scholarly journals Toward a new energy paradigm in geography: revisiting the curriculum and teaching practices

2021 ◽  
Vol 12 (1) ◽  
pp. 131-150
Author(s):  
NATALIJA MAŽEIKIENĖ ◽  
Odeta Norkutė
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Energy Use ◽  
Social Issues ◽  
National Curriculum ◽  
Green Energy ◽  
Formal Curriculum ◽  
Expert Interview ◽  
New Energy ◽  
The One

Aim. The aim of the article is to investigate how energy topics are presented in the geography curriculum in Lithuania and how school geography becomes an educational response to the current global challenges related to energy production and consumption. Methods. The article presents research using several methods: review of literature on energy geography and energy literacy, analysis of Lithuanian national curriculum for geography, content analysis of 14 geography textbooks for forms 6–12, expert interview with 9 geography teachers. Results. The empirical research reveals that the national curriculum and textbooks still represent the old energy paradigm with a profound focus on fossil fuel and nuclear energy resources. Meanwhile, the new energy paradigm is realised in the teaching of experienced and qualified teachers who, in addition to the new green energy economy, emphasise environmental and social issues of energy use. Conclusions. The conclusions include observations on necessary changes in teaching energy geography: on the one hand, by revising the formal curriculum and textbooks and integrating concepts of energy literature and new energy developments; on the other hand, by initiating changes in primary and continuous teacher education. Professional development of teachers could include new energy topics, new teaching and learning sources (political debates in media, TV, strategic energy development documents), new teaching and learning strategies and methods.

Disciplinary Literacy: From Infusion to Hybridity

2019 ◽  
Vol 51 (4) ◽  
pp. 525-536 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
David G. O’Brien
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Subject Area ◽  
Disciplinary Literacy ◽  
Teacher Resistance ◽  
The Road ◽  
Alternative Approach ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
The One

This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.

Konsep Pendidikan Islam: Adab Guru-Pelajar

Sains Insani ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Adibah Sulaiman @ Mohamad ◽  
Mohd Azmir Mohd Nizah ◽  
Ahmad Norsyafwan Norawavi
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Islamic Ethics ◽  
Islamic Studies ◽  
Teacher Student ◽  
Expert Interview ◽  
Teaching And Learning Strategies ◽  
Textual Approach ◽  
Scholarly Attention

Dalam korpus pengajian Islam, pendidikan adab sangat dititikberatkan oleh para sarjananya. Bagaimanapun, perubahan teknologi yang pantas telah membawa satu dimensi baru kepada proses pengajaran dan pembelajaran (PdP). Pembelajaran interaktif berasaskan multimedia atau pelbagai aplikasi dilihat sebagai sebahagian daripada strategi PdP dan mendapat perhatian golongan akademik di Malaysia termasuklah mereka yang berada dalam bidang pengajian Islam. Disiplin pengajian Islam yang memberi penekanan yang sangat besar kepada aspek adab dalam PdP mewujudkan jurang antara pendekatan konvensional dan tuntutan teknologi semasa. Oleh itu, kajian ini bermatlamat untuk membincangkan konsep adab menurut perspektif Islam. Objektif kajian juga untuk meneliti aspek adab guru-pelajar dalam pelaksanaan PdP. Kajian ini menggunakan metodologi pendekatan teks deduktif. Dapatan menunjukkan penghayatan konsep adab dalam proses PdP Islam tidak hanya terhad kepada golongan pelajar tetapi juga mencakupi adab guru kerana adab mempunyai kedudukan yang tersendiri dalam Islam. Abstract: In the Islamic studies corpus, adab (Islamic ethics) is very much emphasized by various scholars. However, due to ever changing technologies, the teaching and learning process is also evolved accordingly. Multimedia-based or multi-application interactive learning as part of teaching and learning strategies has acquired scholarly attention specifically in Malaysia. This situation has created a divide between conventional Islamic corpus approach and the current demand. Therefore, this study aims to discuss the concept of adab according to Islamic perspective. The objective of the study is also to examine the aspects of teacher-student adab in the implementation of teaching and learning. Using a sequential mixed methodology design with the deductive textual approach, and expert interview sessions, and a survey using a self develop questionnaire with purposive sampling technique. This study used a methodology of deductive text approach. The findings show that the concept of manners in the Islamic PdP process is not limited to the students but also includes the adab teachers because manners have a distinctive position in Islam.

