Journal articles on the topic 'Science teachers – Juvenile fiction'
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Radford, Linda Anne. "Apprenticing Teachers Reading: The Cultural Significance of Juvenile Melodrama." Journal of the Canadian Association for Curriculum Studies 7, no. 1 (November 3, 2009): 58–84. http://dx.doi.org/10.25071/1916-4467.23376.
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This article presents a study that reveals the educational significance of melodrama as a moral aesthetic, specifically in relation to work with literacies around identity in the teacher education classroom. Using methods of Lacanian discourse analysis and genre analysis, it unmasks the way two-award winning juvenile historical fictions depend on melodrama to instigate their narrative appeal. It unravels the skein of melodrama’s particularity and complicated affective potential for teachers who want to work in liberating ways with youth fiction in the classroom.
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Paris, Michael. "Red Menace! Russia and British Juvenile Fiction." Contemporary British History 19, no. 2 (June 2005): 117–32. http://dx.doi.org/10.1080/13619460500080181.
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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures." Utopian Studies 17, no. 1 (January 1, 2006): 221–23. http://dx.doi.org/10.2307/20718804.
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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures." Utopian Studies 17, no. 1 (January 1, 2006): 221–23. http://dx.doi.org/10.5325/utopianstudies.17.1.0221.
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Von der Osten, Robert. "Four Generations of Tom Swift: Ideology in Juvenile Science Fiction." Lion and the Unicorn 28, no. 2 (2004): 268–83. http://dx.doi.org/10.1353/uni.2004.0023.
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Zigo, Diane, and Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading." English Journal 94, no. 2 (November 1, 2004): 85–90. http://dx.doi.org/10.58680/ej20044186.
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Former high school teachers Diane Zigo and Michael T. Moore argue that science fiction deserves greater respect and a place in high school literature classes. They recommend titles and suggest activities for incorporating science fiction into English language arts instruction.
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Hieu, To Minh, Vi Thi Thu Hien, and Nguyen Thanh Hien. "DEVELOPING THE COMPETENCE OF READING COMPREHENSION OF SCIENCE FICTION STORY FOR 7TH GRADE STUDENTS IN VIETNAM." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 338–43. http://dx.doi.org/10.54922/ijehss.2024.0719.
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The 2018 general education program in Vietnam has been implemented with the concretization of three sets of textbooks: The Kite, Connecting Knowledge to Life, and Creative Horizon. In the 7th grade Philology textbook, in addition to familiar literary genres, science fiction is a new genre included in the curriculum. This is a new genre that has created excitement for both teachers and students. However, this genre also causes many difficulties for teachers in developing lesson plans and organizing the teaching of science fiction stories. The 7th grade textbook has only been deployed for two years in Vietnam, so there are not many reference materials, leading to teachers being confused in teaching and developing competence, especially the ability to read and understand science fiction stories for students. Therefore, in this article, we propose some measures to develop the competence to read science fiction stories for 7th grade students in Vietnam.
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Timofeev, A. N. "SPECIAL ASPECTS OF USING FICTION IN BIOLOGY CLASSES." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 4 (2021): 17–22. http://dx.doi.org/10.18323/2221-5662-2021-4-17-22.
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Despite the significant achievements in various areas of pedagogy, the issue of developing students’ interest in the studied material continues to be acute. One of the instructional techniques contributing to solving this problem is related to the use of fiction and popular science literature in the natural sciences lessons. The study aims to identify special aspects of using fiction in biology lessons. The author determined and considered the fiction’s main uses in the sciences subject area. The author surveyed subject teachers to identify the number of integrated classes (biology-literature) developed and conducted by these teachers and the number of biology lessons using fiction and popular science literature. Two hundred thirty-two teachers took part in the survey. The study identified that 96.6 % of teachers surveyed do not integrate biology and literature lessons, and 96.1 % of teachers do not use additional fiction and popular science literature in their lessons, replacing it with videos from the Internet. On the example of biology and geography lessons, the author shows a variety of methodological approaches to the use of literary texts and related tasks. The study shows that the largest number of guidelines on the use of literary texts since the beginning of the XX century has been published for geographers, as the guidance papers for biologists, predominantly, began to appear much later. According to the survey, when choosing fiction, the biology teachers give preference to classical texts written in the XIX–XX centuries. The fiction of modern authors is practically not considered in biology lessons. Teachers use literary texts in biology lessons both to influence the emotional sphere of students to increase their interest in the subject and to check the level of educational material digestion. Today, the activity of teachers in the use of fiction in biology lessons has noticeably decreased, giving way to videos. One of the reasons for rear use of literary texts in the science lessons, the author considers the insufficiently high level of general training of teachers and the general reduction in the quality of education.
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White, Donna R. "Back in the Spaceship Again: Juvenile Science Fiction Series Since 1945 (review)." Lion and the Unicorn 25, no. 2 (2001): 334–36. http://dx.doi.org/10.1353/uni.2001.0027.
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Newsinger, John. "Book reviews : Taking sides: the juvenile fiction of Rhodri Jones." Race & Class 36, no. 1 (July 1994): 87–94. http://dx.doi.org/10.1177/030639689403600108.
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Gerbeev, Iu V., and Iu I. Iurichka. "Let Us Prepare Teachers to Work with Juvenile Delinquents." Russian Education & Society 36, no. 11 (November 1994): 17–26. http://dx.doi.org/10.2753/res1060-9393361117.
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O'Sullivan, Emer. "THE IMAGE OF GERMANY IN BRITISH JUVENILE FICTION. AN APPEAL FOR ASSISTANCE." German Life and Letters 40, no. 1 (October 1986): 92–95. http://dx.doi.org/10.1111/j.1468-0483.1986.tb01282.x.
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McLaughlin, Patsy A., Rafael Lemaitre, and Christopher C. Tudge. "Carcinization in the Anomura – fact or fiction? II. Evidence from larval, megalopal and early juvenile morphology." Contributions to Zoology 73, no. 3 (2004): 165–205. http://dx.doi.org/10.1163/18759866-07303001.
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In this second of a two-part series, carcinization in the Anomura has been reviewed from early juvenile, megalopal, and larval perspectives. Data from megalopal and early juvenile development in ten genera of the Lithodidae have provided unequivocal evidence that earlier hypotheses regarding evolution of the king crab pleon were erroneous. A pattern of sundering, and decalcification has been traced from the megalopal stage through several early crabs stages in species of Lithodes and Paralomis, with supplemental evidence from species in eight other genera. Of major significance has been the attention directed to the Marginal plates of the second pleomere, which when separeted in lithodids are not homologous with the adult so-called “marginal plates” of the following three tergites. Auxiliary megalopal and early juvenile lithodid data, as well as equivalent data from other paguroids, support the evolutionary direction indicated by lithodid pleonal plate development. Therefore, while carcinization, or development of a crab-like body form, has occurred in the Lithodidae, it has not proceeded from a hermit crab ancestor. Rather the data suggest the reverse, thus effectively refuting the “hermit to king” myth. Brief reviews of data available from the Lomisidae and Porcellanidae support the proposition of independent anomuran carcinization events in these taxa as well. Results of cladistic analysis of megalopal and juvenile data, although somewhat unconventional, do not support the claim of a sister-group relation of the lithodid genera Lithodes and Paralithodes with the pagurid genus Pagurus. Attempts to subject larval phase data to similar analysis were thwarted by the tendency in paguroids, including lithodids, for lecithotrophic development. Additionally, presumed initial and terminal stage deletions disallow the ontogenetic stage homologies required for meaningful phylogenetic results.
