SHALL WE REVIEW THE SUBJECT PLAYING? A GAMIFICATION-BASED TEACHING EXPERIENCE WITH A SPACE RACE CHALLENGE WITH SOCRATIVE

2021 ◽  
Author(s):  
Daniel Mayorga-Vega ◽  
Carolina Casado-Robles ◽  
Santiago Guijarro-Romero
Keyword(s):  
Teaching Experience ◽  
Space Race ◽  
The Subject

Thermodynamics in Geochemistry

1993 ◽  
Author(s):  
Greg M. Anderson ◽  
David A. Crerar
Keyword(s):  
Teaching Experience ◽  
Graduate Level ◽  
Years Of Teaching Experience ◽  
The Subject ◽  
First Time

This textbook and reference outlines the fundamental principles of thermodynamics, emphasizing applications in geochemistry. The work is distinguished by its comprehensive, balanced coverage and its rigorous presentation. The authors bring years of teaching experience to the work, and have attempted to particularly address those areas where other texts on the subject have provided inadequate coverage. A thorough review of the necessary mathematics is presented early on, both as a refresher for those with a background in university calculus, and for the benefit of those coming to the subject for the first time. The text is written for students in advanced undergraduate or graduate-level geochemistry as well as for all researchers in this field.

scholarly journals Hidden in the limelight: A feminist engagement with innovation studies

Organization ◽  
2021 ◽  
pp. 135050842110153
Author(s):  
Lara Pecis ◽  
Karin Berglund
Keyword(s):  
Black Women ◽  
Bell Hooks ◽  
Innovation Studies ◽  
Subject Positions ◽  
Space Race ◽  
The Subject ◽  
Political Dimensions ◽  
The Relationship ◽  
Positively Charged ◽  
Blind Spots

Innovation is filled with aspirations for solutions to problems, and for laying the groundwork for new technological and social breakthroughs. When a concept is so positively charged, the hopes expressed may create blindness to potential shortcomings and deadlocks. To disclose innovation blind spots, we approach innovation from a feminist viewpoint. We see innovation as a context that changes historically, and as revolution, offering alternative imaginaries of the relationship between race, gender and innovation. Our theoretical framework combines bell hooks (capitalist patriarchy and intersectionality), Mazzucato (the entrepreneurial state and the changing context of innovation) and Fraser (redistributive justice) and contributes with an understanding of innovation from the margin by unveiling its political dimensions. Hidden Figures, the 2016 biographical drama that follows three Black women working at NASA during the space race, provides the empirical setting of the paper. Our analysis contributes to emerging intersectionality research in management and organisation studies (MOS) by revealing the subject positions and dynamics of inclusion/exclusion in innovation discourses, and by proposing a radical – and more inclusive – rethinking of innovation. With this article, we aim to push the margins to the centre and invite others to discover the terrain of the margin(alised). We suggest that our feminist framework is appropriate to study other organisational phenomena, over time and across contexts, to bring forward the plurality of women’s experiences at work and in organisations.

Scientific Potential of Teachers: Mechanisms for Identification and Improvement

2020 ◽  
Vol 8 (6) ◽  
pp. 46-52
Author(s):  
Anatoliy Bychkov
Keyword(s):  
Educational Level ◽  
Work Experience ◽  
Teaching Experience ◽  
Federal State ◽  
Educational Standards ◽  
Educational Activities ◽  
Job Description ◽  
Scientific Potential ◽  
The Subject ◽  
State Educational

Monitoring the levels of scientific potential of teachers is due to the need to improve the methodology for determining compliance with the position and the requirements of the first and highest qualification categories in accordance with the new procedure for certification of teachers. On this basis, there are opportunities to develop mechanisms for increasing scientific potential in order to introduce it functionally into the structure of professional pedagogical activity of teachers in accordance with the job description and the requirements of Federal state educational standards to improve the effectiveness of educational activities. When assessing the levels of scientific potential of teachers, along with other parameters, it is advisable to take into account the influence of age, educational level and retraining of specialists. It is necessary to take into account the level of teaching experience and work experience in the subject taught.

