Childrens' Conceptions of Nature

1998 ◽  
Vol 14 ◽  
pp. 19-26 ◽  
Author(s):  
Phillip Payne
Keyword(s):  
Environmental Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Teaching And Learning Strategies ◽  
Practice Gap ◽  
Environmental Educators ◽  
Theory Practice Gap ◽  
Children’S Conceptions

ABSTRACTThis paper describes a study of sixth grade children's conceptions of nature and the environment. In so doing, it asks that environmental educators pay more attention to children's preconceived notions of environment and nature. Should this occur the theory-practice gap in environmental education may be diminished. Learners' concepts of ‘nature’ and the ‘environment’ provide a needed perspective for the development of individually and contextually appropriate teaching and learning strategies in environmental education. Without knowledge of them it is not clear whose version of environment it is which the learner is being educated ‘in’, ‘about’, ‘with’ or ‘for’.

Using Tablets to Teach for Understanding in the Sixth Grade Social Studies Classroom

2015 ◽  
pp. 91-112
Author(s):  
Nancye Blair Black
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Effective Learning ◽  
Traditional Teaching Methods ◽  
Teaching And Learning Strategies ◽  
Ongoing Assessment ◽  
Topic Understanding ◽  
Memorization Techniques

In contrast to traditional teaching methods and rote memorization techniques that have led to shallow student learning in middle grades social studies, this chapter explores the capacity for a tablet-enriched implementation of the Teaching for Understanding framework to facilitate deeper student understanding and knowledge construction within the sixth grade social studies curriculum. Based on the outlined tablet-infused teaching and learning strategies, not only would the learning of social studies be improved by use of the framework itself, but the additional leverage of tablets and apps would provide a dynamic, student-friendly platform for successfully executing the framework's four elements: a generative topic, understanding goals, performances of understanding, and ongoing assessment. Moreover, a tablet-enriched implementation of the framework uniquely extends opportunities for effective learning through a broad range of inquiry, collaboration, and product-creation activities in the sixth grade social studies classroom.

scholarly journals Weaving Teaching Situations in Environmental Education Seeking Sustainability in the Cerrado

2018 ◽  
Vol 20 (6) ◽  
Author(s):  
Aline Ferreira dos Santos Arruda ◽  
Maria Eloisa Farias ◽  
Myriam Garbouj
Keyword(s):  
Data Collection ◽  
Environmental Education ◽  
Elementary School Teachers ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Education For Sustainability ◽  
Descriptive Research ◽  
Teaching And Learning Strategies ◽  
Methodological Procedures ◽  
Study Application

The didactic situations elaborated with teaching and learning strategies that are significant can contemplate the construction of skills and competencies present in the National Curricular Common Base (BNCC). This article aims to present a part of the Didactic Situations focused on Environmental Education for Sustainability in the Cerrado, developed in a public school in Goiás. The methodological procedures used are part of qualitative and descriptive research. Data collection involved 160 students and 10 elementary school teachers. The data collection instruments used were periodic meetings for study, application of semi structured questionnaires and analysis of five didactic situations elaborated and developed by the group of teachers. In the evaluation of the project the participating students cited as educational activities: planting of seedlings 39%, collecting garbage 25%, lecture 13%, recycling 10%, project environment 7% and 6% respect the next. In this sense, the objectives of this study were achieved. It was possible to perceive that the Didactic Situations worked playfully, using different teaching strategies, contributed positively to the construction of students' knowledge as well as their ways of exposing and socialising the contents of Environmental Education explored in the Cerrado.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

The Effect of Commonwealth Libraries upon Academic Motivation

1974 ◽  
Vol 18 (2) ◽  
pp. 113-123 ◽  
Author(s):  
W. J. Campbell
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Academic Motivation ◽  
Achievement Test ◽  
Need For Achievement ◽  
Academic Values ◽  
Teaching And Learning Strategies ◽  
Tenth Grade ◽  
Successes And Failures

A total of 484 tenth-grade students, evenly divided between schools with Commonwealth libraries and those without, were assessed for motivational dispositions (need for achievement, test anxiety, and sense of responsibility for successes and failures), academic values, and displayed motivation (as revealed in choice of tasks). The two groups of students did not differ with respect to dispositions and values, but those from schools with Commonwealth libraries showed greater motivation. This finding is interpreted as evidence that the effects of improved library facilities have now seeped through teaching and learning strategies to an important outcome in students.

Problem-Based Learning in Educational Administration: Enhancing Learning Transfer

1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro
Keyword(s):  
Learning Strategies ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Leadership Preparation ◽  
Contextual Knowledge ◽  
Preparation Programs ◽  
Group Problem Solving ◽  
Teaching And Learning Strategies ◽  
Educational Leadership Preparation

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

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