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Wieczorkiewicz, Aleksandra. "Inspiration from Translation: The Golden Age of English-Language Children’s Literature and Its Impact on Polish Juvenile Fiction." Tekstualia 2, no. 65 (September 13, 2021): 69–88. http://dx.doi.org/10.5604/01.3001.0015.2751.
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The article presents a cross-sectional view of the impact of the translations of English-language juvenile literature of the Golden Age on Polish literary production for young readers. This panorama of infl uences and reception modes is presented in three comparative close-ups, dealing with characters and recipients (English ‘girls’ novels’ and their Polish equivalents), literary convention (adventure novels), and fairytale quality, imagination, and fantasy (Polish literary works inspired by English classic fantasy books). The study shows that Golden Age children’s literature transferred into Polish by means of translation brought new trends, motifs, genres and themes to Polish juvenile literature, signifi cantly contributing to its development.
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Bermudes-Rugel, Luis, Jaime Pizarro-Velastegui, Claudio Malo-Toledo, and Maritza García-Arana. "EFL Teachers’ Perceptions of the Use of Science Fiction to Teach Reading & Writing." 593 Digital Publisher CEIT 9, no. 3 (May 14, 2024): 1189–99. http://dx.doi.org/10.33386/593dp.2024.3.2521.
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The use of Science Fiction (SF) in Teaching English as a Foreign Language (TEFL) has gained increasing traction due to its potential to boost student engagement and language skills. However, research exploring EFL teachers' perceptions and experiences with utilizing SF for reading and writing instruction remains scarce. This study aims to address this gap by investigating the viewpoints of 63 prospective university students or novice EFL teachers through a ten-question survey. The study specifically delves into their familiarity with SF and current practices of using it in the classroom, perceived benefits and challenges associated with utilizing SF for literacy development, preferences for specific SF materials and pedagogical strategies, and level of interest and readiness in implementing SF-based activities. The findings reveal positive teacher attitudes toward SF's potential to stimulate motivation, critical thinking, and creativity in reading and writing instruction. However, concerns regarding text complexity, cultural relevance, and teacher preparedness highlight the need for tailored support and resources. This study underscores the importance of addressing potential challenges and equipping teachers with effective strategies to maximize the learning benefits of integrating SF into diverse EFL classroom contexts.
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Wenzel, Ryszard. "Science fiction and fantasy in general education." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 19/2 (June 15, 2022): 119–63. http://dx.doi.org/10.26881/bp.2022.2.05.
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This article deals with the possible application of the genres of science fiction (SF) and fantasy – novels, short stories, films, dramas, spectacles etc. in secondary schools as part of the programme of general education. The discussion concerns both the production and the reception of such works by the students. The purpose of this educational proposal is to introduce in the system an opportunity for the students to coordinate and consolidate creatively the knowledge and the skills acquired in the classes of all the other disciplines of the curriculum. The basic assumption of the thesis is that the characteristic features of these genres, i.e., their appeal to the imagination, curiosity, and the natural need of the students for their own artistic creation, may prove effective to elevate the educational targets beyond the pragmatic level of absorbing information for the sake of the formal requirements of the school programme. These aims, which transcend the level of the practical utility of existential and psychosocial needs, concentrate on the search for objective knowledge about the world through the development of the skill of critical thinking in the domain of cognition, the search for the artistic talents and predispositions of all the students in the domain of creation, and on the essential issues of educing the need for harmonious and peaceful coexistence with other people and with the environment. The article presents the essential features of the theoretical grounding of this conception, the pedagogical implications of its introduction into the system and suggestions for its practical realization illustrated with examples of possible activities for students and teachers. The essay is concluded with a speculation on the future perspectives of a reciprocal reinforcement of the quality of general education and the development of the literary genres of SF and fantasy.
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Parise, Agustín. "Notas sobre a ficção como ferramenta para o ensino do direito." Anamorphosis - Revista Internacional de Direito e Literatura 7, no. 2 (December 30, 2021): 355–74. http://dx.doi.org/10.21119/anamps.72.355-374.
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This study understands fiction as a tool for teaching law. It shows teachers and students about the use of fiction to examine different areas of the law. The subject is approached from two perspectives. First, it explores how authors of fiction craft their own law. For this, examples provided by folklore, science fiction and plays are evoked, recalling that the law is an important element in the plot structures and that it is worth studying it. Second, the paper is about how jurists create their own fictional scenarios. To this end, the Socratic method, problem-based learning and the production of plays are addressed, all of them as vehicles for teaching law. With this, it is evident that law and fiction are not antagonistic or incompatible. Both can coexist, either to offer arguments to a fictional author or to operate as a didactic and pedagogical method in the hands of a jurist.
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Damico, James S., Mark Baildon, and Daniel Greenstone. "Examining How Historical Agency Works in Children’s Literature." Social Studies Research and Practice 5, no. 1 (March 1, 2010): 1–12. http://dx.doi.org/10.1108/ssrp-01-2010-b0002.
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This paper begins by framing the concept of historical agency as a complex relationship between structural forces and individual actions. We then describe general features of historical fiction and consider ways of using this type of text in classrooms. Using the concept of historical agency, we examine three historical fiction texts for upper elementary or middle level readers (Roll of Thunder, Hear My Cry, The Fighting Ground, and Dragon's Gate). The analysis reveals the similarities and differences in the ways the authors construct historical agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past.
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Damico, James S., Mark Baildon, and Daniel Greenstone. "Examining How Historical Agency Works in Children’s Literature." Social Studies Research and Practice 5, no. 1 (March 1, 2010): 1–12. http://dx.doi.org/10.1108/ssrp-01-2010-b0001.
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This paper begins by framing the concept of historical agency as a complex relationship between structural forces and individual actions. We then describe general features of historical fiction and consider ways of using this type of text in classrooms. Using the concept of historical agency, we examine three historical fiction texts for upper elementary or middle level readers (Roll of Thunder, Hear My Cry, The Fighting Ground, and Dragon's Gate). The analysis reveals the similarities and differences in the ways the authors construct historical agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past.
