Littérature scientifique sur le sujet « Pedagogical epistemology »
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Articles de revues sur le sujet "Pedagogical epistemology"
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Eun, Eunsuk. « The Epistemology of Geometry and Its Pedagogical Implication ». Journal of The Society of Philosophical Studies 65 (30 avril 2022) : 191–245. http://dx.doi.org/10.26839/ps65.6.
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Sousa, Tairone Lima de, et André Ferrer Pinto Martins. « Gaston Bachelard e a educação : por uma pedagogia da formação ». Cadernos de Pesquisa 27, no 1 (7 août 2020) : 401. http://dx.doi.org/10.18764/2178-2229.v27n1p401-430.
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ResumoA epistemologia de Gaston Bachelard critica as formas tradicionais de ensino ao entender a educação com o sentido de formação, defendendo uma formação permanente dos sujeitos. Esse sentido de formação, no pensamento bachelardiano, percorre as duas vertentes da sua obra – a científi ca e a poética – ressaltando a impreterível necessidade da vivência do real e do irreal para a formação do sujeito. É por um processo copioso de desiludir-se, retifi car os erros e afastar os obstáculos que Bachelard entende a formação permanente do homem, que nunca se apresenta a priori objetivo, mas com um passado de erros retifi cados. Nesse contexto, o presente trabalho tem como objetivo avaliar as contribuições da epistemologia de Gaston Bachelard para o campo da educação, destacando a ideia de uma pedagogia científi ca no ensino como fundamento para o desenvolvimento e a formação de um novo espírito científi co, contrapondo-se às formas tradicionais de ensino. Para tanto, situamos o pensamento de Gaston Bachelard dentro do contexto acadêmico-fi losófi co-cultural francês, apontando os principais conceitos de sua epistemologia, e analisamos as contribuições do pensamento bachelardiano para o campo da educação, sinalizando o porquê da necessidade de uma pedagogia nova no ensino, defendida pelo autor. Esse estudo parte do pressuposto de que a epistemologia de Gaston Bachelard tem um “fundo pedagógico” ainda pouco explorado, expresso quando o autor destaca o “aspecto pedagógico” que as noções científi cas carregam. É uma pesquisa de natureza teórica sobre a obra do fi lósofo francês, assumindo a forma de uma pesquisa bibliográfi ca.Palavras-chave: Gaston Bachelard. Pedagogia Científica. Formação.Gas ton Bachelard and education: for a pedagogy of formationAbstractThe epistemology of Gaston Bachelard criticizes the traditional forms of teaching by understanding education as formation, defending a permanent formation of the subjects. This sense of formation in bachelardian thought runs along the two strands of his work - scientific and poetic - emphasizing the imperative need to experience the real and the unreal for the formation of the subject. It is by a copious process of disillusion, rectification of errors, and removal of obstacles that Bachelard understands the permanent formation of man, which never presents itself a priori objective, but with a past of rectified errors. In this context, the present work aims to evaluate the contributions of Gaston Bachelard’s epistemology to the field of education, highlighting the idea of a scientific pedagogy in teaching as a foundation for the development and the formation of a new scientific spirit, opposing to the traditional forms of teaching. To this end, we situate Gaston Bachelard’s thought within the French academic-philosophical-cultural context, pointing out the main concepts of his epistemology, and analyzing the contributions of bachelardian thought to the field of education, indicating the need for a new pedagogy in the teaching, defended by the author. This study assumes that the epistemology of Gaston Bachelard has a “pedagogical background” still unexplored, expressed when the author highlights the “pedagogical aspect” that scientific notions encompass. It is a theoretical research on the work of the French philosopher, taking the form of a bibliographical research.Keywords: Gaston Bachelard. Scientific pedagogy. Formation.Gaston Bachelard y la educación: por una pedagogía de la formaciónResumenLa epistemología de Gaston Bachelard critica las formas tradicionales de enseñanza al entender la educación como formación y defender la formación permanente de los sujetos. Ese sentido de formación, en el pensamiento bachelerdiano, presenta las dos vertientes de su obra (poética y científica) destacándose la indiscutible necesidad de la vivencia, de lo real y lo irreal, para la formación del individuo. Bachelard entiende la formación permanente del hombre como un proceso de mucha desilusión, rectificación de errores y superación obstáculos, en el que nunca se presenta el objetivo a priori. En este sentido, el presente trabajo tiene como objetivo general investigar las contribuciones de la epistemología de Gaston Bachelard en el campo de la educación, resaltando la idea de una pedagogía científica como fundamento del proceso de enseñanza para la formación y desarrollo de un nuevo espíritu científico, en contra parte a las formas tradicionales de enseñanza. Entre los objetivos específicos está ubicar la línea de pensamiento de Gaston Bachelard en el contexto académico-filosófico-cultural francés e investigar los conceptos principales de la epistemología de Gaston Bachelard analizando sus contribuciones en el campo de la educación, además de esclarecer el porqué de la necesidad de una pedagogía nueva que el autor defiende. Este trabajo está fundamentado en que la epistemología de Gaston Bachelard tiene un “fondo pedagógico” que todavía no fue suficientemente investigado, lo que queda claro cuando el autor expone el “aspecto pedagógico” del conocimiento científico. Es una investigación de tipo teórica sobre la obra del filósofo francés, por lo que puede ser considerada una revisión bibliográfica.Palabras clave: Gaston Bachelard. Pedagogía Científica. Formación.
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Feitosa, Pedro Walisson Gomes, Jolouise Ramos Correia, Thailine Francis Leite, Rodrigo Silva Nascimento, Vitor Lucas Daves de Moraes Oliveira et Cicero Lucas Gomes Ramalho. « Registros Epistêmicos, Práticas e Saberes : Experiências de um Encontro Pedagógico Realizado pelo Observatório Maria Parteira / Epistemic Records, Practices and Knowledge : Experiences of a Pedagogical Meeting Held by the Maria Midwife Observatory ». ID on line. Revista de psicologia 16, no 61 (31 juillet 2022) : 204–9. http://dx.doi.org/10.14295/idonline.v16i61.3523.
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Resumo: Este trabalho tem por objetivo apresentar as experiências do I Círculo de Saberes – Colhendo a cura e as tradições caririenses, desenvolvido pelo Observatório de Práticas Culturais em Saúde, junto ao projeto Raízes da Cura e o coletivo Urucongo de artes, discutindo sobre o ofício das meizinheiras e o uso de plantas medicinais. Com participação de meizinheiras, estudantes e professores, o encontro remoto proporcionou a construção de aprendizados e respeito à epistemologia em saúde popular.Palavras-chave: Saúde coletiva; Epistemologia; Práticas culturais; Saúde popular. Abstract: This work aims to present the experiences of the I Círculo de Saberes – Colhendo a cura e as traditions Caririenses, developed by the Observatory of Cultural Practices in Health, together with the Raízes da Cura project and the Urucongo arts collective, discussing the craft of meizinheiras and the use of medicinal plants. With the participation of meizinheiras, students and teachers, the remote meeting provided the construction of learning and respect for epistemology in popular health.Keywords: Collective health; Epistemology; Cultural practices; People's health.
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Sobczak, Sławomir. « Max Scheler’s Epistemology of Values as the Basis for Pedagogical Thinking ». Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no 3 (2 février 2018) : 17. http://dx.doi.org/10.17951/j.2017.30.3.17.
