the process of mastering the discipline, first of all, the author expresses the opinion that the discipline is taught with a deep understanding of its features. In many fields of science, especially in the natural, social and human sciences, special attention is paid to the specifics of the comparative method, which is first used in research. In particular, the author will try to reveal the features of the application of J.S. Mill’s method of gauche induction in sociology. The author emphasizes that before embarking on a research, a research scientist must first analyze what and how to analyze a given problem. The author points out that comparative research in the social sciences is much more difficult. A researcher of social problems must pay attention to the volatility of society, which means that the object of research also changes. Mill’s research methods are consistent with experiments in experimental sciences. It’s application in sociological sciences leads to some difficulties in work. Because society is always changing, and with it the way of life. The fact social change is also reflected in social progress is likely to mean the instability of the research subject.
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MAHRA, GIRIJESH SINGH, S. K. KASHYAP, PREMLATA SINGH, PRATIBHA JOSHI, and SHWETA GUPTA. "Competencies and teaching effectiveness in social sciences at Indian agricultural universities." Indian Journal of Agricultural Sciences 90, no. 11 (December 16, 2020): 2150–55. http://dx.doi.org/10.56093/ijas.v90i11.108581.
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In India, teaching, research and extension are the three pillars of National Agricultural Research and Education System (NARES) in which agricultural extension connects agricultural research and farmers. Teaching in agricultural extension discipline across agricultural universities at postgraduate level prepares extension professionals to conduct need based research and transfer relevant technologies to farming community. The present study primarily focuses on assessing the overall teaching effectiveness of agricultural universities with respect to extension education discipline in order to understand the competence level of extension graduates from Indian agricultural universities. The investigation is based on primary data compiled from 66 teachers engaged in teaching of extension education discipline and 210 postgraduate (M Sc and Ph D) students across 10 agricultural universities of Northern India. It was found that majority of the students (64.29%) perceived that overall acquisition of essential extension competencies is low, while only 10.94 percent of students perceived it to be high. Out of the 10 universities examined for teaching effectiveness, six had medium teaching effectiveness, while two universities had high and two universities had low teaching effectiveness. The overall teaching effectiveness index of all 10 universities was 0.607 indicating a teaching effectiveness of above average. The present study therefore identified those essential extension competencies which need emphasis in the extension education teaching-learning scenario. The teaching effectiveness index developed can be used by agricultural universities to assess teaching effectiveness of extension education teachers.
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Martin, Shiela Harmon. "Jewel Limar Prestage: Political Science Trailblazer and the Mother of Black Political Science." PS: Political Science & Politics 38, no. 1 (January 2005): 95–97. http://dx.doi.org/10.1017/s1049096505055861.
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Jewel Limar Prestage recently retired from academia after five decades of a professional career as a political scientist. Through teaching, mentoring, research, and service, she has had a profound influence in the political science discipline and on the lives of thousands of students.
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Barham, Elena, and Colleen Wood. "Teaching the Hidden Curriculum in Political Science." PS: Political Science & Politics 55, no. 2 (November 15, 2021): 324–28. http://dx.doi.org/10.1017/s1049096521001384.
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ABSTRACTThe “hidden curriculum” in academia represents a set of informal norms and rules, expectations, and skills that inform our “ways of doing” academic practice (Calarco 2020). This article suggests that relying on informal networks to provide access to instruction in these skills can reinforce preexisting inequalities in the discipline. Drawing on a pilot program that we developed and implemented in our own department, we provide a model for formalizing instruction and equalizing access to training in these professionalizing skills. Drawing on the literature on inclusive pedagogy, as well as our own implementation experience, we advance four recommendations for scaling and transporting instruction in the “hidden curriculum” to other departments.
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Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.
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What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
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Boșcodeală, Felicia Elena. "Effects of the usefulness of didactic principles in teaching history today." Technium Social Sciences Journal 36 (October 8, 2022): 104–10. http://dx.doi.org/10.47577/tssj.v36i1.7399.
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Current studies in the field of history as a science and as a discipline show us that it is in a permanent transformation, due to the increase in the level of complexity it entails, by reconsidering previous results and then by new methodological approaches. Our research is based on history as a didactic dimension and less on the history-science component, because as a discipline history has an important contribution to defining the cultural model in which people move, without particularities of age or gender, etc. Second, our analysis considers the constants and variables that have marked the discipline of history in the last 30 years.
