scholarly journals Prospective Teachers’ Representations for Teaching Note Values: An Analysis in the Context of Mathematics and Music

2017 ◽  
Vol 5 (11) ◽  
pp. 129 ◽  
Author(s):  
İlhan Özgül ◽  
Lütfi İncikabı
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Real Life ◽  
The Other ◽  
General Terms ◽  
Other Hand ◽  
Mathematical Expressions ◽  
Research Findings ◽  
Musical Context

In this study, the representations preferred by prospective teachers in the teaching of note values were determined and the accuracy of these representations was analyzed in the context of mathematics and music. The case study, one of the qualitative research designs, was used in the study. Study group of the research consisted of 113 pre-school teachers. According to the findings of the research, prospective teachers preferred verbal (92%), note and (80%) real life representations in defining the note values in general terms. On the other hand, geometrical and algebraic representations were preferred at lower rates. The mathematical expressions of the vast majority were found to be correct when the accuracy of representations chosen by the teacher candidates were analyzed. Problems experienced in relation to mathematical expressions in teaching note values include disproportionate fragmentation, modeling error, and algebraic error. On the other hand, representations used in the teaching of note values have generally been unsuccessful in musical expressions; the problems faced in articulation were determined as not (being able to) showing note values, incorrectly showing quarter note values and incorrectly defining note values. The accuracy rates of mathematical expressions are higher than those of musical expressions, regardless of the representation used (note, real life, geometric, verbal, algebraic). In addition, research findings show that prospective teachers who use four types of representation in the teaching of note values are more successful in mathematical and musical context than those who use two and three representations.

scholarly journals Interfaces entre práticas de coleta seletiva do lixo e conceitos lefebvrianos: um estudo sobre a Pituba, Salvador – BA

GeoTextos ◽  
2009 ◽  
Vol 4 ◽  
Author(s):  
Denise Maria De Jesus Santos
Keyword(s):  
Domestic Workers ◽  
Geographic Area ◽  
Scientific Investigation ◽  
The Other ◽  
General Terms ◽  
Other Hand ◽  
Waste Separation ◽  
The City

Neste artigo busca-se analisar as diferentes formas de apropriação social que decorrem das práticas de separação do lixo doméstico para a coleta seletiva formal que ocorre na cidade de Salvador. Pautando-se em comprovações empíricas e numa argumentação dialética entre os conceitos lefebvrianos (concebido, percebido e vivido), o estudo, realizado com moradores e trabalhadores domésticos da área da Pituba (que acumula experiências de intervenções oficiais que culminaram com a implantação do Programa Recicla Salvador), revelou que os critérios utilizados para definir a área geográfica de atuação deste Programa, principalmente os níveis de escolaridade e renda/consumo elevados, não apresentam uma consistência técnica. Por meio da investigação científica sobre como o processo de separação do lixo ocorre no ambiente doméstico, constatou-se que, de forma geral, as classes de renda alta/média e com maiores níveis de escolaridade estabelecem uma “apropriação limitada” das ações do Programa que, embora reconhecida pelo concebido, não se efetiva como uma vivência, mas como uma percepção. Em contrapartida, aqueles com menores níveis de escolaridade e renda/consumo estabelecem uma apropriação que, embora não reconhecida pelo concebido, revela na prática cotidiana a incorporação da separação do lixo como algo vivido/experimentado e não somente percebido. Abstract INTERFACES BETWEEN PRATICES OF WASTE SEPARATION AND CONCEPTS OF LEFEBVRE: A CASE STUDY OF PITUBA/SALVADOR-BAHIA This essay intends to analyse the different forms of social appropriation that derives from practices of home waste separation that occurs in the city of Salvador. Based on empirical evidences and on a dialectic argumentation between a conceptual triad (conceived, perceived and experienced spaces), the study conducted among residents and domestic workers in the area of Pituba (that accumulates experiences of official interventions that culminated with the implementation of Salvador Recicla Programme), unveils that the criterion utilized to define the geographic area where the programme took place, specially the levels of education, and high incomes/consumptions, does not present any technical consistence. The scientific investigation of how home waste is separated demonstrates that, in general terms, the high/medium classes with the highest levels of education developed a “limited appropriation” of the actions of the Program that, even though recognized by the conceived, does not become effective as an experience, but only as a perception. On the other hand, those with lower levels of education and income/consumption establishes an appropriation that even though it is not recognized by the conceived, assures on daily practices the incorporation of home waste separation as something experienced and not only perceived.

