scholarly journals Tecnologias digitais, biologia do conhecer e pesquisa-ação no ensino de línguas

2018 ◽  
Vol 11 (2) ◽  
pp. 135-159
Author(s):  
Rodrigo Camargo Aragão ◽  
Iky Anne Fonseca Dias
Keyword(s):  
Action Research ◽  
Qualitative Methodology ◽  
Research Study ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Human Relations ◽  
Audio Recordings ◽  
Teacher Researcher ◽  
Systemic Network ◽  
Teaching Learning

RESUMO:Neste artigo tomamos como base a experiência de uma professora-pesquisadora de inglês em uma pesquisa-ação para pensarmos sobre como práticas de ensino-aprendizagem de línguas com tecnologias digitais e o processo de reflexão na pesquisa nos fornecem elementos que fortalecem transformações no fazer pedagógico dessa professora. À luz do pensamento sistêmico da Biologia do Conhecer (MATURANA, 2001), argumentamos que a professora-pesquisadora transformou sua prática pedagógica em conjunto com outros elementos do sistema em que ela se encontra à medida que emoções e relações humanas são favoráveis para isso. Com uso de metodologia de pesquisa qualitativa, pesquisamos as transformações na rede sistêmica no curso da pesquisa-ação e as representações sobre a experiência da professora-pesquisadora, por meio de registros em áudio das reuniões de planejamento, relatórios, colagem visual e entrevista. A discussão dos resultados pretende trazer contribuições para o campo da formação de professores e do ensino de línguas mediado pelas tecnologias digitais. Os resultados indicam que a professora-pesquisadora reflete e inova sua prática embasada em mudanças nas suas emoções ao se sentir mais confiante com o seu trabalho e fluindo em rede com outros pontos do sistema, como mudanças nas ações e emoções de seus estudantes, o que retroalimentou o processo de transformação ocorrido na pesquisa-ação. A partir da discussão dos resultados, indicamos, em acordo com outras pesquisas na literatura, que o potencial de tecnologias digitais para o ensino e aprendizagem de línguas não está propriamente nelas, mas, nas ações, emoções e redes de relações colaborativas que podem ser propiciadas com elas. PALAVRAS-CHAVE: tecnologias digitais; biologia do conhecer; pesquisa-ação; ensino-aprendizagem de línguas.   ABSTRACT:By looking at the experience of an English teacher-researcher during an action-research study, we consider how teaching/learning practices with digital technologies alongside with the reflection prompted by the research make available to us different phenomena that strengthen transformations within the teacher-researcher practice. In the light of the Biology of Cognition’s systems thinking (MATURANA, 2001), we argue that the teacher-researcher transformed her pedagogical practice in line with other phenomena of the system she is embedded in, and as emotions and human relations are favorable for it. With the use of the qualitative methodology, we approach the transformations within the systemic network and the representations of the experience by the teacher-researcher with the use of audio recordings of our meetings, written reports, a visual collage and an interview. The discussion of the results aims at bringing contributions to the field of teacher education and to language teaching mediated by digital technologies. Results indicate that the teacher-researcher reflects and innovates her practice grounded on changes in her emotions as she feels more confidence in her work and by flowing with changes in other threads of the system, such as changes in her students’ emotions and actions. It feed backed her process of transformation during the action-research. Based upon the results discussed, we indicate, in accordance with other research in the literature, that the potential of digital technologies to the teaching/learning of languages are not in the technologies themselves, but in the actions, emotions and the network of collaborative and open relations that may be afforded by them. KEYWORDS: digital technologies; biology of cognition; action-research; teaching-learning of languages.

scholarly journals A Syllabus Design in Learning Speaking for International Volunteers as Non-Native Speakers of Indonesian

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Laily Nur Affini
Keyword(s):  
Action Research ◽  
Research Study ◽  
Native Speakers ◽  
Voluntary Service ◽  
Central Java ◽  
Learning Centered ◽  
Project Site ◽  
Teaching Learning ◽  
Learner’S Perspective

