scholarly journals Contribuições do enfoque ciência tecnologia e sociedade em um projeto de ensino: um caminho para o consumo sustentável

2021 ◽  
Vol 14 (2) ◽  
pp. 285-298
Author(s):  
Darling Katiuscia de Goes Borges ◽  
Sidilene Aquino de Farias ◽  
Katiuscia Dos Santos de Souza
Keyword(s):  
Waste Recycling ◽  
Public Institution ◽  
Oral Exposure ◽  
First Year ◽  
First Year Students ◽  
Textual Production ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
Solid Waste Recycling ◽  
The City

In the Education context, the focus of Science, Technology and Society (STS) allows researchers with social, political and environmental nature themes, among others, which involve the active participation in the human being in face of society problems, in the sense of reflect, criticize and act. Therefore, the aim of this work was to develop conceptual and atheist learning based on the urban garbage theme in an intervention project with activities involving sustainability, reuse, consumerism and responsibilities. The research had a qualitative nature based on action research principles, developed by the pedagogy of projects, with the participation of thirteen (13) high school first year students from a public institution located in the city of Manaus-AM, the students were all volunteers. Data collection occurred through questionnaires, textual production, discussions and oral exposure and then they were qualitatively analyzed in an exploratory way. The results revealed that the students presented signs of conceptual understanding of the theme related terms, such as: garbage, solid waste, recycling and reuse, then sought to draw associations with chemical concepts and to propose environmental issues solutions using sustainability and social responsibilities. The students showed sensitivity regarding the theme and were willing to change their attitudes towards the problem.

scholarly journals Library instruction for first-year students

2014 ◽  
Vol 42 (3) ◽  
pp. 414-432 ◽  
Author(s):  
Amrita Dhawan ◽  
Ching-Jung j Chen
Keyword(s):  
Undergraduate Education ◽  
Core Curriculum ◽  
Theory And Practice ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Content Type ◽  
City College ◽  
The City ◽  
College Library

Purpose – This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course. Design/methodology/approach – This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting. Findings – Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program. Practical implications – This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education. Originality/value – This paper presents opportunities to expand library instruction to the first-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education.

scholarly journals Use of applications for leaching Learning Chemistry

2020 ◽  
Vol 9 (10) ◽  
pp. e3619108629
Author(s):  
Maria Idaiane Bezerra Cavalcante ◽  
Jakson Fernandes Lima ◽  
Railo Cavalcante Nunes ◽  
Daniel Alves da Silva ◽  
Glória Fernandes Lima ◽  
...  
Keyword(s):  
Laboratory Experiment ◽  
Primary Education ◽  
Periodic Table ◽  
Descriptive Study ◽  
9Th Grade ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
The Subject ◽  
The City ◽  
Loving Relationship

Technology and education have always had a loving relationship, especially in the classroom. For Education in Chemistry, smartphones and their Apps can provide experiences that were previously restricted to a laboratory experiment. The purpose of this study was to investigate through an evaluation the use of the Periodic Table Quiz applications and the Educalabs Periodic Table in the classroom, how these technologies can be integrated into teaching and what are their effects on student learning. It was held at the Municipal School of Primary Education II Roberto Antunes de Freitas in the city of Quiterianópolis-CE, in 02 classes of the 9th grade, comprising 32 students, with a methodology based on a descriptive study, empirical basis and qualitative nature. The results showed the contribution and potential that the applications offer in the learning of chemical concepts. After using these, it can be noticed that there were more correct answers in 08 of the 10 questions proposed, and 100% of the students stated that their interest in the subject increased, so they could verify the validity of exploring chemistry contents through these applications since they offer more interactive content that engages the student's genuine interest in participating in the process.

An investigation into the plurilingual profile of the newly arrived students at the Melilla Campus of the University of Granada

2018 ◽  
Vol 31 (1) ◽  
pp. 32-63
Author(s):  
Beatriz Cortina-Pérez ◽  
Miguel Ángel Gallardo-Vigil ◽  
M. Ángeles Jiménez-Jiménez ◽  
M. Ángeles López-Vallejo ◽  
M. José Molina-García ◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Variables ◽  
First Year Students ◽  
Transmission Of Knowledge ◽  
The University ◽  
The City

Abstract University students need to have ability in more than one language in order to foster the transmission of knowledge and research, and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign language sufficient to become independent users.

scholarly journals Overview of the Usage of Some Turkicisms from Albanian Language Students at the University of Prizren “Ukshin Hoti” in Prizren

2019 ◽  
Vol 5 (2) ◽  
pp. 46
Author(s):  
Albulena Pllana Breznica ◽  
Fisnike Pllana ◽  
Zana Pllana
Keyword(s):  
Social Life ◽  
Balkan Peninsula ◽  
First Year ◽  
Military Officers ◽  
First Year Students ◽  
Language And Literature ◽  
Almost All ◽  
The University ◽  
Turkish Language ◽  
The City