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Chalyi, Alexander, Olena Lyubchyk, Kyrylo Chalyi, Olena Chaika, Inna Kryvenko, Natalia Gritsenko, Albina Kryshtopa, and Oleksii Sysoiev. "TEACHING OF MEDICAL AND BIOLOGICAL PHYSICS AND MEDICAL INFORMATICS IN EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 3 (2021): 71–88. http://dx.doi.org/10.28925/1609-8595.2021.3.8.
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This review article discusses some of the problems associated with teaching fundamental medical disciplines «Medical and Biological Physics» and «Medical Informatics» in 10 universities from 7 European countries. A comparison is made of the organization of teaching these natural disciplines (in particular, the volume of classroom hours) at the Bogomolets National Medical University and other European medical universities for the specialty «Medicine». It was found that in the absolute majority of 8 out of 9 European universities (medical faculties) more classroom hours are allocated for the study of obligatory physical disciplines (for some universities 2–3 times more) than at the Bogomolets National Medical University. The discipline «Medical Informatics and Foundations of Scientific Research» is approved in the working curriculum of the Bogomolets National Medical University for the 2021-2022 academic year not as obligatory, but as a variable discipline which students of the 1st year of study can choose with a prior probability that is equal to 0.5. The importance of teaching the disciplines «Medical and biological physics» and «Medical informatics» as an integral part of the medical industry and medical education is emphasized. It is these directions of science and technology as well as academic disciplines (together with biomedical engineering) that provided a reliable basis to create precision and high-tech medical equipment for diagnostics and treatment, ranging from X-ray and cardiography devices and ending at the moment with the Da Vinci surgical robotic system for minimally invasive interventions, as well as medical imaging system using combined positron emission tomography and magnetic resonance imaging.
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Ovezova, Umeda Akparovna, and Monica-Nataliia Laurensovna Wagner. "Interactive methods in teaching English at the university." KANT 39, no. 2 (June 15, 2021): 379–84. http://dx.doi.org/10.24923/2222-243x.2021-39.65.
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The article examines the problem of using interactive methods of teaching the discipline "English" (using the case method as an example). The purpose of the study is to provide theoretical justification and practical development of pedagogical conditions for the use of interactive methods of teaching language disciplines at the university (on the example of the case method and the discipline "English"). The scientific novelty lies in the theoretical justification of the pedagogical conditions for the use of interactive methods in the teaching process as a set of procedural and substantive pedagogical conditions. As a result, it is proved that the effectiveness of the use of the case method in the process of teaching English is provided by a set of pedagogical conditions, a detailed analysis of each of the conditions is carried out. Their essence, interrelationships and functions are proved. The place of each of the conditions in the process of foreign language training of university students is determined. The importance of ensuring the totality of all pedagogical conditions, their interrelation and interdependence, which, in turn, will ensure the effectiveness of the use of the case method in teaching English, is emphasized.
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Mnguni, Lindelani. "The Integration of Different Curriculum Ideologies in a School Science Subject." Education Sciences 11, no. 9 (September 16, 2021): 551. http://dx.doi.org/10.3390/educsci11090551.
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School science subjects may be informed by curriculum ideologies such as discipline-centered, service-centered, student-centered, or citizen-centered ideologies. The distinct characteristics of each ideology complicate the extent to which science subjects could integrate different curriculum ideologies. Consequently, the present research explored how different curriculum ideologies are reflected in a school science subject. Natural Sciences was used as a case study that followed a mixed-methods approach. Inductive content analysis was performed on the curriculum document to determine its foregrounding curriculum ideologies using a validated open-ended instrument. Findings indicate that Natural Sciences integrates four curriculum ideologies concurrently. These are the student-centered ideology, service-centered ideology, discipline-centered ideology, and citizenship-centered ideology. However, while attempting to adopt multi-curriculum ideologies, the subject could not ensure equal representation of these ideologies. For example, citizenship-centered ideology received the least representation even though it is the ideology most related to the imperatives of social empowerment. It is concluded that the integration of different ideologies may lead to teaching difficulties where teachers find it challenging to adapt teaching methods that satisfy all four curriculum ideologies. Additionally, students in different schools may be taught according to different curriculum ideology principles, leading to inconsistencies in attained learning outcomes.
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Guo, Rui Xin, and Jian Qiu Chen. "Exploration and Practice in the Construction of Environmental Science Major of Pharmaceutical Universities." Advanced Materials Research 1073-1076 (December 2014): 2598–601. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.2598.
