scholarly journals Exploring fullerenes and nanotubes in the classroom

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Athanasios Velentzas ◽  
Dimitris Stavrou
Keyword(s):  
Point Of View ◽  
Learning Sequence ◽  
School Students ◽  
Wide Range ◽  
Important Idea ◽  
The One ◽  
Teaching Learning ◽  
Technological World ◽  
Structure Of Matter ◽  
Nanoscale Level

AbstractInforming citizens about scientific issues in our highly technological world is of major importance. Toward this end, a teaching/learning sequence (TLS) focused on the nanostructures of carbon was developed and implemented in a class of secondary school students. This topic was chosen because, on the one hand, fullerenes and nanotubes are already used in a wide range of applications, and there are impressive promises for their future uses. On the other hand, from an educational point of view, students could be introduced to the important idea that some of the interesting properties at the nanoscale level are related to the structure of matter. During the development of the TLS, the fact that students would be studying extremely small-sized particles invisible to the naked eye was taken into consideration. Because of this, models and analogies were chosen as the main teaching tools to be used. In the present work, the TLS and some findings from the first implementation in the classroom are presented and discussed.

Combining Forms and Affixoids in Morphology

2020 ◽  
Author(s):  
Dany Amiot ◽  
Edwige Dugas
Keyword(s):  
Major Part ◽  
Word Formation ◽  
Point Of View ◽  
The Other ◽  
Formation Processes ◽  
Good Criterion ◽  
Part Of Speech ◽  
Starting Point ◽  
Wide Range ◽  
The One

Word-formation encompasses a wide range of processes, among which we find derivation and compounding, two processes yielding productive patterns which enable the speaker to understand and to coin new lexemes. This article draws a distinction between two types of constituents (suffixes, combining forms, splinters, affixoids, etc.) on the one hand and word-formation processes (derivation, compounding, blending, etc.) on the other hand but also shows that a given constituent can appear in different word-formation processes. First, it describes prototypical derivation and compounding in terms of word-formation processes and of their constituents: Prototypical derivation involves a base lexeme, that is, a free lexical elements belonging to a major part-of-speech category (noun, verb, or adjective) and, very often, an affix (e.g., Fr. laverV ‘to wash’ > lavableA ‘washable’), while prototypical compounding involves two lexemes (e.g., Eng. rainN + fallV > rainfallN). The description of these prototypical phenomena provides a starting point for the description of other types of constituents and word-formation processes. There are indeed at least two phenomena which do not meet this description, namely, combining forms (henceforth CFs) and affixoids, and which therefore pose an interesting challenge to linguistic description, be it synchronic or diachronic. The distinction between combining forms and affixoids is not easy to establish and the definitions are often confusing, but productivity is a good criterion to distinguish them from each other, even if it does not answer all the questions raised by bound forms. In the literature, the notions of CF and affixoid are not unanimously agreed upon, especially that of affixoid. Yet this article stresses that they enable us to highlight, and even conceptualize, the gradual nature of linguistic phenomena, whether from a synchronic or a diachronic point of view.

scholarly journals Drawing places, recreating spaces: visual voices from at-risk children

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Giuliana Pinto ◽  
Francesco Tosi ◽  
Oriana Incognito
Keyword(s):  
Educational Interventions ◽  
Urban Environments ◽  
Point Of View ◽  
Disadvantaged Children ◽  
At Risk Children ◽  
Wide Range ◽  
Graphic Representations ◽  
Alternative Scenarios ◽  
The One ◽  
Pictorial Representations