Indonesia International Work Camp (IIWC) is an international organization. The organization facilitates Indonesian course to foreign volunteers who conduct a voluntary project in Indonesia. The course started in 2009 up to now. If there is one lack from the course, it is because the course did not have any syllabus. This action research study has a main purpose to design an Indonesian speaking syllabus for IIWC foreign volunteers based on contextual field at a project site. This action research included a basic action research routine: look, think and act. An approach employed in this research is case study. Questionnaires, interviews, notes, a teaching journal, recordings, photographs and videos were taken during the course process. The population of this research is the IIWC foreign volunteers. The sample of this research is Yurie Takahashi, a Japanese foreign volunteer who was the only new foreign volunteer came in Indonesia at that time. She conducted a social international voluntary service in Indonesia. The major research participants are I as the Indonesian speaking instructor, and the foreign volunteer as the learner. The collected data is analyzed using a process of reflection and interpretation that is categorizing and coding. The findings are:  the syllabus for Indonesian speaking course, for IIWC foreign volunteers who conducted a project at the project site of Fatimatuzzahro orphanage Semarang central-Java Indonesia. The syllabus employs a learning centered approach. Then the program evaluation revealed the instructor’s teaching and attitudes from the learner’s perspective and the learner’s progresses after joining the course. Eventually, the teaching materials compilation was taught from the syllabus made to be a handout of the course which can support the teaching-learning processes later. It is suggested to other IIWC’s Indonesian speaking instructors who will teach foreign volunteers at the orphanage can look at the syllabus in advance, so that they can know starting points in surveying the existing situation. It is also suggested to other researchers to take the uninvestigated cases in this research regarding Indonesian listening and pronunciation problems which later can be contributed as well to knowledge of applied linguistics.

scholarly journals Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Amber Danielle Mazur ◽  
Barbara Brown ◽  
Michele Jacobsen
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Teaching Effectiveness ◽  
Research Study ◽  
Instructional Model ◽  
Inquiry Based Learning ◽  
Learning Group ◽  
Class Time ◽  
Collaborative Discussion ◽  
Teaching Learning

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.

scholarly journals JANELA GEOGRÁFICA, UMA EXPERIÊNCIA EDUCOMUNICATIVA HOLÍSTICA NO ENSINO DE GEOGRAFIA

GEOgraphia ◽  
2021 ◽  
Vol 23 (50) ◽  
Author(s):  
Clesley Maria Tavares do Nascimento ◽  
Anderson Felipe Santos Oliveira
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Pedagogical Practice ◽  
Pedagogical Tools ◽  
Geography Teaching ◽  
Geographic Knowledge ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Collective Construction

O presente artigo foi concebido para discorrer as reflexões geradas a partir do projeto de iniciação científica Janela Geográfica realizado por professoras e estudantes da Universidade Regional do Cariri (URCA). Tendo como objetivo geral desenvolver a autonomia e o senso crítico dos graduandos através da produção de vídeos para utilizá-los como ferramenta didático-pedagógica no processo de ensino-aprendizagem do saber geográfico, dentro e fora da universidade. A educomunicação e o holismo foram os pilares teóricos norteadores do percurso metodológico dessa pesquisa-ação. O vídeo Paisagem expressão de vivência é um resultado imagético de uma discussão maior sobre trabalhar no ensino de geografia a educomunicação e o holismo. GEOGRAPHIC WINDOW, A HOLISTIC EDUCOMMUNICATIVE EXPERIENCE IN GEOGRAPHY TEACHING Abstract: This article was designed to discuss the reflections generated from the scientific initiation project: Geographic Window, which was carried out by teachers and students at the Universidade Regional do Cariri (URCA), with the general objective of developing the autonomy and critical sense of students, through the production of videos to use them as didactic-pedagogical tools in the teaching-learning process of geographic knowledge, inside and outside the university. Educommunication and holism were the theoretical pillars that guided the methodological path of this action research. The video “Landscape expression of experience” is an imaginary result of a larger discussion about working, in the teaching of Geography, Educommunication and holism. The collective construction of this generated debates on the theme addressed and prompted reflections on pedagogical practice, in addition to enabling the development of skills and competences related to audiovisual language.Keywords: Video. Geography teaching. Educommunication. Holism. VENTANA GEOGRÁFICA, UNA EXPERIENCIA EDUCOMUNICATIVA HOLÍSTICA EN LA ENSEÑANZA DE LA GEOGRAFÍA Resumen: Este artículo fue diseñado para discutir las reflexiones generadas a partir del proyecto de iniciación científica: Ventana Geográfica, que fue realizado por docentes y estudiantes de la Universidade Regional de Cariri (URCA), con el objetivo general de desarrollar la autonomía y el sentido crítico de los estudiantes de pregrado, mediante la producción de videos para utilizarlos como herramientas didáctico-pedagógicas en el proceso de enseñanza-aprendizaje del conocimiento geográfico, dentro y fuera de la universidad. La educomunicación y el holismo fueron los pilares teóricos que guiaron el camino metodológico de esta investigación acción. El video “Paisaje expresión de la experiencia” es el resultado imaginario de una discusión más amplia sobre el trabajo, en la enseñanza de la Geografía, la Educomunicación y el holismo. La construcción colectiva de éste generó debates sobre el tema abordado y suscitó reflexiones sobre la práctica pedagógica, además de posibilitar el desarrollo de habilidades y competencias relacionadas con el lenguaje audiovisual.Palabras clave: Video. Enseñanza de la geografía. Educomunicación. Holismo.

