scholarly journals Resistance to learning as a relevant factor in the educational process

2018 ◽  
Vol 50 (1) ◽  
pp. 7-24
Author(s):  
Slobodanka Antic
Keyword(s):  
Learning Process ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
The Social ◽  
Holistic Understanding ◽  
School Faculty ◽  
Developmental Characteristics ◽  
Teaching Learning ◽  
The Relationship ◽  
Different Sources

By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/ learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

scholarly journals The springs of didactogeny. The repulsive educational style

2021 ◽  
pp. 68-79
Author(s):  
Mihail Sleahtitchi ◽  
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Professional Competence ◽  
Teaching Profession ◽  
Harmonious Development ◽  
Teaching Learning ◽  
The Relationship ◽  
Suitable Environment ◽  
The Way

By the way it presents itself, the repulsive educational style brings indisputable prejudices to the teachinglearning process, strongly affecting the entire construction of this process, especially the segment that covers the relationship between the teacher and the students. Having the ability to impose itself differently – as something reminiscent of an authoritarian or nomothetic behavioral, distant or impulsive, ultra-reactive or strict, oscillating or detached – the educational style in question is characterized by the fact that it contradicts the rights and duties incumbent on the position of a teacher. In his presence, the school environment collapses, ceasing to present a „suitable environment in which essential connections can be created for the multilateral and harmonious development of the student” or a „space in which the professional competence of the teacher is complementary to the developmental particularities of the student”. Moreover, through the conflicting energies he releases, he distorts the meaning of the teaching profession, obviously contributing to the establishment of didactogeny. Or, as it has been mentioned more than once, in various specialty sources, if the educational style does not resonate with the rights and duties of the pedagogical profession, the didactogeny is predetermined, simply, to become a reality, a state in fact, which must be associated with the big mistakes in the area of the teaching–learning process or, in other words, with the big deviations from what the professional deontology of the teacher means.

An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education

2020 ◽  
pp. 40-57
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Bilingual Education ◽  
Educational System ◽  
Learning Process ◽  
Language Skills ◽  
Interdisciplinary Approach ◽  
Early Childhood Classroom ◽  
Second Languages ◽  
Teaching Learning

The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.

Problems Encountered in High School Pupils, Who Have Divorced Parents

2017 ◽  
Vol 7 (1) ◽  
pp. 163-167
Author(s):  
Merita Kollçaku
Keyword(s):  
Educational Level ◽  
Qualitative Method ◽  
Educational Process ◽  
Age Group ◽  
Social Psychological ◽  
Economic Level ◽  
The Social ◽  
Psychological Educational ◽  
Educational Behaviour ◽  
The Relationship

Abstract Adolescence and the problems teenagers face during this phase have a great impact in the teaching process. Divorce is one of the problems I have chosen to treat. This is due to the fact that divorce impacts the social-psychological-educational process of teenagers. The ways they experience the divorce of their parents are various. This depends on the area they live, their parents’ educational level, the relationship between parents after the divorce, the kind of relationship they had before, economic level, etc. Teenagers can display aggressive behaviour, disengage from learning, use various substances, etc. as a reaction to their parents. This is the object of my study. This research will use the qualitative method. The qualitative methods will consist in direct interviews with teenagers of the age-group of 14-18 years old, with teachers, psychologists and parents. Also consider those problems I might face during my study, on which the teenagers, or even their parents, might not express their opinion. As a conclusion we can say that based on the interviews it results that divorce has a great impact on the social-educational behaviour of teenagers.

scholarly journals Innovation in the teaching-learning process of global climate change through the collaborative wall

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ricardo-Adán Salas-Rueda ◽  
Gustavo De-La-Cruz-Martínez ◽  
Clara Alvarado-Zamorano ◽  
Estefanía Prieto-Larios
Keyword(s):  
Climate Change ◽  
Global Climate Change ◽  
Learning Process ◽  
Web Application ◽  
Data Science ◽  
Global Climate ◽  
Active Participation ◽  
Educational Process ◽  
Main Role ◽  
Teaching Learning

The aim of this mixed research is to analyze the students' perception about the use of the collaborative wall in the educational process of global climate change considering data science. The collaborative wall is a web application that allows the active participation of students and discussion of ideas in the classroom. During the face-to-face sessions, the students use mobile devices to share the information and images of the courses through the collaborative wall. The sample is made up of 74 students from the National Preparatory School No. 7 “Ezequiel A. Chávez” who took the Biology IV course during the 2019 school year. The results of machine learning (linear regression) indicate that the organization of ideas and dissemination of information in the collaborative wall positively influence the learning process of global climate change, motivation and interest of the students. Data science identifies 6 predictive models about the use of the collaborative wall in the field of Biology through the decision tree technique. In fact, the use of the collaborative wall in the Biology IV course facilitated the assimilation of knowledge about the global climate change and improved the active participation of the students in the classroom. Finally, the collaborative wall allows the creation of new educational spaces where students acquire the main role during the learning process.

scholarly journals Procesos educativos vivenciados en la práctica social mecánica de bicicleta (Educational processes experienced in the social mechanical bicycle practice)