AbstractDrawing is a highly participatory mode of communication, particularly suited to allowing children to express their knowledge and ideas about various aspects of reality. It is necessary to ascertain whether children are able to master drawing sufficiently to place it at the service of their representational intentions, and whether they possess the pictorial flexibility needed to articulate and differentiate their graphic representations. The presence and development of this important cognitive–symbolic ability are investigated. This exploratory study aimed to investigate, in children living in socioeconomic and cultural disadvantaged conditions, (1) the emergence and development of the pictorial flexibility needed to effectively represent and differentiate the building in which they live from the building in which they wish they lived; and (2) the patterns in the number and quality of pictorial differentiation strategies adopted for representational purposes. Two-hundred 8-to-12-year-old Brazilian children living in a favela were asked to produce two specific thematic drawings, representing their real house vs. their desired house. The children’s pictorial representations were coded according to their communicative efficacy (allowing the viewer to distinguish, in each pair of drawings, between the real house and the one desired by the drawer) and according to the number and type of pictorial strategies used to diversify the two types of buildings. The children were had sufficient representational flexibility to effectively perform a pictorial differentiation task, and express their point of view on the environment in which they live, and imagine alternative scenarios, adopting a variety of painting strategies. Drawing, prompted with a contrastive task, has proven to be effective in allowing even disadvantaged children to differentiate their real and desired urban environments. Children’s pictorial flexibility manifests itself through a wide range of strategies, varying in number and quality according to the age of the artists. As such, its use can be encouraged by educational interventions aimed at broadening the expressive potential of children, and as a tool for fostering resilience.

scholarly journals UNIQUE WORLD OF THE CREATOR

THE BULLETIN ◽  
2020 ◽  
Vol 5 (387) ◽  
pp. 294-300
Author(s):  
A. Zh. Kaztuganova ◽  
◽  
A. K. Omarova ◽  
D. F. Karomat ◽  
◽  
...  
Keyword(s):  
Professional Competence ◽  
Point Of View ◽  
Performance Style ◽  
Wide Range ◽  
The Future ◽  
The Gift ◽  
Personal Qualities ◽  
The Rich ◽  
The One ◽  
New Research

The article describes some issues of formation of personal qualities and spheres of activities of N.Tlendiev, that have been determined through ethnicity hearing. The range of issues include the analysis of performing and composing activities, stage behavior, as well as innovative performance style, introduced by the famous kuishi into Kazakh music. On the one hand, the formation of N. Tlendiev as a person was determined by the strength of ethnic ear, and, on the other, by the depth of professional knowledge. It was determined that in all his diverse creative activities, that is, performing, composing, conducting or organizing activity, the gift of ethnic ear and high professional competence played an important role. The rich images reflected in his musical compositions, a wide range of thematic lines, the variety of musical methods and instrumental techniques that have not been studied, will result in new research works in the future. In the future the vital activities of N. Tlendiev should be investigated from a scientific point of view, confirmed by documents and facts, and the particular monographic work should be devoted to them.

scholarly journals Pozycja i rola Komisji Europejskiej w procedurze ochrony budżetu UE w przypadku uogólnionych braków w zakresie praworządności w państwach członkowskich

2021 ◽  
pp. 145-156
Author(s):  
Karol Piwoński
Keyword(s):  
European Commission ◽  
Rule Of Law ◽  
Comparative Method ◽  
Point Of View ◽  
New Paradigm ◽  
The Rule Of Law ◽  
Wide Range ◽  
The One ◽  
The Eu

The aim of this article is to analyse the position and role of the European Commission in the procedure provided in the regulation on a general regime of conditionality for the protection of the European Union’s budget. For this purpose the scheme of this procedure was analysed, by interpreting the relevant regulations using the dogmatic method and considering opinions of the EU institutions and views of the scholars. A comparative method has also been applied. The new position of the Commission in the procedure for protection of the EU budget has been compared with the position it plays in the existing instruments. The analysis made from the point of view of the position of individual institutions in the new procedure, although it does not allow predicting how they will be implemented. The conducted analysis demonstrates that the European Commission – an institution of Community character – has gained wide competences, and in applying them it has been given a wide range of discretion. On the one hand, the introduced regulations exemplify a new paradigm in creating mechanisms for protection of the rule of law. On the other hand, they raise doubts as to their compliance with EU law. However, they undoubtedly constitute a decisive step towards increasing the effectiveness of the EU's instruments for the rule of law protection.