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Vujisic-Zivkovic, Natasa. « The role of pedagogical historiography in forming pedagogical knowledge ». Zbornik Instituta za pedagoska istrazivanja 40, no 2 (2008) : 257–73. http://dx.doi.org/10.2298/zipi0802257v.
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This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.
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Blomberg, Doug. « An “Epistemology” of Teaching ». Philosophia Reformata 64, no 1 (17 décembre 1999) : 1–14. http://dx.doi.org/10.1163/22116117-90000571.
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When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (Covey 1989: 203). Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work, reading a novel and listening to some music, when in comes a teenager with a tale to tell, perhaps a burden to share. Our relaxed restfulness is interrupted, a problem is presented: how do we respond? Parents such as Covey describes focus on building the bonds of trust: they choose to know the situation as ethically-qualified; they are responsive to the “pedagogical moment” (Van Manen 1991). While entering empathically into their child’s concerns, they continue to attend to the norms of faithfulness that obtain in such a situation with a special force.
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Carley, Robert. « Riotous Epistemology : Open Referentiality and Reconfigured Temporalities in AK Thompson’s Black Bloc, White Riot ». Theory in Action 14, no 1 (31 janvier 2021) : 71–84. http://dx.doi.org/10.3798/tia.1937-0237.2105.
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This paper suggests that AK Thompson’s text be viewed through the twin lenses of what I describe as “open referentiality” and “reconfigured temporalities” in order to broadly understand the pedagogical and epistemological contributions of his work. I argue that Thompson’s work, at the pedagogical level, provides several reference points through which readers are invited to consider how theories, concepts, and the traditions that they are embedded in can be reinterpreted in the context of contemporary forms of social struggle, protest, demonstrations, and direct action. I connect the pedagogical aspects of Thompson’s work to their epistemological underpinnings arguing that Thompson’s work produces a phenomenology of thought and action that, taken in consort with his pedagogical invitation to reconsider aspects of radical and critical traditions, provides a riot in the epistemological frameworks that settle or partition (radical and critical) traditions of thought. I explore this idea by discussing how Black Bloc White Riot provided a means for me to rethink the contributions of Antonio Gramsci to contemporary social movement studies. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2021 by The Transformative Studies Institute. All rights reserved.] KEYWORDS: AK Thompson, Black Bloc White Riot, Critical Theory, Radical Theory, Direct Action, Antonio Gramsci.
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Hyslop-Margison, Emery J. « The Failure of Critical Thinking : Considering Virtue Epistemology as a Pedagogical Alternative ». Philosophy of Education 59 (2003) : 319–26. http://dx.doi.org/10.47925/2003.319.
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Luft, Eric v. d. « The Pedagogical Primacy of Language in Mental Imagery : Pictorialism vs. Descriptionalism ». Journal of Aesthetic Education 56, no 3 (1 octobre 2022) : 1–24. http://dx.doi.org/10.5406/15437809.56.3.01.
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Abstract This paper argues for the primacy of language over vision as a means of communication. Words convey information more clearly, accurately, reliably, and profoundly than images do. Images by themselves give only impressions; they do not denote, unless accompanied by some sort or level of description. Also, any visual image, whether physical or mental, unless it is eidetic, must involve some degree of interpretation, interpolation, or description for it to be capable of conveying information, having meaning, or even being intelligible. Pictorialism is the theory that mental imagery is visual, while descriptionalism holds that mental imagery is nonvisual. As an epistemology, pictorialism supports representationalism as a philosophy of art. The poverty and limitations of representational theories of art militate against pictorialism. Descriptionalism as an epistemology supports several versions of symbolist theories of art. The richness and versatility of symbolic interpretations of art works support descriptionalism. Pictorialism fails the test of consistency unless eidetic imagery exists. Any pictorialism that claims support from noneidetic imagery or invokes the photographic fallacy is in fact a crypto- or quasi-descriptionalism. Since the photographic fallacy denies eidetic imagery, it is invalid and misbegotten as a defense of pictorialism. The interplay between the richness of visual images and the precision of verbal descriptions is a key element in developing a comprehensive pedagogy of aesthetics.
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Heikkinen, Hannu L. T. « Developing pedagogical practices under umbrellas of different colours ». Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 7, no 2 (1 novembre 2019) : 23–39. http://dx.doi.org/10.12697/eha.2019.7.2.02b.
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The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from a philosophical and theoretical perspective, to examine the relationship between theoretical and practical aims of research by integrating Aristotle’s classical views on epistemology with the theory of knowledge and human interests of Jürgen Habermas. The methodological approach of this article is a theoretical and philosophical analysis of the literature.
Thèses sur le sujet "Pedagogical epistemology"
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Van, Keulen Michael J. « Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences ». Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.
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This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.
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BRAMBILLA, ROSSANA. « La differenza pedagogica. Consistenza e funzionamento del "campo" educativo ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2009. http://hdl.handle.net/10281/25187.
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Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica e riconosciuta spaccatura tra teoria pedagogica e prassi educativa. Nella seconda parte del lavoro, ho studiato e analizzato il pensiero pedagogico di Riccardo Massa, evidenziandone la capacità di rispondere proprio a quei criteri di scientificità e criticità. Massa propone di studiare l’educazione nei termini di uno specifico “campo” di esperienza . Seguendo per primo questa strada, il pedagogista arriva alla formulazione di una precisa teoria della consistenza e del funzionamento del campo educativo . L’educazione, secondo lui, funziona come un “dispositivo”, cioè come un meccanismo, fatto di specifici elementi e di specifici livelli di forza. Nel terzo passaggio del lavoro, al fine di mostrare la capacità trasformativa della teoria massiana – in termini di lettura e progettazione delle pratiche educative –, ho avanzato una proposta di strutturazione e gestione alternative per dei reparti ospedalieri di riabilitazione, e anche una nuova idea di progettazione e conduzione del lavoro educativo con le famiglie.Though its toils, pedagogy is still unable to say something new about education, society and culture. It continues only to produce all sort of teleologies, that is a large quantity of finalities for education. On the contrary, possibility to say something new about education seems linked to a new interpretation of three important concepts: science, epistemology and criticism. They could really let pedagogy to start a new connection with its object (education). In the second part of the work, I try to think of Riccardo Massa’s speech again. I consider his pedagogy as a new theory, able to think education as a particular “field” of experience. Education, in the opinion of Riccardo Massa, is a “device”, that is a mechanism made by specific elements and specific force levels. In the third part of the research, first, I try to use “device” theory to show a new possible way to structure and to run a rehabilitation ward. Finally, I try to use the same theory to show a new possible way to plan educational work with children families.
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Luza, Robledo dos Santos. « Sobre a possibilidade de constituição de uma pedagogia do problema ». reponame:Repositório Institucional da UCS, 2009. https://repositorio.ucs.br/handle/11338/499.
