scholarly journals Phytopathology teaching teaching during COVID-19: UNA Costa Rica case

2021 ◽  
Vol 39 (4) ◽  
Author(s):  
José Alonso Calvo-Araya
Keyword(s):  
Plant Pathology ◽  
Costa Rica ◽  
Teaching Methods ◽  
University Teaching ◽  
Postgraduate Students ◽  
National University ◽  
University Level ◽  
Virtual Teaching ◽  
Teaching Learning ◽  
Pathology Education

<p>The pandemic caused by SARS-CoV-2 has been a challenge when it comes to teaching at a university level, and particularly when teaching plant pathology. As preventive strategies, lockdown and social distancing have been generalized in all countries. In Costa Rica, universities suspended in-person classes beginning in March 2020, and implemented virtual teaching-learning processes for bachelor’s and postgraduate students. However, every course/professor has designed the virtual teaching strategies and models according to the socio-educational realities of the group. The teaching of plant pathology in Agronomy bases its teaching methods in laboratory practices and commercial productive units. This article presents strategies and regulations implemented by the National University of Costa Rica and applied to university teaching and reflects upon the achievements reached and the challenges in the plant pathology education in its virtual form.</p>

scholarly journals Virtuality in university teaching-learning versus COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e15108
Author(s):  
José Néstor Sánchez Morales ◽  
Edith Eloísa Huerta León ◽  
Oriana Rivera-Lozada ◽  
Miriam Liliana Flores Coronado ◽  
Luis Alberto Núñez Lira
Keyword(s):  
Professional Training ◽  
Field Work ◽  
Qualitative Approach ◽  
University Teaching ◽  
Documentary Analysis ◽  
National University ◽  
Virtual Classes ◽  
The Subject ◽  
Teaching Learning ◽  
Virtual Resources

The research aimed to analyze the use of virtual resources in teaching-learning in times of pandemic at the Daniel Alcides Carrion National University. The methodology used was of qualitative approach through field work to explain the behaviors assumed in the processes of learning management by students and teachers. The information was collected through various techniques such as observation of virtual classes, documentary analysis, and focus groups with students, unstructured interviews and, in depth, with experts in the subject that allowed us to conduct the discussion and triangulation. The results allowed us to affirm that students recognize the importance of technology and the use of ICTs for their professional training; in addition, students and teachers have been demonstrating high levels of value, responsibility and commitment to their learning.

scholarly journals UNIÓN INTERUNIVERSITARIA PARA EL FORTALECIMIENTO DE LAS OLIMPIADAS COSTARRICENSES DE CIENCIAS BIOLÓGICAS COMO PROCESO DE FORMACIÓN DE LOS FUTUROS PROFESIONALES EN EL ÁREA DE LAS CIENCIAS Y LA ACTUALIZACIÓN DE LOS CONOCIMIENTOS DE LOS Y LAS DOCENTES DE SEC

2015 ◽  
Vol 6 (1) ◽  
pp. 91-118
Author(s):  
Magaly Rodríguez-Calvo ◽  
José M. Pereira-Chaves
Keyword(s):  
Biological Sciences ◽  
High School ◽  
Middle School ◽  
High School Students ◽  
Costa Rica ◽  
University Education ◽  
University Teaching ◽  
School Students ◽  
Governmental Institutions ◽  
Teaching Learning