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Peterson, Shelley Stagg, and Leonora Rochwerger. "Cross-Curricular Literacy: Writing for Learning in a Science Program." Voices from the Middle 14, no. 2 (December 1, 2006): 31–37. http://dx.doi.org/10.58680/vm20066115.
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Teacher educator and researcher Peterson works with eighth-grade science teacher, Rochwerger, who believes that writing is a learning tool that will enable her students to become scientifically literate. Here, we see this belief played out through an action research project that found students using a genre of their choice to write about what they had learned during hands-on activities in the classroom, and analyzing a science fiction story for scientific principles. The authors conclude with a list of recommendations for teachers who would like to teach writing using content area topics or who would like to collaborate with science teachers in their schools.
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Liu, Shuyuan. "Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom." Journal of Language and Cultural Education 10, no. 1 (March 1, 2022): 47–60. http://dx.doi.org/10.2478/jolace-2022-0005.
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Abstract Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.
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Arkhiptsev, Ivan, Alexander Sarychev, and Alexandra Barbotko. "The Problems of Juvenile Crime Prevention." Legal Concept, no. 2 (July 2023): 147–52. http://dx.doi.org/10.15688/lc.jvolsu.2023.2.19.
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Introduction. The current state of the Russian Federation is characterized by an increase in the social disadvantage of a significant part of the population, which aggravates the situation in its socio-economic, spiritual, and moral spheres. These factors determine increase in crime. To date, the prevention of juvenile delinquency is one of the most pressing issues in the police activities. In this regard, it is necessary to name the purpose of the study, which is aimed at reviewing and studying preventive work carried out with minors to prevent crime. Methods. The methodological framework for the study is the general scientific dialectical method. The methods of induction and deduction used have contributed to obtaining most of the formulated conclusions. Results. Based on the research on the prevention of juvenile delinquency, the authors have comprehensively reviewed some aspects of preventive activities, identified the problems related to the prevention of offenses in this area, and formulated ways to solve them. Conclusions. As a result of the study, the role of the family and teachers in the prevention of juvenile delinquency, which is one of priorities in their activities, has been identified; the main factors contributing to crimes in this area, as well as methods of prevention, and its types are defined.
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Lee, Seong Sik, Su Kyung Lim, and Su Min Ryu. "A Test of Diverse Hypotheses about Smartphone Addiction and Juvenile Violent Delinquency: A Panel Study." Korean Association of Criminal Psychology 19, no. 2 (June 30, 2023): 77–91. http://dx.doi.org/10.25277/kcpr.2023.19.2.77.
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This study examines the relationship between smartphone addiction and online and offline violent delinquency, adds relationships with parents, teachers, and peers, and intends to test four hypotheses for relationships among three variables. There are four hypotheses; first, strain-inducing hypothesis that smartphone addiction has negative influences on relationships with parents, teachers, and peers, which in turn affect both online and offline violent delinquency, second, strain reducing or spurious relationship hypothesis that relationships with parents, teachers, and peers explain both smartphone addiction and violent delinquency and the relationship between smartphone addiction and violent delinquency is spurious, third, opportunity hypothesis that the effects of relationships with parents, teachers, and friends on violent delinquency are mediated by smartphone addiction, and fourth, condition hypothesis that expects the interaction effect between smartphone addiction and relationships with parents, teachers, and peers on violent delinquency. This study tests relative efficacy among four hypotheses by using data from a panel study. Results show that smartphone addiction has effects on both relationships with parents and teachers, but it has not indirect but direct effect on both online and offline violent delinquency, which does not support strain-inducing hypothesis. Instead, relationships with parents and teachers have indirect effects on online violent delinquency through smartphone addiction, which supports opportunity hypothesis, but it is also shown that they have also indirect effects on offline violent delinquency and relationships with teachers and peers have direct effects on online violent delinquency. Results also do not support spurious hypothesis, and it is also shown that condition hypothesis is not supported. Overall, the effect of smartphone addiction is significant on both online and offline violent delinquency.
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WHITE, JACOB, DENISE SHOCKLEY, MARGARET HUTZEL, and NATALIE WILSON. "Interdisciplinary Professional Development for Teaching Science and Reading." Ohio Journal of Science 114, no. 2 (July 8, 2014): 2. http://dx.doi.org/10.18061/ojs.v114i2.4391.
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Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre- and post-training teacher surveys were compared using a Wilcoxon signed-ranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.
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Kimutai, Chumo J., Mbuthia Ngunjiri, and Isaac Gitogo Gitogo. "Rehabilitation Centre administrator’s preparedness on adequate teaching and learning for effective management of formal education in juvenile centres; A case of Kabete and Dagoretti in Nairobi and Kiambu counties Kenya." Journal of Education and Learning (JEL) 1, no. 1 (September 19, 2022): 26–37. http://dx.doi.org/10.51317/jel.v4i1.246.
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This study sought to determine rehabilitation centre administrators’ preparedness for adequate teaching and learning for effective management of formal education in juvenile centres—the case of Kabete and Dagoretti in Nairobi and Kiambu counties, Kenya. The study used a case study research design. The target population was 144 juvenile delinquents, 13 welfare officers, 18 class teachers and 4 school administrators. The data collection instruments were questionnaires, interview schedules and personal observations piloted at the Shikusa rehabilitation centre in Kakamega. Data were analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS) version 20. The findings showed that the majority of the administrators had no training in leadership and management, the majority of the teachers had not undergone training on curriculum implementation and workshops on improvisation of teaching and learning resources, there were inadequate classrooms and libraries, and none of the centres had all textbooks for all subjects. It is hoped that the findings of the study might be useful to the staff working in the juvenile rehabilitation centres, parents of juvenile delinquents, curriculum developers and the Ministry of Education, science and technology as it reveals the specific factors related to effective management of formal education in the juvenile centres in Kenya.
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Clark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels." Social Studies Research and Practice 9, no. 3 (November 1, 2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.
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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
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Pertiwi Nurfebrianti and Hartono. "The Development of Non-Fiction Text Books for Class XI Vocational High Schools Based on the Cooperative Integrated Reading and Composition Learning Model." International Journal of Linguistics, Literature and Translation 6, no. 8 (August 2, 2023): 18–24. http://dx.doi.org/10.32996/ijllt.2023.6.8.3.