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O objetivo desta investigação é determinar a possibilidade de constituição de um discurso teórico que fundamente epistemologicamente a prática educativa baseada na atividade problematizante, respondendo ao seguinte problema de pesquisa: é possível constituir uma pedagogia do problema, considerando as implicações epistemológicas desta proposta? Ela está inserida na linha de pesquisa de Filosofia da Educação, do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul. Através da análise de enunciados e da análise interpretativa dos referenciais teóricos, efetuou-se uma análise crítica dos conceitos de pedagogia, de educação e de problema, de modo a produzir uma compreensão ampla destes conceitos, considerando os aspectos sociais e culturais relacionados à educação e à pedagogia, e os aspectos epistemológicos e existenciais relacionados ao conceito de problema. Esta análise permitiu a elaboração de um conceito de pedagogia do problema como o fundamento teórico de uma prática educativa na qual a relação com o conhecimento aconteça pela via da problematização, expresso em um conjunto de pressupostos e características gerais. Entre outros, o suporte teórico utilizado foi, em relação à análise dos significados dos termos pedagogia e educação, os escritos de Fullat, Cambi, Aranha, Saussure, Barthes, Trabant e Lyons. Sobre a relação entre a educação e o fenômeno da reprodução social e cultural, o suporte teórico utilizado foi, principalmente, os escritos de Durkheim, Herskovits, Althusser e Bourdieu. Sobre a relação entre o pensamento pedagógico e o fenômeno da mudança cultural, o suporte teórico foram os textos de Platão, Rousseau, Coménio e Kant. Sobre o problema, enquanto questão filosófica e pedagógica, o suporte teórico foi o diálogo Ménon, de Platão; as concepções de problema dialético e questão em Aristóteles presentes no Órganon; a noção do perguntar, apresentadas por Gadamer em Verdade e Método; as implicações das teses de Wittgenstein, em relação aos problemas filosóficos tradicionais e a sua qualificação como pseudoproblemas, conforme apresentadas no Tractatus e a sua influência em Schlick e Carnap; a concepção de problema apresentada por Popper em Conjecturas e Refutações e A Lógica das Ciências Sociais; a concepção de problema apresentada por Dewey em Lógica: a teoria da investigação; e a obra de Bergson. Como resultado, evidencia-se a íntima relação existente entre a educação, a cultura e a sociedade, principalmente pelo papel reprodutor que a primeira possui em relação às outras. O fato de que a educação catalisa os anseios de transformação social e cultural, expressos, freqüentemente, no pensamento pedagógico. A dimensão metodológica, gnoseológica e existencial da predisposição do ser humano para o perguntar, o questionar e o problematizar. A intrínseca relação existente entre os problemas e o conhecimento. A possibilidade de constituição de uma pedagogia problematizante coerente epistemologicamente. Como relevância, apresenta-se a possibilidade pedagógica de que uma prática educacional problematizante permita o desenvolvimento de uma cultura investigativa, que poderá se traduzir em maior desenvolvimento material (conquistas tecnológicas) e imaterial (concepções, costumes e valores) para a sociedade.Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T19:34:33Z No. of bitstreams: 1 Dissertacao Robledo dos Santos Luza.pdf: 1219255 bytes, checksum: 659dd065507230095015bf2c79d58682 (MD5)
Made available in DSpace on 2014-05-30T19:34:33Z (GMT). No. of bitstreams: 1 Dissertacao Robledo dos Santos Luza.pdf: 1219255 bytes, checksum: 659dd065507230095015bf2c79d58682 (MD5)
The purpose of this investigation is to determine the possibility of constituting a theoretical discourse in order to epistemologically found an educational practice based on problematizing activity as an answer to the following research problem: is it possible to constitute a pedagogy based on problem, considering the epistemological implications of such proposal? It is embedded in the line of research for Philosophy of Education, in the Graduate Program in Education at the University of Caxias do Sul. Through the analysis of the utterances and interpretative analysis of theoretical references, a critical analysis was carried out on the concepts of pedagogy, education and problem, in order to produce wide understanding of these concepts, considering social and cultural aspects related to education and pedagogy, and the epistemological and existential aspects related to the problem. This analysis made it possible to elaborate a concept for pedagogy of problem as the theoretical principle of an educative practice in which the relationship with knowledge will take place by problematizing, which is expressed in a set of presumptions and general characteristics. Among others, theoretical support used was concerning the analysis of meaning for the terms pedagogy and education, works written by Fullat, Cambi, Aranha, Saussure, Barthes, Trabant, and Lyons. As for the relationship between education and the phenomenon of social and cultural reproduction, theoretical support used was mainly works by Durkheim, Herskovits, Althusser, and Bourdieu. Regarding the relationship between pedagogical thinking and the phenomenon of cultural changes, theoretical support came from texts written by Plato, Rousseau, Coménio, and Kant. For problem, as a philosophical and pedagogical issue, theory supporting the analysis was Plato´s dialogue Menon; Aristotle´s conceptions for dialectical problem and questions present in his Organon; the idea for asking, presented by Gadamer in Truth and Method; the implications of the theses proposed by Wittgenstein, concerning traditional philosophic problems and the classification as pseudo problems, as presented in Tractatus and his influence on Schlick and Carnap; the conception for problem presented by Popper in Conjectures and Refutations and The Logic of the Social Science; the conception of problem presented by Dewey in Logic: the theory of inquiry; and Bergson´s work. As a result, the intimate relationship between education, culture and science becomes evident, especially for the reproductive role that the first has in relation to the others. The fact that education catalyses the longings for social and cultural transformation, frequently expressed in pedagogical thinking. The methodological, gnoseological, and existential dimension of human´s predisposition towards asking, questioning, and problematizing. The intrinsic relation existing between problems and knowledge. The possibility of constituting a problematizing pedagogy that is epistemologically coherent. As a relevance, the pedagogical possibility of a problematizing educational practice allow the development of an investigative culture, that may be translated in greater material development (technological conquers) and immaterial development (conceptions, customs and values) for the society is presented.
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Delavergne-Otty, Nicholas Tildesley. « Theatre and learning : a study of the relationship between the theatrical and pedagogical practice in Bertolt Brecht, Paulo Freire and Augusto Boal, including an account of the implementation of the ideas of those authors in a course at the University of ». Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361346.
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Carvalho, Antonia Dalva FranÃa. « A racionalidade pedagÃgica da aÃÃo dos formadores de professores : um estudo sobre a epistemologia da prÃtica docente nos Cursos de Licenciatura da Universidade Federal do Piauà ». Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2446.
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CoordenaÃÃo de AperfeiÃoamento de NÃvel SuperiorA presente Tese resulta de uma investigaÃÃo que tem por objeto a racionalidade pedagÃgica dos formadores de professores de uma universidade pÃblica. O objetivo foi identificar as razÃes em que estes formadores fundamentam suas aÃÃes, isto Ã, a matriz de convicÃÃes a respeito da escola, do ensino, dos alunos e do trabalho docente, que consolidam ou identificam um conjunto de caracterÃsticas especÃficas de sua prÃxis formativa. Insere-se, deste modo, no Ãmbito teÃrico recente, denominado epistemologia da prÃtica docente ou saberes docentes, cuja finalidade à revelar a natureza dos saberes docentes, e compreender como estÃo integrados concretamente nas atividades do trabalho, assim como o papel que desempenham no processo de trabalho e identidade profissional. O enfoque à discursivo; delibera a associaÃÃo de saberes aos discursos e atos para os quais os docentes sÃo capazes de apresentar razÃes. O estudo teve abordagem qualitativa de carÃter etnometodolÃgico, por ser caracterÃstico de uma racionalidade oriunda das descriÃÃes reflexivas produzidas pelos membros de uma comunidade. Os sujeitos foram os coordenadores dos Cursos de Licenciatura de uma universidade pÃblica, localizada no Nordeste do Brasil, na cidade de Teresina-PI. Os instrumentos utilizados foram o questionÃrio e a entrevista semi-estruturada cuja anÃlise foi realizada com o auxilio do NUDI*ST. A pesquisa aponta que o professor formador, na perspectiva dos coordenadores dos cursos de Licenciatura, possui uma racionalidade pedagÃgica que lhe confere autonomia e controle para dirigir sua prÃtica educativa em uma perspectiva Ãtica. Sendo, portanto, caracterizado como sujeito reflexivo, epistÃmico, Ãtico e transformativo. Esta racionalidade apresenta-se configurada por uma nova epistemologia da prÃtica que tem a reflexÃo e a investigaÃÃo como motriz da aprendizagem do oficio, modelada nos cÃnones da racionalidade prÃtico-reflexiva com contornos emancipatÃrios. Os resultados poderÃo ser usados para a reflexÃo sobre epistemologia da prÃtica docente no ensino superior, colaborando com a ampliaÃÃo do prÃprio campo de conhecimento. TambÃm pode servir para legitimar uma racionalidade pedagÃgica dentro de um contexto especÃfico de formaÃÃo de futuros professores, conferindo-lhe uma validade e colaborando para a profissionalidade dos docentes. Da mesma forma, acresce o debate sobre o papel da Universidade como empreendedora de uma formaÃÃo baseada em uma racionalidade pedagÃgica crÃtico-emancipatÃria.