The Albanian language, as well as the other Balkan languages, have received a large number of Turkish language elements, first of them being the acceptance of Turkish words. These words, respectively the Turkicisms, have penetrated in almost all spheres in the fields of social life. In Albanian, there are many words in these social spheres: religious spheres, administrative spheres, military spheres, crafts, construction, home environment, names etc. The historical and linguistic conditions of the borrowing of Turkicisms are known. Albanians and Turks (Ottomans) got into contact in the wars and battles between them, as well as during the reign of the Turkish Empire in the Balkan Peninsula, and in the Albanian territories as well. Turkicisms began to enter the Albanian language from the time the Turks deployed military officers and clerks in several Albanian cities. The ruling period of the foreign invaders and the typology of the communicating languages had a huge influence on linguistic borrowings. The Albanian language is typologically quite remote from Turkish and has therefore assumed relatively few Turkicisms compared to the long period of Turkish rule in the Albanian area. For this purpose, this research and analysis method has been used: A survey was carried out with 60 students of the Department of Albanian Language and Literature at the University of Prizren "Ukshin Hoti" in Prizren, with first year students of the second semester and with second year students of the second semester. In the analysis of the tests, graphical presentations of the use of some Turkish words (Turkicisms) have been created, which are used by students in conversations with each other, in the family and in society, in the city and around Prizren.

scholarly journals “I Was New and I Was Afraid”

2020 ◽  
Vol 10 (4) ◽  
pp. 954-975
Author(s):  
Masha Krsmanovic
Keyword(s):  
International Students ◽  
Social Experiences ◽  
Public Institution ◽  
First Year ◽  
First Year Students ◽  
Southeast United States ◽  
Freshman Year ◽  
The Social ◽  
Acculturation Model ◽  
Phenomenological Research Design

This article utilized Berry’s acculturation model (1974, 1980, 1997) as the framework for understanding the social experiences of international first-year students in a large, public institution in the Southeast United States. Using a descriptive phenomenological research design and a sample of 10 international students, this study examined the extent to which each of the four strategies defined by the acculturation model—assimilation, integration, separation, and marginalization—emerged from the social experiences of international students during their first year of college. The results revealed that all 10 participants shared the experiences of separation, either voluntary or involuntary. For seven students in the sample, the freshman year was characterized by either willing or unwilling integration. The strategy of assimilation, both freely pursued and imposed, was reported by six students. The least evidence was recorded for the pattern of voluntary or involuntary marginalization, which emerged from the experiences of four respondents.

scholarly journals Public Perceptions and Practices of Solid Waste Recycling in the City of Laramie in Wyoming, U.S.A.

Recycling ◽  
2017 ◽  
Vol 2 (3) ◽  
pp. 11 ◽  
Author(s):  
Upendra Bom ◽  
Shashidhar Belbase ◽  
Reni Bibriven Lila
Keyword(s):  
Solid Waste ◽  
Waste Recycling ◽  
Public Perceptions ◽  
Solid Waste Recycling ◽  
The City

scholarly journals Teaching large undergraduate chemistry classes: A challenge or an opportunity

2015 ◽  
Vol 3 (3) ◽  
pp. 353-370
Author(s):  
Aishling Flaherty ◽  
Anne O’Dwyer ◽  
JJ Leahy ◽  
Oliver Richardson
Keyword(s):  
General Chemistry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
First Year ◽  
Exploratory Research ◽  
Prior Learning ◽  
First Year Students ◽  
Chemical Concepts ◽  
Approach To Teaching ◽  
Student Inquiry

Teaching introductory modules and classes of undergraduate programmes can present a number of subjective and objective challenges. Objective challenges include a high degree of variation in students’ prior learning experiences combined with a high student-teacher ratio. Subjective challenges include the transitional changes which first year students undergo that include cognitive, affective and physiological changes as they make the leap from the often small and secluded secondary-level environment to the all-consuming tertiary-level environment. For introductory chemistry modules, such as General Chemistry, the pertinence of these challenges can have negative repercussions on students’ acquirement of basic chemical concepts in first year which could inherently go on to hinder their successful progression through their third-level education. In an effort to tackle the challenges posed against effective learning in General Chemistry modules, this exploratory research study set out to understand how the potential incorporation of a new approach to teaching and learning would be received by the three main cohorts involved. The attitudes and recommendations of undergraduate students, post-graduate students who have a role as laboratory demonstrators and module leaders towards the potential incorporation of Student-Inquiry activities and laboratories into General Chemistry were investigated. All three cohorts welcomed the incorporation of Student-Inquiry as part of the approach to teaching and learning. While the researchers and module leaders had an initial awareness of the challenges that come with teaching General Chemistry, little was known of the potential significance of the opportunity which lay amongst these challenges.

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