EFICACIA	DE	LOS	MAPAS CONCEPTUALES	COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS

EFICACIA DE LOS MAPAS CONCEPTUALES COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS EFFECTIVENESS OF MIND MAPS AS TEACHING RESOURCE IN THE LEARNING PROCESS OF SOCIAL SCIENCES IN THE PROFESSIONAL ACADEMIC SCHOOL OF TOURISM, HOSPITALITY AND CUISINE OF PERUVIAN UNIVERSITY ALAS PERUANAS RESUMEN Objetivo. El objetivo de la Investigación fue Determinar que el desconocimiento del manejo de los mapas conceptuales como recurso didáctico influye en el aprendizaje de las Ciencias Sociales en los estudiantes del II ciclo de la Escuela Académico Profesional de Turismo Hotelería y Gastronomía UAP Materiales y Métodos. Para la selección de la muestra se consideró a los estudiantes del II ciclo de la escuela, la técnica de muestreo fue sistemático, se trabajó desarrollando clases haciendo uso de mapas conceptuales en la asignatura de historia de la cultura se aplicó la prueba estadística de hi2 teniendo en cuenta la relación de variables Resultados. Como el valor calculado es mayor al de la tabla (24.894 > 16.919), la hipótesis nula es rechazada, aceptándose la hipótesis alterna H1, con lo cual queda demostrada la hipótesis. Conclusión. El manejo de los mapas conceptuales como recurso didáctico influye significativamente en el aprendizaje de los alumnos, produce un auténtico aprendizaje, porque proporciona conceptos de manera coherente y no arbitraria, “construyendo”, de manera sólida los conceptosABSTRACT Objective. The aim of the research was to determine that the lack of management of mind maps as a teaching resource influences in the learning of Social Sciences students in cycle II of the Professional Academic School of Tourism Hospitality and Gastronomy in Alas Peruanas University. For the selection of the sample, the students of the second cycle school were considered, the sampling technique was systematic, classes were developed making use of concept maps in the history of culture subject statistic hi2 tests were applied taking in account the variables relation. ResultsAs the calculated value is bigger that the table (24,894> 16,919), the null hypothesis is rejected accepting the alternative hypothesis H1whereupon, the hypothesis ends up being demonstrated. In conclusion. The management of mind maps as a teaching resource influences significantly on the student learning process, It produces an effective learning because it provides concepts in a coherent and not arbitrary way by “building” concepts solidly.

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Historicism and the beginning of interdisciplinarity in the intellectual history of the 19th – early 20th century human being in time

Диалог со временем ◽

10.21267/aquilo.2021.77.77.003 ◽

2021 ◽

pp. 45-60

Author(s):

М.С. Киселева

Keyword(s):

Social Sciences ◽

Intellectual History ◽

20Th Century ◽

Early 20Th Century ◽

Human Being ◽

Absolute Idealism ◽

Whole Person ◽

History Of ◽

History Of Culture ◽

The University

В статье исследуется становление междисциплинарности в интеллектуальной истории XIX – начала ХХ в. Методологическим основанием историзма этого периода, соединяющего различные области исторических, филологических, социальных наук и психологии, стала идея связи человека со временем его жизни и рефлексивно со временем культуры и социума (концепт «человек во времени»). Философия абсолютного идеализма Гегеля принимала человека только как «чистую» природу, как рациональность. Показана трансформация понимания человека от «великого характера» в гегелевской философии истории к человеку времени ренессансной культуры Я. Буркхардта, сверхчеловеку будущего в философии Ф. Ницше и к целостному человеку во времени социума и культуры в науках о духе В. Дильтея. При всем различии трех концепций выявлено сходство методологических оснований в установлении связи человека со временем его жизни и историческим временем культуры и в принятии идеи человека как фундаментальной для различения эпох или типов в истории культуры. Автор считает, что Дильтей дал первый опыт философского обоснования наук о духе как междисциплинарного гуманитарного проекта, в центре которого находилась идея целостного человека времени своего «жизнеосуществления», и определил историзм как смысл гуманитарного знания в целом. The article examines the formation of interdisciplinary in intellectual history in the 19th – early 20th century. The methodological basis of the historicism of this period, which unites various areas of historical, philological, social sciences and psychology, was the idea of a person's connection with the time of his life and reflexively with the time of culture and society (the concept of “human being in time”). Historicism of the philosophy of absolute idealism by G.V.F. Hegel accepted human being only as "pure" nature, as rationality. In the 1860s at the University of Basel J. Burckhardt, F. Nietzsche and W. Dilthey developed the idea of human being in time in the history of culture, philosophy and hermeneutics. The transformation of understanding of a person is traced from a "great character" in Hegel's philosophy of history to a person of the time of the Renaissance culture developed by Burckhardt, to the Übermensch of the future in the philosophy of Nietzsche and to an integral person in the time of society and culture in the sciences of the spirit of Dilthey. The present study reveals the similarity of methodological foundations of the three concepts in establishing a connection between a person with the time of his life and the historical time of culture; and in accepting that the idea of man was fundamental for distinguishing between eras or types in the history of culture. The author believes that Dilthey was the first to produce philosophical substantiation for the sciences of the spirit as the basis of an interdisciplinary humanitarian project, in the center of which is the idea of a whole person of the time of his "life-fulfillment", аnd defined historicism as the meaning of humanitarian knowledge in general.