scholarly journals The Guided Inquiry Learning Materials Based on Multiple Chemical Representations As One of Chemistry Learning Strategies Centered on Students

2019 ◽  
Vol 2 (2) ◽  
pp. 140
Author(s):  
Mawardi Mawardi ◽  
Zonalia Fitriza
Keyword(s):  
Learning Strategies ◽  
National Curriculum ◽  
Basic Material ◽  
Content Standards ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Student Centered ◽  
Personal Learning ◽  
Basic Competencies ◽  
The One

Education in accordance with future needs will only be realized if there is a shift or change in mindset in the learning process, including: 1) From teacher-centered to student-centered, 2) From passively to active-investigating; 3) From virtual / abstract to real world contexts; 4) From personal learning to team-based learning; 5) From the one-way relationship shifts towards cooperatives; 6) From a single conscious effort to plural; 7) From factual thinking to critical; and 8) From the delivery of knowledge to the exchange of knowledge. In the Center Curriculum report (2007), findings were found in the four groups of problems faced by teachers when they will realize the implementation of content standards, namely: 1) Translation of basic competencies into indicators. 2) The description of the basic material in KD becomes a description of the main material in the Indicator, covering the breadth and depth of the material because what is given in the curriculum is minimal material means the lower limit, but the limit is not determined so that the teacher experiences difficulties in preparing syllabus and lesson plans; 3) Difficulties in implementing approaches, methods, or certain learning models in learning, due to limited capacity so that the demands of the Standard Process are difficult for teachers to fulfill; 4) Difficulties in obtaining textbooks (teaching materials) that are oriented to certain processes (models) such as inquiry, especially those written in Indonesian and in accordance with the National Curriculum, which greatly influences the achievement of content Standards and Process Standards. The development of chemical teaching materials for High School (SMA) based Classes Activities with guided inquiry models is one of the choices offered to overcome the problems faced by teachers in realizing the implementation of content standards and process standards.

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.

Towards an African-Centered Model of Learning

2021 ◽  
pp. 155-177
Author(s):  
Rendani Tshifhumulo ◽  
Faith F. Musvipwa ◽  
Tshimangadzo Justice Makhanikhe ◽  
Livhuwani Daphney Tshikukuvhe
Keyword(s):  
South Africa ◽  
South African ◽  
Learning Strategies ◽  
Education System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
School Curriculum ◽  
African Students ◽  
African Languages ◽  
Cultural Aspects

This chapter interrogates the current teaching and learning strategies in South African higher institutions of learning in relation to the negligence of cultural aspects. For many years now, the general population in South Africa agitated for the amendment or annulment of the current education system as a means of restoring the African norms and values. The suspension and/or expulsion of some African students from schools due to their adherence to African values is a vivid example of how the education system undermines African cultures and traditions. The chapter deliberated on story telling as one of the methods that is relevant for Indigenous Knowledge Systems. On the central argument of the chapter the authors conversed on colonialisation and its impact on education in South Africa. OBE and the revised national curriculum statement and the crises in South African education system are discussed. The chapter ends by interrogating the possibility of using African Languages in the school curriculum.

scholarly journals Nurse training in health in different regions in Brazil

2017 ◽  
Vol 17 (suppl 1) ◽  
pp. S219-S228 ◽  
Author(s):  
Carinne Magnago ◽  
Celia Regina Pierantoni ◽  
Cristiana Leite de Carvalho ◽  
Sabado Nicolau Girardi
Keyword(s):  
Learning Strategies ◽  
National Curriculum ◽  
Evaluation Process ◽  
Nurse Training ◽  
Exploratory Research ◽  
Documentary Analysis ◽  
Curriculum Guidelines ◽  
Curricular Structure ◽  
The One ◽  
Teaching Learning

