Creativity, Art and Cartography in Geographic Education

1999 ◽  
pp. 49-59
Author(s):  
Karen M. Trifonoff
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Grade Level ◽  
Elementary Children ◽  
School Teachers ◽  
Geographic Education ◽  
Technical Aspects ◽  
Elementary And Middle School ◽  
And Training

Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.

scholarly journals Peningkatan Kemampuan Pedagogik Guru dalam Pembelajaran Daring melalui Penerapan Kuis Interaktif Daring

2021 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka ◽  
Anastasia Dewi Anggraeni
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Teachers ◽  
Learning Process ◽  
Learning Activities ◽  
Learning Goals ◽  
School Teachers ◽  
Role Of Teachers ◽  
Elementary And Middle School

Learning from Home (BDR) in network (online) and offline (offline) is indeed a challenge for teachers in its application. Inaccurate and non-varied learning methods are problems that teachers often face, especially in online learning. Teachers also have to learn to be more creative in choosing learning media so that their students don't feel bored. Online learning can run well, be effective and fun it requires motivation and also creativity in these learning activities. Creativity is important because creativity is one of the factors that influence success in learning. If teachers are motivated and creative, they will improve their pedagogic ability well to achieve learning goals. The activity, which is carried out in the form of a webinar and workshop online for elementary and middle school teachers, increases the role of teachers professionally in intellectual, pedagogical, and creativity which can help develop the learning process given. The results of this activity are increasing teachers’ pedagogic competences in the selection and use of creative, varieties, and interactive. So, applying online interactive quizzes become solutions in increasing teachers’ pedagogic competence in learning and assessment, project or performance.

Building a Vision of Algebra for Preservice Teachers

2003 ◽  
Vol 10 (3) ◽  
pp. 180-186
Author(s):  
Sheryl Stump ◽  
Joyce Bishop ◽  
Barbara Britton
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Teachers ◽  
School Teachers ◽  
Elementary And Middle School

Three conceptual approaches to algebra and some corresponding activities that have been used in an algebra course for preservice elementary and middle school teachers at three different universities.

Percezione di bulli e di vittime nella scuola dell'obbligo: un confronto fra insegnanti delle elementari e delle medie

2009 ◽  
pp. 115-127
Author(s):  
Graziana Epifani ◽  
Carmencita Serino ◽  
Stefania Scelsi
Keyword(s):  
Middle School ◽  
Elementary School Teachers ◽  
Middle School Teachers ◽  
Future Research ◽  
Social Phenomenon ◽  
School Teachers ◽  
School Communities ◽  
Perceived Seriousness ◽  
Elementary And Middle School ◽  
Practical Implications

- Bullying is a widespread social phenomenon involving both individual and group variables. Few researches have explicitly evaluated how this phenomenon is perceived among teachers. The present study is aimed at analyzing and comparing elementary and middle school teachers' perception of bullying. Perceived problems among children/adolescents in the classroom, perceived peer'attitudes toward bullies, perceived victim' attitudes and perceived seriousness of bullying situations were assessed using a questionnaire completed by 81 teachers. Results highlighted differences in perceived seriousness of phenomenon across two di¬ferent conditions (elementary and middle school teachers). Specifically, middle school teachers perceived bullying situations more serious than elementary school teachers. Theoretical and practical implications of these results are discussed in terms of directions for future research and intervention in bullying.Keywords: Bullying, Teachers, School Communities

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