scholarly journals Teaching methodology of geography and educational geography in Croatia over the last fifty years

2021 ◽  
Vol 83 (2) ◽  
pp. 103-132
Author(s):  
Ivan Ivić ◽  
◽  
Ružica Vuk ◽  
Keyword(s):  
Paradigm Shift ◽  
Scientific Discipline ◽  
Scientific Production ◽  
Scientific Field ◽  
Geography Education ◽  
Early Years ◽  
Teaching Methodology ◽  
Scholarly Production ◽  
Further Development ◽  
Stable Development

The teaching methodology of geography is a relatively young scientific discipline within the scientific field of geography, that has only been experiencing its full scientific affirmation in the last few decades. In the early years, scholarly production focused on works that primarily dealt with geography education, but further development of the discipline showed a tendency to single out educational geography as a distinct scholarly entity and branch within the field. Given the aforementioned, there is a need to recapitulate scientific production and the most important findings of this geographical scientific discipline from the last fifty years. A review of scientific and scientific-expert papers on the teaching methodology of geography and educational geography indicates a thematic and methodological paradigm shift toward covering topics and objects of research significantly wider than those covered in the classroom and during geography lessons. The noticeable changes in the prevailing scientific interest in the curriculum and organization of teaching according to human resources research, the organization of education in certain areas and student achievement indicate a continuous and stable development.

scholarly journals A place for intelligence studies as a scientific discipline

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Klaus Solberg Søilen
Keyword(s):  
Social Sciences ◽  
Empirical Investigation ◽  
Scientific Discipline ◽  
Scientific Field ◽  
Competitive Intelligence ◽  
Scientific Journals ◽  
Field Of Study ◽  
Area Of Interest ◽  
The Social ◽  
Intelligence Studies

Is the field of Competitive Intelligence (CI) or Intelligence Studies (IS) a proper scientific field of study? The empirical investigation found that academic and professional within CI and IS could not agree upon what dimensions, topics or content are handled by their own area of interest that is not covered by other areas of study. In fact, most topics listed as special for CI and IS are covered by other established scientific journals. Most topics are covered by other disciplines. The data also showed that the same group could not list any analysis that is not used by other areas of study. It shows that a majority of the analyses the respondents think are unique to their study come from the area of strategy and military intelligence. However, this does not mean that CI and IS does not have its own place or niche as a study and discipline. It is suggested here, but further investigation is encouraged, that CI and IS brings a number of unique dimension to the social sciences.

The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11

2020 ◽  
pp. 184-199
Author(s):  
Gaia Lombardi
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Computational Thinking ◽  
Early Years ◽  
Primary School Teacher ◽  
Teaching Methodology ◽  
Italian Experience ◽  
The World ◽  
Technological Tools

Coding is a spreading teaching methodology that is involving more students and teachers all over the world. But how can the practice of coding affect the development of computational thinking strategies in early years? The author, a primary school teacher, will investigate the Italian experience, believing that it may constitute an excellent field of study on the matter thanks to the enormous enthusiasm with which coding was received by the teachers, capable of renewing their teaching practices, particularly in primary school. This is a movement born from below, from the spontaneous participation of teachers, and which, in many cases, has been substantiated in what can be defined as unplugged activities, without the use of electronic technological tools.

Allport and Personality a modern view

1994 ◽  
Vol 165 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Hans J. Eysenck
Keyword(s):  
Factor Analysis ◽  
Scientific Discipline ◽  
Early Years ◽  
Scientific Study ◽  
London School ◽  
Correlated Traits ◽  
Personality Dimensions ◽  
Psychometric Methods ◽  
Large Numbers ◽  
History Of

In the history of any scientific discipline, certain people stand out because they effectively defined the discipline, separated it from neighbouring specialities, and gave it a local habitation and a name. Three names stand out in the history (brief though it may be) of the scientific study of personality. The first is A. Heymans, a Dutch philosopher who almost single-handedly introduced the various theoretical, methodological and psychometric methods that characterise modern personality study (Eysenck, 1992). In the early years of this century, he put forward theories of specific personality dimensions, carried out rating studies on large numbers of subjects, correlated traits and devised a primitive method of factor analysis, derived factors that have stood the test of time (extraversion and neuroticism, to give them their modern names), and even went so far as to carry out psychological and physiological experiments to test deductions from these theories. As a reward for all this pioneering effort he is completely neglected in the modern literature; Hall et al (1985), in their Introduction to Theories of Personality gave much room to nonentities like Medard Boss, but make no mention of Heymans. He committed the ultimate crime of not being born in America, and must therefore be considered a non-person. Fortunately his theories and methodologies five on, largely in the London School.