Abstract Objectives: to identify on the one hand whether there has been any changes in the nurse training in Brazil and on the other if regionalizing health incurred interference in this process. Methods: an exploratory research of a multiple case study in a qualitative approach developed between November 2015 and March 2017, in seven regions in Brazil. The data were collected by in-depth interviews with 16 administrators of the undergraduate courses in nursing and by documentary analysis of the Projetos Políticos Pedagógicos (Political Pedagogical Projects). Content analysis was undertaken by having the theoretical references of the Diretrizes Curriculares Nacionais (National Curriculum Guidelines). Results: varied profiles of undergraduates were observed with higher tendency for the basic level in health practice or for hospital level with competencies in health care that is still fragmented and not interdisciplinary. The curricular structure of the courses focuses on isolated disciplines with little or no interdisciplinary integration and the pedagogical model is based on traditional teaching-learning strategies and additional evaluation process. There were no differences in health among the regions. Conclusions: it is necessary in concomitance with the changes that are required in the field of training to undertake efforts in the development of health units and training institutions, which has already proven to be a factor of professional retention and regional development.

scholarly journals Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge

2019 ◽  
Vol 22 (2) ◽  
pp. 309-334
Author(s):  
Keith S. Taber
Keyword(s):  
Teaching And Learning ◽  
National Curriculum ◽  
Chemistry Curriculum ◽  
Disciplinary Knowledge ◽  
Formal Curriculum ◽  
Official Document ◽  
Chemical Concepts ◽  
Official Curriculum ◽  
The Uk ◽  
Conceptual Confusion

Abstract This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England (an official document published by the UK government). In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways (i.e., proton transfer; electron transfer; electron sharing) and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2013 ◽  
pp. 463-488 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2012 ◽  
pp. 94-119 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

scholarly journals STUDENTS' ATTITUDES TOWARDS STATISTICAL SUBJECTS AMONG POLYTECHNIC STUDENTS: COMPARISONS BETWEEN GENDER AND FIELD OF SPECIALIZATION

2021 ◽  
Vol 3 (8) ◽  
pp. 01-08
Author(s):  
Muhamad Adha Shamdin @ Shamsuddin ◽  
Rosniza Mohd Nor ◽  
Nor Azrin Ahmad Bahar
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Field Of Study ◽  
Business Studies ◽  
The Difference ◽  
Students Attitudes ◽  
The One ◽  
Effective Teaching And Learning

This study aims to identify students' attitude through statistical learning through comparison between gender and field of study taken by students in polytechnics. This study used purposive sampling which consists of 152 polytechnic students from the field of commerce i.e. marketing diploma, accounting, retail management and business. This study used Survey of Attitude towards Statistics (SATS) instrument which contained 36 positive and negative items which consisted of six dimensions of attitude towards statistics. The findings showed a slight difference in student attitude mean score based on gender for female students (mean = 98.40) and male students (mean = 98.05) on statistical subjects. Based on the decision of the random sample t-test being run, the mean difference between male and female students is insignificant, t(150) = -0.263, ρ =0 .793). Comparative attitudes to statistics based on the field of study in polytechnics found that Diploma of Business Studies students showed the highest mean score (100.49), while students from the Diploma of Management of Retailing showed the lowest mean score (96.61). However, based on the decision rather than the one way variance analysis test being run, the difference shown in this mean score is insignificant, F(3, 148) = 2,546, ρ = 0.058. The comparison finds that there is no difference in interest in the statistics between the students' gender and the comparison for different fields of study. Therefore, lecturers can implement effective teaching and learning strategies and there is no need to conduct separate teaching and learning sessions by gender and there is no need to conduct separate teaching and learning sessions according to the field of study in polytechnics.

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