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This study aimed to: (1) produce textbooks for reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model, (2) describe the results of the product validation of reading comprehension textbooks of non-fiction for class XI SMK based on the Cooperative Integrated Reading and Composition learning model by experts and teachers, and (3) describe the results of the assessment of the non-fiction textbook reading comprehension of class XI SMK based on the Cooperative Integrated Reading and Composition learning model by students. This development research used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The needs analysis was carried out at three schools in the city of Yogyakarta, namely SMK Negeri 4 Yogyakarta, SMK Negeri 6 Yogyakarta, and SMK Perkebunan MM 52 Yogyakarta. Product validation was carried out by one expert lecturer and three teachers. The product trial was conducted on 52 students of class XI at SMK Negeri 6 Yogyakarta. The data collection techniques used questionnaires and interviews. The data collection instrument used a needs analysis questionnaire, a list of interview questions, a validation sheet, and a student response sheet. The data analysis technique used descriptive and quantitative analysis. The scale used is a Likert scale with a scale of 1-5. The results of this study produced a product in the form of a textbook reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model. This non-fiction reading comprehension textbook was developed based on the 2013 revised 2017 edition of the curriculum, which consists of procedure texts, explanatory texts, lecture texts, and review texts. Textbook products were printed in the form of package books. Based on the results of expert and teacher validation, this textbook was declared feasible to be used as teaching material for learning to read in the classroom. The expert gave a score of 4.06 in the "good" category, while the teacher gave a score of 4.35 in the "very good" category. Based on student responses, the book received a score of 4.04 in the "good" category.
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Al-Kassab, Ali, and Maisar Oudat. "The Attitudes of Social Studies Teachers towards the Employment of Science Fiction in Basic Education Students Teaching." International Journal for Talent Development 7, no. 1 (June 1, 2016): 149–72. http://dx.doi.org/10.20428/ijtd.7.1.7.
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Knutsen, Karen Sue Patrick. "Understanding the Psychological Reading Process: Preparing Pre-service ESL Teachers to Become Reading Teachers." Acta Didactica Norge 12, no. 2 (May 29, 2018): 3. http://dx.doi.org/10.5617/adno.6144.
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AbstractThis article addresses the metacognitive skills of pre-service ESL teachers in terms of their future role as reading teachers for intermediate and advanced pupils. Reading is a basic skill in all subjects in the Norwegian National Curriculum and involves engaging in texts, understanding, applying and reflecting on what is read – activities requiring higher level thinking. My research questions are: 1) How can “narrative transportation theory” (Gerrig, 1993) help pre-service ESL teachers understand the psychological reading process? and 2) How can insight into this theory motivate them to become better reading teachers, able to faciliate deep learning through literature? I use Julie Bertagna’s science fiction trilogy (Exodus 2002; Zenith 2007; Aurora 2011) to illustrate how narrative transportation works, highlighting the literary qualities that trigger pleasurable reading through immersion into the storyworld. This choice is based on Sections 1.5 and 2.5.3 in the new “Overarching section – values and principles for mandatory education” (2017) of the national curriculum, which instructs schools to teach pupils about their responsibility in contributing to an ecologically sustainable world order. The trilogy thematizes climate change and can affect behavior and attitudes toward this issue positively; it activates a wide spectrum of emotions, facilitating persuasion. Teachers must, however, remember that reading for pleasure is not enough; they must use metacognitve reading strategies in their teaching of literature to ensure deep learning and reach curricular goals. Keywords: teenage literature, narrative transportation theory, metacogniton, metacognitive reading strategies, Julie Bertagna’s Exodus Trilogy, ecological sustainability, ESL, teaching readingÅ forstå psykologiske leseprosesser: Lærerstudenten som leselærer i engelskfagetSammendragDenne artikkelen handler om lærerstudenters metakognitive ferdigheter i sammenheng med leseundervisningen i engelskfaget. Lesing er en av de grunnleggende ferdighetene i alle fag i Kunnskapsløftet. Dette innebærer å være engasjert i, forstå, bruke og reflektere over det som leses, samt bruk av lesestrategier – dette krever metakognitiv tenkning. Forskningsspørsmålene er: 1) Hvordan kan “narrativ transport-teori” (Gerrig, 1993) hjelpe lærerstudenter i engelskfaget til å forstå den psykologiske leseprosessen? og 2) Hvordan kan kunnskap om denne teorien motivere dem til å utvikle seg som lærere i lesing, med evnen til å fostre dybdelæring gjennom litteratur? Jeg bruker Julie Bretagnas ungdomstrilogi i sjangeren science-fiction (Exodus 2002; Zenith 2007; Aurora 2011), for å illustrere hvordan narrativ transport fungerer, og belyser litterære kvaliteter som setter det i gang. Valget baseres hovedsakelig på Overordnet del av læreplanen (2017) som omtaler “Respekt for naturen og miljøbevissthet” (1.5) og “Bærekraftig utvikling” (2.5.3), der skolen får i oppdrag å lære elever om ansvaret de har for å skape en økologisk bærekraftig utvikling. Trilogien tematiserer klimaendringer og kan påvirke leserens atferd og holdninger. Fortellingen kan igangsette mange følelser, som igjen kan forsterke eller endre leserens overbevisning. Men lærere må huske at lesing som underholdning ikke er nok; de må ta i bruk metakognitive lesestrategier i sin undervisning for å sikre dybdelæring og oppnå læreplanmålene.Nøkkelord: ungdomslitteratur, narrativ transport-teori, metakognisjon, metakognitive lesestrategier, Julie Bertagnas Exodus Trilogy, bærekraftig utvikling, engelsk som annet språk, leseundervisning
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Alyami, Nasiba Abdulrahman. "Language Shift Among Saudi Children Studying in Riyadh International Schools: Fact or Fiction?" International Journal of Language and Literary Studies 6, no. 1 (March 1, 2024): 103–16. http://dx.doi.org/10.36892/ijlls.v6i1.1583.
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The study aimed at identifying whether there exists a language shift towards English among Saudi children studying in international schools in Riyadh. This was approached through investigating the code choices they prefer to use in different life domains (such as the home domain (parents and siblings), school domain (friends and teachers), neighbors, and relatives…etc.), i.e. from their parents' perspectives. To achieve the aim of the study, a descriptive survey approach was followed, where the study sample consisted of (382) parents. The questionnaire was also used as a data collection tool. The results revealed that Saudi children studying in international schools in Riyadh showed different tendencies towards language choice, while communicating in different domains. More specifically, they tend to use English more than their native tongue (Arabic) in daily spontaneous communication. The findings thus indicate that the children are in fact going through early stages of Language Shift.
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Patranobish, Paromita. "Speaking Crows and Alien Fish: Nonhuman Cosmopolitanisms in Satyajit Ray's Speculative Fiction." Science Fiction Studies 51, no. 2 (July 2024): 258–79. http://dx.doi.org/10.1353/sfs.2024.a931155.
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ABSTRACT: I approach Satyajit Ray's sf stories as postcolonial interventions into Western Enlightenment discourses of scientific rationality. I trace the trajectory of these concerns as they are reflected in narratives centered around nonhuman animals, published in various Bengali juvenile magazines between 1961 and 1992. Ray's stories offer a critical site for interrogating, revising, and expanding the possibilities of a Kantian moral philosophy of cosmopolitanism for post-independence contexts of democratic governance, industrialization, and urbanization. Ray's sf enables readers to imagine a posthuman cosmopolitics (to use Isabelle Stengers's concept) as an alternative to colonial cartographies of personhood and the centrifugal impulse of postcolonial nation formation. My article addresses the significant but underexplored role played by Ray's ecological thinking and care for the nonhuman animal in his postcolonial politics. Ray's sf harnesses the possibilities of Bengali speculative fiction, including Kalpavigyan's model of a fluid science to posit a speculative vision of a future-oriented cosmopolitics where the possibility for non-reciprocal and untranslatable proximities becomes a conceptual foundation for thinking about alterity.