The present Thesis is a result of an inquiry that has as object study the pedagogical rationality of the educators of professors of a public university. The objective was to identify the reasons where they base their actions, that is, the matrix of convictions regarding the school, the education, the students and the teaching which consolidate or identify a set of specific characteristics of their educational praxis. We are inserted, in this way, in the recent theoretical scope, called epistemology of the docent practice or the docent knowledge, whose purpose is to disclose the nature of the docent knowledge, and to understand how they are integrated concretely in the activities of the work, as well as the role they play in the process of work and professional identity. The approach is discursive; it deliberates the association of knowledge to the speeches and acts for which the professors are able to present reasons. The study had a qualitative approach of ethno-methodological character, for being characteristic of a deriving rationality of reflexive descriptions produced by the members of a community. The subjects of the study were the coordinators of the License Courses of a public university, located north-eastern of Brazil, in the city of Teresina-PI. The used instruments were the questionnaire and the half-structuralized interview whose analysis was carried through the help of the NUDI*ST. The research shows that the educator professor, in the perspective of the coordinators of the License courses, have a pedagogical rationality which confers an autonomy and control to direct educative practical in an ethical perspective. Being therefore, characterized as reflexive subject, epistemic, ethical and transformative. This rationality is configured for a new epistemology of the practical which has the reflection and the inquiry as motor of the learning of the work, shaped in canons of the practical-reflexive rationality with emancipated contours. The results could be used for the reflection on epistemology of the docent practice in superior education, collaborating with the magnifying of the own field of knowledge. Also it can serve to legitimize a pedagogical rationality of a specific context of formation of future professors, conferring validity and collaborating for the professionalism of the professors. In the same way, it increases the debate on the role of the University as an enterprising of an education based on a critic-emancipated pedagogical rationality.
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Fersula, Michele Gonçalves. « Concepções epistemológicas e pedagógicas da ação docente de professores de Ciências ». Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1916.
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Previous issue date: 2013-10-23The speeches, arguments and justifications used by teachers in their everyday practice may reveal the theoretical perception in which they are immersed. Such perceptions are not created at random, otherwise they come from the assumption that it is natural to be and thinks this way. They emerge as a possibility to carry out their job and as a reflex of what they have lived, which, in turn, fundaments the conceptions that surround them. The teachers adhere to a set of values and principles that are considered to be relevant to promote learning. They assume some behaviour influenced by both the professional environment and personal reasons. Professional and personal reasons incorporated to the pedagogical practice comprise the epistemology of teaching practice, which are translated in a pedagogical model that reveals the conceptions of the teachers regarding teaching and learning. Based on it, we investigated the epistemology of science teachers working for the city hall in Pelotas (RS Brazil) and how this affects their teaching practice. Qualitative research concepts were used along with two key concepts: epistemological issues and teacher s practice. The results showed there is a diversity of epistemological principles along with the pedagogical conceptions of the teachers and for them it is natural to mix a constructivist approach with a model of behaviourist teaching. In such practices the teachers mobilize different rituals that are not always transformed into effective learning. We should call the attention to the fact that the act of thinking about their own teaching practice is a limited or inexistent one, and we believe that such act can be achieved by metanalysis, being the reflexive process and the development of autonomy the key elements. If they do so, the teachers may review the bases on which their pedagogical conceptions are built and then be able to think about their identity process and professional practice on a more critical base
As falas, argumentos e justificativas que envolvem a prática de ensino e aprendizagem, revelam muitas vezes as percepções teóricas nas quais os professores estão imersos. Estas percepções não são criadas por acaso, partem de uma ideia de que assim está por ser natural. Surgem como possibilidade de desenvolver seu trabalho e como reflexo de vivências que, por sua vez, fundamentam as concepções que cercam os professores. O educador adere ao conjunto de valores e princípios que, para ele, são importantes no desenvolvimento das aprendizagens. Apropriam-se de determinados modos de agir, que são influenciados por uma razão profissional, assim como também por uma razão pessoal. Este composto incorporado à prática pedagógica constituiu a epistemologia da prática docente, e se traduz em um modelo pedagógico que revela as concepções dos professores sobre os modos de ensino e de aprendizagem. Destas inferências emerge a necessidade de compreender qual é a epistemologia do professor de ciências do município de Pelotas RS e como esta se processa na prática de ensino. A pesquisa qualitativa foi utilizada como base de investigação e dois eixos nortearam este estudo, foram eles: as questões epistemológicas, e a prática dos professores. A análise dos dados permitiu identificar alguns aspectos da epistemologia que subsidia a prática dos docentes. Concluiu-se que existe uma diversidade de princípios epistemológicos articulados às concepções pedagógicas dos professores e que eles entendem naturalmente a propor uma prática que mescla conceitos de uma epistemologia construtivista com um modelo de ensino diretivo. Nestas práticas os professores mobilizam diferentes ritos que nem sempre se traduzem em aprendizagens significativas. Evidencia-se que o processo de reflexão da prática docente é limitado ou ausente e que este pode ser realizado através de um exame de autoconsciência, no qual o processo reflexivo e o estímulo ao desenvolvimento da autonomia são os elementos principais. Deste modo o professor poderá rever de maneira crítica as bases em que suas concepções pedagógicas se apóiam e refletem na construção de seu processo identitário e de sua prática profissional
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Lindner, Edson Luiz. « Uma arquitetura pedagógica apoiada em tecnologias da informação e comunicação : processos de aprendizagem em química no ensino médio ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17715.
