scholarly journals Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo

2015 ◽  
Vol 5 (2) ◽  
pp. 21
Author(s):  
Jéssica Pauletti ◽  
Sandra Maria Wirzbicki
Keyword(s):  
Biological Sciences ◽  
Rural Education ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Curriculum Theory ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Survey Results ◽  
Curriculum Organization ◽  
Curriculum Theory And Practice

As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo que os dados coletados foram analisados por meio da Análise Textual Discursiva (ATD). A análise dos excertos possibilitou organizar categorias como Vivência do educando (realidade/cotidiano/comunidade/); Organização Curricular (autonomia/currículo/ transposição didática) e Relações das vivências e o currículo (teoria e prática/trabalho participativo em aulas). Resultados da pesquisa levam a compreender que a EC está mais no termo de definição do que em uma EC propriamente dita, com metodologias diferenciadas para os sujeitos do campo. Contudo, depoimentos extraídos das entrevistas, trazem os esforços destes professores em relacionar temáticas do cotidiano dos estudantes com conteúdos disciplinares, em algum momento na sala de aula. A pesquisa realizada aponta para a necessidade de refletir e reorganizar o currículo da formação inicial dos licenciandos e dar maior suporte teórico-metodológico na formação continuada, minimizando os obstáculos advindos de uma fragmentação curricular que limita e distancia os sujeitos envolvidos no processo de ensino e aprendizagem dos objetivos da Educação no Campo.Palavras-chave: Educação no Campo; Contextualização no ensino; Formação docente. ABSTRACT: The discussions concernin education in rural areas are quite recent and show many different angles from which it has been looked at. This article is about research carried out during the preparation of the end-of-course written paper at the Realeza Campus of Universidade Federal da Fronteira Sul - UFFS Biological Sciences course. The studied focused on understanding of the notion of study contextualization in teaching from four Biology teachers in the micro-region of Francisco Beltrão/PR, in three High Schools with rural education in their curricula. The methodology was based on literature review and open semi-structured interviews, and the collected data is analyzed by means of textual analysis discourse. The analysis of excerpts allowed us to organize categories such as Student Experience (reality / daily life / community); Curriculum organization (autonomy / curriculum / didactic transposition) and relations of experiences and the curriculum (theory and practice /participatory work in classes). The survey results lead to understand that rural education is more in terms of definition than in a rural education itself, with different methodologies to rural players. However, testimonies extracted from interviews reflect the efforts of teachers in relate students’ everyday issues with disciplinary content at some time in the classroom. The research points to the need to reflect and organize the curriculum of the initial training of graduates and give greater theoretical and methodological support in continuing education, minimizing the obstacles arising from a curricular fragmentation that limits and distance the subjects involved in the process of teaching and learning the objectives of rural education.Keywords: Rural Education; Contextualization in Teaching; Teacher Training.

scholarly journals Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 329
Author(s):  
Sidra Noreen
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Management System ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning Management System ◽  
Group Discussion ◽  
Structured Interviews ◽  
Learning Management

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

scholarly journals Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students

2017 ◽  
Vol 41 (1) ◽  
pp. 89-93 ◽  
Author(s):  
Ben-Hur S. Neves ◽  
Caroline Altermann ◽  
Rithiele Gonçalves ◽  
Marcus Vinícius Lara ◽  
Pâmela B. Mello-Carpes
Keyword(s):  
Biological Sciences ◽  
Human Physiology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Theoretical Concepts ◽  
Anonymous Questionnaire ◽  
Home Based ◽  
Link Theory ◽  
Interesting Alternative

Different tools have been used to facilitate the teaching and learning process in different areas of knowledge. Practical activities represent a form of teaching in which students not only listen to theoretical concepts but are also able to link theory and practice, and their importance in the biological sciences is notable. Sometimes, however, there is neither the time nor the resources to promote laboratory practices in physiology classes. In this sense, home-based practical activities may be an interesting alternative. Here, different approaches of practical activities were used and students’ perceptions of the contributions of home-based practical activities (HBPA) and laboratory-based practical activities (LBPA) for physiology learning were collected. After each approach, the students evaluated the activities through an anonymous questionnaire. A total of 49 students completed the questionnaires, and the results demonstrate that both HBPA and LBPA were considered important contributors to physiology learning but that this contribution was more significant in the case of LBPA (χ2 = 4.356, P = 0.037).

scholarly journals PEDAGOGIA DA ALTERNÂNCIA: teoria e prática na construção do conhecimento