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Bickford III, John H., and Molly Sigler Bickford. "Historical Thinking, Reading, and Writing about the World’s Newest Nation, South Sudan." Social Studies Research and Practice 10, no. 2 (July 1, 2015): 111–23. http://dx.doi.org/10.1108/ssrp-02-2015-b0010.
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State and national education initiatives have significantly increased expectations of students’ non-fiction reading and writing. These initiatives provide the space for potential interdisciplinary units in English/language arts and social studies/history centered on content area reading and writing. To do so, teachers must locate age-appropriate, historically representative curricular materials and implement discipline-specific writing prompts. To guide elementary teachers’ instruction, we select a novel, underused topic: the birth of the Republic of South Sudan. Age-appropriate children’s trade books are coupled with diverse informational texts—oral histories, current event news articles, and artwork—to extend the trade books’ narratives into the realm of current events. We suggest content area literacy strategies, share anecdotes from their application in the classroom, and recommend engaging, inquiry-based writing prompts that induce students to revisit understandings derived from close readings of the trade books and informational texts. In doing so, all texts and tasks explicitly are connected to different elements of the state and national initiatives in order to help teachers meet the rigorous standards.
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John Madoshi, Peter. "Reaction against Subordination of Women Observed from the Struggle of Hawa in Mabala’s Hawa the Bus Driver." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, no. 1 (February 28, 2022): 67–70. http://dx.doi.org/10.46606/eajess2022v03i01.0147.
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This study examined Richard Mabala’s young adult prose fiction: Hawa the Bus Driver. The study used Social Critical Theory as a tool of analysis. Examining the work thematically, the reading revealed a struggle of the major character Hawa in Hawa the Bus Driver. The character is portrayed to have: recognition of female potentiality and the urge of equality in male dominated society. The study shows that the author in this work has drawn the characters in such a way that at the exposition of the narrative, she encounters male chauvinism and the pain of gender stereotype. Nevertheless, she emerges as heroine at the resolution by acquiring recognition and acceptance in her society. A careful reading indicates that the author, through creative writing, intends to inculcate gender education in society and he chooses juvenile audience as the area of commencement.
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Wilson, Virginia. "Boys are Reading, but their Choices are not Valued by Teachers and Librarians." Evidence Based Library and Information Practice 4, no. 3 (September 21, 2009): 46. http://dx.doi.org/10.18438/b8h91w.
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A Review of:
McKechnie, Lynne (E.F.). “ ‘Spiderman is not for Babies’ (Peter, 4 Years): The ‘Boys and Reading Problem’ from the Perspective of the Boys Themselves.” The Canadian Journal of Information and Library Science 30.1/2 (2006): 57-67.
Objective – This study looks at what constitutes legitimate reading material for boys and how this material is defined in light of assessed gender differences in reading, and is part of a larger, ongoing research project on the role of public libraries in the development of youth as readers.
Design – Semi-structured, qualitative interviews and book inventories.
Setting – The research originated from the MLIS 566 (Literature for Children and Young Adults) class at the Faculty of Information and Media Studies, University of Western Ontario, London, Ontario, Canada.
Subjects – Forty-three boys, ages four through twelve, were interviewed. Most of the boys lived in Ontario, although a few came from other Canadian provinces.
Methods – Library school students who were registered in a Literature for Children and Young Adults class interviewed children and young adults about their reading and information practice as part of a “Book Ownership Case Study” assignment. The researcher also interviewed children and young adults, for a total of 137 case studies. For the purpose of this article, a data subset for the 43 boys included in the larger project was analyzed. The boys ranged in age from four to twelve years. The mean age was eight and the median age was nine. The theoretical perspective of reader response theory was used to situate the study. This theory has the relationship between the text and the reader as its focus, and it suggests that to understand the reading habits of boys, there needs to be recognition that the experts about their reading are the boys themselves. The interviews, which explored reading preferences and practices, were qualitative, semi-structured, and took thirty minutes to complete. In addition to the interview, each boy’s personal book and information material collection was inventoried. The researcher used a grounded theory approach to analyze the inventory and interview data to pull out themes related to the research questions. Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154).
Main Results – The collection inventories revealed that all 43 study participants had personal collections of reading materials. The collections ranged from eight volumes to 398 volumes. There was a mean volume total of 108 and a median of 98 books per boy. In addition to books, other materials were in the collections. Video recordings were owned by 36 (83.7%) of the boys, 28 (65.1%) of participants had computer software, 28 (65.1%) owned audio recordings, and 21 (48.8%) of the collections also included magazines.
In the interview data analysis, a number of themes were revealed. All of the boys except one owned fiction. Some genres appeared frequently and were different than the ones found in the inventories taken of the girls in the larger study. Genres in the boys’ collections included fantasy, science fiction, sports stories, and humorous stories. The boys also discussed genres they did not enjoy: classic children’s fiction, such as The Adventures of Robin Hood, love stories, and “books about groups of girls” (61). All but five boys had series books such as Animorphs, Captain Underpants, Redwall, and Magic Treehouse in their collections.
All study participants except for one owned non-fiction titles. When asked what their favourite book was, many of the boys chose a non-fiction title. Holdings included subjects such as “jokes, magic, sports, survival guides, crafts, science, dictionaries, maps, nature, and dinosaurs” (62).
In addition to books, the boys reported owning and reading a wide range of other materials. Comics, manga, magazines, pop-up and other toy books, sticker books, colouring books, puzzle books, and catalogues were among the collection inventories. Only one boy read the newspaper.
Another theme that emerged from the interview data was “gaming as story” (63). The boys who read video game manuals reported reading to learn about the game, and also reading to experience the game’s story. One boy’s enjoyment of the manual and the game came from the narrative found within.
Various reading practices were explored in the interviews. Formats that featured non-linear reading were popular. Illustrations were important. Pragmatic reading, done to support other activities (e.g., Pokeman), was “both useful and pleasurable” (54).
And finally, the issue of what counts as reading emerged from the data. Many boys discounted the reading that “they liked the best as not really being reading” (65). Some of the boys felt that reading novels constituted reading but that the reading of computer manuals or items such as science fair project books was “not really reading” (65). A distinction was made between real books and information books by the boys.