scholarly journals Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities

2021 ◽  
Vol 11 (3) ◽  
pp. 81-104
Author(s):  
Cahit Aytekin
Keyword(s):  
Academic Success ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Real Life ◽  
Prospective Mathematics Teachers ◽  
Life Education ◽  
Car Travel

Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.

Behavioral flexibility in Belief-Desire- Intention (BDI) architectures

2020 ◽  
Vol 16 (4) ◽  
pp. 343-377
Author(s):  
Adel Saadi ◽  
Ramdane Maamri ◽  
Zaidi Sahnoun
Keyword(s):  
Critical Review ◽  
Practical Reasoning ◽  
Behavioral Flexibility ◽  
The Other ◽  
Current Paper ◽  
Simple Experiment ◽  
Bdi Agents ◽  
Popular Approach ◽  
Other Hand

The Belief-Desire-Intention (BDI) model is a popular approach to design flexible agents. The key ingredient of BDI model, that contributed to concretize behavioral flexibility, is the inclusion of the practical reasoning. On the other hand, researchers signaled some missing flexibility’s ingredient, in BDI model, essentially the lack of learning. Therefore, an extensive research was conducted in order to extend BDI agents with learning. Although this latter body of research is important, the key contribution of BDI model, i.e., practical reasoning, did not receive a sufficient attention. For instance, for performance reasons, some of the concepts included in the BDI model are neglected by BDI architectures. Neglecting these concepts was criticized by some researchers, as the ability of the agent to reason will be limited, which eventually leads to a more or less flexible reasoning, depending on the concepts explicitly included. The current paper aims to stimulate the researchers to re-explore the concretization of practical reasoning in BDI architectures. Concretely, this paper aims to stimulate a critical review of BDI architectures regarding the flexibility, inherent from the practical reasoning, in the context of single agents, situated in an environment which is not associated with uncertainty. Based on this review, we sketch a new orientation and some suggested improvements for the design of BDI agents. Finally, a simple experiment on a specific case study is carried out to evaluate some suggested improvements, namely the contribution of the agent’s “well-informedness” in the enhancement of the behavioral flexibility.

Comedy and the Performative Politics of Brexit

2021 ◽  
pp. 652-664
Author(s):  
James Brassett
Keyword(s):  
The Other ◽  
Important Case ◽  
Other Hand ◽  
Political Consensus ◽  
Everyday Resistance ◽  
Sociological Approaches

The chapter engages the outpouring of Brexit comedy as an important case study of the politics of humor. On one hand, the literature on comedy and politics has identified the subversive potential of jokes as a form of everyday resistance. On the other hand, sociological approaches have emphasized the role of stereotype and humiliation in jokes as part of a disciplinary function of humor. Building on these insights, the chapter reads prominent debates within comedy about Brexit as a vernacular form of politics. Jokes and satire perform and reperform discourses of identity. The chapter argues we should rephrase “Brexit comedy” or “the comedy of Brexit” as a socially consequential practice that teases at the (changing) social and political consensus.

scholarly journals The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 1-33
Author(s):  
Rabia Sarıca ◽  
Bayram Çetin
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
Teaching Method ◽  
Real Life ◽  
Research Process ◽  
Structured Interviews ◽  
Application Process ◽  
3Rd Grade

AbstractIntroduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.

scholarly journals Determination of occupational anxiety levels of teacher candidates studying in a different departmentsFarklı bölümlerde öğrenim gören öğretmen adaylarının mesleki kaygı düzeylerinin belirlenmesi

