The Ludic and Human Rights: The Anti-Racist Fight in Science Education for a Political-Scientific Formation through Graffiti Art

2021 ◽  
Vol 23 (6) ◽  
pp. 237-269
Author(s):  
Kleber Francisco da Silva ◽  
Roberto Dalmo Varallo Lima de Oliveira ◽  
Márlon Herbert Flora Barbosa Soares
Keyword(s):  
Human Rights ◽  
Teaching And Learning ◽  
Basic Education ◽  
Social Issues ◽  
Current System ◽  
Hierarchical Classification ◽  
Chemical Interactions ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Free Data

Context: With the growing denunciations of violence and injustices in the social relationship, inside and outside schools, education based on human rights is insurgent in the current system of teaching and learning. Using the concept of school as a process of scientific, social and political construction, we planned the teaching and learning process of chemical interactions using the art of graffiti as a playful activity. Objectives: Reflection on chemistry teaching beyond the concepts of natural sciences, but also towards social issues to promote an education that transfigures the traditional model established by the hegemonic power during Brazilian history. Design: We use an ethnographic case study as a method. Scenario and Participants: In this way, we chose to bring graffiti art to chemistry workshops, since the paints are fixed on urban walls through chemical interactions between substances, building images and/or protest phrases that make us rethink the injustices and inequalities existing in Brazilian society and to dialogue the emergence of this art in the black movement with the political aspects of Human Rights. Thirteen students enrolled in a state basic education high school in the city of Goiânia-GO, Brazil, joined the workshops on Human Rights, Graffiti and Chemistry. Eight graffiti artists also participated in the workshop for free. Data collection and analysis: We used transcripts of semi-structured interviews and video-recorded workshops to categorise the data, analysing them with the Descending Hierarchical Classification technique and the use of dendrograms performed by the Iramuteq Software. Results: We obtained categories that evidence the chemical understanding of the content of chemical interactions and the socio-political understanding of human rights, and seven drawings on graffiti murals that show this correlation. Conclusions: The transgression of morals and the empowerment of the subordinate promote playfulness in the individual or collective social visibility of individuals, enabling better assimilation of scientific and social content.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals Usage of Effective Questioning to Enhance Students ‘level of participation in a Grade XI Chemistry Classroom of a Government Degree College in Rural District of Jacobabad

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 222-231
Author(s):  
Mahmood Ahmed Dool ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Learning Activities ◽  
College Level ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Reflective Journals ◽  
Teaching Learning

The purpose of the current study was to explore the usage of effective questioning during lecture-based teaching in the higher secondary chemistry classroom to enhance students’ active participation. The qualitative paradigm was used in the study within its action research was conducted. The data was collected through multiple sources such as interviews, observations, document analysis, and reflective Journals. The multiple tools helped in the process of triangulating the data. The researcher has used semi-structured interviews, participant observations, field dairies, and reflective journals to gather in-depth, rich, and relevant data. Data were analyzed through thematic analysis. The findings of the study revealed that the use of effective questioning serves as a powerful tool for enhancing students’ level of participation in chemistry teaching. Therefore, the use of effective questioning must be at the heart of lecture-based teaching-learning processes. In the study, students revealed that they had developed enough confidence which in the future will help them to take part in classroom activities. Moreover, it has also been found that the classroom discussion encouraged students to express their thinking in a fearless environment. It has been revealed that use of effective question not only develops students’ participation but also enhance their learning. Furthermore, students’ conceptual understanding was improved using effective questioning by integrating it into the college level chemistry teaching-learning activities. The results of the study have practical implications for teaching and learning in the chemistry classroom. Most of the studies around teacher's questioning have been undertaken in Western countries. However, this may be the first study that was conducted in Government Degree College for Boys, in the rural context of Sindh, Pakistan. Moreover, the study can contribute to the body of knowledge already available on classroom questioning and will be helpful for teachers in teaching science generally and chemistry particularly to enhance students' participation. This study recommends that questioning skills should be incorporated systematically into teaching-learning activities and practice to enhance students’ level of participation.

scholarly journals Analysis of Joint School Section Practice of Private School under Universal Basic Education in Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Muhinat Bolanle Bello
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Basic Education ◽  
Structured Interviews ◽  
School Students ◽  
School Activities ◽  
Universal Basic Education ◽  
Academic Activities ◽  
Basic School ◽  
Joint Section

This study examined the threat pose by schools operating a joint section under UBE to academic activities of both the pupils and students. The research method adopted for this study is the qualitative descriptive design of survey type. Upper basic school I, II, and III students of 15 purposively selected schools operating joint section Universal Basic Education System in Ilorin metropolis were selected for the study. Researchers-designed structured interviews with content validity and 0.77 reliability index of the instrument was the only instrument used to elicit the needed data from the respondents. The findings of the study revealed that: upper basic school students were seriously distracted the students it is meant to cater for in many ways. Based on the findings, it was recommended among others that; the same time should be allocated to both sections for both school activities since they use the same compound to decrease distraction and confusion of the students or better still, sections should be structured in different locations to reduce overpopulation in the compound thereby making teaching and learning more effective.