Teaching Experience on Metal Forming Processes through Case Study Methodology

2013 ◽  
Vol 759 ◽  
pp. 39-46 ◽  
Author(s):  
A. Estévez ◽  
F. Javier Doblas ◽  
C. Vallellano ◽  
D. Morales-Palma ◽  
G. Centeno ◽  
...  
Keyword(s):  
Metal Forming ◽  
Practical Knowledge ◽  
Teaching Experience ◽  
Learning Tools ◽  
Case Study Methodology ◽  
Active Teaching ◽  
Study Methodology ◽  
The Subject ◽  
Realistic Problem

The aim of this contribution is to promote the use of FEM based numerical simulations for teaching the fundamentals of manufacturing processes. In particular, it focuses on metal forming processes, which by their mathematical modelling complexity can only be tackled in a very elementary way using traditional methods. This enables an active teaching based on realistic problem solving, through which students acquire both theoretical and practical knowledge on the subject. This approach is consistent with the guidelines of the European Higher Education Area (EHEA) on the use of participatory learning tools.

A Single Students' Experience for Visualizing Completely a Semester Subject

2016 ◽  
Vol 853 ◽  
pp. 1-6
Author(s):  
Álvaro Gómez-Parra ◽  
J. Salguero ◽  
Moisés Batista ◽  
P. Mayuet ◽  
Miguel Álvarez ◽  
...  
Keyword(s):  
Material Processing ◽  
Quality Control ◽  
Teaching Experience ◽  
Process Performance ◽  
Innovative Teaching ◽  
Material Processing Technology ◽  
Knowledge Area ◽  
The Subject ◽  
Basic Concepts ◽  
Manufacturing Engineering

Manufacturing Engineering Processes Knowledge Area has developed an innovative teaching experience in order to give, only in one session, a complete view of a basic subject, Manufacturing Engineering. This experience has been developed on the basis of making a cube constructed in card by groups of students. Starting from this, the different steps of a manufacturing process have been identified, as well as the necessity of establishing a quality control for any of them. Moreover, the different material processing technology types have been distinguished, the concept of process performance has been introduced and the different possibilities for sequential and/or parallel processing have been analyzed. On the basis of this, the students have built the topics program of the subject, justifying its competences distribution. In the same way, the students have defined the related basic concepts. At the end of the course, a questionnaire containing the basic cognitive concepts was answered by them, 100% successfully.

scholarly journals Aplicación de proyectos socioformativos dentro del aula: experiencia docente en la asignatura de Estadística Descriptiva [Application of socio-educational projects within the classroom: teaching experience in the subject of Descriptive Statistics]

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Faridy Bermeo
Keyword(s):  
Knowledge Society ◽  
Teaching Experience ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Upper Secondary Education ◽  
Sociedad Del Conocimiento ◽  
Upper Secondary ◽  
The Subject ◽  
The Impact ◽  
Student Observation

La aplicación de proyectos formativos como estrategia didáctica desde el enfoque socioformativo, constituyen un aporte a la sociedad del conocimiento para que los estudiantes desarrollen su talento considerando los cambios actuales de la educación media superior. El propósito de este trabajo es describir la aplicación de los proyectos formativos en estudiantes de sexto semestre en el Instituto Politécnico Nacional, así como analizar el impacto que tiene la realización de los proyectos socioformativos. Se aplicó la observación de los estudiantes en ambientes de aprendizaje fuera del aula; los procesos reflexivos involucraron el análisis de la planeación, implementación y evaluación de la estrategia. Los resultados dieron muestra sobre la formación mediante proyectos socioformativos provocando que se lleve a cabo una comprensión, análisis, interpretación y resolución de problemas vinculando diferentes conceptos y áreas de conocimiento para lograr un aprendizaje significativo. Como conclusión se tiene que, la realización de los proyectos socioformativos, mejoran el talento humano y afrontan los retos de la sociedad del conocimiento mediante el abordaje de problemas reales y la colaboración. The application of training projects as a didactic strategy from the socioformative approach constitutes a contribution to the knowledge society for students to develop their talent considering the current changes in upper secondary education. The purpose of this work is to describe the application of training projects in sixth-semester students at the Instituto Politécnico Nacional, as well as to analyze the impact that the realization of socio-educational projects has. Student observation was applied in learning environments outside the classroom; The reflective processes involved the analysis of the planning, implementation, and evaluation of the strategy. The results showed the formation through socio-formative projects causing an understanding, analysis, interpretation, and resolution of problems to be carried out linking different concepts and areas of knowledge to achieve meaningful learning. In a conclusion, it is necessary to carry out socio-educational projects, improve human talent and face the challenges of the knowledge society by addressing real problems and collaboration.