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The environmental science major opened in China Pharmaceutical University in 2008, has made some achievements in the exploration and practice of professional curriculum (for teachers) and learning effect assessment (for students) in recent years. By learning from the PBL teaching concept, we advocated the concept of "great discipline" in teaching practice. Based on the existing foundation and integrating teaching resources, we took the environmental issues of drugs as the main line and played specialty of teachers, focusing on the experience of students in the evaluation of learning effect, reflecting the concept of "differentiated treatment, personalized training" principle. So, it would be more objective and fair for the assessment of students. It provided a wealth of experience for the development of the discipline.
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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. "How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments." CBE—Life Sciences Education 16, no. 1 (March 2017): ar18. http://dx.doi.org/10.1187/cbe.15-12-0261.
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While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.
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Gromov, Yevhen, Alla Kolomiiets, Dmytro Kolomiiets, Iryna Mazaikina, and Olga Nalyvaiko. "EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 443. http://dx.doi.org/10.17770/sie2019vol3.3985.
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The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community.
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Scott, Joanna Vecchiarelli, and Rogers M. Smith. "Teaching: The Issues Perestroika Neglected." PS: Political Science & Politics 43, no. 04 (October 2010): 751–52. http://dx.doi.org/10.1017/s1049096510001162.
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A decade ago, we were among the scholars in political science who proudly associated ourselves with the Perestroika movement and its calls for greater respect for a range of productive methods, more substantively significant political research, and a more internally democratic profession. We retain those commitments. But Perestroikans have failed to focus on some broader trends in political science and the modern American academy that pose threats that are arguably still deeper, still more unjust, and still harder to overcome. In regard to what political scientists do that this society values most—teaching—we have a significant and growing equity deficit in the discipline.
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Zhang, Leilin. "Practical Teaching System Reform for the Cultivation of Applied Undergraduates in Local Colleges." International Journal of Emerging Technologies in Learning (iJET) 16, no. 19 (October 12, 2021): 59. http://dx.doi.org/10.3991/ijet.v16i19.26159.
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Practical teaching is an important teaching link in safety engineering. It plays an irreplaceable role in cultivating innovative spirit and practical ability. At present, there is a series of problems in practical teaching of safety engineering in China, such as the incomplete practical teaching system, the substandard teaching organization, and the lack of funds. Drawing on the best practice of Anhui University of Science & Technology (AUST), this paper puts forward a basket of measures to cultivate the practical and innovative abilities of students in safety engineering. The specific measures include developing “peak” disciplines, fusing multi-discipline theories, setting up school-enterprise cooperation platforms, deepening second-classroom education, and promoting institutional construction. Our measures help local colleges to train advanced safety engineering talents with practical and innovative abilities.
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Наквакина, Екатерина, and Yekatyerina Nakvakina. "Comparativist character of world politics as discipline (from the experience of teaching to post graduates)." Comparative Research In Law and Politics 1, no. 2 (November 1, 2013): 118–20. http://dx.doi.org/10.12737/1935.
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Relatively young discipline “World Politics” is not a pure comparativist course of lectures. Nevertheless it contains many comparisons. World Politics does not devoted to contemporary international relations. It describes first of all the most burning problems for our planet and actions of different social and political forces at the world arena, including states, transnational companies, social movements, civic organizations, etc. This approach demands comparisons to be made when we speak for example, about globalization in different countries, economic and political integration at concrete continents, problems of migration, education, medical services, food rations in various states. World Politics is linked with classical Political Science but it contains very important foreign component. In the nearest future the progress of knowledge will make one step further. Comparative Global Science (Global Comparativistika) may be a reality. Simultaneously in Legal Sciences the logical next step for Comprative Law will be State and Legal Comparative Studies. So unprecedented promotion of comparative method in humanity sciences is the result of globalization.
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Leston-Bandeira, Cristina. "Methods Teaching through a Discipline Research-Oriented Approach." Politics 33, no. 3 (May 20, 2013): 207–19. http://dx.doi.org/10.1111/1467-9256.12013.
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Singh-Pillay, Asheena, and Jayaluxmi Naidoo. "CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS’ REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC." Responding to Covid-19: the integration of online teaching and learning in STEM education 19, no. 6A (December 25, 2020): 1125–36. http://dx.doi.org/10.33225/jbse/20.19.1125.
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To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers’ reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students’ learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning. Keywords: learning style, online teaching and learning, pandemic, reflections, WhatsApp
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Thill, Donald C. "Teaching Weed Science in the Future." Weed Technology 6, no. 1 (March 1992): 166–70. http://dx.doi.org/10.1017/s0890037x00034503.