O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA

2020 ◽  
Vol 10 (20) ◽  
pp. 49-71
Author(s):  
José Ricardo De Oliveira ◽  
Claudivan Sanches Lopes
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Structured Interviews ◽  
Geographic Education ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Analysis Methodology ◽  
Regional Center ◽  
Pedagogical Action

Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Base de Conhecimentos, em especial o Conhecimento Pedagógico do Conteúdo – CPC, que os professores necessitam para o exercício da docência, e o processo de Raciocínio e Ação Pedagógica – RAP, que retrata como os conhecimentos docentes são acionados, relacionados e construídos durante o processo de ensinar e aprender. Na metodologia adotada para esta investigação privilegiamos os aspectos qualitativos através de entrevistas individuais e semiestruturadas e observações de aulas, e realizamos a análise dos dados obtidos via metodologia da análise de conteúdo. Os resultados da pesquisa esclareceram que quando os professores acionam e mobilizam o CPC em suas aulas, a Didática da Geografia é potencializada, facilitando a compreensão e a importância desses conteúdos para os alunos. PALAVRAS-CHAVE Conhecimento Pedagógico do Conteúdo, Processo de raciocínio e ação pedagógica, Didática da Geografia, Formação do professor de Geografia.   THE DEVELOPMENT OF PEDAGOGICAL KNOWLEDGE OF CONTENT AND THE SPECIFIC DIDACTICS OF TEACHERS OF GEOGRAPHY ABSTRACT This article includes part of our master's research, which had as main objective to analyze the didactic-pedagogical strategies used by Geography teachers, experienced and successful, who work in Basic Education in schools that belong to the Educational Regional Center of Maringá-PR, in the final years of elementary and high school. In order to understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to geographic education, we adopted Lee S. Shulman's studies on the Knowledge Base, especially the Pedagogical Knowledge of the Content - CPC, which teachers need for the exercise of teaching and the process of Reasoning and Pedagogical Action - RAP, which portrays how teaching knowledge is triggered, related and constructed during the process of teaching and learning. Therefore, the methodology adopted for this investigation privileged the qualitative aspects through individual and semi-structured interviews and observations of classes, whose analysis of the data obtained was carried out by the content analysis methodology. The results of the research clarified that, when teachers activate and mobilize the CPC in their classes, the Didactics of Geography is enhanced, facilitating the understanding and the importance of these contents for students. KEYWORDS Pedagogical Content Knowledge, Pedagogical action and reasoning process, Didactics of Geography, Geography teacher training.

scholarly journals El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
María Edna Moura Viera ◽  
Maria da Graça Luderitz Hoefel ◽  
José Tomas Réal Collado
Keyword(s):  
Working Conditions ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Daily Practice ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Exploratory Investigation ◽  
Psychological Demands

Con la aparición de la COVID-19, la forma de hacer y pensar la educación mediatizada por las tecnologías digitales, surgió con una fuerza repentina y nunca experimentada de la forma en que la vimos ocurrir en el año 2020. Así, la nueva realidad educativa se evidencia en la distancia de los cuerpos y la distancia en los procesos de enseñanza y aprendizaje, que ha tenido numerosos impactos en la práctica diaria de la educación. Esta investigación busca conocer las percepciones de los profesores/as de educación básica en España y Brasil, sobre las repercusiones de la COVID-19 en la educación. Se trata de una investigación descriptiva-exploratoria, con enfoque cualitativo, que realizó 12 entrevistas semiestructuradas a profesores/as de educación básica de ambos países. Los resultados indican que la incorporación abrupta de tecnologías digitales provocó un gran sufrimiento a los docentes, debido a la falta de formación para ellos, falta de condiciones mínimas de trabajo, aparición de nuevas demandas profesionales y psicológicas, así como diferencias generacionales en las relaciones con las tecnologías. With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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