scholarly journals Docência compartilhada: estratégia didática para a educação de adolescentes, jovens e adultos do município de Goiânia (GO)

2016 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Fabíola Correia de Souza Araújo Moreira ◽  
Marilda Shuvartz
Keyword(s):  
Adult Education ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Law ◽  
Education Students ◽  
National Education ◽  
De Se ◽  
The Subject ◽  
Differentiated Learning ◽  
Teaching Situations

A Educação de Jovens e Adultos (EJA), modalidade de educação amparada pela Lei de Diretrizes e Bases da Educação Nacional (Lei 9394/96 – LDB), há muito, vem sendo negligenciada em sua elaboração, visto que não é privilegiada de políticas públicas educacionais brasileiras. São notórios, nas características desta modalidade, aspectos pedagógicos específicos, para que o sujeito trabalhador alcance um aprendizado significativo durante sua estada na escola. Para isso é importante que os professores estejam preparados para situações pedagógicas nunca antes vivenciadas, com formação específica para esse público. Faz-se necessário, também, que o professor adote posturas e práticas pedagógicas capazes de proporcionar esse aprendizado. O presente artigo relata uma experiência pedagógica possível para os sujeitos da EJA, a docência compartilhada. Nessa proposta, dois professores compartilharam seus planejamentos e conteúdos, proporcionando uma (re)significação de suas práticas pedagógicas, viabilizando a inclusão dos alunos da EJA. As áreas de Ciências da Natureza e Ciências Humanas direcionaram uma pedagogia diferenciada, demonstrando as possibilidades de se alcançar um aprendizado significativo na EJA, em uma escola municipal de Goiânia.Palavras-chave: EJA; Docência compartilhada; Pedagogia diferenciada; Experiência didática. ABSTRACT: The Youth and Adult Education (EJA), type of education supported by the Law of Guidelines and Bases of National Education (Law 9394/96 - LDB) long, has been neglected in its preparation, as it is not privileged public policy Brazilian educational. Are notorious, the characteristics of this type, specific pedagogical aspects, so that the subject worker reach a significant learning during their stay at school. For this it is important that teachers are prepared for teaching situations never before experienced, specially trained for this audience. It is necessary also that the teacher adopt attitudes and teaching practices to provide this learning. This article reports a possible educational experience for the subjects of the EJA, shared teaching. In this proposal, two teachers shared their plans and content, providing (re) signification of their teaching practices, enabling the inclusion of adult education students. Areas of Natural Sciences and Humanities directed a differentiated pedagogy, demonstrating the possibilities of achieving a significant learning in adult education in a municipal school in Goiânia.Keywords: Adult education; Shared teaching; Differentiated learning; Teaching experience.

scholarly journals The Tendencies of Future Educators’ Identification with an Educational Paradigm

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 49-56
Author(s):  
Ramutė Bruzgelevičienė
Keyword(s):  
Empirical Study ◽  
Educational Philosophy ◽  
Teaching Experience ◽  
Full Time ◽  
The Subject ◽  
Educational Sciences ◽  
Educational Paradigm ◽  
Argumentative Essays ◽  
Educational Paradigms ◽  
Qualitative Analyses

