A Literature Review on Technology-Based Problem-Posing Strategies in Academia

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.

Download Full-text

Is problem posing about posing “problems”? A terminological framework for researching problem posing and problem solving

Implementation Research on Problem Solving in School Settings ◽

10.37626/ga9783959871167.0.02 ◽

2019 ◽

pp. 21-31

Author(s):

Lukas Baumanns ◽

Benjamin Rott

Keyword(s):

Problem Solving ◽

Literature Review ◽

Problem Posing ◽

Routine Tasks ◽

Theoretical Considerations ◽

Research Studies

In this literature review, we critically compare different problem-posing situations used in research studies. This review reveals that the term “problem posing” is used for many different situations that differ substantially from each other. For some situations, it is debatable whether they provoke a posing activity at all. For other situations, we propose a terminological differentiation between posing routine tasks and posing non-routine problems. To reinforce our terminological specification and to empirically verify our theoretical considerations, we conducted some task-based interviews with students.

Download Full-text

METODOLOGIAS ATIVAS: APRENDIZAGEM BASEADA EM PROBLEMAS, PROBLEMATIZAÇÃO E MÉTODO DO CASO

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n3.404-415 ◽

2018 ◽

Vol 11 (3) ◽

pp. 404

Author(s):

Joao Mattar ◽

Andréa Pisan Soares Aguiar

Keyword(s):

Literature Review ◽

Teaching And Learning ◽

Problem Based Learning ◽

Project Based Learning ◽

Problem Posing ◽

Case Method ◽

Learning Problem ◽

Active Teaching ◽

Future Work ◽

Theoretical Foundations

This paper discusses three types of active teaching and learning methodologies: problem-based learning, problem-posing, and case method. It is a comparison between their theoretical foundations and their practices, based on a literature review. The goal is to differentiate these types of active methodologies so that educators can plan, implement and properly evaluate their uses. The results of the literature review and the comparison show, despite several similarities, important differences between these three types of active methodologies, such as: its origins and theoretical references, the construction of problems or cases, the driving and the place where the studies take place, the elaboration of hypotheses and the application of the results, among others. As future work, it is suggested that such comparisons be extended to other types of active methodologies, such as project-based learning, which is sometimes confused with the ones here studied.

Download Full-text

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

Perspectives on Aural Rehabilitation and Its Instrumentation ◽

10.1044/arri20.3.91 ◽

2013 ◽

Vol 20 (3) ◽

pp. 91-106 ◽

Cited By ~ 6

Author(s):

Rachel Pizarek ◽

Valeriy Shafiro ◽

Patricia McCarthy

Keyword(s):

Hearing Loss ◽

Speech Perception ◽

Literature Review ◽

Low Cost ◽

Experimental Designs ◽

Auditory Training ◽

Hearing Impairments ◽

Communicative Disorders ◽

And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

Download Full-text

Taking Care of Children After Traumatic Brain Injury

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.79 ◽

2012 ◽

Vol 13 (3) ◽

pp. 79-86 ◽

Cited By ~ 1

Author(s):

Julie Haarbauer-Krupa

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Literature Review ◽

School Setting ◽

Leadership Role ◽

Speech Language Pathologists ◽

Educational Information ◽

Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

Download Full-text