2017 ◽  
Vol 3 (4) ◽  
pp. 581
Author(s):  
Jocyléia Santana dos Santos ◽  
Maria de Lourdes Leoncio Macedo
Keyword(s):  
Oral History ◽  
Rural Areas ◽  
Field Research ◽  
Theory And Practice ◽  
Quality Education ◽  
Integration Time ◽  
Structured Interviews ◽  
Calidad De Vida ◽  
Palabras Clave ◽  
Object Of Study

A pesquisa objetiva analisar se a Pedagogia da Alternância desenvolvida na Escola Família Agrícola de Porto Nacional realiza a integração do tempo escola com o tempo comunidade, trazendo melhoria e conhecimentos técnicos para a produção no campo. Os dados foram coletados por meio de pesquisa documental e de campo, utilizou-se do método da história oral temática, com entrevistas semiestruturadas com pessoas ligadas ao objeto de estudo, sendo os pais, alunos e funcionários da Escola. Conclui-se que a Pedagogia da Alternância desenvolvida na Escola traz qualidade de ensino e de vida para o educando e a comunidade de assentados. No tempo comunidade, o estudante troca experiência com a família e os camponeses, utilizando-se dos instrumentos da Pedagogia da Alternância, melhorando sua produção e as técnicas agrícolas empregadas em seu meio rural.   PALAVRAS-CHAVE: Pedagogia da Alternância. Educação do/no Campo. Teoria e Prática. História Oral Temática.     ABSTRACT The research aims to analyze whether the Pedagogy of Alternation developed at the School Agricultural Family of Porto Nacional performs integration time school with time community, bringing improvement and technical expertise to the production in the field. Data were collected through documentary and field research, we used the thematic oral history method, semi-structured interviews with people linked to the object of study, and parents, students and staff of the School. It is concluded that the Pedagogy of Alternation developed at the School brings quality education and life for the student and the community of settlers. Time community, student exchange experience with family and peasants, using the tools of Pedagogy of Alternation, improving its production and farming techniques employed in their rural areas.   KEYWORDS: Pedagogy of Alternation. Education / Field. Theory and practice. Oral History Theme.     RESUMEN La investigación tiene como objetivo analizar si la pedagogía de la alternancia desarrollado en la Escuela de la Familia Agrícola Porto Nacional lleva a cabo la integración escolar de tiempo con la comunidad de tiempo, con lo que mejora y experiencia técnica para la producción en el campo. Los datos fueron recolectados a través de la investigación documental y de campo, se utilizó el método de la historia oral, con entrevistas semiestructuradas con personas relacionadas con el objeto de estudio, y los padres, estudiantes y personal de la Escuela. Se concluye que la pedagogía de la alternancia desarrollado en la Escuela lleva la educación y calidad de vida para el estudiante y la comunidad de colonos. Comunidad de tiempo, la experiencia de intercambio de estudiantes con la familia y los campesinos, utilizando las herramientas de la Pedagogía de la Alternancia, mejorando sus técnicas de producción agrícola y empleados en sus áreas rurales.   PALABRAS CLAVE: Pedagogía de la Alternancia. Educación / campo. Teoría y Práctica. Oral Temática Historia.

scholarly journals Seeing What Others Miss: A Study of Women Entrepreneurs in High-Growth Startups

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Stern Neill ◽  
Lynn Metcalf ◽  
Jonathan L. York
Keyword(s):  
Women Entrepreneurs ◽  
High Growth ◽  
Theory And Practice ◽  
New Venture ◽  
Venture Creation ◽  
Structured Interviews ◽  
Business Opportunity ◽  
World Survey ◽  
Survey Results ◽  
Prevailing View

AbstractA pressing question in entrepreneurial research is where opportunities come from. Prior research indicates that some opportunities stem from known parameters and outcomes; some are discovered through engagement with unknown but knowable factors; and others are unknowable until brought into being through a creative process. This paper explores the second and more prevailing view in entrepreneurial research – that individuals discover business opportunity – and examines how high-growth entrepreneurs perceive opportunity through engagement with the world. Survey results, based on responses from 165 women entrepreneurs in high-growth startups, indicate that individuals with a strong discover mindset act and think in ways that support opportunity perception. Coupled with a belief in her abilities, the entrepreneur is more likely to move from opportunity perception to new venture creation. Results from semi-structured interviews with women from the same population elucidate the survey findings and yield implications for entrepreneurial theory and practice.

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College

2008 ◽  
Vol 32 (12) ◽  
pp. 939-958 ◽  
Author(s):  
Pamela MacAskill ◽  
James Goho ◽  
Robert Richard ◽  
Kirsten Anderson ◽  
Michael Stuhldreier
Keyword(s):  
Community College ◽  
Quality Assurance ◽  
Curriculum Theory ◽  
Theory And Practice ◽  
Curriculum Theory And Practice
Sign in / Sign up

Export Citation Format

Share Document