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A necessidade urgente de mudanças no Ensino Médio do Brasil motivou o pesquisador desta tese a propor mudanças na forma tradicional de se trabalhar a Química com os estudantes. Com a evolução das tecnologias de informação e comunicação, é necessário que o cidadão seja incluído na cultura digital para que possa fazer parte da sociedade globalizada dos dias atuais. Assim, também é tarefa da escola a busca da inclusão dos sujeitos nessa cultura digital. A utilização das novas tecnologias é importante e deve ser considerada quando se planejam atividades de aprendizagem com os alunos da Escola Básica. O principal objeto de pesquisa dessa tese foi o estudo dos processos cognitivos que envolvem aspectos da aprendizagem da Química com o uso dessas tecnologias. Procurou-se verificar como uma Arquitetura Pedagógica orientada para os alunos, contendo atividades experimentais, produção de vídeos e elaboração de modelos digitais no ambiente Squeak-Etoys, pode contribuir para a construção do conhecimento químico. Entende-se a Arquitetura Pedagógica como um conjunto de estratégias, dinâmicas de grupo, softwares educacionais e ferramentas de apoio à cooperação que possam favorecer a aprendizagem. A análise dos processos vivenciados pelos sujeitos da pesquisa foi fundamentada pela Epistemologia Genética de Jean Piaget. A partir das análises dos dados da pesquisa, pretende-se propor orientações para as ações pedagógicas com o uso de ambientes digitais, onde ocorram processos nos quais os sujeitos possam representar, ampliar e consolidar o seu conhecimento científico.The urgent need for changes in high school in Brazil led the researcher of this thesis to propose changes in the traditional way of working with the chemistry students. With the development of information and communication technologies, it is necessary that the public is included in the digital culture that may be part of the global society of today. Thus, it is also the school's task to find the inclusion of subjects in digital culture and use of new technologies is important and should be considered when planning activities for learning with students from the Basic School. The main object of this thesis research was to study the cognitive processes that involve aspects of the learning of chemistry with the use of these technologies. It is found as a pedagogical architecture oriented students, containing experimental activities, production of videos and digital models in the development of digital environment-Squeak Etoys, can contribute to the construction of chemical knowledge. The Pedagogical Architecture means as a set of strategies, group dynamics, educational software and tools to support cooperation to promote learning. The analysis of the processes experienced by the subjects of the research was motivated by the Genetic Epistemology of Jean Piaget. From the analysis of data from the research aims to propose guidelines for the teaching activities with the use of digital environments, where processes occur in which the subject may pose, extend and consolidate their knowledge.
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Andrade, Jakeline Alencar. « Ética docente : estudo sobre o juízo moral do professor ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15336.
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O presente estudo sobre ética docente consiste na análise descritiva e interpretativa da apropriação do cotidiano escolar através de reflexão e tomada de consciência dos professores sobre o dever ser da profissão e de como esse processo se constitui um instrumento de expansão de si próprio. Destacamos nos estudos da Epistemologia Genética piagetiana a importância da qualidade das relações interpessoais para o desenvolvimento geral do sujeito e, em particular, das tendências heterônomas e autônomas que regem a os juízos e as ações humanas e nos direcionam, através de sucessivas apropriações do cotidiano, à ética. A pesquisa empírica consiste em entrevistas junto aos professores onde apresentamos situações que instigam a pensar sobre os princípios que regem a educação, os métodos empregados, os valores e virtudes cultivados na profissão e a construção de valores dentro e fora da escola. A análise das falas dos professores nos fornece um retrato da ética que se revela em três faces do discurso docente: a desinformação ou desinteresse pelo cotidiano escolar, igualando o professor ao senso comum pela falta de reflexão sobre sua prática; o domínio da informação e atualização docente, porém também destituída de uma ação reflexiva para apropriação desse conhecimento; e a elaboração de uma perspectiva de ação docente que alia informação, apropriação e transformação do discurso pedagógico numa proposta de ação coerente com o juízo emitido. Ao descrevermos a ética docente e afirmarmos um plano ético na educação, reconhecemos no processo de apropriação do cotidiano das práticas escolares e de tomada de consciência condição necessária para o entendimento do sentido do “dever ser” da educação e compreendemos a profissão docente enquanto compromisso com a convivência solidária e com o direito humano à expansão.This study of ethics applied to teaching consists in a descriptive and interpretative analysis of the common practice in schools through the teachers’ reflective practice and awareness. These two aspects are seen as tools to expand their knowledge of themselves. We give emphasis to the genetic epistemology of Jean Piaget and the importance of quality in interpersonal relationships for the general development of the person. We deal, in particular, with the heteronomy and autonomy aspects of such relationships, which guide our reasoning and actions, through successive attempts to apply ethic values in our daily lives. The practical element of this research consists of interviews with teachers where they discuss situations that instigate the reflection about the principles involved in education, applied methods, values and virtues highly regarded in the teaching profession and the propagation of such values inside and outside the school environment. The analysis of these interviews will provide us with a clear picture of the ethics present in the pedagogical discourse in three phases: a) lack of information or interest in the daily practice in schools which reveals that teachers are regarded as bearers of common sense due to their inability to reflect upon their practice; b) the domain of information in education and the training of teachers that are void of reflective practice, thus do not allow them to acquire and expand knowledge in their specific areas; c) and the ability to develop a practice that brings together information, empowerment and transformation of the pedagogical discourse and a proposal of action coherent with ethic values. When we describe teaching practice and advocate an ethical plan in education, we recognise that the process to understand the daily practice in education and the awareness that this might raise is fundamental to understand what education is about and we see the teaching work as an commitment with solicitous coexistence and the human rights to self-expansion.
El presente estudio sobre ética docente consiste en el análisis descriptiva e interpretativa de la apropriación del cotidiano escolar por medio de la reflexión y de la concientización de los profesores acerca del deber ser de la profesión y de como ese proceso se constituye un instrumento de expansión de sí mismo. Destacamos en los estudios de Epistemología Genética de Piaget la importancia de la calidad de las relaciones interpersonales para el desarrollo general del sujeto y, en particular, de las tendencias heterogéneas y autónomas que guían a los juicios y las acciones humanas y no dirigen, mediante apropiaciones del cotidiano, hacia la ética.La investigación empírica consiste en entrevistas con profesores donde presentamos situaciones que instigan a pensar sobre los principios que gobiernan la educación, los métodos utilizados, los valores y virtudes formados en la profesión y en la construcción de valores dentro y fuera de la escuela. El análisis de las encuestas a los profesores nos provee un cuadro de la ética que se muestra en tres fases del discurso docente: la desinformación o desinterés por el cotidiano escolar, igualando el profesor al sentido común por la falta de reflexión sobre su práctica; el dominio de la información y actualización docente, sin embargo también privada de una acción reflexiva para la apropiación de ese conocimiento; y la elaboración de una perspectiva de acción docente que une información, apropiación y transformación del discurso pedagógico en una propuesta de acción coherente con el juicio emitido. Al describir la ética docente y afirmamos un plan ético en la educación, reconocemos en el proceso de apropiación del cotidiano de las prácticas escolares y de toma de conciencia condición necesaria para el entendimiento del sentido del "deber ser" de la educación y compreendemos la profesión docente como compromiso con la convivencia solidaria y con el derecho humano para la expansión.
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Williams, Anthony Marlon. « The relationship between facilitation, computer software and the learner in teaching a computer-integrated lesson an experimental design / ». Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-135058.
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Picetti, Jaqueline Santos. « Formação continuada de professores : da abstração reflexionante à tomada de consciência ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15346.