The article focuses on the tendencies of future educators’ identification with an educational paradigm recognizable during educational philosophy studies at BA level. The article is founded on the analyses of scientific literature discussing correlation between educational philosophy and an educational paradigm as well as on the data from the empirical study, i.e. students’ argumentative essays on educational philosophy. The empirical study was performed at the Faculty of Lithuanian Philology and Social Communication Institute of Lithuanian University of Educational Sciences. Qualitative research method has been applied in the study along with the qualitative analyses of argumentative essays as well as SOLO taxonomy as a means of assessing the complexity of learning. The Research Question: to what extent can teaching of educational philosophy influence the future educators’ identification with an educational paradigm? Object: The tendencies of future educators’ identification with an educational paradigm. Goal: to highlight the tendencies of students’ identification with an educational paradigm determined by educational philosophy studies. The objectives: 1. To define the idea of identification with philosophical conceptions of education; 2. To justify the importance of identification with a philosophical conception of education; 3. To highlight, on the basis of empirical study, the tendencies among students as future educators towards identification with philosophical conceptions of education. The following conclusions are drawn in the article: As educational paradigms are considered to be variations of answers to the main questions of educational philosophy, the direct correlation between educational philosophy and educational paradigm is obvious. Therefore, by identifying themselves with an educational philosophy, educators also identify themselves with an educational paradigm. The subject of Educational Philosophy, taught at undergraduate level at Lithuanian University of Educational Sciences, has an effect on future educators’ identification with educational paradigms. Therefore, it is important for the lecturers to have a purposeful educational philosophy course program centering on cognition of educational paradigms and to adopt educational strategies oriented towards a student’s individuality. Future educators identify themselves with philosophical conceptions of education by comparing new knowledge to their present experience, such as professional teaching activities (in extramural studies) or school learning/teaching experience (in full-time studies). Therefore, there is a clear tendency that more extramural students than full-time students identify themselves with a classical educational paradigm, whereas more full-time students than extramural students identify themselves with a liberal educational paradigm. The qualitative analyses of educational philosophy course students’ final argumentative essays shows that nearly a half (48.06 percent) of the students who are making efforts to identify themselves with a philosophical conception of education have either reached or are approaching the third level of internalization of philosophical concepts of education, which is when they are acquiring individual believes and determination to act in accordance to these concepts and when the complete identity is developing. The subject of Educational Philosophy at BA level may positively influence the numbers of teachers adopting the free educational paradigm when teaching at school.

scholarly journals Cooperative learning and brainstorming as didactic strategies in conservation and restoration of cultural assets

2019 ◽  
Author(s):  
María Ángeles Carabal Montagud ◽  
Virginia Santamarina Campos ◽  
María Victoria Esgueva López ◽  
Sofía Vicente Palomino
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Teaching Experience ◽  
Peer Learning ◽  
Cultural Assets ◽  
Dynamic Strategy ◽  
Effective Dynamic ◽  
The Subject ◽  
Manufacturing Techniques ◽  
Didactic Strategies

This article exposes the tools of cooperative learning and brainstorming as a didactic strategy, in which teamwork, diversity, interaction between the students and feedback between them are promoted as the main source of learning. In professions related to the conservation and restoration of cultural assets, we work as a team, thus is fundamental that the students' training prepares them for this work reality and enables them to be part of and lead these teams, fostering cross-cutting skills such as communication effective, critical thinking, application and practical thinking among others. We will present the case of a teaching experience, in which cooperative learning is a fundamental tool to solve one of the practices of the subject “Introduction to the Conservation and Restoration of golds and polychromies” of the Degree in Conservation and Restoration of Cultural Assets in Universitat Politècnica de València. The practice consists in the identification of manufacturing techniques, and focuses on the subsequent professionalization and comprehensive training of students. The results obtained from it show how peer learning is an effective, dynamic strategy with infinite possibilities.

Perception of sustainability competencies amongst Spanish pre-service secondary school teachers

2019 ◽  
Vol 20 (7) ◽  
pp. 1171-1190 ◽  
Author(s):  
Gisela Cebrián ◽  
David Pascual ◽  
Álvaro Moraleda
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Real Life ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Content Type ◽  
Significant Difference ◽  
Teacher Students ◽  
Subject Areas ◽  
The Subject

Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

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