scholarly journals Interdisciplinaridade e Ensino: Propostas para Planejamento Curricular

2019 ◽  
Vol 20 (3) ◽  
pp. 273
Author(s):  
Renata Biguetti de Souza Santos ◽  
Givan José Ferreira dos Santos ◽  
Alessandra Dutra
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Curriculum Planning ◽  
Social Actors ◽  
Complex Process ◽  
The Social ◽  
School Teaching ◽  
Analytical Research ◽  
Methodological Aspects

A questão do planejamento curricular se apresenta como um dos elementos centrais quando se reflete a respeito do complexo processo de ensino-aprendizagem escolar, particularmente da Educação Básica. Nessa perspectiva busca-se responder aos questionamentos por que fazer, o que é e como fazer um projeto de currículo para o ensino escolar com princípios da interdisciplinaridade e, em consonância com essa problemática, alcançar os objetivos de expor razões favoráveis à adoção na prática docente desse paradigma pedagógico, de mostrar alguns de seus traços conceituais e de sinalizar caminhos para sua efetivação. Com base em aspectos teóricos e metodológicos de pesquisadores sobre o fenômeno da interdisciplinaridade e sua relação com a organização curricular, empreendeu-se uma pesquisa de cunho bibliográfico, descritivo e analítico. Acredita-se que os pressupostos conceituais, as luzes pedagógicas e as reflexões apresentadas no trabalho possam contribuir para aprofundamento da compreensão do tema pelos atores sociais que pensam e atuam na educação do Brasil. Palavras-chave: Processo de Ensino e Aprendizagem. Prática Docente. Educação no Brasil.   AbstractThe issue of curriculum planning is presented as one of the central elements when reflecting on the complex process of school teaching and learning, particularly in basic education. From this perspective, seeks to answer the questions why to do, what is and how to make a curriculum project for school teaching with interdisciplinary principles and, in line with this problem, achieve the objectives of exposing reasons favorable to adoption in practice. teacher of this pedagogical paradigm, to show some of its conceptual traits and to signal paths for its realization. Based on the theoretical and methodological aspects of researchers about the phenomenon of interdisciplinarity and its relationship with the curricular organization, a bibliographical, descriptive and analytical research was undertaken. It is believed that the conceptual assumptions, the pedagogical lights and the reflections presented in the work can contribute to the deepening of the understanding of the theme by the social actors who think and act in the education of Brazil. Keywords: Teaching and Learning Process. Teaching Practice. Education in Brazil. 

Framework for Evaluating Math Educational Materials for Constructing Early Number Concept

2020 ◽  
Vol 3 (1) ◽  
pp. 48-60
Author(s):  
Chrysanthi Skoumpourdi ◽  
Antonia Matha
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Material ◽  
Early Years ◽  
Early Age ◽  
Educational Materials ◽  
Number Concept ◽  
The Social ◽  
Early Number ◽  
The Individual

Teaching and learning of mathematics, due to their abstract nature, are enhanced, especially at an early age, using educational materials. The wide variety of the available math’s educational materials requires teachers to evaluate them in order to incorporate them to their teaching practice. Contributing to this field, the purpose of this paper is dual. Firstly, it intends on defining the factors that could be included in a framework for evaluation of math educational material. Secondly, it aims on using this framework to evaluate specific educational materials that are used for the construction of early number concept. The results showed that the factors that could compose a framework of evaluating math educational materials could be related with 1. Evaluation of the material itself, independently of its context of use, 2. Evaluation of the material in the social context of its use, as well as 3. Evaluation of materials’ acceptability to the general educational community. From the evaluation of specific educational materials that are used for the construction of early number concept it seemed that no material itself could be considered, as suitable for teaching all the individual constructs of the number concept in early years’ mathematics, according to the developed framework.

scholarly journals The Use of Digital Portfolio to Assess the Student Teachers’ Professional Skills

2021 ◽  
Vol 30 (10) ◽  
pp. 87-98
Author(s):  
N. V. Tikhonova
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Student Teaching ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Professional Skills ◽  
Teacher Student ◽  
School Teaching ◽  
Digital Portfolio

Nowadays, digital technologies are widely used at all levels of education and are effectively integrated into diverse teaching and learning activities (transmission of information, educational projects, presentations, games, training, modeling, evaluation and competence assessment, etc.). Information and communication technologies are considered in this study as a key element of assessment of teacher student professional skills and competencies during school teaching practice. A digital portfolio is regarded as a form of authentic assessment of teaching practice and a way to improve teaching performance and to contribute to pre-service teachers’ professional growth. The purpose of the research is to analyze the opportunities and potential benefits as well as the disadvantages of using digital portfolio in teacher preparation course and to propose recommendations for the full realization of this method’s potential. The author analyzes the experience of Swiss teachers in using a digital portfolio to assess the results of student teaching practice. The research focuses on the role of the digital portfolio in developing the pre-service teachers’ ability to selfassessment and self-reflection.