2018 ◽  
Vol 15 (4) ◽  
pp. 2168
Author(s):  
Duygu Harmandar Demirel ◽  
Emrah Serdar ◽  
Mehmet Demirel
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Sampling Methods ◽  
Personal Information ◽  
English Summary ◽  
Teaching Profession ◽  
Significant Difference ◽  
Research Findings ◽  
Anxiety Levels

The aim of this study is to determine the anxiety levels of the students studying in the teaching departments and to examine these according to different variables. The sample of the study consisted of 400 non-random sampling methods and 400 prospective teachers who were studying at Dumlupinar University. The personal information form created by the researchers and the data related to the pre-service teachers' concerns about the teaching profession were provided by Caba and Yalçınalp (2009). In the research findings: “Gender”, “Age”, “Satisfaction Status”, “Class”, “Faculty” and “Sports Making Status” showed a significant difference in “OAST” total scores (p <0.05). As a result, it can be concluded that the vocational anxiety levels of the teacher candidates studying in different departments differ according to some variables.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma ile öğretmenlik bölümlerinde okuyan öğrencilerinin mesleğe yönelik kaygı düzeylerini belirlemek ve bunu farklı değişkenlere göre incelemektir. Araştırmanın örneklemini seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yoluyla seçilen ve Dumlupınar Üniversitesinde öğrenim görmekte olan 400 öğretmen adayı oluşturmaktadır. Çalışmada oluşturulan demografik bilgi formu ve öğretmen adaylarının öğretmenlik mesleğine yönelik kaygılarına ilişkin veriler Cabı ve Yalçınalp (2009) tarafından geliştirilen Öğretmen Adaylarına Yönelik Mesleki Kaygı Ölçeği (ÖAYMK) ile sağlanmıştır. Verilerin analizinde; betimsel istatistik yöntemler, Man Whitney U ve Kruskal Wallis testlerinden faydalanılmıştır. Araştırma bulgularında: “Cinsiyet”, “Yaş”, “Okuduğu Bölümden Memnun Olma Durumu”, “Sınıf”, “Fakülte” ve “Spor Yapma Durumu” göre “ÖAYMK” toplam puanlarında manidar farklılık bulunmuştur. Araştırmaya gore, öğretmen adaylarının meslekleri ile ilgili kaygı seviyelerinin değişkenlere göre farklılaştığı sonucuna varılabilir.

scholarly journals AN ANALYSIS OF CODE SWITCHING USED BY ENGLISH TEACHER BASED ON GENDER INEQUALITY

2019 ◽  
Vol 2 (1) ◽  
pp. 48-58
Author(s):  
Chotibul Umam ◽  
Dita Sukawati ◽  
Fadilla Oktaviana
Keyword(s):  
Gender Inequality ◽  
Qualitative Method ◽  
Video Recording ◽  
Code Switching ◽  
The Other ◽  
English Teacher ◽  
Other Hand ◽  
Made In

In this research, the writer was aimed to find out the types of code switching that used by English teacher based on gender inequality and the reasons of using code switching that used by English teacher based on gender inequality. The writer was conducted case study in qualitative method. In collecting the data, the writer used observation by using video recording and interview. The result of the research shows that the writer found three types from each teacher based on gender inequality by observation. The types are inter-sentential, intra-sentential and tag switching. In the other hand, each types that used by English teacher based on gender inequality was made in number percentages, for female English teacher are inter sentential code switching 54%, intra sentential code switching 38% and tag switching 8%. Moreover, for male English teacher are inter sentential code switching 42%, intra sentential code switching 41% and tag switching 18%. In the other words, interview was used to find out the reasons that used by English teacher based on gender inequality. The reasons are talking about particular topic, repetition, Interjection and Raising status.

