Student Cognition in the Instructional Setting

1995 ◽  
Vol 15 (1) ◽  
pp. 25-40 ◽  
Author(s):  
David J. Langley
Keyword(s):  
Task Performance ◽  
Learning Process ◽  
Systematic Approach ◽  
Student Perspectives ◽  
Social Setting ◽  
Instructional Setting ◽  
Multiple Contexts ◽  
Core Category ◽  
The Social ◽  
Teaching Learning

The purpose of this study was to describe and interpret student perspectives and thoughts associated with the teaching/learning process. Twenty university students enrolled in a 10-week Bowling I course and their instructor served as participants. Four qualitative sources of data were collected involving student perspectives and thoughts. A core category derived from the qualitative analysis indicated that student perspectives and thoughts centered on errors in task performance. A systematic approach outlined the properties, causes, intervening conditions, strategies, and consequences of strategies associated with this core category. The results are interpreted within a theory of situated cognition, emphasizing student perspectives as embedded within multiple contexts found in the social setting.

scholarly journals THE IMPORTANCE OF THE CONCEPTS OF INTERDISCIPLINARITY AND MULTIDISCIPLINARITY IN BACHELOR OF SCIENCE AND TECHNOLOGY COURSES

2021 ◽  
Keyword(s):  
Learning Process ◽  
Scientific Practice ◽  
Science And Technology ◽  
Institutional Arrangements ◽  
Scientific Development ◽  
Bachelor Of Science ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Interdisciplinary Projects ◽  
Teaching Learning

Interdisciplinarity is an advocacy of multiple disciplines, not the elimination of curricular subjects, as one might mistakenly infer. In other words, a solid disciplinary base is a prerequisite for the development of interdisciplinary projects. At the same time, disciplines are historical products of scientific development, being epistemological tools of scientific practice and political institutional arrangements for the control of knowledge. The knowledge related to interdisciplinarity builds, in the social environment, a relationship established across disciplines, and can be inserted in schools through projects and comprehensive work. Such projects can be observed in some universities. The use of interdisciplinarity in science and technology courses offers precious opportunities for students to solve problems, effectively building and consolidating knowledge in a learning process capable of inserting them in the labor market. Like interdisciplinarity, multidisciplinarity is a catalyst in the teaching-learning process, enabling students to act actively in the construction of their knowledge. Multidisciplinarity means that several disciplines study the same subject at the same time. The present article was developed to present a qualitative and quantitative panorama of the courses of Interdisciplinary Bachelor of Science and Technology, offered in brazilian federal universities.

scholarly journals Serious games in the context of people with cognitive disabilities: a case study (Preprint)

2017 ◽  
Author(s):  
William Manoel Menezes ◽  
Jorge Correia Neto ◽  
Moacyr Cunha Filho ◽  
Guilherme Villar
Keyword(s):  
Learning Process ◽  
Serious Games ◽  
Teaching And Learning ◽  
Cognitive Disabilities ◽  
Relevant Information ◽  
Educational Game ◽  
Social Aspect ◽  
The Social ◽  
Teaching Learning

BACKGROUND While traditional video games provide amusement, with the advent of serious games (SG), it has raised the potential and the results that can be achieved from the games, these artifacts, whose main differentials are the fact that they are naturally playful and motivators. While in the 1990s, the games aimed only at entertainment, nowadays teaching and learning combine with entertainment and become the main goals to be achieved through the SG. A strong example of SG application is for motivation and help in the formal or special teaching-learning process acting as a pedagogical tool. In this sense, the following question arises: What are the characteristics and interface resources considered adequate to compose the interface of a serious game that have educational objectives directed to people with Williams-Beuren Syndrome? Here's the motivation guide for this article. OBJECTIVE Elementary mathematics education for people with Williams Syndrome METHODS An exploratory and descriptive study,using qualitative and quantitative approaches. RESULTS The results portfolio obtained from the WBS user experience assessment presents the confidence rectangle within the "desirable" quadrant. This is what a project program is, since scientifically this is one of the biggest difficulties reported by unlock authors, it is not possible to teach content and maintain playfulness. CONCLUSIONS The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public. But we did not just develop; we decided to go beyond and document the entire process of engineering and gamification, based on data obtained throughout this study of design and design of a serious educational game prototype that contained in its layout the ideal characteristics to mediate a teaching-learning process from its use, as well as document and outline a methodological process that may serve as the basis for further studies. Thus, we believe that the results and reflections raised from this study may, in the future, broaden the knowledge about the design of serious games for people with cognitive disabilities. The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

scholarly journals POR QUE OS PROFESSORES DE FILOSOFIA DEVERIAM ENSINAR O DIREITO À IGUALDADE NA SALA DE AULA?