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Weed science has been and will continue to be an evolving discipline. The evolution and future of weed science will depend greatly on our visions of the future and our willingness to effect and implement change. Thus, the principal question we must ask ourselves is, what do we want weed science to be in the future? This paper, which is only one part of the symposium on the Future of Weed Science, will address the issues involved with teaching. This requires identification of future students and employers, their educational needs based on professional goals, and packaging and presenting the information. Most future agriculture undergraduates and weed science graduate students will need to be recruited, will have minimal background in agriculture, and will include more minorities and women than in the past. We will offer a more interdisciplinary and internationalized curriculum to future students. The curriculum will include traditional courses with greater emphasis on communication skills, business and economics, computer science, agricultural ethics, and interpersonal skills. Courses will be taught to future students by a regional teaching concept that uses electronic media. Teaching and learning about weed science in the future will be exciting, challenging, and unquestionably different from today.
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Sible, Jill C., Dayna E. Wilhelm, and Muriel Lederman. "Teaching Cell and Molecular Biology for Gender Equity." CBE—Life Sciences Education 5, no. 3 (September 2006): 227–38. http://dx.doi.org/10.1187/cbe.05-08-0096.
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Science, technology, engineering, and math (STEM) fields, including cell biology, are characterized by the “leaky pipeline” syndrome in which, over time, women leave the discipline. The pipeline itself and the pond into which it empties may not be neutral. Explicating invisible norms, attitudes, and practices by integrating social studies of science into science education may be the necessary first step in helping female students persist in STEM disciplines. In 2003 and 2004, a sophomore Cell and Molecular Biology course at Virginia Tech (Blacksburg, VA) was taught integrating social studies of science with standard material. The course was successfully implemented, teaching students factual content while increasing awareness of the cultures of science and their self-confidence in engaging with the subject. Course evaluation data indicated that females in particular perceived greater gains in logical thinking and problem-solving abilities than females in a traditional cell biology course. Consistent with K–12 studies, males in this class were likely to view scientists as male only, whereas females viewed scientists as male and female. This pilot project demonstrates that social studies can be integrated successfully in a cell biology course. Longitudinal studies of this cohort of students will indicate whether this approach contributes to the retention of women in the field.
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Soares, Lucélia dos Reis Santos, and Kelson Lucien Rodrigues Lobato. "CONCEPÇÕES E ABORDAGENS DO ENSINO DA GEOGRAFIA: a importância do saber cartográfico nos anos iniciais da Educação Básica." Revista Brasileira de Educação em Geografia 11, no. 21 (August 3, 2021): 05–27. http://dx.doi.org/10.46789/edugeo.v11i21.462.
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Este artigo tem o objetivo de apresentar a importância do ensino de Geografia nos anos inicias da educação básica e suas principais abordagens, tradicional e crítica para o processo de ensino-aprendizagem. Tal processo com base nas abordagens teórico-metodológicas da ciência geográfica visa contribuir na formação de sujeitos críticos, analíticos e interativos, a partir da realidade social a qual estão inseridos. O estudo primou em realizar uma pesquisa bibliográfica, apresentando as diferentes concepções da Geografia para o ensino da disciplina nos anos iniciais. A pesquisa deteve-se também em compreender de que forma o livro didático pode contribuir na formação do sujeito com base nos pressupostos teórico-metodológicos que este recurso apresenta. Por fim, as reflexões apontam que existe uma intervenção pedagógica dos educadores ao ministrar aulas da disciplina nos anos iniciais, com base na abordagem geográfica presente no livro didático adotado. Nesse processo de formação inicial do conhecimento, o letramento geográfico e a alfabetização cartográfica auxiliam no melhor entendimento dos conteúdos ministrados, buscando romper com uma disciplina tradicional e enfadonha ao surgir a Geografia Crítica como nova proposta metodológica de ensino. Esta apresenta-se com maior potencial integrador diante das dimensões da realidade do cotidiano do aluno. Palavras-chave Ensino, Alfabetização cartográfica, Geografia. CONCEPTIONS AND APPROACHES WITH REGARD TO TEACHING GEOGRAPHY: the importance of Cartographic knowledge in the elementary school Abstract This article aims to present the importance of geography teaching in the initial years and the main traditional and critical approaches to the teaching-learning process. This process is based on the theoretical-methodological approaches of the science of geography science and aims to contribute to the formation of critical, analytical and interactive subjects, from the social reality into which they are inserted. The study focused on a bibliographical research, presenting the different conceptions of geography for the teaching of the discipline in the first years of the elementary school. The research also focused on understanding how the textbook can contribute to the formation of the subject based on the theoretical-methodological assumptions that this resource presents. Finally, the reflections indicate that there is a pedagogical intervention of teachers and educators in teaching the discipline in the initial years and develop the classes based on the geographical approach present in the textbook adopted. In this process of initial knowledge formation, geographic literacy and cartographic literacy aid in the best understanding of the contents taught. Seeking to break with a traditional and boring discipline, the emergence of Critical Geography presents a new methodological approach to teaching. This offers greater integrative potential in the face of the dimensions of student´s daily realities. Keywords Teaching, Cartographic literacy, Geography.