scholarly journals Analysis of Request for Proposals in Construction Industry

2016 ◽  
Vol 20 (1) ◽  
pp. 104 ◽  
Author(s):  
Michal Tkáč ◽  
Radoslav Delina ◽  
Martina Sabolová
Keyword(s):  
Construction Industry ◽  
Single Case ◽  
The Other ◽  
Pareto Analysis ◽  
Construction Companies ◽  
Potential Client ◽  
Other Hand ◽  
Quantitative Results ◽  
Main Barrier

<p><strong>Purpose:</strong> The purpose of this paper is to identify and determine reasons why construction companies reject some of the request for proposals (RFPS) suitable for them. <br /><strong>Methodology/Approach:</strong> The research has several parts. Within the first part the list of reasons which lead to rejection of RFPS and thus potential client are identified. Then the comparison of differences between groups of rejected RFPS with different configuration is made. The last part of research use Pareto analysis to determine most obvious and most costly reasons of rejection of RFPS. <br /><strong>Findings:</strong> The paper identifies 12 reasons, why construction companies decline to prepare proposal for their potential clients. It also doesn’t confirm that configuration of RFPS has significant impact on the rejection of RFPS. Moreover the results on the other hand showed that insufficient trust represent the main barrier which influences the rejection of RFPS in selected company.<br /><strong>Research Limitation/implication:</strong> The main limitation of the research is that it is based on single case study. Although, the quantitative results have to be generalised very carefully, on the other hand paper provide list of the possible reasons why construction companies decline to compete for an offer. <br /><strong>Originality/Value of paper:</strong> The paper provides unique perspective because apart from traditional attitude, where only the submitted RFPS are evaluated, this paper analyses rejected RFPS and tries to identify and determine reasons why construction companies decide not to prepare proposal and thus reduce the possibility to acquire new contract.</p>

scholarly journals Artistic Skills and Scientific Abilities in Architectural Education

2020 ◽  
pp. 143-152
Author(s):  
Adil Zamil Manshad Al-Saidi
Keyword(s):  
The Other ◽  
Architectural Education ◽  
Quality Level ◽  
High Quality ◽  
Art And Science ◽  
Educational Method ◽  
Other Hand ◽  
The Impact

The integration between art and science is required for the student in the department of architecture. This paper concentrates on the importance of integration between artistic skills and scientific abilities for the student to achieve high quality level of learning in the department of architecture in Iraq. It analyses the criteria of the architectural education and the educational method used. It demonstrates the integration relationship between art, science and architecture. It follows a descriptive analyses methodology to investigate the skills and abilities required for the student to cope with the criteria of architectural education. It conducted a case study on students in the department of architecture in Iraq to explore the impact of having these skills and abilities on the student’s progression. It explains why a few students only graduate with high grades. The results obtained showed that the integration between artistic skills and scientific abilities is very important for the students. On the other hand, developing the artistic skills is harder than developing the scientific abilities in architectural education.

Introduction to Computational Thinking With MI-GO

2019 ◽  
pp. 110-137
Author(s):  
Maria José de Miranda Nazaré Loureiro ◽  
Filipe T. Tavares Moreira ◽  
Susana Senos
Keyword(s):  
Computational Thinking ◽  
Qualitative Approach ◽  
The Other ◽  
Case Study Methodology ◽  
Young Learners ◽  
Other Hand ◽  
Tangible Programming ◽  
Study Methodology ◽  
Young Students

The present study is part of a research about computational thinking and tangible robotics. A robot in development in Portugal, MI-GO robot, is part of the basis of this research. The objective is to determine the attitude of young students concerning tangible robots and to observe in what measure they contribute to the development of their STEM skills. On the other hand, it also aims to know what are the opinions of educators, teachers, and researchers concerning MI-GO's characteristics and what is their value, adequacy and suitability for the educational grades of young learners (from 5 to 10). The study consists on a qualitative approach based in a case study methodology, using the techniques of questionnaire and observation. At first the data reveal a clear adhesion to the robot and tangible programming by learners, and the researchers that analyzed the device consider it was a very adequate one and presented several suggestions to improve it.

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