scholarly journals EFL Speaking Fluency through Authentic Oral Production

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jairo Israel Lopez ◽  
Andres Paredes Becerra ◽  
Maria Rossana Ramirez-Avila
Keyword(s):  
High School ◽  
Action Research ◽  
Research Study ◽  
Target Language ◽  
Public High School ◽  
Oral Production ◽  
Audio Recordings ◽  
Efl Teachers ◽  
Post Test ◽  
Action Research Study

This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.

scholarly journals Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

2016 ◽  
Vol 9 (4) ◽  
pp. 83
Author(s):  
Yanilis Romero ◽  
Milton Pajaro Manjarres
Keyword(s):  
Action Research ◽  
Public School ◽  
Language Learning ◽  
Learning Process ◽  
Research Methodology ◽  
English Language ◽  
Research Study ◽  
Target Language ◽  
English Language Learning ◽  
Teaching Learning

<p>This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios within the school facilitated the promotion of English language learning because the students felt the need to use the target language in different contexts and situations and also because they felt that they were an important part of the teaching-learning process.</p>

scholarly journals ‘Tech FTW!!!’ Ninth Graders, Romeo and Juliet, and Digital Technologies

2013 ◽  
Vol 15 (1) ◽  
pp. 6
Author(s):  
Roberta Hammett
Keyword(s):  
Action Research ◽  
Social Networking ◽  
Research Study ◽  
Digital Technologies ◽  
Social Networking Site ◽  
Ninth Graders ◽  
Romeo And Juliet ◽  
Digital Videos ◽  
Face To Face ◽  
Composing Process

This article describes an action research study in which ninth graders composed digital responses to their study of Shakespeare’s Romeo and Juliet.  Their collaborative digital projects included e-zines, presentations, digital videos and photostories.  Although meeting face to face in and outside of class, the students also used Ning (a social networking site) to share their products and to communicate about them throughout the unit.  The paper will focus on what their communications reveal about the students’ participation and understanding during the composing process, including thinking, representing, actively engaged, creating, knowing, and social - summed up in the acronym TRACKS.

scholarly journals How Should I Teach Sex Education in Middle School? An Action Research Study on an ICT-based Intervention

2019 ◽  
Author(s):  
Diana Rojas Briñez ◽  
Álvaro Galvis Panqueva ◽  
Irma Flores Hinojos
Keyword(s):  
Action Research ◽  
Sex Education ◽  
Sexual Behaviors ◽  
Research Study ◽  
Self Care ◽  
Action Research Project ◽  
Effective School ◽  
Teacher Researcher ◽  
Favorable Change ◽  
Action Research Study

In this article, we, Diana, Álvaro and Irma, present findings from an action research project aiming to promote self-care behaviors around sexual and reproductive health (SBSRH) in adolescents at a public school in Colombia through the use of ICT-based learning environments. I, Diana, the teacher-researcher carried out an action research study first reflecting on teaching practices for teaching healthy sexual behaviors, then assessing them in light of theoretical recommendations, and finally by creating a blended-learning project called “Self-Care in Action”. Irma was the action-research advisor and Álvaro the ICT-research and development advisor. Two groups of 7th graders participated in the project. We collected and analyzed qualitative data to document changes in student behaviors and perceptions. Since the pedagogical intervention, a favorable change occurred in the students regarding their knowledge, attitude, and intention to practice SBSRH. The results shed light on the complexity of developing healthy sexual behaviors in adolescents and provide a guide for designing a meaningful class project to encourage this transformation. The findings here are relevant for teachers, health advocates and policy makers striving to create effective school-based sex education programs.