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Fischer, Matthias. "DECODING SUSTAINABILITY IN THE HEALTHCARE SYSTEM. TEACHING STUDENTS HOW TO PROBLEMATIZE COMPLEX CONCEPTS." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 9, no. 3 (October 26, 2018): 149. http://dx.doi.org/10.24212/2179-3565.2018v9i3p149-159.
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This paper approaches the concept of “sustainability” in the context of healthcare systems by applying the strategy of Decoding the Disciplines. The strategy of Decoding the Disciplines aims to make the implicit accesses behind central concepts of a discipline transparent by decoding them systematically. The concepts that are to be decoded are specific bottlenecks which are seen as necessary conditions for appropriate learning. This paper illustrates how the process was approached in a seminar with students majoring in Political Science in Germany, and suggests that this might have increased students’ learning and changed their way of applying sustainability. Being a single-case study, findings should be treated with caution. However, the goal of this explanatory study is to start a broader exchange among scholars, encouraging them to make their implicit and often hidden assumptions explicit to the community. The strategy of Decoding could then be a valuable tool for bridging the gap between disciplinary boundaries and transdisciplinary sustainability science.
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Hill, Kim Quaile, and Rebekah Myers. "Scientific Literacy in Undergraduate Political Science Education: The Current State of Affairs, an Agenda for Action, and Proposed Fundamental Benchmarks." PS: Political Science & Politics 47, no. 04 (October 2014): 835–39. http://dx.doi.org/10.1017/s1049096514001139.
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ABSTRACTPolitical science is falling behind a broad movement in the United States that seeks to reform the teaching of scientific literacy in undergraduate education. Indeed, political science is far behind that movement because the discipline does not have a collective commitment to science education at the undergraduate level. This article discusses prominent efforts in this reform movement and assesses the state of science education in our discipline. The authors propose an agenda for action on this issue in political science as well as fundamental educational benchmarks for undergraduate political science literacy.
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Ольга Митцева. "IMAGE-CREATING POTENTIAL OF DISCIPLINES OF SOCIAL AND HUMANITARIAN CYCLE." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 101–7. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219429.
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Characteristic of image-creating potential of disciplines of the social and humanitarian cycle of higher technical education for the following resources: information-content, communicative-interactive, organizational-functional and cultural-image is made on the basis of the concept of “potential” and “image-creating potential”. Possibilities of the discipline of the social and humanitarian cycle for the formation of the professional image of the future IT specialists are: the focus of the content of discipline on the values of professional activity; diversity of choice of the practice of image-forming activity; multilevel image interaction and communication between subjects; means of methodological support for teaching the discipline are also disclosed in the article.Analysis of curriculum and programs for the future IT professionals' training have identified significant characteristics of potential content of disciplines of the social and humanitarian cycle of IT professionals' training for the image competence formation: enrichment of the range of image knowledge; possibility of image-forming activities; activation of productive ways of image-creative interaction.It is established that social and humanitarian disciplines allow forming a person capable of discovering and realizing one's own potential in society. These disciplines require the following teaching principles: general science, fundamentalism, systematic unity of historical and logical, national and universal, social and personal, theory and practice of teaching and education.For the realization of the image-creating potential of disciplines of the social and humanitarian cycle, a set of classes and tasks for the formation of an IT specialist's professional image were developed. These include discussion questions, discussion of popular public opinion on the internal and external image, the generalization of image management methods, identification of features of the public figures kinetic image, exercises for formation an attractive image of a professional subject, reflective exercises, role situations, designing your own image. These exercises become the basis for the creation of such an IT specialist's image, which will assist the prototype subject in achieving success, socially significant goals, creating a positive image.