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A tese de doutorado Formação Continuada de Professores: da abstração reflexionante à tomada de consciência tem como objetivo analisar o processo de tomada de consciência de professores, em formação continuada, e as possíveis transformações que ocorrem, a partir dele, no fazer pedagógico. O referencial metodológico utilizado é o da pesquisa qualitativa e participante. A coleta de dados ocorreu a partir de um grupo de estudos organizado especialmente para este fim, com professores de uma escola estadual de uma cidade do interior do Rio Grande do Sul. O estudo desse fenômeno grupal organizou-se a partir de três dimensões de análise: Processo de abstração: possibilidades de compreensão, criação e recriação de novas coordenações de ações na formação continuada de professores; Da ação à conceituação e da conceituação à ação: os caminhos percorridos na formação continuada de professores rumo ao processo de tomada de consciência; Teoria, questionamentos, trocas de experiências e de idéias. A principal fonte teórica desse trabalho foram os estudos de Jean Piaget sobre os processos de tomada de consciência e de abstração reflexionante. Os resultados dessa pesquisa apontam para a tomada de consciência que acontece, na formação continuada de professores, devido a alguns aspectos que se inter-relacionam: Primeiro, o planejamento dos estudos embasou-se na discussão das dificuldades, necessidades e experiências dos professores participantes; segundo, o indispensável estudo teórico num processo de formação continuada; terceiro, o trabalho coletivo dos participantes como desencadeador do processo de tomada de consciência. Constatou-se ao final da pesquisa que a transformação do fazer pedagógico acontece processual e lentamente na estrita dependência da tomada de consciência.The doctorate thesis The continued formation of teachers: from reflecting abstraction to attainment of consciousness has as objective to analyze the teachers’ process of attainment of consciousness, in continued formation and the possible transformations that occur, starting from it, in the pedagogical realization. In this research it is used, as methodological reference the qualitative and participating research. The data collecting occurred with a study group specially organized for this purpose with teachers of a state school from Rio Grande do Sul countryside. The study of this group phenomenon was structured through three analyses dimensions: Abstraction Process: possibilities of comprehension, creation and re-creation of new coordination of actions in the continued formation of teachers; From action to conception and from conception to action: the way gone trough in the continued formation of teachers in the direction of the process of becoming conscious; Theory, questioning and exchange of experience and ideas. The main theoretical source of this work was Jean Piaget’s studies about attainment of consciousness and reflecting abstraction. The results of this research indicate that the attainment of consciousness, in the continued formation of teachers, occurs because of some aspects that are interrelated: First, the studies planning had as basis the discussion of the difficulties, necessities and experiences of the participating teachers: second, the essential theoretical studies in a process of continued formation; third, the participants collective work as an activator the process of attainment of consciousness. By the end of this research, it was verified that the transformation of the pedagogical realization occurs through procedures and slowly and in straight dependency of the attainment of consciousness.
La tesis doctoral Formación Continuada de Profesores: de la abstracción reflexionante a la toma de conciencia tiene como objetivo analizar el proceso de toma de conciencia de profesores, en formación continuada, y las posibles transformaciones que ocurren, a partir de él, en el hacer pedagógico. En este trabajo el referencial metodológico utilizado es la investigación cualitativa y participante. La recolección de los datos ocurrió a partir de un grupo de estudios organizado especialmente para esta finalidad, con profesores de una escuela estatal de una ciudad del interior de Rio Grande do Sul. El estudio de ese fenómeno grupal fue organizado a partir de tres dimensiones de análisis - Proceso de abstracción: posibilidades de comprensión, creación y recreación de nuevas coordinaciones de acciones en la formación continuada de profesores; De la acción a la conceptualización y de la conceptualización a la acción: los caminos recorridos en la formación continuada de profesores rumbo al proceso de toma de conciencia; Teoría, cuestionamientos e intercambio de experiencias e ideas. La principal fuente teórica de este trabajo fueron los estudios de Jean Piaget sobre los procesos de toma de conciencia y de abstracción reflexionante. Los resultados de esta investigación apuntan para la toma de conciencia que se dá en la formación continuada de profesores, debido a algunos aspectos que se interrelacionan: Primero, la planificación de los estudios tuvo como base las dificultades, necesidades y experiencias de los profesores participantes; segundo, el indispensable estudio teórico en un proceso de formación continuada; tercero, el trabajo colectivo de los participantes como factor desencadenante del proceso de toma de conciencia. Se constató al término de la investigación que la transformación del hacer pedagógico acontece de manera procesal y lenta en la estricta dependencia de la toma de conciencia.
Livres sur le sujet "Pedagogical epistemology"
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Serafini, G. Epistemologia pedagogica in Italia, 1945-1995. Roma : Bulzoni, 1995.
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Pizzi, Annibale. Epistemologia pedagogica e problemi didattico-educativi. Napoli : Edizioni scientifiche italiane, 1991.
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Baldini, Massimo. Virtù dell'errore : Fra epistemologia e pedagogia. Brescia : Editrice La scuola, 2012.
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Caterina, Laprea, dir. Studi di epistemologia pedagogica su Althusser, Foucault e Piaget, su Makarenko. Milano : Unicopli, 1985.
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Bueno, Belmira Oliveira. Epistemologia da pedagogia : Um estudo sobre as obras de Carlos Leôncio da Silva. São Paulo : Editora Salesiana Dom Bosco, 1992.
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Pedagogia y epistemologia. Bogotá, Colombia : Ediciones Magisterio, 2003.
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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Bogotá, Colombia : Ecoe, 2000.
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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Bogotá, Colombia : Ecoe, 1989.
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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Bogotá, Colombia : Ecoe, 1998.
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Pedagogia como ciencia o epistemologia de la educacion. Editorial Felix Varela, 1998.
Trouver le texte intégralChapitres de livres sur le sujet "Pedagogical epistemology"
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Lee, Wing On. « Academic Migration and Reshaping of Pedagogy and Epistemology : An Insider-Outsider Perspective ». Dans Academic Migration, Discipline Knowledge and Pedagogical Practice, 161–75. Singapore : Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_13.
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Korhonen, Tiina, Timo Lindqvist, Joakim Laine et Kai Hakkarainen. « Training Hard Skills in Virtual Reality : Developing a Theoretical Framework for AI-Based Immersive Learning ». Dans AI in Learning : Designing the Future, 195–213. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_12.
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AbstractAdvances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.This chapter reflects on the pedagogical setting of immersive virtual reality-based hard skills training guided by an AI tutor software agent. We examine the interfacing of traditional intelligent tutoring system (ITS) software with an immersive virtual environment. Further, we suggest the philosophies of embodied, embedded, enacted, and extended (4E) cognition as a way to fully consider learner epistemology in a virtual world and to account for and make full use of the unique opportunities afforded by the synthetic nature of the immersive virtual learning environment.To explore possibilities for improved pedagogical approaches, we project the 4E cognition approach into the abovementioned learning context and outline a theoretical framework for a VR-native AI tutor. We then propose VR-native pedagogical principles for such as framework that could inform follow-on research.
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Gordon, Frances, Karen Booth et Helen Bywater. « Pedagogical Directions in Creating Interprofessional E-Learning Materials ». Dans Interprofessional E-Learning and Collaborative Work, 231–43. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-889-0.ch019.
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This chapter will provide new insights around the underpinning pedagogy of e-learning that supports the development of collaborative skills in health and social care. It will provide an articulation of practitioner epistemology concerning the development of e-learning materials designed to promote collaborative practice. To do this it will draw on a qualitative case study undertaken by the authors which aimed to uncover the working theories employed by academics when creating e-learning materials to support interprofessional education initiatives. The introduction to this chapter will set the scene by discussing how the initial drivers for developing e-learning materials are often logistics and efficient resource management. However, what this study uncovered were the underlying pedagogies lecturers used in developing e-learning materials. The introduction will signal discussions to be developed in the chapter of how these theoretical approaches to planning learning experiences are adapted and transferred from classroom based practice to the virtual environment.