scholarly journals Collaborative and Individual Vocabulary Building Using ICT

2018 ◽  
Vol 53 (1) ◽  
pp. 31-48
Author(s):  
Štěpánka Bilová
Keyword(s):  
Language Proficiency ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Teaching Methodology ◽  
Google Docs ◽  
English Classes ◽  
Vocabulary Building ◽  
Technical Vocabulary ◽  
Students First ◽  
Further Development

Abstract Vocabulary knowledge affects any learner’s general language proficiency and the lack of vocabulary is often seen as an obstacle in a student’s progress. This statement becomes even truer when considering languages for specific purposes as the knowledge of technical vocabulary is closely connected to mastering professional skills. The research on vocabulary learning distinguishes two types of learning, incidental and intentional, which should complement each other. One of the most efficient intentional strategies proved to be the use of flashcards. Modern technologies have contributed to further development of this rather popular method by offering new ways of vocabulary consolidation as well as novel forms of interaction. The main objective of the paper is to introduce a teaching methodology aimed at the intentional building of students’ vocabulary, however, at the same time making students being aware of a broader context in which a word or a collocation is used. The presented methodology involves student generated and recycled content as well as the use of electronic tools, namely Google docs and Quizlet. In the course of three subsequent spring semesters, students first created a Google Docs collaborative learning log with lists of vocabulary, the following year’s students uploaded the lists of definitions and translations into Quizlet sets and in the final year the words in Quizlet flashcards where supplemented with example sentences. Students’ performance showed that both Google Docs and Quizlet are efficient tools not only for vocabulary learning, but also for language teaching. The proposed methodology was used in legal English classes, however, it can be implemented in any language course.

scholarly journals Trayectorias de producción científica y conciliación familiar de mujeres investigadoras en Quito

2021 ◽  
Vol 14 ◽  
pp. 45-60
Author(s):  
Alexandra Clavijo
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Working Conditions ◽  
Scientific Production ◽  
Scientific Field ◽  
Institutional Policies ◽  
Analysis Strategy ◽  
The Relationship ◽  
Depth Interviews ◽  
Women Researchers

The scientific production of female researchers at the universities of Quito is analyzed in this study through the axes of working conditions, public and institutional policies and limitations for the development of scientific production. The objective of this study is to analyze the relationship between scientific production and family conciliation of women researchers from different areas of knowledge, problematizing the notion of scientific field with personal trajectories based on gender. Regarding the methodology, it is a qualitative study. Six in-depth interviews and a focus group with six participants were conducted. The analysis strategy being the analysis of the discourse organized by statements in relation to the categories indicated as axes.

scholarly journals PLACING ACCOUNTING AMONG SCIENCES

2013 ◽  
Author(s):  
Mihai Deju ◽  
Petrică Stoica
Keyword(s):  
Social Sciences ◽  
Decision Making ◽  
Scientific Discipline ◽  
Scientific Field ◽  
Political Environment ◽  
Human Being ◽  
Social Phenomena ◽  
Social Facts ◽  
The Social ◽  
The Times

Framing accounting as a science has been carried out in close connection with the development of knowledge in this field and with the meaning given to this concept of “science”. Recognizing accounting as scientific field by specialists is due to the fact that it features a combination of accounting theory and methods for the development and application of these theories. Accounting is a scientific discipline in the social sciences because: it is a creation of the human being in response to practical needs; it reflects phenomena, activities and social facts; it addresses various groups of users (managers, bankers, shareholders, employees, tax bodies, etc.) which are an integral part of society; it offers information necessary to decision-making, most of the times with impact on the behaviour of individuals; it is influenced by the economic, social, legal and political environment, that is by social phenomena.

scholarly journals Tendências na Produção Científica Sobre Estatística Nos Anos Iniciais: Contextos Formativos de Estatística na Formação Inicial e Continuada de Professores

2021 ◽  
Vol 13 (4) ◽  
pp. 494-504
Author(s):  
Thays Rodrigues Votto ◽  
Mauren Porciúncula Moreira da Silva
Keyword(s):  
Continuing Education ◽  
Statistical Learning ◽  
Teaching And Learning ◽  
Scientific Production ◽  
Early Years ◽  
Mental Maps ◽  
Teaching Knowledge ◽  
Statistical Education ◽  
Object Of Study ◽  
The Way