scholarly journals GAMIFICACIÓN: ESTRATEGIA DIDÁCTICA MOTIVADORA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL PRIMER GRADO DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Carola Katherine Aguilera Meza ◽  
Carlina Patricia Santos Loor ◽  
Bernardita Agustina Pinargote Párraga ◽  
José Ricardo Erazo Delgado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
First Grade ◽  
Curriculum Planning ◽  
Palabras Clave ◽  
The Social ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nativos Digitales

En la actualidad las tecnologías han ganado terreno en el ámbito social, familiar, profesional, y pedagógico.  Por su importancia y aporte en el desarrollo de las ciencias, se hace imprescindible el planteamiento de estrategias que involucren el uso de las tecnologías, que estén a la vanguardia de las exigencias que la educación y los estudiantes de hoy, conocidos como nativos digitales lo requieren, sin embargo estos recursos no se aplican adecuadamente en los salones de clases.  El objetivo de este estudio fue diseñar una experiencia de motivación gamificada en el proceso de enseñanza-aprendizaje, a través de una propuesta de innovación puesta en marcha con una muestra de veinticinco niños y niñas del primer grado, mediante la aplicación de recursos tecnológicos como tablet, laptop, proyector e internet; aplicaciones móviles “Class Dojo” y “Series Lógicas de Lucas” para trabajar el ámbito lógico matemático, realizadas en tres sesiones de clases (inicio, desarrollo y aplicación).   La metodología estuvo basada en un paradigma cualitativo, que abordó categorías como: gamificación y sus elementos, evaluación gamificada y procesos motivacionales; apoyado en técnicas de observación y entrevista.  Una vez ejecutadas las sesiones, se evaluaron a los estudiantes con una rúbrica diseñada para este propósito. Los resultados alcanzados demostraron que el 84% de los niños lograron cumplir con los objetivos propuestos en las tareas realizadas, desarrollaron destrezas lógicas matemáticas mediante la resolución de problemas.  Esta investigación permite incentivar al docente, incorporar herramientas tecnológicas dentro de la planificación curricular, ya que los estudiantes viven inmersos en una sociedad digital. PALABRAS CLAVE: Gamificación; tecnologías de la información y comunicación; creatividad; motivación; enseñanza-aprendizaje. GAMIFICATION AS A DIDACTIC STRATEGY IN THE TEACHING OF FIRST GRADE STUDENTS IN BASIC EDUCATION ABSTRACT Currently, technologies have gained ground in the social, family, professional, and pedagogical fields. Because of its importance and contribution in the development of science, it is essential to consider strategies that involve the use of technologies, which are at the forefront of the demands that education and students today, known as digital natives require, however, these resources are not properly applied in classrooms. The objective of this study was to design a gamified motivation experience in the teaching-learning process, through an innovation proposal launched with a sample of twenty-five first-grade children, through the application of technological resources such as tablets, laptop, projector and internet; “Class Dojo” and “Lucas Logic Series” mobile applications to work the mathematical logical field, carried out in three class sessions (start, development and application). The methodology was based on a qualitative paradigm, which addressed categories such as: gamification and its elements, gamified evaluation and motivational processes; supported by observation and interview techniques. Once the sessions were executed, students were evaluated with a rubric designed for this purpose. The results achieved showed that 84% of the children were able to meet the objectives proposed in the tasks performed, developed mathematical logical skills through problem solving. This research allows the teacher to be encouraged to incorporate technological tools into curriculum planning, since students live immersed in a digital society. KEYWORDS: Gamification; information and communication technologies; creativity; motivation; teaching-learning.

scholarly journals BALANCING WORK, STUDY AND HOME: A RESEARCH WITH MASTER'S STUDENTS IN A BRAZILIAN UNIVERSITY

2016 ◽  
Vol 17 (3) ◽  
pp. 60-83
Author(s):  
AMANDA MAGRI ELLER ◽  
BRUNO FELIX VON BORELL DE ARAUJO ◽  
DIANA ABREU VON BORELL DE ARAUJO
Keyword(s):  
Nontraditional Students ◽  
Active Role ◽  
Work Study ◽  
Individual Action ◽  
Master's Students ◽  
Social Actors ◽  
The Social ◽  
Micro Level ◽  
Methodological Aspects ◽  
Directing Attention