Retos ◽  
2019 ◽  
pp. 102-108
Author(s):  
Leandro Dri Manfiolete Troncoso ◽  
Sandra Soledad Troncoso Robles Dri Manfiolete ◽  
Sergio Alejandro Toro-Arévalo
Keyword(s):  
Cognitive Processes ◽  
Educational Process ◽  
General Category ◽  
Urban Mobility ◽  
Exclusion Criteria ◽  
Educational Processes ◽  
4E Cognition ◽  
The Social ◽  
Epistemic Approach ◽  
Teaching Learning

El objetivo de esa investigación es comprender los procesos educativos vivenciados en la práctica social mecánica de bicicleta. Fue empleado el abordaje fenomenológico epistémico 4E Cognition de los procesos cognitivos encarnados, situados, extendidos y enactivos. Para los procedimientos metodológicos, entrevistamos seis mecánicos de bicicleta latinoamericanos teniendo como criterios de inclusión el trabajo formal o informal con mecánica de bicicleta, la experiencia con ciclismo utilitario, deportivo o recreativo y acciones político-pedagógicas cicloactivistas. En el análisis discursivo, emergieran las unidades de significado: a) Enseñanza-aprendizaje laboral; b) Influencia tecnológica en el ciclismo; c) Salud y cuidado al pedalear que sustentan la categoría general “Mecánica de bicicleta como proceso cognitivo-educativo”. Consideramos la práctica social mecánica de bicicleta fundamental para el fenómeno bicicultura con efectos directos a la realidad ciudadana con la promoción de procesos educativos para la movilidad urbana.  Abstract: The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category  "Bicycle mechanics as a cognitive-educational process". We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility.

scholarly journals JUICIO MORAL DE ESTUDIANTES Y MAESTROS ANTE HECHOS DE VIOLENCIA EN UNA ESCUELA SECUNDARIA PÚBLICA EN MÉXICO

2020 ◽  
Vol 17 (1) ◽  
pp. 298-313
Author(s):  
Myriam Fracchia Figueiredo
Keyword(s):  
Secondary School ◽  
Moral Judgment ◽  
School Violence ◽  
Social Order ◽  
Minority Group ◽  
Interdisciplinary Approach ◽  
The Social ◽  
Teaching Learning ◽  
Forms Of Violence ◽  
Pedagogical Planning

The objective of the investigation into the violent events in the daily environments of the students of a secondary school in Mexico was to reveal them as part of a training process for their teachers. From the conception that social and school violence are inherent to the social order and are expressed in bodies and things, our interdisciplinary approach was based on a mixed methodology, using qualitative techniques, through observation, pedagogical planning , common reflection and evaluation with teachers, and quantitative techniques, with the preparation and application of an interview of teachers to 429 students of the three grades of secondary school, in the morning and evening shifts, to relieve the network of violence, with emphasis on the school, andthe subsequent creation of a database for its systematization and analysis. This methodological strategy made it possible to unravel the moral judgment of students and adults in correspondence with the acts of violence experienced by the students, which have been mainly fights and beatings, harassment and robbery. Interventions regarding adults, in accordance with school regulations, have been the predominant application of expiatory sanctions, or their inaction, thus adding other forms of violence that express a heteronomous moral judgment. This forces the majority of students to be careful not to fall into provocations from the other minority group, ready to attack them as a way to settle their differences. Also the moral judgment of the students is heteronomous and their proposals to face these facts, to a large extent, coincide with the school regulations. However, a minority group of students proposed, in addition to listening, empathy and dialogue, that they “favor their own behaviors among equals”, which is the law of true cooperation, suggestive for a formative process of adults that facilitates the transition towards a moral judgment of cooperation, for a coexistence of protection and a better teaching-learning process.

scholarly journals THE IMPORTANCE OF THE CONCEPTS OF INTERDISCIPLINARITY AND MULTIDISCIPLINARITY IN BACHELOR OF SCIENCE AND TECHNOLOGY COURSES

2021 ◽  
Keyword(s):  
Learning Process ◽  
Scientific Practice ◽  
Science And Technology ◽  
Institutional Arrangements ◽  
Scientific Development ◽  
Bachelor Of Science ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Interdisciplinary Projects ◽  
Teaching Learning

Interdisciplinarity is an advocacy of multiple disciplines, not the elimination of curricular subjects, as one might mistakenly infer. In other words, a solid disciplinary base is a prerequisite for the development of interdisciplinary projects. At the same time, disciplines are historical products of scientific development, being epistemological tools of scientific practice and political institutional arrangements for the control of knowledge. The knowledge related to interdisciplinarity builds, in the social environment, a relationship established across disciplines, and can be inserted in schools through projects and comprehensive work. Such projects can be observed in some universities. The use of interdisciplinarity in science and technology courses offers precious opportunities for students to solve problems, effectively building and consolidating knowledge in a learning process capable of inserting them in the labor market. Like interdisciplinarity, multidisciplinarity is a catalyst in the teaching-learning process, enabling students to act actively in the construction of their knowledge. Multidisciplinarity means that several disciplines study the same subject at the same time. The present article was developed to present a qualitative and quantitative panorama of the courses of Interdisciplinary Bachelor of Science and Technology, offered in brazilian federal universities.

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