ResumoEste estudo objetivou analisar as tendências na produção científica em nível de pós-graduação, acerca da Estatística nos Anos Iniciais, e especificamente aquela que versa sobre formação docente para esse nível. Caracteriza-se como uma revisão de literatura tipo Estado do Conhecimento, para a qual foram consultadas o Catálogo de teses e dissertações da CAPES e a BDTD, onde foram recuperadas 42 pesquisas. Estas, em um primeiro momento foram categorizadas de acordo com o enfoque temático, possibilitando-nos vislumbrar quatro tendências gerais: Processos de ensino e Aprendizagem Estatística de alunos; Formação Docente; Concepções e processos de ensino e aprendizagem de professores; Análises teóricas e/ou documentais e ferramentas para o ensino e aprendizagem Estatística. De acordo com o escopo desse artigo, somente as pesquisas contempladas na tendência Formação Docente foram analisadas, de acordo com os resultados atinentes à maneira como foi realizada a formação e a construção do conhecimento docente. Estas ainda foram subdivididas como formação inicial e continuada. Na formação inicial, o objeto de estudo é principalmente o letramento estatístico, que foi investigado por meio de recursos digitais, mapas mentais e sequências didáticas. Já na formação continuada, os objetos de estudo foram primeiramente os conhecimentos de Estatística, seguido da compreensão de gráficos e tabelas, e por último sendo objeto de estudo apenas de uma pesquisa, a realização de todo o ciclo investigativo de uma pesquisa. Nesse contexto, compreendemos o ciclo investigativo de uma pesquisa, enquanto objeto de estudo, como uma lacuna na produção científica acerca da formação continuada para a Educação Estatística. Palavras-chave: Educação Estatística. Anos Iniciais. Formação de professores. AbstractThis study aimed to analyze trends in scientific production at the postgraduate level about Statistics in the Early Years, and specifically that which deals with teachers' education in this level. It is characterized as a literature review of the State of Knowledge type for which the CAPES thesis and dissertations catalog and BDTD were consulted, where 42 researches were retrieved. These at first were categorized according to the thematic focus enabling us to glimpse four general trends: Teaching processes and Statistical Learning of students; Teachers' Education; Teachers' teaching and learning conceptions and processes; Theoretical and/or documentary analysis and tools for teaching and Statistical Learning according to the results related to the way in which the training and construction of teaching knowledge was carried out. According to the scope of this article only research included in the Teacher Education trend was analyzed, according to the results related to the way in which the training and construction of teaching knowledge was carried out. These were further subdivided as initial and continuing education. In the initial education, the object of study is mainly the statistical literacy which was investigated by means of digital resources, mental maps and didactic sequences. In continuing education the objects of study were firstly the knowledges of Statistics followed by the understanding of graphs and tables, and finally being the object of study only of a research, the completion of the entire investigative cycle of a research. In this context we understand that while object of study the investigative cycle of a research as a gap in scientific production about continuing education for Statistical Education. Keywords: Statistical Education. Early Years. Teachers’ education.

Speculation, Conceptualization, or Evidence?

2017 ◽  
Author(s):  
Christina A. Downey ◽  
Reggie E. Henderson
Keyword(s):  
Positive Psychology ◽  
Paradigm Shift ◽  
Scientific Research ◽  
Well Being ◽  
Scientific Discipline ◽  
Institutional Characteristics ◽  
Ongoing Debate ◽  
Positive Functioning ◽  
History Of ◽  
And Behavior

This chapter traces the history of examinations of well-being since the founding of psychology in 1879. Seligman and Csikszentmihalyi (2000) asserted that positive psychology as a scientific discipline was to focus on empirical examinations of valued individual experiences and traits, as well as group and institutional characteristics that mark positive functioning. Positive psychology set parameters on the types of evidence that would be given credence in the field. Many scholars had described well-being prior to 2000, but much of this work could not counted as within the bounds of the new positive psychology because of how the different movements approached gathering evidence. Therefore, the founding of positive psychology represented another step in an ongoing debate in psychology regarding the conduct of scientific research on human characteristics and behavior, and its accomplishments can be viewed as a paradigm shift in the study of well-being.

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