Conclusions – The researcher explored what has been labelled as the “problem” of boys reading in this paper. She found that the 43 boys in this study are reading, but what they are reading has been undervalued by society and by the boys themselves. Collection inventories found a large number of non-fiction books, computer magazines, comic books, graphic novels, and role-playing game manuals—items not necessarily privileged by libraries, schools, or even by the boys themselves. The researcher suggests that “part of the ‘boys and reading problem’ then lies in what we count as reading” (66). By keeping what boys are actually reading in mind when it comes to collection development and library programming, children’s librarians can “play a central role in legitimizing the reading practices of boys” (66).
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Hutwagner, Catherine. "Reevaluating incarcerated juvenile education in the wake of COVID-19: Why the juvenile system should take advantage of the online learning wave." Advances in Developmental and Educational Psychology 3, no. 1 (2021): 109–20. http://dx.doi.org/10.25082/adep.2021.01.004.
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Incarcerated juveniles have the greatest need for education and potential for improvement, yet they are one of the most underserved populations in terms of public education. Juveniles in detention centers receive a lower quality education when compared to public education systems–courses exclusively based on worksheets, single-room style teaching methods, a shortage of textbooks, and underqualified teachers. They also struggle to earn and transfer credits. In addition, solitary confinement often denies access to education, adding further disadvantages. Currently, juveniles have a low reenrollment rate in the public education system after their release. This paper presents a solution for the future of juvenile education, using the national response to COVID-19 of moving education online as a blueprint, combined with social science research, to provide small amendments to promote an effective learning environment.
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Chichina, Marina Olegovna, and Natalia Antonovna Grigorieva. "Linguoculturological and lexical analysis by article of A.N. Tolstoy "Motherland"." Litera, no. 6 (June 2023): 26–41. http://dx.doi.org/10.25136/2409-8698.2023.6.40922.
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The purpose of the research is a linguocultural and lexical analysis of the article "Homeland" by the famous Russian Soviet writer A.N. Tolstoy. The method of complex analysis of the literary text allowed the authors of the scientific work to identify words, phrases, sentences, the semantics of which are most significant for understanding the essence of Alexey Tolstoy’s article. To designate these ideological and semantic "staples" of any fiction or journalistic text, the authors of this study introduce a scientific definition of "lexico-semantic milestones" for the first time in linguoculturology. The authors determined the structure of the article "Homeland", revealed the genre originality of each of the three parts of the text. The results of the work on the study of the writer's idiosyncrasy allowed us to conclude that Alexey Nikolaevich Tolstoy, a master of the word, skillfully combined several styles of speech in one text at once: laconic newspaper-journalistic and fiction, including elements of colloquial style of speech, – all this allowed him to achieve the greatest expressiveness of the text. This scientific research may be of interest not only to linguists, linguoculturologists, literary critics, researchers of the artistic style of A.N. Tolstoy, but also to the teachers of Russian as a foreign language.
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Bickford III, John H., and Katherine A. Silva. "Trade Books’ Historical Representation of Anne Sullivan Macy, The Miracle Worker." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 56–72. http://dx.doi.org/10.1108/ssrp-01-2016-b0004.
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State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.
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Torras, Carme. "Robots socials. Un punt de trobada entre ciència i ficció." Mètode Revista de difusió de la investigació, no. 5 (April 16, 2015): 111. http://dx.doi.org/10.7203/metode.0.3546.
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Industrial robots and androids in science fiction were worlds apart until recently, but now begin to merge with the rapid development of social robotics. Given the growing need for labour in the healthcare and service sectors, robots are being designed to interact with disabled or elderly people, or to take the place of receptionists or shop assistants in shopping malls, or even to act as support teachers or nannies. Within this context, efforts have grown to encourage mutual inspiration between techno-science and humanities. Ethical issues such as the influence of robotic nannies on child psyche, previously raised within the realms of literary works, are now being discussed in scientific forums.
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Lieu, Angela, and Dangzhi Zhao. "How much of library digital content is checked out but never used?" Electronic Library 37, no. 2 (April 1, 2019): 255–62. http://dx.doi.org/10.1108/el-10-2018-0208.
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Purpose This paper aims to identify patterns, trends and potential implications related to post-checkout non-usage (material that is checked out by a user, but subsequently never opened and/or downloaded) of library digital content. Design/methodology/approach A large urban Canadian public library’s data (2013-2017) from Rakuten OverDrive was analyzed. Pending items (items that are checked out, but neither opened nor downloaded) were compared with total checkouts to determine post-checkout non-usage rates. Findings Checkouts and overall rates of post-checkout non-usage of e-books and e-audiobooks have risen significantly and consistently. Juvenile and non-fiction e-books demonstrate higher post-checkout non-usage rates than adult and fiction e-books, respectively. The library spends up to US$10,700 per year on metered access e-books that are never opened by users. This number has grown significantly over the years. Originality/value E-materials in libraries have been growing rapidly, but their current lending models are still largely a direct application of concepts in traditional library services that have developed based on physical materials, such as checkouts, due dates, renewals, holds and wait times. However, e-materials do not have the limitation of physical materials that prevents other users from accessing a checked-out item, which makes many of the traditional concepts no longer applicable. New concepts and lending models should be developed that allow users to access any library e-materials at any time, and are financially functional and sustainable for both libraries and e-content providers.
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Kargapolova, E. V., V. V. Diakova, M. A. Simonenko, and Ju A. Davydova. "Reading Practices of Students of the Metropolitan Metropolis: “Amateurs” and “Pragmatists”." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 10 (October 19, 2022): 87–101. http://dx.doi.org/10.31992/0869-3617-2022-31-10-87-101.
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Modern social processes (globalization, urbanization, digitalization, succession of generations and others) actualize public and scientific attention to students’ reading culture, reading practices and their various aspects (gender, social, economic, and others). The issue of culture of reading, reading practices, their features and structure is a topical and relatively under-developed topic of interdisciplinary analysis. These phenomena are considered in sociology within the framework of some concepts: as a separate type of practice in the process of personal literacy formation, through the connection of cultural heritage and social class, through the analysis of subjective and existential meanings of the reading experience, and others. It is interesting to study the reading practices of students due to the specificity of the subject-object role of this social group in the process of cultural intergenerational continuity. The article highlights the results of an empirical study conducted among students of Moscow universities. Two types of students’ attitudes to works of fiction are revealed: pragmatic and value-reflective. The characteristics of these two groups are given, compared with other indicators (love of reading, reading as pleasure, volume of reading, genres of fiction, and others). The main conclusions and results presented in the publication will be of interest to teachers, scientists, representatives of state and public organizations and specifically to students.
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Zulihi, Zulihi, Ahmad Bustomi, and Najmi Hidayatus Salam. "BLENDED CURRICULUM OF VOCATIONAL HIGH SCHOOL BASED ON PESANTREN AS TOOL ONTO FORM JUVENILE CHARACTER AT URBAN AREA." Akademika : Jurnal Pemikiran Islam 28, no. 1 (June 13, 2023): 1. http://dx.doi.org/10.32332/akademika.v28i1.5552.