ABSTRACT Purpose: Understand the tactics that nontraditional students use to manage the boundaries between work, home and study. Originality/gap/relevance/implications: The originality of this study relies on transfer of the focus from the conflict to the balance between work, home and study. It also breaks new ground by directing attention to the micro level of individual action, in contrast to a literature that traditionally studied organizational actions. Finally, it performs an innovative reading of the interface between work, home and study domains from the perspective of the boundary theory. Key methodological aspects: This qualitative study was held from 18 interviews that were recorded, transcribed and content analyzed, which revealed a list of individual tactics employed by respondents to reconcile the demands of work, home and study. Summary of key results: The analysis allowed us to identify 18 tactics that our respondents employ to negotiate the level of permeability between the boundaries between work, school and home. These tactics were classified as behavioral, communicative, physical and temporal. Key considerations/conclusions: The study revealed that students develop an active role by interpreting the expectations of the social actors from the home and work domains and from the institution where they study and adopt boundaries with degrees of permeability that enable a state of greater balance between these domains.

Enquiry-Based Learning in College Mathematics Education: Theory and Practice

2019 ◽  
pp. 324-329
Author(s):  
Su Liang
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Research Literature ◽  
Theory And Practice ◽  
Western World ◽  
Chinese Philosopher ◽  
School Teaching ◽  
Education Theory ◽  
The Ancient Chinese

The practice of Inquiry-Based Learning (IBL) has a very long history. In the western world, the ancient Greek philosopher, Socrates (469 – 399 B.C.) had utilized IBL to engage his interlocutors in dialogue for discovering basic truth and principles. In the Eastern world, the ancient Chinese philosopher and educator Confucius (551 -479 B.C.) had also raised the idea of IBL approach for teaching and learning. Confucius had said: “I hear, I forget; I see, I remember; I do, I understand”. Active learning is the essence of IBL way of teaching. The IBL discussed in the paper is guided IBL. In the research literature, many research showed evidence that guided IBL produced better learning outcomes comparing to pure lecture approach. In recent years, promoting IBL in the field of education becomes a trend, because researchers believe that the features of IBL can fulfill the 21st century education through cultivating students’ critical and creative thinking, nurturing inquiry mind of problem-solving, and preparing life-long learners, for our society. However, in reality, the traditional way of teaching – lecture is still dominated at school teaching. Why has IBL been promoted in the educational research but most teachers still never employ it in their teaching practice yet? In this paper, I will discuss the challenging we are facing and propose some ideas for IBL implementation.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals Tecnologia na Formação Continuada: uma Experiência com Tarefas Investigativas para Ensino de Geometria

2017 ◽  
Vol 18 (2) ◽  
pp. 119
Author(s):  
Nielce Meneguelo Lobo da Costa ◽  
Maria Elisabette Brisola Brito Prado ◽  
Samira Fayez Kfouri
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Video Recording ◽  
Mathematical Content Knowledge ◽  
Use Of Technology ◽  
Complex Process ◽  
Spatial Geometry ◽  
3D Software ◽  
Education Process

Este artigo objetiva discutir a pesquisa empreendida em um processo de formação continuada de professores de matemática com foco no uso de tecnologia em tarefas investigativas para ensino de Geometria Espacial de Posição. A fundamentação teórica, quanto ao processo formativo, veio das ideias de Imbernón sobre formar o professor na e para a mudança, de Zeichner sobre reflexão coletiva e de Mishra e Koehler sobreo modelo TPACK. A pesquisa, de cunho qualitativo, na acepção de Bogdan e Biklen, se desenvolveu em uma formação continuada com seis encontros de quatro horas de duração com a participação de nove professores. A intenção foi propiciar aos professores a vivência de situações didáticas com tecnologias, especificamente o software Cabri 3D, de modo que refletissem sobre os processos de ensino e aprendizagem de geometria. A coleta de dados foi feita por observação direta, gravação em áudio e vídeo dos encontros e pelos registros produzidos pelosparticipantes. A análise interpretativa dos dados neste artigo foca no episódio relativo à tarefa “Quadrilátero Reverso”, que permitiu observar indícios de reflexão e de reconstrução de conhecimentos sobre o conteúdo matemático. Tais constatações evidenciaram que os professores pesquisados tiveram oportunidade de construir o conhecimento tecnológico do conteúdo, de acordo com os níveis do modelo TPACK. Concluíse que atingir este nível de conhecimento é um processo complexo, pois depende da habilidade de integrar diversos conhecimentos. Finalmente,indica-se que isso não ocorre de imediato, requerendo um contínuo aprendizado do professor inclusive sobre a própria prática docente.Palavras-chave: Educação Continuada. TPACK. Reconstrução da Prática. Geometria Espacial. Cabri 3D.AbstractThis article aims to discuss the research carried out in a continuing Mathematics Teachers’ education process focusing on the use of technology in investigative tasks for the teaching of Spatial Position Geometry. The theoretical basis for the formative process originated from Imbernón’s ideas on Teachers’ education in and for change, from Zeichner’s ideas on collective reflection and from Mishra and Koehler’s on the TPACK model. The qualitative research, in the Bogdan and Biklen’s sense, was developed in a Continuing Teachers’ education process with sixmeetings lasting four hours each with nine teachers participants. The intention was to provide teachers with the didactic situations experience within technologies, specifically Cabri 3D software, so that they couldreflect on geometry teaching and learning processes. The data collection was performed by direct observation, meetings’ audio and video recording and through the participants’ notes. The interpretative data analysisfocuses on the episode related to the “Skew Quadrilateral” task that allowed to observe the evidence of reflection and reconstruction of mathematical content knowledge. These findings revealed that the researched teachers had the opportunity to build the technological content knowledge, according to the TPACK model levels. It is concluded thus why it is a complex process to reach such levels, once it depends on theability to mix and converge different kinds of knowledge. Finally, it is pointed out that such processes do not occur immediately, requiring acontinuous learning effort about the teaching practice itself.Keywords: Continuing Education. TPACK, Practice Reconstruction. Spatial Geometry. Cabri 3D.