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Vieira de Oliveira, Pedro J. S. « The Earview as a Border Epistemology : An Analytical and Pedagogical Proposition for Design ». Dans The Bloomsbury Handbook of Sonic Methodologies. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781501338786.ch-051.
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Fee, Samuel B. « Building Knowledge ». Dans Academic Knowledge Construction and Multimodal Curriculum Development, 164–77. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch009.
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This chapter argues that the best learning occurs as knowledge is constructed, challenging the assumption that learning occurs mainly when knowledge is gathered and absorbed. This chapter thus builds contrasts between a constructivist epistemology and other approaches toward learning that do not seek the intentional construction of knowledge. Expanding on the current discourse regarding constructivist epistemology, this chapter considers more thoroughly problem-based learning as a pedagogical approach. The chapter begins and concludes with a preliminary study that illustrates how implementing a mobile application into a problem-based learning approach has enhanced learning for students collecting field data for biology and environmental studies research, as well as for students developing the application. This example illuminates a viable approach to translating educational theory into praxis.
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Tortorici, Zeb. « Iberian Atlantic Bodies, Commodities, and Texts ». Dans Transatlantic Studies, 85–98. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620252.003.0008.
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This chapter offers a pedagogical exploration of an interdisciplinary approach to the topic of Iberian Atlantic bodies, commodities, and texts through the fields of history and literature. It offers an analytical and course-based exploration of the inherent paradox that is the “Iberian Atlantic” (or, if we move beyond the focus on Spain, Portugal, and their colonies, the “Transatlantic”). Drawing on primary sources and secondary literature that delves students into the complicated terrain of colonial encounters in terms of gender, sexuality, and race, this course challenges the principle issues of teleology, essentialization, and epistemology.
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Tanaka, Jay. « Demystifying Critical Thinking through the Exploration of Social Media ». Dans Development of Innovative Pedagogical Practices for a Modern Learning Experience, 325–58. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836312.
Texte intégralRésumé :
Critical thinking is a term used to describe one of the aims of higher education programs around the world. As an example, the Council of Writing Program Administrators (2011) clearly lists critical thinking as one of five inherently desirable educational outcomes in post-secondary writing in the United States. However, the definition of critical thinking is complicated by a large variety of philosophical concepts and a lack of clarity as to what students should actually learn and do (Moore, 2013). Too often, university courses impose unclear expectations on students, which adds unnecessary difficulty, particularly for multilingual, multicultural, and international students, who might not be socialized into the use of critical thinking in academic work. (Robertson, et al., 2000; Tran, 2011). Even university instructors themselves admit to a lack of comprehensive understanding of critical thinking and how it can be taught (Hang, 2011). In so far as standards for critical thinking in academic work will be imposed on students, there is a need for a clarification of critical thinking, leading to practical directions for classroom instruction. In this chapter, I propose a pedagogically focused definition for critical thinking and illustrate how this definition can be applied to a teaching approach involving the exploration and presentation of information on social media. It begins with an explanation to students regarding the epistemology of critical thinking, dispositions that support or deter its practice, and integrated skills. Adhering to this framework of critical thinking, students then explore a variety of comments on social media in order to deepen their understanding of social issues and of society itself. This approach to teaching critical thinking also provides a structure for academic presentations or written assignments that may serve as final products of the learning experience. The nature of student perspectives with regards to this approach to teaching critical thinking is also discussed.
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Hadjistassou, Stella Kyprou. « The Epistemology of Skill and Knowledge Development to Teach Portuguese in a Virtual Learning Environment ». Dans Virtual Reality in Education, 714–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8179-6.ch034.
Texte intégralRésumé :
This article explores the underlying processes involved as two experienced Portuguese as a foreign language instructors, who are novices to 3D technologies, became immersed in the epistemology of teaching in a 3D context. The two instructors undertook a challenging initiative to develop and deliver two sections of oral Portuguese in a 3D environment. Through the contingent support of a European community of practitioners, the two instructors explored how the game-based elements and other semiotic resources of SL could be used to enact affordances for the development of goal-oriented tasks, collaborative activities, and interactions in order to guide students in building their oral proficiency in Portuguese. The skill and knowledge development were examined with the trajectories of Compton's framework and epistemological theory where teaching in virtual contexts is contingent upon the construction of technological, pedagogical, and evaluation skills.
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Coffey, Simon. « Wanostrocht’s Practical Grammar and the grammar-translation model ». Dans The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland : Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch08.
Texte intégralRésumé :
Wanostrochts’s Practical Grammar was first published in London in 1780, then in the US from 1805.1 It was one of the most successful pedagogical grammars of its time, appearing in revised forms for almost a century. It was probably the first grammar to include ‘exercises’ in the same volume and represents a prototype of what would become known as the ‘grammar-translation’ manual that provided a template for most language schoolbooks throughout the nineteenth century and beyond. The analysis in this chapter considers the content of Wanostrocht’s primer as an example of late eighteenth-century language epistemology, and provides broader background detail to help better understand the context of the publication, its intended purpose, and the reasons for its enduring popularity.
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« Escape, Confrontation, and Possibilities ». Dans Affordances of Film for Literacy Instruction, 215–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9136-9.ch010.
Texte intégralRésumé :
In this final chapter, the researcher unites the strands of the project by examining the ways in which film sits among other visual texts and the ways in which future researchers and educators might engage with the medium critically and philosophically. The researcher offers an exploration of film as a textual space for escapism and confrontation, a medium that is seen as easy and difficult, and as site for critical encounters and critiques. Major theoretical elements of the pedagogical use of film as well as the nature of the medium itself are offered before attention is given to final implications for research, policy, and practice. This chapter serves as the culmination of the present project with insights for further steps in inquiry toward a more expanded visual and filmic epistemology.
Actes de conférences sur le sujet "Pedagogical epistemology"
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Ramos, David Brito, Ilmara Monteverde Martins Ramos, Alberto Castro et Elaine Harada Teixeira de Oliveira. « Collaborative Content Construction : A Pedagogical Architecture to support distance education ». Dans Workshop on Advanced Virtual Environments and Education. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wave.2020.212070.
Texte intégralRésumé :
This work presents a proposal of pedagogical architecture called Collaborative Content Construction, which relies on the collective construction of knowledge through relational pedagogy, supported by the genetic epistemology of Jean Piaget. Pedagogical architectures represent a way of contributing to innovation in the use of technological support in learning. This proposal includes a methodology that simultaneously builds, collectively and interactively, knowledge, and also leads to the development of materials that benefit participants even after the end of the activity, because in addition to learning in the process, we expect resulting learning material to be more attractive to the students since it would be developed by their peers.
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Chanetsa, Tarisai, et Umesh Ramnarain. « DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.
Texte intégralRésumé :
"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1986) has defined pedagogical content knowledge as the intersection of the knowledge a teacher has of the subject material (content) and the translation of that knowledge into an accessible format for the learners (pedagogy). The ability of teachers to transform their understanding of NOS into a context suitable to facilitate student learning of NOS is known as PCK for NOS (Faikhamta, 2013). This PCK refers to a teacher’s knowledge of which NOS aspects can be addressed in the teaching of science topics, an appropriate selection of instructional material or media and the correct use of metaphors, analogies or other pedagogical tools (Haunscin, Lee, & Akerson, 2011). According to literature, paper methodologies such as content representation and the pedagogical and professional experience repertoires (Betram and Loughran, 2011) are commonly used to measure science teachers’ planned or espoused PCK. This study aimed to measure enacted PCK through lesson observation. The researcher developed a lesson observation schedule based on Aydeniz and Kirbulut’s (2014) instrument to measure pre-service science teachers’ topic specific PCK and included NOS aspects as presented in curriculum documents for science education. The schedule was piloted on two teachers through analyzing recorded lessons as the study was carried out during COVID-19 lockdown in 2020. Two raters were used to document teacher PCKNOS using the schedule and it was found to be suitable to measure PCKNOS."