scholarly journals ENFOQUES DE APRENDIZAJE, COMPRENSIÓN LECTORA Y AUTORREGULACIÓN: ÚLTIMOS HALLAZGOS

2016 ◽  
Vol 4 (1) ◽  
pp. 255
Author(s):  
Ana Belén García Berbén ◽  
Fernando Justicia Justicia ◽  
Francisco Cano García ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Self Regulation ◽  
Point Of View ◽  
Learning Approaches ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quasi Experimental ◽  
Teaching Learning

Abstract.LEARNING APPROACHES, READING COMPREHENSION AND SELF-REGULATION: THE LATEST FOUNDTwo independent investigation lines, learning approaches and reading comprehension are related to reply to some difficulties that were found in high-school students. This paper attempts to show the findings in the study of the relations between: on one hand, a) reading comprehension (it is a process through students build a mental representation about the information in the text); b) previous knowledge and c) generation of questions; on the other hand, d) learning approaches (how they feel and deal with learning situations); e) self-regulation; f) academic achievement. 1.125 ninth-grade students from 28 schools of the metropolitan area of Granada took part in three studies (two with ex-post-facto design and one with a quasi-experimental design). Results from different studies showed relations between variables. In the conclusion, we indicate the mediator function of the questions and the importance of adopting a broad point of view about the comprehension in texts of sciences. Some implications about teaching-learning in sciences are mentioned.Keywords: learning approaches, reading comprehension, question generation, academic achievement.Resumen.Dos líneas de investigación independientes, enfoques de aprendizaje y comprensión lectora se relacionan para dar respuesta a algunas de las dificultades encontradas en los estudiantes de secundaria. El objetivo es presentar un resumen de los hallazgos obtenidos en el estudio de las relaciones entre: por una parte, a) comprensión lectora (proceso mediante el que los estudiantes construyen una representación mental de la información del texto); b) conocimiento previo y c) generación de preguntas; por otra parte, d) enfoques de aprendizaje (modo en que experimentan y abordan las situaciones de aprendizaje) e) autorregulación y f) rendimiento académico. Un total de 1.125 estudiantes de cuarto de secundaria, de 28 centros del área metropolitana de Granada, participaron en tres estudios (dos con diseños ex-post-facto y un tercero con diseño cuasi-experimental). Los resultados  de los diferentes estudios mostraron relaciones entre las variables. Se concluye enfatizando el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias. Y se mencionan algunas implicaciones para la enseñanza-aprendizaje de las ciencias.Palabras clave: enfoques de aprendizaje, comprensión lectora, generación de preguntas, rendimiento.

Le concept d'intégration en écologie appliquée

1972 ◽  
Vol 50 (3) ◽  
pp. 533-541 ◽  
Author(s):  
Gilbert Long
Keyword(s):  
Multidisciplinary Approach ◽  
Historical Data ◽  
A Priori ◽  
Point Of View ◽  
Trial And Error ◽  
A Posteriori ◽  
Horizontal Integration ◽  
Australian School ◽  
Wide Range ◽  
The One

The concept of integration has a wide range of meanings. The author first tries to bring out the point of view of specialists in natural resources. Two approaches are described: on the one hand that proceeding from elementary disciplines or from the nature of variables and on the other hand the ecosystematic or global, multidisciplinary approach. In the first one, integration is made a posteriori by trial and error. More important developments are devoted to the second approach; integration is said to be holistic and proceeds from a priori hypotheses (geomorphological postulate of the Australian school or phytoecological postulate of the Centre d'Etudes Phytosociologiques et Ecologiques Louis Emberger de Montpellier) and a posteriori interpretations. The phyto-ecological approach is especially well developed (vertical vs. horizontal integration). Verified integration is that which proceeds from mathematical models, from historical data, or experimentation.Total integration takes into account contributions from "naturalists" as well as from "humanists."