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This article aims to investigate the Curriculum of Vocational High School base on pesantren as the main core of education which especially at urban area and to discover character as impact of it. It is expected that the brawl between schools in the city can be reduced. The brawler is dominated by students of vocational high school, moreover it comes up since a Youtuber explained his story on YouTube media. This is reinforced by the start of the vacuum of middle school students in studying religion. This research used a qualitative approach and the type of the research is field research. Informants in this study were Kyai, Principal, Teachers and Students. Data collection used interviews, direct observation and documentation. Data validation utilized triangulation by three of data resources and triangulation by three of data collecting technique. The data analysis used was the Miles and Huberman model. The steps were data reduction, data display, conclusion drawing and verification. The research results presented that Curriculum of Pesantren-Based Vocational High School is a combination of general curriculum of Vocational High School and Pesantren Curriculum. This consists of curriculum objectives that students are able to master General Science as well as Religious Science. Second, the content / subject is in the form of vocational lessons and kitab kuning. Third, the teaching method uses bandongan, lecture, question and answer and practice methods. Fourth, the organizations that play a role are all stakeholders of schools and Islamic boarding schools. Fifth, evaluation is carried out in teacher meeting forums, teacher personal evaluations and meetings between teachers and Kyai. Sixth, the characters formed consist of religious, tolerance, discipline, National spirit and Love of homeland, tolerance, social caring and Friendly/communicative.
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Polovina, Olena, and Iryna Novoseletska. "READINESS OF PRESCHOOL TEACHERS OF EARLY AGE AND PRESCHOOL CHILDREN TO CREATE ART-COMMUNICATION CLUSTERS." Continuing Professional Education: Theory and Practice 78, no. 1 (2024): 74–87. http://dx.doi.org/10.28925/1609-8595.2024.1.6.
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The article examines the issue of preschool teachers professional training, its artistic component in particular. The need for an innovator teacher's training who, in accordance with the pace of world changes, is ready to modernize the educational process, has been updated; a conscious understanding of the education of a creative, free and multifaceted personality by introducing it to the world of art and possesses the necessary methodological tools. It was noted that an artistic interaction with preschool age children needs a modified logical and sequential support. A theoretical analysis of studying an issue of artistic and creative interaction between teachers and early and preschool age children in native and foreign scientific literature is presented. The position of the need to form preschool children's artistic and creative competence through appealing to their sensory sphere, and the development of empathy is substantiated. The toolkit for tasks implementation of early age and preschool children art-world is revealed, namely, art communication is characterized as a form of integrated interaction between an adult and a child, which contains elements of an artistically productive, musical, theatrical component and in which any of these components can dominate or unfold separately. Effective means of preschool teachers training to conduct art-communication have been determined, in particular, clusters of art-communication (mind map) have been identified according to the algorithm «I hear – see – feel – know – act». The results of the ascertainment stage of the research on the readiness of creation and implementation of art-communication clusters in the educational process of kindergarten by preschool teachers are described. The criteria for the formation of the skills of moderating clusters of art communication by teachers of kindergarten are outlined: motivational-emotional, knowledge-theoretical, reflective-empathetic, practical-active. Empirical research methods are quantitatively and qualitatively characterized: questionnaires using Google form online resource; a method of pedagogical observation of teachers' activities; an interviewing. It was found out that the middle (lateral – close to the middle) and low (juvenile – hidden) levels prevail among the respondents.
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Kortekallio, Kaisa. "Breathing with Seagrass." Extrapolation 64, no. 3 (December 19, 2023): 341–56. http://dx.doi.org/10.3828/extr.2023.21.
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This essay introduces recent speculative novels written by Finnish authors and discusses the vegetal agency that permeates them. In Johanna Sinisalo’s The Core of the Sun (2013; translated 2016) and Emmi Itäranta’s The Moonday Letters (2020; translated 2022), plant life entices, intoxicates, and transforms human bodies and minds. Sinisalo experiments with ideas about the coevolution of plants and humans, and Itäranta explores the significance of plants in the contexts of space colonies and ecosabotage. The essay suggests that the novels gesture toward an emerging Planthroposcene . Anthropologist Natasha Myers has proposed “Planthroposcene” as a modification to Anthropocene, the era of global human impact on the Earth. As an “aspirational episteme,” the Planthroposcene considers plants as allies and teachers, and invites researchers and artists to develop ways of “conspiring” with them. While the Planthroposcene invites humans to align themselves with plant life in mutually beneficial relationships, contemporary Finnish speculative fiction suggests that such relationships are not fluid extensions of knowledge, but can also be strange, disturbing, and even destructive. Drawing on the theoretical view that speculative fiction can challenge readers’ habitual patterns of engaging with their lived environments, and thus give rise to unexpected experiences and non-anthropocentric viewpoints, the essay develops the notion of embodied estrangement . Discussing ambivalent plant–human relations demonstrates how the notion of embodied estrangement can contribute to science fiction studies as well as to more-than-human methodologies in literary studies.
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Cruz, Mary Anne C. Dela, Michael G. Albino, Genre Marlyn Daffodil M. Tejome, Femia S. Albino, and Ernesto P. Delos Santos. "Video Clip and Its Impact on Students’ Academic Performance in Learning Creative Nonfiction." International Journal of Technology in Education 6, no. 3 (August 12, 2023): 521–40. http://dx.doi.org/10.46328/ijte.461.
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The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students’ gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.
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Suhermanto, Arif Mansyuri, Muhammad Anas Ma`arif, and Saliha Sebgag. "Implementation of Character Education in PAI Subjects in the Independent Curriculum." Fikroh: Jurnal Pemikiran dan Pendidikan Islam 17, no. 1 (February 11, 2024): 1–10. http://dx.doi.org/10.37812/fikroh.v17i1.1394.
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The world of education is experiencing a character crisis in students due to the COVID-19 pandemic, when face-to-face learning is implemented, several cases such as conflict, violence, juvenile delinquency, sexual harassment, and bullying begin to appear in the school and community environment. This is almost felt in all schools, including SMA Al Azhar Menganti Gresik. This study aims to describe the implementation and implications of character education in PAI subjects in the independent curriculum which refers to dimension 1 P5 at Al Azhar Menganti Gresik High School. This type of research uses descriptive qualitative with a case study approach. Data were obtained through observation, interview, and documentation techniques. Data analysis techniques through data collection, reduction, presentation, and verification of data. The results showed that the implementation of character education in PAI subjects was good. The integration of teaching tools with P5 dimensions, especially dimension 1, can improve character-building in students. School culture also supports the improvement of character building in students. Supporting factors include the concern of the principal, MGMPS PAI, subject teachers, infrastructure, school, and extracurricular programs. The inhibiting factor in the formation of student's character is the limited communication between teachers, cottage caregivers, and students' guardians, and the lack of a sense of discipline of students or teachers in reminding students who are not good.
