NAZARÉ IMMERSIVE/ NAZARÉ IMERSIVA: IMMERSIVE MEDIA AS A TOOL TO ENGAGE YOUNG PEOPLE IN CRITICAL THINKING

2021 ◽  
Author(s):  
Celia Quico
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Immersive Media

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Sted, trivsel og skoleavbrudd - individuelle og strukturelle mekanismer i skolen synliggjort gjennom ungdoms fortellinger

2019 ◽  
Vol 3 (3) ◽  
pp. 127-141
Author(s):  
Torill Aagot Halvorsen ◽  
Mette Bunting
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Social Space ◽  
Ethnographic Study ◽  
Educational Science ◽  
Henri Lefebvre ◽  
School Activities ◽  
School Practice ◽  
Everyday Practices ◽  
Insight Into

The aim of this article is to examine young people’s narratives about place in the dropout process and how they make sense of everyday practices in social places. Studying young people’s experiences about place can provide insight of how change and continuity can influence decisions and practices. This article is based on preliminary findings from the longitudinal ethnographic study [Name of project] in which 71 youths from the county of Telemark are regularly interviewed. The article presents excerpts from the stories, which give us insight into everyday practices, relationships and experiences from school activities. The French professor, philosopher and sociologist Henri Lefebvre, known to city planners and architects, was also engaged in education and teaching. However, in the Nordic countries, his work has largely been ignored by the pedagogical and educational science. In this article, we want to highlight his critical thinking on education where he introduces pedagogical concepts, principles and mind-sets that might have a significant importance when analyzing the young people’s narratives, trying to understand their everyday practice. The results in this study indicate that young people struggle in different ways with their everyday school practice, social space and the place they grow up, which again influence their endeavors in completing their education. Hence, it is imperative for educators to comprehend the influence the extended meaning of place, space and relationships have on young people’s opportunities to succeed in completing school.

scholarly journals Young people, imagination and re-engagement in the middle years

2009 ◽  
Vol 12 (3) ◽  
pp. 237-248 ◽  
Author(s):  
Derek Bland ◽  
Suzanne Carrington ◽  
Kate Brady
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Research Methods ◽  
Empirical Work ◽  
Real Life ◽  
Life Problems ◽  
Educational Engagement ◽  
Student Researchers ◽  
Conducting Research ◽  
Engagement And Disengagement

This article reports on the first stage of a study that uses Young People as Researchers methodology to investigate the phenomenon of middle-year student disengagement. The study obtains student perspectives on the meanings of engagement and disengagement using a variety of innovative research methods. The first stage of the study focused on a two-day workshop giving students and teachers an overview of the project and providing training and experience in conducting research in their schools. The process employed by the study provides spaces and resources for critical thinking and encourages imaginative responses to the real life problems confronting the students and their peers and affecting their educational engagement. This article describes ways in which engagement is viewed both theoretically and through the empirical work of the student researchers, and how various applications of ‘disciplined imagination’ connect with methods of investigating and understanding engagement.

scholarly journals Florida 4-H Dairy Quiz Bowl

EDIS ◽  
2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Chris DeCubellis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Young People ◽  
Youth Development ◽  
Communication Skills ◽  
Decision Making Problem ◽  
Development Department

This 4-page document discusses the 4-H Dairy Quiz Bowl Program, a fun and educational way for young people ages 8-18 to positively develop critical thinking, decision-making, problem-solving, listening, and communication skills. Written by Chris Decubellis and published by the UF/IFAS 4-H Youth Development Department, January 2019. http://edis.ifas.ufl.edu/4h395

scholarly journals Perfil sócio-econômico-cultural dos aprovados ao curso de Ciências - Licenciatura de 1º grau

1991 ◽  
Vol 13 (13) ◽  
pp. 11
Author(s):  
Solange Capaverde Santos ◽  
Rubem Pereira dos Santos
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Young People ◽  
Social Roles ◽  
Public Institution ◽  
Natural Phenomena ◽  
Universal Language ◽  
Future Society ◽  
New Students ◽  
The University

The teaching of sciences needs to be the agent to promote the understanding and dealing with nature, projetcting a better future through observation of the natural phenomena. At UFSM, a public institution, the candidate disponibility rate at the school of sciences is bellow one, expressing a low attractiveness when comparing with a general rate of six candidates approximately for each disponibility for alI carriers available. Only the enhancement of teaching sciences will stimulate young people to think, discusse and to test their observations appropriately. Following this way will avoid the consequente marginalization in a society that cannot any more accept continue at this leveI of technological and scientific dependence. We have been worried about some of the aspects of the university social roles, the looks toward the educational democratization, in the sense of making it acessible to varions social levels, specially of the analizad new students doesn't exert remunerated activities, normally they come from public highschools and are from families with income bellow four minimum salaries. The number of students concluding the sciences course has sherphy decressed, while droping out and failings have increased systematically. It is necessary to develop a critical thinking in teaching sciences in a as large as possible group ps people, since the future society will be rulled by the ones who have learnt this universal language. We cannot minimizate the chance to graduate good professionals to bring up and to promote, beginning at elementary schools, the interest for science, taking the path of analytical though, developing concepts and scientific criteria, increasing the science value itself.