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Obari, Hiroyuki. « Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19 ». Dans 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.004.
Texte intégralRésumé :
Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from epistemology and ontology. The pedagogical training focused on helping students find solutions to humanity's many crucial issues in the 21st century. Throughout the 30-week online program, training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people was emphasized. The learning procedures were as follows: 1) Flipped and TBL lessons were conducted throughout 30 weeks, actively engaged in presentations with slides and discussions with MP4 videos uploaded on Facebook after the presentation. 2) All students (n=17) had their English lessons using real-time virtual interaction with Zoom. In addition, students interacted with the CCC members every three weeks during the first term and every other week during the second term. This interaction aimed to improve cross-cultural communication skills with some feedback about their presentations. Furthermore, in May 2021, the students took an Oral Proficiency Interview-computer speaking pre-test and post-test in January 2022. The students' mean score level improved from CEFR B1.1 to B1.2. Finally, pre-questionnaires and post- questionnaires are compared to examine their progress of oral proficiency and cross- cultural sensitiveness. By observing the lessons over two semesters, it was found that the activities impacted the students' perspectives on studying cross-cultural communication skills and different worldviews. In addition, they provided contextualization and socialization to the learning through the interactive and meaningful context of the training. Keywords: ontology, epistemology, worldviews, TBL, flipped learning, integration of human interaction, ICT/AI
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Porto, Eliane Quincozes, Luciane Maffini Schlottfeldt et Marcos Alexandre Alves. « PEDAGOGIA CIENTÍFICA E PRÁTICA DOCENTE : INTERFACES COM A EPISTEMOLOGIA DE BACHELARD ». Dans XXV Simpósio de Ensino, Pesquisa e Extensão - SEPE. sepebr, 2021. http://dx.doi.org/10.48195/sepe2021-160.
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Fraz, Joeanne Neves, Cátia Maria Machado da Costa Pereira et GERALDO EUSTÁQUIO MOREIRA. « CONSEQUÊNCIAS DAS REPRESENTAÇÕES SOCIAIS NA EXPRESSÃO DA SUBJETIVIDADE : o olhar dos estudantes de Pedagogia sobre docência ». Dans II SIMPóSIO NACIONAL DE EPISTEMOLOGIA QUALITATIVA E SUBJETIVIDADE. Galoa, 2019. http://dx.doi.org/10.17648/sneqs-2019-110425.
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Pereira, Andréa, Rafaela de Araujo Sampaio Lima, Teresinha Letícia da Silva et Crediné Silva de Menezes. « Passeio no parque : uma arquitetura pedagógica para promover o desenvolvimento da estrutura de seriação ». Dans Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225118.
Texte intégralRésumé :
Uma Arquitetura Pedagógica (AP) integra uma abordagem pedagógica à componentes da tecnologia digital para conceber uma proposta educacional com o suporte teórico da epistemologia genética e pedagogia da pergunta. Este trabalho apresenta a elaboração de uma AP apoiada pelo jogo digital Passeio no Parque, que tem como objetivos: (i) identificar se sujeitos do estádio operatório dispõem de relações mentais fundamentais sobre seriação; (ii) promover o desenvolvimento da estrutura de seriação e; (iii) fomentar a mediação por pares e a cooperação. Para evidenciar a viabilidade da proposta, apresentamos um protótipo da arquitetura e do jogo desenvolvido.
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Taheri, Ali, et Claudio Aguayo. « Design imersivo corporificado para aprendizagem baseada na experiência e autoiluminação ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.g73.
Texte intégralRésumé :
O ensino e a aprendizagem baseados em conceitos baseados em um paradigma mecânico têm dominado a tradição educacional ocidental desde a primeira revolução industrial. Este tipo de tradição educacional é caracterizado, entre outras coisas, por sua mentalidade reducionista e linear, que levou à geração de conhecimento em segmentos, desconectados. No entanto, o século 21 exige que repensemos os papéis tradicionais do aluno, do professor e do ambiente de aprendizagem. A mudança climática e os graves problemas e desafios socioecológicos exigem que uma nova “tradição” surja, domine e responda à nossa crise social e planetária. A geração, disseminação e transferência de conhecimento integrada, multidisciplinar e transversal, alicerçada numa forte ética crítica e na exploração filosófica de novos paradigmas educacionais alternativos, é fundamental, se pretendemos responder em conformidade aos apelos para a criação de um futuro melhor. A 4ª revolução industrial de hoje, fundindo Inteligência Artificial (IA) com a Internet das Coisas (IoT), engenharia genética, mecânica quântica e filosofia, e muito mais, está borrando as fronteiras entre os mundos físico, digital e biológico. Isso traz o surgimento de novas compreensões da natureza da experiência humana e questões sobre como projetar para ela. Neste cenário, a educação deve se tornar multidisciplinar novamente, onde novas epistemologias devem ser o reflexo do processo de mudança e transformação da humanidade, enquanto se reconecta com velhos e antigos saberes e modos de fazer. No passado, o conhecimento era considerado um todo de “unidade”, adquirido por meio de jornadas nas vidas das pessoas, de onde os indivíduos aprendiam fazendo e experimentando todos os aspectos do conhecimento. Um efeito colateral positivo de abraçar uma visão unitária do conhecimento, hoje, é que agora podemos tornar acessíveis os conceitos não ocidentais, novamente com ênfase nas visões qualitativas, subjetivas, emocionais, corporais, cerimoniais e espirituais da geração e da prática do conhecimento. Como podemos ensinar esses conceitos e visões dentro de um sistema educacional ocidental tradicional e reducionista, fundamentado em uma educação baseada em conceitos e em segmentos? Nós não podemos. Alguns conhecimentos, conceitos e noções (conhecidos como “Qalia” na literatura) só podem ser adquiridos por meio de experiências diretas e vividas no corpo. As novas mídias podem fornecer aos alunos uma boa base em muitas disciplinas diferentes, o que normalmente levaria anos para ser alcançado com base na pedagogia tradicional. Os meios baseados na experiência, como a realidade virtual (RV ), se usados de uma forma não baseada em conceitos, podem preencher a lacuna de conhecimento existente criada por sujeitos qualia nas sociedades ocidentais. Aqui, argumentamos que a epistemologia proveniente da escola de cognição de Santiago, com noções como incorporação, cognição incorporada e atuação, pode informar e orientar o desenvolvimento de um tipo de design de aprendizagem imersivo apoiado na experiência de um usuário autodidata e atuante. Propomos que o design de experiência de aprendizagem imersiva deve focar, em primeiro lugar, na ética e na filosofia crítica, seguido pelo design incorporado para a iluminação autodirigida baseada na experiência. Nesta apresentação, revisamos os fundamentos conceituais que levam a alguns exemplos de aprendizagem respaldada na experiência atual e exploração de design de autoiluminação em design de aprendizagem imersiva, informado pela epistemologia proveniente da escola de cognição de Santiago.