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Başoğul, Duygu Ak. "Wattpad in Youth Literature Based on the Experiences of Turkish Teachers and Secondary School Students." International Journal of Education and Literacy Studies 9, no. 1 (January 31, 2021): 124. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.124.
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This study aims to discover the view, opinion, perception and experiences of Turkish teachers and secondary school students towards Wattpad, an online literacy community, to interpret them educationally, to determine the reasons for their use and to interpret the main plot of youth literature on the axis of changing reading perception/behavior and expectations of youth. It is foreseen that the study has comparatively discussed literature-education and new reading types on the axis of the teacher and student, the direct participants of learning-teaching within this scope, and therefore fills the gap in the literature. The research design is phenomenology, one of the qualitative research designs. Data obtained through semi-structured interviews from Turkish teachers and secondary school students were subjected to content analysis. The findings of the study are as follows: Youth enjoy spending long time on Wattpad via their phones and feel themselves free. They think that the application develops reading and writing habits; read and write mainly about love and science fiction; prefer digital reading over printed books and/or classics; comment and criticize books/articles with their peers. Turkish teachers have educational concerns and do not find appropriate for youth to spend time on this platform; because it includes violence, sexuality etc. Therefore, it can be said that there is a conflict and a difference of opinion between teachers and youth.
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Troitskaya, O. N., and E. D. Vohtomina. "The methodology of using digital tools for the development of educational content in accordance with a given learning goal." Informatics and education 38, no. 2 (July 3, 2023): 26–34. http://dx.doi.org/10.32517/0234-0453-2023-38-2-26-34.
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The article presents a methodically based approach to the creation of teachers’ own educational content using digital tools following a given learning goal. The composition of the described methodology includes seven main elements, starting from the content to be studied and ending with the implementation of the created educational content.The theory of digital transformation of education, the theory of personality-oriented learning, the theory of a system-activity approach in teaching constitute, the methodological basis of the study. The object of the research is the process of creating educational content, the subject is the methodological conditions of the application of digital tools for the development of educational content following a given learning goal. In the course of the research, such methods as analysis of psychological, pedagogical, and methodological literature on the research topic, analysis of digital tools, theoretical modeling, and experimental training were used.As the results of research, the role of educational content created with the help of digital tools was determined, the need for teachers to develop their own educational content using digital tools was proved, the methodology for using digital tools to develop educational content following a given learning goal was described, and finally an example of the implementation of the methodology in the process of creating the web quest «Cybercriminals: fiction or reality?», addressed to V grade students was presented.Authors of the article have not only developed a technique of applying digital tools for creation of the educational content according to the set purpose of training but also have created and implemented the additional professional program of professional development “Digital tools of development of an educational content” in the educational process.The value of the presented research is that the methodology developed by the authors can be implemented by teachers who have no special IT training. It allows teachers to switch to a personalized and effective learning model in any lesson.
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Gurienko, Marina Aleksandrovna. "Syntactic emphatic constructions in teaching foreign languages." Vestnik of Astrakhan State Technical University 2020, no. 2 (November 11, 2020): 76–80. http://dx.doi.org/10.24143/1812-9498-2020-2-76-80.
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The article considers the use of syntactic emphatic constructions that become a matter of rising interest not only for the science fiction translators, but also for the teachers of foreign languages and the methodologists. Special attention is paid to the communicative method of teaching, since this method has accumulated the greatest experience in introducing fiction into the field of teaching foreign languages. There has been analyzed the descriptive-analytical method which makes it possible to process the selected lexical material, and the classification method which allows determining the specifics of phenomena and their properties. The material for the study was a series of satirical novels by P. G. Wodehouse, whose characters are a British aristocrat Worcester and his servant Jeeves. In addition to the wide range of stylistic tools used in the novels the author described many realities of early twentieth-century Britain that can be used as a basis for linguoculturological study. There have been analyzed the syntactic emphatic constructions and their main models based on the classification of L. A. Sokolova, E. P. Trofimova and N. A. Kalevich and the examples from the novel. It has been inferred that using fiction literature at the lessons of foreign languages is promising and recommended for further study by specialists in the field of teaching foreign languages. The results of the study can be used in the students’ research works when writing essays, final qualifying papers, preparing creative projects in linguistics and stylistics of English language, the theory and practice of translation
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Guevara, Natalia, Rodrigo F. Haack, Victoria B. Acosta, María A. Senn, Carolina A. Silva, Rocío Adamson, Jeremias Ruta, et al. "The right to the night sky in punitive enclosure context." Proceedings of the International Astronomical Union 15, S367 (December 2019): 402–3. http://dx.doi.org/10.1017/s1743921321000193.
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AbstractThe “Right to the night sky” outreach project holds astronomy workshops for children and teens deprived of their liberty in juvenile detention centers. It is carried out by an interdisciplinary group of students, graduates, and teachers of Astronomy, Geophysics, Educational Science, Law, Psychology, Social Work, and Social Communication. It’s has been accredited and recognized by the Faculty of Astronomical and Geophysical Sciences, and the National University of La Plata (Argentina) since the year 2014. This work presents the diverse activities developed in the project, the methodologies used, and an analysis of how the project evolved, grew, and expanded over time, continuing what has already been presented by Charalambous et al. (2014) and Haack et al. (2019)
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Tereshchenkova, Victoria Viktorovna, and Irina Nikolaevna Glazunova. "Humane education as a basis for correction: About congresses on the problem of child delinquency in the Russian Empire (the second half of the 19th and the early 20th century)." Pedagogy. Issues of Theory and Practice 9, no. 2 (February 15, 2024): 69–75. http://dx.doi.org/10.30853/ped20240009.
Full textAbstract:
By analysing historical sources, the study aims to shed light on the role of congresses of Russian correctional institutions’ representatives in the formation of humane education as the basis for the correction of juvenile offenders in Russian penal colonies in the second half of the 19th and the early 20th century. The paper analyzes the problem of juvenile delinquency in pre-revolutionary Russia, which is relevant to the history of pedagogy. The study is novel in that it is the first to present a detailed analysis of the activities of congresses of Russian correctional institutions’ representatives held to discuss significant issues on the education and correction of juvenile offenders. The authors note that the relevant problems of educational and correctional institutions for juvenile offenders were covered at the congresses. Based on the analysis of materials from the Central State Historical Archive of St. Petersburg, the activities of the Second Congress, held in 1884, are presented in detail. It is important to emphasize that such events provided an opportunity to solve problematic issues, which had a positive impact on the pedagogical process, making it most effective and efficient. As a result of the study, it was found that the material presented in this paper is important for pedagogical science. This is explained by the possibility of extrapolating from the experience of correctional institutions of the past to the practice of modern educational colonies for juvenile offenders. Based on the ideas of Russian teachers of the second half of the 19th and the early 20th century, the authors emphasize the need to apply educational retro-technologies in penitentiary practice at the present time, referring primarily to humane education as the basis for correcting children who have broken the law.