2018 ◽  
Vol 4 (13) ◽  
pp. 198
Author(s):  
Leonardo Mendes Bezerra ◽  
Marcos Nicolau Santos da Silva
Keyword(s):  
High School ◽  
Content Analysis ◽  
Learning Process ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
Fundamental Rights ◽  
Legal Issues ◽  
The Social ◽  
Teaching Learning ◽  
The Right

WHY SHOULD PHILOSOPHY TEACHERS TEACH THE RIGHT TO EQUALITY IN THE CLASSROOM?¿POR QUÉ LOS PROFESORES DE FILOSOFÍA DEBERÍAN ENSEÑAR EL DERECHO A LA IGUALDAD EN LA SALA DE CLASE?O artigo trata a respeito da possibilidade de trabalhar, com estudantes do ensino médio, um dos principais direitos fundamentais do homem, o direito à igualdade, arrolado no art. 5º da Constituição Federal de 1988. Símbolo da democracia, esse direito consiste formalmente em tratar de maneira igual os iguais, desigual os desiguais, ciente de que a desigualdade do tratamento aumenta na proporção em que as pessoas se desigualam entre si. Diante disso, realizou-se uma pesquisa por meio da qual se reuniram professores de Filosofia com o escopo de apresentar métodos com que pode ser trabalhado o tema em questão. Metodologicamente, partindo de uma fundamentação em estudos teóricos, utilizou-se a análise de conteúdo como forma de sintetizar as principais categorias discutidas e promover contribuições para uma aplicabilidade da temática no processo de ensino e aprendizagem. Os resultados apontaram a necessidade de trabalhar com questões legais nas aulas de Filosofia no ensino médio como forma de esclarecer os alunos acerca da importância social e pessoal do direito à igualdade entre as pessoas e ampliar as reflexões sobre a realidade que o cerca.Palavras-chave: Igualdade; Metodologia de Ensino-Aprendizagem; Filosofia.ABSTRACTThe article deals with the possibility of working with students of high school, one of the main fundamental rights of man, the right to equality, listed in art. The symbol of democracy, this right consists formally of treating equals equally, unequal and unequal, aware that inequality of treatment increases in the proportion in which people are unequal to each other. Faced with this, a research was carried out whereby Philosophy teachers met with the purpose of presenting methods with which the theme in question could be worked out. Methodologically, based on a theoretical basis, content analysis was used as a way to synthesize the main categories discussed and to promote contributions to an applicability of the theme in the teaching and learning process. The results pointed out the need to work with legal issues in Philosophy classes in high school as a way to clarify the students about the social and personal importance of the right to equality between people and to broaden the reflections about the reality that surrounds it.Keywords: Equality; Teaching-Learning Methodology; Philosophy.RESUMENEl artículo trata de la posibilidad de trabajar, con los estudiantes de secundaria, uno de los principales derechos fundamentales del hombre, el derecho a la igualdad, arrollado en el artículo 5º de la Constitución Federal de 1988. Símbolo de la democracia, este derecho consiste formalmente en tratar equitativamente a las personas iguales, y desigual a las desiguales, conscientes de que la desigualdad del tratamiento aumenta en proporción a la que las personas son diferentes entre sí. En vista de ello, se realizó una encuesta mediante la cual se reunieron profesores de filosofía con el alcance de la presentación de métodos con los que se puede trabajar el tema en cuestión. Metodológicamente, basándose en una lógica en los estudios teóricos, se utilizó el análisis del contenido como forma de sintetizar las principales categorías discutidas y promover contribuciones a una aplicabilidad de la temática en el proceso de enseñanza y aprendizaje. Los resultados señalaron la necesidad de trabajar con cuestiones jurídicas en las clases de filosofía en la escuela secundaria como una manera de clarificar a los estudiantes sobre la importancia social y personal del derecho a la igualdad entre las personas y ampliar las reflexiones acerca de su realidad.Palabras clave: Igualdad; Metodología de Enseñanza-Aprendizaje; Filosofía.

scholarly journals EDUCAÇÃO A DISTÂNCIA COMO MODALIDADE INCLUSIVA: E-SIPRIS

EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Julia Cristina Granetto ◽  
Beatriz Helena Dal Molin ◽  
Francieli Ludovico
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Pilot Project ◽  
Technical Training ◽  
Access To Education ◽  
The Social ◽  
Training Courses ◽  
System Inclusion ◽  
Teaching Learning