Las Olimpiadas Costarricenses de Ciencias Biológicas promueven el estudio activo, participativo y significativo de las ciencias biológicas a nivel de la enseñanza media y preuniversitaria y potencian el nivel cognitivo mediante competencias académicas dirigidas a estudiantes y docentes de secundaria, con el objetivo de mejorarla calidad educativa y fortalecer sus conocimientos y la adquisición de nuevas destrezas y habilidades teórico-prácticas relacionadas con esta ciencia.  Es una actividad que genera espacios de participación en todos los centros educativos, tanto públicos como privados, de las veintiún Sedes Regionales del país. Esta competencia se divide en dos categorías: la A, para estudiantes de los nivelesde décimo, undécimo y duodécimo; y la B, para estudiantes de los niveles de octavo, noveno y décimo.La unión interuniversitaria entre la Universidad de Costa Rica, la Universidad Estatal a Distancia y la Universidad Nacional ha logrado consolidar y fortalecer las Olimpiadas Costarricenses de Ciencias Biológicas, proyectándolas como un evento de gran alcance y significado para el desarrollo de las ciencias biológicas en la educación y en la sociedad costarricenses, desarrollando diversas gestiones para estudiantes de secundaria y para docentes de educación media. Esta actividad tiene gran valor en la labor extensiva de las universidades.  El establecimientode un equipo de colaboradores y colaboradoras entre las universidades involucradas en esta actividad de extensión, así como deotras instituciones gubernamentales y no gubernamentales relacionadas con la educación, ha fortalecido las Olimpiadas y ha logrado aumentar la participación año a año de estudiantes y docentes de secundaria.Abstract The Biological Sciences Olympics of Costa Rica promote active, participatory and significant study of the biological sciences at the high school and pre-university education level, encouraging the cognitive level through academic competitions for students and teachers, with the aim of improving, both the quality of education and strengthening their knowledge and acquire new and theoretical and practical skills related to this Science. This activity generates opportunities for the participation of all public and private schools, at the 21 regional offices around the country. This competition is divided into two categories, A for students of X, XI and XII level and B for students of VIII, IX, and X level. Unión interuniversitaria para el fortalecimiento de las Olimpiadas Costarricenses de Ciencias Biológicas como proceso de formación de los futuros profesionales en el área de las ciencias y la actualización de los conocimientos de los y las docentes de secundaria sobre biología   The coalition between University of Costa Rica, State Distance University and National University, has managed to consolidate and strengthen the Biological Sciences Olympics of Costa Rica, projecting it as an event of great scope and significance for the development of the biological sciences in the education and in the society of the country, developing various approaches for high school students and middle school teachers, being this activity of great value in the extensive work of the universities By setting up a team of collaborators from the involved universities and other governmental and non-governmental institutions related to education in this extension activity, has strengthened the Olympiad per se, and achieved increased participation of the students and middle school teachers.Keywords: Students, teachers, high school, university, teaching-learning, education, training, biology, science.

A Qur’anic Methodology for Integrating Knowledge and Education

2016 ◽  
Vol 32 (2) ◽  
pp. 1-30
Author(s):  
Sidek Bin Baba ◽  
Mohamad Johdi Salleh ◽  
Tareq M Zayed ◽  
Ridwan Harris
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching Methods ◽  
School Students ◽  
Types Of Knowledge ◽  
Teaching Learning ◽  
Teacher Centered ◽  
Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

scholarly journals Formación docente inicial y acción socioeducativa: Construyendo una propuesta de implementación del Programa Maestros Comunitarios (PMC)

2017 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Paulette Barberousse-Alfonso ◽  
Marie Claire Vargas-Dengo ◽  
Pamela Corrales-Bastos
Keyword(s):  
Costa Rica ◽  
Elementary Education ◽  
Costa Rican ◽  
School Dropouts ◽  
Educational Models ◽  
Code Number ◽  
National University ◽  
Community Pedagogy ◽  
Transformative Approach ◽  
Career Program

From a critical and transformative approach, this essay presents inputs and relevant conclusions obtained during the first stage of the project Construyendo una propuesta de implementación del Programa Maestros Comunitarios (PMC), Code number 0166-15 DEB-UNA (UNA, DEB, s. f.), conducted in 2016. Considering our perspective as researchers and professors at División de Educación Básica, the paper addresses a current topic within the socio-educative field to face challenges of contemporary educational models in formal and non-formal areas of elementary education in the Costa Rican context. Our purpose is that students and teachers of the career program Pedagogía con énfasis en I y II ciclos de la Educación General Básica have an overview of the national, social, and educational reality in an attempt to involve them in applying pedagogical actions towards finding a solution to school dropouts at Escuela Finca Guararí, Heredia, Costa Rica. The essay describes the experience of teaching education students and their socio-educational action with the focus on the systematization of the experience in the initial stage of the project. Furthermore, the paper connects with emerging strategic knowledge areas at División de Educación Básica (DEB), such as social and community pedagogy in the context of the National University (UNA) of Costa Rica. It takes over a route already traced at DEB, which proposes more flexible and alternative pedagogic formats to promote educational equity and diversity issues. The paper describes the project background and a theoretical framework, as well as aspects that have been shared by the protagonist actors along the process: students-teachers, host teachers, supervisor professors, school children, and their parents at Escuela Finca Guararí. Conclusions address main results and facts during 2016 in order to show the viability of the project, which is conducted from a public university. Finally, the article also includes an overview of the project’s future in terms of its implementation in the Costa Rican context.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals 9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts

2017 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
CIDUI Organising Comittee ◽  
Beatriz Amante ◽  
María Martínez
Keyword(s):  
Science Education ◽  
University Teaching ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
International Conference ◽  
Points Of View ◽  
Teaching Learning ◽  
Year 2000 ◽  
The Impact

The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a well-established event that provides an opportunity to share advances and innovation in the field of higher education.Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition:Analysis of the impact on university teaching and learningNew training scenesProfessional DevelopmentInnovative methodologies in teaching – learning processesThe present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. 

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

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