scholarly journals Livro de Artista: Processo de Criação em Performance e Poéticas Visuais em uma Escola Amapaense

2021 ◽  
Vol 6 (10) ◽  
pp. 51
Author(s):  
Maria Pinho Gemaque
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Intervention ◽  
School Environment ◽  
Educational Experiences ◽  
Art Teachers ◽  
State School ◽  
Qualitative Character ◽  
School Students ◽  
Collective Work

ResumoA lógica da pesquisa desenvolvida intercambia vivências dentro do espaço escolar nas aulas de arte com processos de criação, intervenção artística/educativa desenvolvidas na Escola Estadual Raimunda Virgolino, Macapá/AP/Brasil. Trata-se de um trabalho coletivo que envolveu estudantes do Ensino Médio, professoras de Arte e artistas amapaenses. Procurou compreender os enlaces dos processos de criação em arte por meio de ações em performances de alunos e professores. O estudo possui caráter qualitativo por entender as relações entre os indivíduos, e, por isso, de intenção etnográfica, inspirado pela metodologia a/r/tográfica. Esse processo metodológico engendra saberes entre a atividade do professor/artista que investiga e constrói significados sobre a sua prática a partir de experiências artísticas e educativas. Foi produzido um material que se atem a desvelar o processo de criação imerso na pesquisa: um livro de artista contendo quatro conversas interativas, um CD do filme “Viagens Poéticas” e imagens dos processos que se desaguam em mesas de cafés, encontro com teóricos e com as cidades que estão atravessadas nestas conversas pesquisantes. Os fins – e – afins inacabados da investigação consiste em aproximação e diálogos horizontalizados entre alunos e professor, diluir fronteiras entre saberes e fazeres do conhecimento em educação em arte, apropriações percepções artísticas e estéticas em torno da vida dentro do ambiente escolar.AbstractThe logic of the research that was developed exchanges with the experiences within the space of coexistence in the art classes with processes of creation, artistic / educational intervention developed in the State School Raimunda Virgolino, Macapá / AP / Brazil. It is a collective work that involved high school students, art teachers and amapaenses artists. It sought to understand the links of the processes of creation in art through actions in performances of students and teachers. The study has a qualitative character because it understands the relations between individuals, and therefore of ethnographic intention, inspired by the a / r / tographic methodology. This methodological process generates knowledge between the activity of the teacher / artist who investigates and constructs meanings about his practice based on artistic and educational experiences. A material was produced which began to reveal the process of creation immersed in research: an artist’s book containing four interactive talks, a CD of the movie “Poetic Travels” and images of the processes that pour into coffee tables, meeting with theorists and with the cities that are going through these research conversations. The unfinished ends and ends of the research consist of horizontal approximation and dialogues between the students and their teacher, diluting boundaries between knowledge and actions knowledge in art education, appropriation of artistic and aesthetic perceptions around life within of the school environment.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

2021 ◽  
Vol 18 (22) ◽  
pp. 12183
Author(s):  
Maria Ganczak ◽  
Oskar Pasek ◽  
Łukasz Duda-Duma ◽  
Julia Komorzycka ◽  
Karol Nowak ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Intervention ◽  
Knowledge Score ◽  
Control Measures ◽  
School Students ◽  
Post Intervention ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Serious Disease

To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both p < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; p < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; p < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.

Comparison of Breast-feeding Knowledge, Attitudes, and Beliefs Before and After Educational Intervention for Rural Appalachian High School Students

2013 ◽  
Vol 106 (3) ◽  
pp. 224-229 ◽  
Author(s):  
Allison K. Seidel ◽  
Karen E. Schetzina ◽  
Sherry C. Freeman ◽  
Meredith M. Coulter ◽  
Nicole J. Colgrove
Keyword(s):  
High School ◽  
High School Students ◽  
Breast Feeding ◽  
Educational Intervention ◽  
Attitudes And Beliefs ◽  
School Students ◽  
Before And After

scholarly journals Indoor Air Pollution (Carbon Dioxide and Total Volatile Organic Compound) and Pulmonary Disorders in Junior High School Students in Depok, West Java

2019 ◽  
Vol 11 (12) ◽  
pp. 45
Author(s):  
Bambang Wispriyono ◽  
Elia Yulaeva ◽  
Budi Hartono ◽  
Satria Pratama
Keyword(s):  
High School ◽  
High School Students ◽  
Indoor Air ◽  
Junior High School ◽  
School Environment ◽  
Indoor Air Pollution ◽  
Junior High ◽  
Co2 Concentration ◽  
School Students ◽  
Pulmonary Disorder

Good indoor air quality in the school environment is crucial for health and productivity of the students. Indoor air pollution needs to be taken into consideration, given that one can spend 90% of their time indoor. CO2 and Total VOC is an indoor pollutant that causes pulmonary disorder. This research is to investigate the relationship between exposure of CO2, concentration, total VOC and pulmonary disorder in Junior High School students. This research used cross-sectional design conducted on March - May 2018. The samples were 139 students taken by using simple random sampling. CO2 value was measured by Q-trak, Total VOC was measured by ppbRAE and the lung function value was spirometry. Indoor CO2 concentration in Junior High School of&nbsp; Depok is 478.70 ppm, the average total concentration VOC is 6.4 x 10-3 ppm, % KVP = 72.66, % VEP1 = 74.52 and % VEP1/KVP = 93.97 in average, and the proportion of students with pulmonary disorder is 3.6%. There is no relationship found between exposure of indoor CO2 concentration and total VOC with lung disorder VEP1/KVP (CO2, p = 1.000 and total VOC p = 0.374) since the number of students with lung disorder is low in number while CO2 concentration and the total VOC level is below the listed threshold. This study found no evidence that exposure was related to pulmonary disorder. A healthy and clean living behavior in school environment needs to be improved and further research on other indoor air pollutant parameters and respiratory disorders or degenerative disease should be conducted with different methods.

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