O presente artigo versa sobre o projeto piloto nomeado e-Sipris, realizado entre a Universidade Estadual do Oeste do Paraná (UNIOESTE) e parcerias. O objetivo do projeto é proporcionar aos apenados de três unidades prisionais, sendo elas: Penitenciária Industrial de Cascavel: PR (PIC), Penitenciária Estadual de Cascavel: PR (PEC) e Penitenciária Federal de Segurança Máxima de Catanduvas: PR, cursos de formação técnica, para que, após o cumprimento de suas penas, estejam capacitados a exercerem uma profissão e (re)integrarem-se na sociedade como cidadãos que agem dentro dos princípios sociais. Essa é uma maneira de garantir a inclusão àqueles que não tiveram acesso à educação. Acredita-se que a formação a distância supera as fronteiras geográficas, sociais e temporais desse processo de ensino-aprendizagem. Este artigo está teoricamente embasado em autores que se dedicam à educação a distância, mais especialmente em Deleuze e o conceito de rizoma, por entender-se que a modalidade educacional em questão tem características hipertextuais, considerando suas especificidades de maneira ampla e vertical.Palavras-chave: Educação a Distância; Sistema prisional; Inclusão. Distance Education as Inclusive Mode: e-SiprisAbstract This paper discusses the pilot project named e-Sipris, conducted by Universidade Estadual do Oeste do Paraná (UNIOESTE) and partnerships. The project goal is to provide to the prisoners of three prison units, namely: Penitenciária Industrial de Cascavel: PR (PIC), Penitenciária Estadual de Cascavel: PR (PEC), e Penitenciária Federal de Segurança Máxima de Catanduvas: PR, technical training courses, so that, after their sentences, they will be able to have a profession and be (re) integrate into the society as citizens who acts accord to the social principles. This is a way to guarantee inclusion of those who had no access to education. It is believed that the distance learning overcomes the geographical, social, and temporal frontiers of the teaching-learning process. This article is theoretically based on authors engaged in distance education, and more especially in Deleuze's concept of rhizome, because it is understood that the educational modality in question has hypertext features considering its specificities in a wide and vertical way.Keywords: Distance Education; Prison system; Inclusion.

Integration Approaches of Digital Media in the Teaching/Learning Process

2018 ◽  
pp. 16-24 ◽  
Author(s):  
Zanda Rubene
Keyword(s):  
Digital Media ◽  
Learning Process ◽  
Digital Technologies ◽  
Modern Society ◽  
Social Contexts ◽  
Media Environment ◽  
Analysis And Evaluation ◽  
The Social ◽  
The Media ◽  
Teaching Learning

During the last two decades, a generation for which the life in the media environment and the use of media in everyday life has become a norm in Europe and beyond its boundaries. The representatives of this generation are engaged with technologies both at home for their entertainment and use them for learning at school and university. In addition, they would like to experience the integration of technologies in education more frequently and more extensively. The researchers in the field of social sciences have concluded that in general the social contexts in which any individual, including the school student, acquires experience and is learning in modern society have changed radically. Researchers encourage teachers to improve their skills of integrating digital technologies in education that would help students develop their information analysis and evaluation skills in the learning process, which in turn, would decrease the scope of the possible risks caused by digitalization.

Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Eleticia Isabel Pinargote Macías ◽  
Hernán Andrés Cedeño Cedeño ◽  
Gabriela Monserrate Romero Chávez
Keyword(s):  
Qualitative Research ◽  
Students With Disabilities ◽  
Learning Process ◽  
The Social ◽  
Technical University ◽  
The Individual ◽  
Teaching Learning ◽  
Research Show

The objective of the work focuses on determining the importance of resilience in the teaching-learning process of students with disabilities at the Technical University of Manabí, for this purpose an exploration is carried out to verify the criterion on this concept students group. The work deals with contemporary contextual aspects that may favor a psychosocial approach to resilience. The article is based on qualitative research based on the qualitative interpretative-hermeneutic paradigm. The theoretical referents were consigned from the bibliographic review, with the purpose of confronting them with the empirical phase that allowed to unravel the individual representations of the interviewees about the resilience. The results of the research show that resilience is widely known, although an important bias is maintained in its representation related to a more individual than the social view, which could limit its influence as a pedagogical factor.