scholarly journals The Implementation of Higher Order Thinking Skill (HOTS) in Junior High School: Teaching Practice and Problems

2021 ◽  
Vol 5 (2) ◽  
pp. 185
Author(s):  
Rani Ayu Feronica ◽  
Eka Apriani ◽  
Sarwo Edy
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Junior High ◽  
Higher Order Thinking ◽  
Thinking Skill ◽  
School Teaching ◽  
High School Teaching ◽  
Practice Teaching

This study is aims to find out teaching practice and problems in impelementing HOTS. This research is descriptive qualitative. Subject of this study were four English Teacher in SMPN 1 Rejang Lebong. Questionnaire and interview were used to find out data of this research. Data analyzed by using qualitative analysis. The result of this study is (1) the implementation of HOTS in SMPN 1 Rejang Lebong is well done based on Anderson Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. Second, teaching problems in HOTS implementation, and (2) lack of facilities, lack of time, lack of training, lack of knowledge, lack of connection, and lack of motivation were teaching problems of HOTS implementation. This finding is hoped can be used to know about teaching and learning process by using HOTS in junior high school.Keywords: HOTS, Junior High School, Teaching Practice, Teaching Problems

scholarly journals O rádio educativo e a cibercultur@ nos processos de mobilização comunitária

2011 ◽  
Vol 18 (3) ◽  
Author(s):  
Cicilia M. Krohling Peruzzo
Keyword(s):  
Public Interest ◽  
Teaching And Learning ◽  
Basic Education ◽  
Community Mobilization ◽  
Learning Processes ◽  
Community Radio ◽  
High Culture ◽  
School Teaching ◽  
Educational Radio ◽  
Over Time

Objetiva situar as várias faces do mesmo e refletir sobre sua passagem em diferentes momentos históricos. Pretende ainda discutir sua presença na internet e analisar a inserção do rádio educativo na cibercultur@. A pesquisa foi realizada com base em pesquisa bibliográfica e documental. Conclui-se que o uso educativo do rádio foi variando ao longo do tempo. Passa por um conteúdo educativo-cultural difuso, incorpora programas governamentais de ensino a distancia, serve à educação de base e à difusão da “alta cultura” e à informação de interesse público, se insere em processos de ensino-aprendizagem escolar e revela uma dimensão educativa na rádio popular e comunitária. Palavras chave: Rádio educativa; Educomunicação; Rádio comunitária. Educational radio and cybercultur@ in the community mobilization process Abstract: The study investigates the course of educational radio in Brazil. It aims to address its various aspects through different historical moments. It intends also to discuss its online presence and examine its insertion in cybercultur@. The research was based on bibliographic and documental research. We conclude that the educational use of radio varied over time. It underwent a diffuse cultural-educational content, incorporated governmental programs of distance learning, supported basic education and the broadcast of “high culture” and of information of public interest, inserted itself in school teaching and learning processes and revealed an educational dimension in popular and community radio. Keywords: Educational radio; Educommunication; Community radio.

scholarly journals Exploring knowledge bridging and translation in lesson study using an inter-professional team

2016 ◽  
Vol 5 (3) ◽  
pp. 180-195 ◽  
Author(s):  
Brahm Norwich ◽  
George Koutsouris ◽  
Taro Fujita ◽  
Thomas Ralph ◽  
Anna Adlam ◽  
...  
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Content Type ◽  
Seci Model ◽  
School Teaching ◽  
Working Together ◽  
And Mathematics ◽  
Psychological Knowledge

Purpose – It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics. Design/methodology/approach – The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used. Findings – Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS. Originality/value – This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.

Sign in / Sign up

Export Citation Format

Share Document