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Graphic Organisers: The Use of Mind Maps and Concept Maps for Indexing of Concepts in Science Education

Journal of Teacher Education and Research ◽

10.36268/jter/1425 ◽

2019 ◽

Vol 14 (02) ◽

pp. 17-23

Author(s):

Sunita Kathuria

Keyword(s):

Learning Style ◽

Concept Maps ◽

Sampling Technique ◽

Future Generation ◽

Pedagogical Tools ◽

Innovative Strategy ◽

Post Test ◽

The Difference ◽

The Government ◽

Mind Maps

Teaching is not limited to making the learners literate; it aims at helping them to become a creator by employing the creative mental faculties such as perception, reason, will, memory, imagination and intuition. The teaching process involves input and output of lot of information which depends on several variables. One of the variables is the learning style of the student. Research acknowledges that every student has a specific or a combination of styles of learning. Like, some learns better while writing, some through listening, some through visuals, some through activity and some learns better if they are taught by using combination of two or more of these styles. The objective of every teacher is ‘to impart the knowledge in the best possible manner’ and for this, any unusual strategy used by the teacher to meet the diversified needs of the students, can be termed as an Innovative strategy. Such innovative strategies in teaching not only level up the standard of education but also empowers the future generation by strengthening their cognition. The present study aimed to explore the usefulness of concept maps in an understanding of ideas in isolation and the use of Mind Maps in summarising all the ideas as a whole. This was an experimental research with one sample, pre-post-test design. The researcher delivered three chapters of the Biology of IX grade through Concepts Maps and Mind Maps. The sample was selected through purposive sampling technique and the intervention was given for 4 weeks in one of the government schools of Delhi. The analysis revealed that the null hypothesis was rejected and the difference between the scores of pre and post-test was found to be significant. Through the analysis of the Researcher’s Diary, used as tool to triangulate the quantitative findings, it was concluded that concept maps and mind maps were found to be effective pedagogical tools to develop the concepts, comparing and contrasting, improve factual recall and to have a deeper level of understanding through interlinking. It was revealed that the mapping was also found to be useful in identifying the learning gaps, build a conceptual hierarchy, and facilitate new learning onto the previous one. The findings of this study were in consonance with the viewpoint of other studies conducted on Graphic organizers. The study suggests the use of Graphic Organisers in the classrooms across the curriculum and subjects as it is based on the technique in which the new information is matched, compared to, contrasted to, joined with or modified to fit in with the previously attended information, thus, assists students to reach to the high levels of cognitive performance.

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Association between Premenstrual Syndrome and Depression among Female Undergraduates in a Private Nigerian University

Current Psychopharmacologye ◽

10.2174/2211556009666210509131851 ◽

2021 ◽

Vol 10 ◽

Author(s):

Falade Joshua ◽

Bello Nurudeen Ola ◽

Adelekan Oluseyi Emmaunual ◽

Orekoya Adefolurin ◽

Ojikakor Chioma Gloria ◽

...