scholarly journals A NOÇÃO DE AMAZÔNIA E A CATEGORIA DE REGIÃO NO ENSINO DE GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Stefani França Barbosa ◽  
Genylton Odilon Rêgo da Rocha ◽  
Jhonata Rodrigo de Oliveira Lira
Keyword(s):  
Elementary School ◽  
Public School ◽  
Learning Process ◽  
Social Representations ◽  
Amazon Region ◽  
Human Presence ◽  
The Social ◽  
Teaching Learning ◽  
The City

Apresento a prática em sala de aula – com desenhos e pequenos textos – da disciplina de Geografia elaborada por alunos do 7° ano do Ensino Fundamental de escola pública da cidade de Belém/Pará. Como resultado, obtive-se algumas representações sociais destes alunos sobre a região amazônica, muitas vezes balizada pelo estereótipo de uma Amazônia vista exclusivamente enquanto floresta, sendo quase ausente a presença humana. Esse tipo de estudo contribui para que os alunos consigam preencher lacunas e desmistificar visões pré-concebidas, os fazendo refletirem o conhecimento sobre a região, incrementando seu processo de ensino-aprendizagem geográfico. Palavras-chave Amazônia, Geografia, Representações Sociais.   THE NOTION OF AMAZON AND THE CATEGORY OF REGION IN TEACHING GEOGRAPHY: the social representations of the students for the construction of their identity Abstract I present the practice in the classroom – with drawings and small texts – of the Geography subject prepared by students from the 7th year of elementary school in a public school in the city of Belém/Pará. As a result, some social representations of these students about the Amazon region were obtained, often marked by the stereotype of an Amazon seen exclusively as a forest, with the human presence being almost absent. This type of study helps students to fill gaps and demystify preconceived views, making them reflect their knowledge of the region, increasing their geographic teaching-learning process. Keywords Amazonia, Geography, Social representations.

scholarly journals Resistance to learning as a relevant factor in the educational process

2018 ◽  
Vol 50 (1) ◽  
pp. 7-24
Author(s):  
Slobodanka Antic
Keyword(s):  
Learning Process ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
The Social ◽  
Holistic Understanding ◽  
School Faculty ◽  
Developmental Characteristics ◽  
Teaching Learning ◽  
The Relationship ◽  
Different Sources

By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/ learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.

scholarly journals Perspectiva etnográfica como proposta de metodologia de ensino de sociologia

2017 ◽  
Vol 30 (1) ◽  
pp. 107
Author(s):  
Patricia Bandeira de Melo ◽  
Tatiane Oliveira de Carvalho Moura
Keyword(s):  
Popular Culture ◽  
Social Context ◽  
Social Environment ◽  
Learning Process ◽  
Mediation Model ◽  
Teaching Sociology ◽  
The Social ◽  
Cultura Popular ◽  
The World ◽  
Teaching Learning

Este artigo apresenta um modelo de mediação didática para o ensino de sociologia. Efetivada em uma escola pública na cidade de São José do Belmonte, Pernambuco, Brasil, a mediação fitou o aprendizado a partir de uma pesquisa de campo feita durante a festa da Cavalgada à Pedra do Reino. Primeiro, os estudantes apropriaram-se dos conceitos de cultura, cultura popular, festa, festa popular e etnografia, e foram a campo para observar, estranhar e refletir acerca do meio do qual fazem parte, registrando suas reflexões em cadernos de campo. Nessa proposta de trabalho de perspectiva etnográfica, os alunos usaram o mundo como laboratório para compreender a sociologia. A mediação didática considerou que os discentes são investigadores críticos, protagonistas do processo de ensino-aprendizagem, na qual a palavra é dada ao educando. Eles usaram o seu contexto de existência para compreender sociologicamente o que já conheciam, mas cujos sentidos eram silenciados na estrutura social.Palavras-chave: Mediação didática; Ensino de sociologia; Perspectiva etnográfica. ABSTRACTThis article presents a didactic mediation model to teaching sociology. This mediation was applied in a public school in São José do Belmonte city, Pernambuco, Brazil, whose aim was the learning through a fieldwork during the Cavalgada à Pedra do Reino Festival. Firstly, students learned concepts as culture, popular culture, festival, popular festival and ethnography, and then they went to the field to observe, defamiliarize and reflect about their social environment, reporting their reflections in ethnographic notebooks. On this ethnographic perspective proposal, students experienced the world as a laboratory, trying to understand sociology. In the didactic mediation, students were considered as critical researchers, protagonists of the teaching-learning process, in which each one has an own narrative. They were immersed in their own social context to understand sociologically what they already knew, but which meanings were restrained in the social structure.Keywords: Didactic mediation; Sociology teaching; Ethnographic perspective

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