scholarly journals Poprzez refleksję do postawy refleksyjnej prz yszłego naucz yciela jęz yka obcego – trudności interpretacyjne badania w działaniu

Neofilolog ◽  
1970 ◽  
pp. 159-167
Author(s):  
Joanna Stańczyk
Keyword(s):  
Action Research ◽  
Cognitive Processes ◽  
Research Study ◽  
Potential Change ◽  
Cognitive Perspective ◽  
Research Participants ◽  
Starting Point ◽  
Teacher Researcher ◽  
Short Presentation

This article is an attempt to determine the reasons for difficulties encountered in the interpretation of data collected in the process of conducting action research on developing a reflective attitude in TTC students. The starting point for investigating the above issue is a short presentation of the action research study: the subjects’ aim, and tools employed in the process. The difficulties with interpreting the collected data will be examined mainly from the cognitive perspective, as the description and interpretation relate to internal cognitive processes, observable only in potential change of behaviour. It is significant,therefore, to work out, among the research participants, a coherent conceptual area referring to the changes under investigation. Interpretation of data is also the result of the quality of interactions among the research participants, which will be presented using the example of relations between the teacher researcher and participant-students and their possible influence on the students’ opinions. The article closes with suggestions for selecting criteria for the interpretation of data being collected.

scholarly journals La influencia de los espacios para el desarrollo del proceso de enseñanza/aprendizaje en educación física: una perspectiva autoetnográfica (The influence of spaces for the development of the teaching/learning process in physical education: an autoethnogr

Retos ◽  
2018 ◽  
pp. 317-322
Author(s):  
Gustavo González-Calvo ◽  
Lucio Martínez-Álvarez ◽  
David Hortigüela-Alcalá
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
The Subject ◽  
The Creation ◽  
Teaching Learning

Uno de los elementos que más condicionan la práctica pedagógica, dentro de la Educación Física, tiene que ver con los espacios en que se desarrolla la tarea docente. En este artículo se expone el proceso reflexivo de un educador novel en el que se van revisando sus principios, propósitos y consecuencias de sus acciones en relación con la creación de espacios de enseñanza/aprendizaje seguros y educativos para todo el alumnado. El artículo adopta una metodología cualitativa, en forma de autoetnografía, para conocer la influencia que ejercen los espacios en los que se desarrolla la Educación Física en la concepción y afrontamiento de la materia. Los resultados reflejan cómo una de las mayores preocupaciones del docente tiene que ver con adaptar los espacios y los contextos en que se desarrollan las lecciones para reducir las contingenciasAbstract. One of the elements that most influence the pedagogical practice, within the Physical Education, has to do with the spaces in which the teaching task is developed. This article exposes the reflexive process of a novel educator in which he reviews his principles, purposes and consequences of their actions in relation to the creation of safe teaching and learning spaces for all students. The article adopts a qualitative methodology, in the form of autoethnography, to know the influence exerted by the spaces in which Physical Education develops in the conception and confrontation of the subject. The results reflect how one of the main concerns of the teacher has to do with adapting the spaces and contexts in which the lessons are developed to reduce contingencies.

Integrating Mathematics with Problem Solving Using the Mathematician's Chair

1999 ◽  
Vol 5 (7) ◽  
pp. 434-441
Author(s):  
Charlene Hildebrand ◽  
Clinton L. Ludeman ◽  
Joan Mullin
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Instructional Practices ◽  
Research Study ◽  
College Instructors ◽  
Mathematics Problem Solving ◽  
Shared Interest ◽  
Individual Teacher ◽  
Teacher Researcher ◽  
Mathematics Problem

This article describes how Mullin, in collaboration with two college instructors, designed and carried out an action research study to answer her own instructional questions. Action research is a process of studying some aspect of teaching through the use of disciplined inquiry (Association for Supervision and Curriculum Development 1995). Teachers engage in action research to improve their instructional practices on the basis of a deeper understanding gained through the collection and analysis of relevant data. Action research can take place on three levels: an individual teacher might examine his or her classroom, a group of teachers might collaborate to research a shared interest, or an entire school might research an issue. In this study, the teacher-researcher looked most directly at the aspect over which she had control: the nature of instruction in mathematics problem solving.

Sign in / Sign up

Export Citation Format

Share Document