scholarly journals PROMOTION OF CRITICAL THINKING IN DANCE CLASSES FOR YOUTH

2020 ◽  
Vol 5 ◽  
pp. 673
Author(s):  
Sarmīte Jēgere ◽  
Katrīne Vīksniņa
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Crucial Role ◽  
Leisure Activity ◽  
Efficiency Analysis ◽  
Reading And Writing ◽  
Dance Teacher ◽  
Dance Pedagogy ◽  
Analysis Of Results ◽  
Exercise Efficiency

Nowadays, very topical is the ability to communicate, cooperate, make decisions, become co-responsible and think critically. Critical thinking plays a crucial role, as its primary function is the ability to choose between alternatives and make decisions. One must be able to justify one's decisions and beliefs. Critical thinking is just as necessary as reading and writing, and is one of the components of today's curriculum. Critical thinking is based on intellectual criteria. It is the clarity, validity, accuracy and honesty of thinking. Dance classes are a popular leisure activity for young people. Youth are best in contact with a teacher who is a friend, mentor and someone to resemble. If a dance teacher include  exercises in his class to promote critical thinking it gives the opportunity to unite dancers, gain dancers who are aware of their abilities and who work to improve their weaknesses. The purpose of this article is to explore the promotion of critical thinking among young people in dance classes and it will be more successful if a system of exercises appropriate to the age of the youth is purposefully designed and implemented. In the practice of dance pedagogy, the promotion of critical thinking in dance classes is a novelty. In the study participated dancers aged 16-25. The research consists of several stages: development of an exercise system to promote critical thinking; introduction of exercises in dance classes in the theater dance studio “Savanna”; measuring exercise efficiency; analysis of results; making recommendations. In total, five tests were used in the study: "Conclusion", "Recognition of Assumptions", "Deduction", "Interpretation", "Evaluation of Arguments".  

Mind the Gap

2015 ◽  
Vol 6 (3) ◽  
pp. 16-32 ◽  
Author(s):  
Eduarda Ferreira ◽  
Cristina Ponte ◽  
Maria João Silva ◽  
Celiana Azevedo
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Informal Learning ◽  
Decisive Role ◽  
Formal Learning ◽  
Online Content ◽  
Learning Contexts ◽  
The Everyday ◽  
Digital Gap ◽  
Ict Training

Digital practices are pervasive in the everyday lives of young people. However, to be emerged in digital networked practices does not inherently provide competences to critically examine media and online content. Formal learning could profit from young people's interests and enthusiasm in informal learning contexts, bridging the gap between formal learning and everyday digital practices. The school has an urgent and decisive role to promote digital literacies and to prepare young people to adapt to a changing world. This paper presents results from the project Net Children Go Mobile in Portugal to analyze the gap between digital practices and school. The digital gap between the culture of the school and the culture of children's lives outside school is not just about having more access to technology or more ICT training, it is essentially about having the competence of using critical thinking and a diverse set of skills in digital practices.

scholarly journals The Importance of Pro-Environmental Behavior in Adolescent

2018 ◽  
Vol 31 ◽  
pp. 09031 ◽  
Author(s):  
Tyas Palupi ◽  
Dian R Sawitri
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Young People ◽  
Environmental Education ◽  
Literature Review ◽  
Theory Of Planned Behavior ◽  
University Students ◽  
Environmental Behavior ◽  
Environmentally Friendly ◽  
Environmental Preservation

Studies regarding pro-environmental behavior in adolescents are lacking. This study aimed to examine the importance of pro-environmental behavior in adolescents (high school and university students) by conducting literature review from previous studies on pro environmental behavior. Pro-environmental behavior is the behavior of individuals that contributes towards environmental preservation. Based on previous studies, measurement of pro-environmental behavior were investigated on several theories, namely theory of planned behavior (TPB) and value, belief, norms (VBN) by using aspects of pro environmental behavior. Young people with critical thinking, and good environmental education, are expected to behave more environmentally friendly for creating a sustainable future.

scholarly journals Fake or Not Fake? Perceptions of Undergraduates on (Dis)Information and Critical Thinking

2019 ◽  
Vol 10 (19) ◽  
pp. 46-67
Author(s):  
Ana Melro ◽  
Sara Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Media Literacy ◽  
Mixed Method ◽  
Critical Analysis ◽  
First Year ◽  
Fake News ◽  
Media Environment ◽  
The World ◽  
Method Model

In an increasingly challenging media environment of post-truth and fake news, disinformation may impact the way young people perceive the world. In this study, we seek to understand how young people engage with news, their perceptions around disinformation, and how they see the relevance of critical thinking for their civic and political lives. Using a mixed method model, we developed a focus group activity with a total of 45 participants, based on the analysis of 562 questionnaires previously administered to first-year undergraduates of two Portuguese universities. The results show that although most students report limited critical analysis of information, they do reveal concerns about disinformation in their lives, suggesting a set of actions in order to combat fake news spread. Furthermore, the findings reinforce the need for news and media literacy that concerns a post-fact culture.

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