scholarly journals abraFANZINE: da publicação independente à sala de aula

2016 ◽  
Vol 5 (10) ◽  
pp. 65
Author(s):  
Fernanda Ricardo Campos
Keyword(s):  
High School Students ◽  
School Students ◽  
Text Production ◽  
De Se ◽  
The Will ◽  
Theory Of Language ◽  
Belo Horizonte ◽  
The One ◽  
Teaching Learning ◽  
Formal School

<p><strong>Resumo</strong>: Neste artigo, apresento a utilização do fanzine como nova linguagem e ferramenta para a produção de textos, um recurso de ensino-aprendizagem em sala de aula e incentivo à livre expressão. Interessa-nos despertar os alunos para um fato óbvio e, talvez exatamente por essa razão, tão pouco explorado: o de que todos temos algo a dizer e maneiras particulares de fazê-lo. O que se aprende com os zines? Essa pesquisa foi realizada durante uma oficina com alunos do Ensino Médio no ano letivo de 2008, em uma escola da rede federal, na região de Belo Horizonte-MG. Investigo o que se aprende com o fanzine e seu uso em sala de aula. Foram descritas as condições de produções dos fanzines sob diferentes temas. As análises das condições das produções textuais obtidas apontam para a necessidade de se considerar procedimentos que propiciam a produção de texto em situações efetivas de comunicação, observando-se, entre outros fatores, os objetivos de produção e os interlocutores possíveis.</p><p><strong>Abstract</strong>: The object of this research is the use of the fanzine as a new language and as a new tool for the text production. It is a teaching-learning resource in the classroom and an incentive to free expression. The interest for this theme came up because of the necessity to find out new ways to work the text composition in classroom. We are interested on showing to the students an obvious fact and, maybe exactly for this reason, so little exploited: the one that everybody has something to say and particular ways to do it. What is learned with “zines”? What motivates a teacher from formal school to make a decision of doing an activity that involves “zines” in the classroom? Is the will to search another ways to reach the teacher’s goals, and a certain curiosity about the unpredictable and about what the students really want to say? Then, I have chosen to use the interactionist theory of language teaching, based on the Applied Linguistics approach. This research have been done during an workshop with high school students in 2008, in a public (federal) school in the region of Belo Horizonte-MG. I investigate what is learned with the fanzine and its use in the classroom. It was described the conditions of production of the fanzines about different themes. The analysis the conditions of production results shows the necessity to consider procedures that make possible the text production in effective situations of communication. It was observed, among another factors: the importance of the debates that supported the fanzine production, and also the time that the students had to product, to think and to make the fanzine, inside and outside of the classroom.</p><p><strong>Keywords</strong>: <span lang="EN-US">fanzine; interaction; text production.</span></p>

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

scholarly journals An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Lina Adinolfi ◽  
Lluïsa Astruc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Wide Range ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Classrooms ◽  
The One ◽  
Spoken Interaction ◽  
Teaching Learning ◽  
Level Analysis

AbstractTranslanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether face-to-face or online. Synchronous virtual foreign language classrooms represent particularly rich spaces in which to begin to explore such practices, due to their multimodal affordances on the one hand and their technical constraints on the other. This study examines the pedagogic translanguaging practices that occur in a corpus of beginner-level Spanish online group tutorial data. A macro-level analysis of the interactional patterns that occur within this context reveals that both teacher participants follow closely the pedagogic prescriptions provided by the course designers with regard to the activities they employ. The finding that these activities offer limited opportunities for students to move between communicative modes and languages may be attributed in part to the emphasis on spoken interaction in this particular setting. A complementary micro-level analysis nevertheless reveals a more autonomous and intuitive approach to the teachers’ choice of language when mediating such activities. Instances of student code-switching are relatively few, however. The study concludes with a call to course designers and practitioners to experiment with integrating a wide range of pedagogic translanguaging opportunities into online foreign language classroom activities, with a view to enhancing teaching, learning and communication in such environments.

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