Keyword(s):

Social Sciences ◽

Premenstrual Syndrome ◽

Mental Health Problems ◽

Sampling Technique ◽

Stressful Events ◽

Hormonal Changes ◽

History Of ◽

Nigerian University ◽

The Relationship ◽

Structured Questionnaire

Background: Depression among female undergraduates is associated with hormonal changes and other stressful events around the menstrual cycle. Aim: This study assessed the relationship between premenstrual syndrome and depression among female undergraduates in a private Nigerian university. Methodology: The study was conducted at the Afe Babalola University Ado Ekiti. A stratified sampling technique was used in this study. A semi-structured questionnaire with sections on socio-demographic schedule proforma and the Becks Depression Inventory were used to collect information from respondents. Data were analyzed using Statistical Package for Social Sciences (SPSS version 21). Result: A total number of 440 students were recruited. Three hundred and sixty-two (82.3%) of the respondents had depression, with prominent mild mood disturbance (43.9%). The odds of depression were higher among respondents older than 20 years as compared with those who were 20 years old or younger (AOR=91.194 CI;9.326,891.774) ). Also, the odds of depression were higher among respondents who did not have close relationships with their mother compared with those who did (AOR= 10.5, CI; 3.525, 31.33). Besides, the odds of depression were higher among those with the premenstrual syndrome than respondents without a history of premenstrual syndrome (AOR=70.06 CI; 12.018, 48.406). Finally, the odds of depression were higher among respondents with a family history of premenstrual (AOR=0.637 CI; 0.257, 1.574). Conclusion: There is the need to provide services aimed at preventing and managing premenstrual syndrome among undergraduates and screen for depression to prevent and detect mental health problems in this vulnerable population.

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Etyka a nauki o zjawiskach moralnych

Etyka ◽

10.14394/etyka.215 ◽

1967 ◽

Vol 2 ◽

pp. 141-171

Author(s):

Józef Pieter

Keyword(s):

Social Sciences ◽

Gradual Increase ◽

The Other ◽

General Science ◽

History Of ◽

History Of Culture

Along with the development of humanistic branches of psychology , ethnography, and social sciences one may observe a gradual increase of factual statements concerning moral phenomena, i.e., those forms of relations of particular men among themselves which are connected with such concepts as justice, injury, goodness, evilness, etc. Under the influence of the crisis of systematical philosophy and evolutionism, as well as in connection with the development of those sciences which – according to their programs or accidentally – have dealt with moral phenomena has gradually arisen the problem of ethics, as a normative science, with the other sciences mentioned above. Some light-minded critics of ethics were of the opinion that the place of ethics should be taken by a general science of morality which would be methodologically related mainly to psychology, sociology and history of culture.

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PERBANDINGAN KEMAMPUAN AFEKTIF SISWA KELAS XI SMAN 1 SULIKI ANTARA PENGGUNAAN HANDOUT DILENGKAPI PETA KONSEP DAN PETA PIKIRAN DALAM MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

Perspektif ◽

10.25299/perspektif.2021.vol12(1).6339 ◽

2021 ◽

Vol 12 (1) ◽

pp. 1-9

Author(s):

Asti febrina Asti

Keyword(s):

Learning Process ◽

Concept Maps ◽

Sampling Technique ◽

Class I ◽

Learning Resources ◽

Learning Models ◽

Attitudes And Behaviors ◽

Assessment Sheet ◽

And Behaviors ◽

Students Attitudes

Based on the observations made at SMAN 1 Suliki on August 20, 2015, the reality is that in the learning process, attention and negative student activities in the classroom are still many such as, drowsiness during learning, and lack of interaction between students and teachers during the teaching and learning process. Students also lack interact with each other, in conducting group discussions. Highly capable students are still unable to work with low-skilled students. The learning resources used by teachers in the field of study are still package books, so that makes students only control package books in learning. The other learning resources provided in schools are LKS, but the delivery of materials in this LKS is still not colored. Every time they start learning, students still forget to bring a package book. Therefore, learning ppenelitian becomes less effective because of the lack of teaching materials used by teachers and learning methods that are still not appropriately used by teachers. Then the creation of mind map handouts and concept maps with STAD learning models is the solution.This type of research is quasi experimental research. The sampling technique used is purposive sampling technique by assigning experiment class I and class II experiment in drawn. So that obtained the selected sample class XI IPA5 and XI IPA6. The research instrument used is the instrument used for the assessment of the affective aspects of students is the assessment sheet of affective aspects. This assessment sheet aims to assess students' attitudes and behaviors during the learning process. The assessment sheet contains the observed aspects of students' attitudes and behaviors. Based on the results of the research conducted showed that in the affective realm by using handouts of mind maps and concept maps in cooperative learning models STAD is 93.16 (class I experiment) category is very good, and 72.25 (experiment II) with good category. In the first class of experiments have better affective competence than the second class of experiments.

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