Implications for Education: Teaching- Learning and Development as Activist Projects

2016 ◽  
pp. 325-366
Author(s):  
Anna Stetsenko
Keyword(s):  
Learning And Development ◽  
Teaching Learning

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

Learning Portals as New Academic Spaces

2011 ◽  
pp. 1422-1428
Author(s):  
Katy Campbell
Keyword(s):  
Learning Community ◽  
Information Management ◽  
Integrated System ◽  
Learning And Development ◽  
Community Based ◽  
Models Of Teaching ◽  
Collaborative Community ◽  
Management Function ◽  
The World ◽  
Teaching Learning

Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman, 2000). However, a learning portal may go beyond the information management function to provide important mechanisms for reaching out to new populations of learners and engaging them in new ways to facilitate learning and development. Beyond serving as a gateway and an organizer, a portal can provide access to a broader range of contemporary information and learning resources (experts, teachers, researchers, mentors), encourage enriched interaction with those resources and with other learners anywhere in the world, and support new models of teaching, learning and research. Ultimately, a collaborative, community-based process of designing and implementing a portal may support institutions in reorienting towards a user-centered learning community.

Learning Portals as New Academic Spaces

2005 ◽  
pp. 1815-1819
Author(s):  
Katy Campbell
Keyword(s):  
Learning Community ◽  
Information Management ◽  
Integrated System ◽  
Learning And Development ◽  
Community Based ◽  
Models Of Teaching ◽  
Collaborative Community ◽  
Management Function ◽  
The World ◽  
Teaching Learning

Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman, 2000). However, a learning portal may go beyond the information management function to provide important mechanisms for reaching out to new populations of learners and engaging them in new ways to facilitate learning and development. Beyond serving as a gateway and an organizer, a portal can provide access to a broader range of contemporary information and learning resources (experts, teachers, researchers, mentors), encourage enriched interaction with those resources and with other learners anywhere in the world, and support new models of teaching, learning and research. Ultimately, a collaborative, community-based process of designing and implementing a portal may support institutions in reorienting towards a user-centered learning community.

scholarly journals DISCUSSION CIRCLE FOR THE TEACHING-LEARNING OF STATISTICS

2021 ◽  
Vol 20 (2) ◽  
pp. 7
Author(s):  
MARCOS N. MAGALHÃES ◽  
MARIA CECILIA CAMARGO MAGALHÃES
Keyword(s):  
Conceptual Development ◽  
Mathematics Teacher Education ◽  
General Meeting ◽  
Learning And Development ◽  
Elementary School Mathematics ◽  
Construction Of Knowledge ◽  
Theoretical Support ◽  
Development Processes ◽  
Under Construction ◽  
Teaching Learning

Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area. Abstract: Portuguese No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.

Teaching and Learning in the Networked Society

2014 ◽  
pp. 1-27
Keyword(s):  
Teaching And Learning ◽  
Digital Native ◽  
Learning And Development ◽  
Dialogical Relationship ◽  
Is Development ◽  
Teaching Learning ◽  
Networked Society

This chapter presents and discusses some concepts that will contribute to a reflection on how to teach and how to learn in a Networked Digital Virtual Society. The authors present and discuss subtopics like Networked Society; Information and Knowledge; Teaching, Learning, and Development (What is information? What is learning? How do we learn? What is knowledge? How do we know? What is development? How does knowledge differ from learning and from information?); “Homo Zappiens” Generation (Who are they and how does the digital-native “Homo Zappiens” Generation learn? And how can we, teachers and professors from the analogical generation, become “digitally naturalized”?); and a brief conclusion, where the authors present some factors that can contribute to minimizing the “gap” between generations, bringing them together for the construction of a dialogical relationship in education.

Looking Ahead While Glancing Back

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Role Models ◽  
Deaf Children ◽  
Accurate Information ◽  
Learning And Development ◽  
Deaf Students ◽  
Perceived Equity ◽  
Research Findings ◽  
Teaching Learning ◽  
Hearing Children ◽  
Educational Futures

In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development.

Creativity in the Secondary Music Classroom

2012 ◽  
pp. 511-528
Author(s):  
Oscar Odena
Keyword(s):  
Music Education ◽  
Formal Education ◽  
Methodological Approach ◽  
Promising Practices ◽  
Cultural Perspective ◽  
Learning And Development ◽  
Music Classroom ◽  
Secondary Classroom ◽  
Musical Creativity ◽  
Teaching Learning

This article, which reviews key research in, and practices of, creativity in music education in order to assist the reader to better understand what is known about musical creativity in teaching, learning, and development between ages 12 and 18, aims to support teachers in promoting musical creativity in their classrooms. The choice of studies reviewed focuses on key research-based publications, mostly centered on formal education settings, and embracing all types of methodological approach. The first part of the article examines some of the meanings attached to the word “creativity,” drawing on aesthetics, musicology, psychology, and education; and the second focuses on a conceptualization of musical creativity for the secondary classroom, incorporating a cross-cultural perspective. The article concludes with a discussion of promising practices and some final considerations.

scholarly journals El «Cuaderno de Bitácora» de Educación Física. Elemento central dentro de una propuesta de metaevaluación (The Logbook of Physical Education. Key element inside a meta-assessment proposal)

Retos ◽  
2015 ◽  
pp. 92-96
Author(s):  
Luís Santos Rodríguez ◽  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Development Process ◽  
Central Element ◽  
Educational Process ◽  
Point Of View ◽  
Learning And Development ◽  
School Students ◽  
Practical Proposal ◽  
Teaching Learning

El estado actual de conocimientos pedagógicos aplicados a la Educación Física demanda nuevas formas de desarrollar todo el proceso de enseñanza-aprendizaje. Desde nuestro punto de vista, éste debe estar presidido por la claridad y la objetividad, y el alumnado debe ser partícipe de él. Presentamos una propuesta práctica de metaevaluación para la materia de Educación Física dentro de la Educación Secundaria Obligatoria, cuyo eje central denominamos: «Cuaderno de Bitácora». El objetivo de este planteamiento fue convertir al alumnado en gestor de su propio proceso de desarrollo y aprendizaje, incluida la evaluación. A través de este cuaderno, el proceso de enseñanza-aprendizaje «sobrepasa las paredes del aula» para convertirse en una herramienta que el alumnado usa dentro y fuera de la escuela. Las valoraciones efectuadas por el alumnado de la aplicación práctica de esta propuesta han sido muy positivas, ya que da «voz y voto» al verdadero protagonista de todo el proceso educativo: el alumno/a.Abstract: Current pedagogical knowledge applied to Physical Education demands new ways of conducting the whole teaching-learning process. From our point of view, this should be based on clarity and objectivity, and students should be part of it. We introduce a practical proposal of metha-assessment for Physical Education in secondary schools. The central element is called: «Logbook». Our goal was to make students principal actors of their own learning and development process, including assessment. Thanks to the use of this notebook, the teaching-learning process «exceeds the class’ walls» to become a tool that students can use in and out of school. Students’ responses after the application of this approach have been very positive, because it gives «voice» to the real main character of the whole educational process: the student.

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