scholarly journals Caracterização de modelos sobre Tectónica de Placas em manuais escolares no ensino da Geologia

2019 ◽  
Vol 20 ◽  
pp. 265-274
Author(s):  
Paula Faustino ◽  
Pedro Callapez ◽  
Ana Rola ◽  
Elsa Gomes
Keyword(s):  
Higher Education ◽  
History Of Science ◽  
Scientific Literacy ◽  
Plate Tectonics ◽  
Teaching And Learning ◽  
Teaching Models ◽  
History Of ◽  
Constructivist Perspective ◽  
And Function

Resumo Neste estudo foi feita uma caracterização de modelos sobre a Tectónica de Placas, de acordo com a sua tipologia e função, presentes em manuais de Geologia, do ensino secundário e do 1.o ciclo do ensino superior, utilizados em Portugal. Os resultados indicam que, quanto à tipologia, os manuais apresentam poucos elementos sobre História da Ciência. No entanto, a diversidade de modelos presente nos manuais, relativamente à sua função, deve facilitar o ensino e aprendizagem da Tectónica de Placas, numa perspetiva holística e construtivista, contribuindo significativamente para a melhoria do nível de literacia científica do aluno. Palavras-chave: Modelos de ensino; Tipologia e função; Ensino secundário e superior.Abstract This study deals with the characterization of Plate Tectonics models according to their typology and function, from school textbooks of Geology used in secondary and higher education in Portugal. The results of a typological analysis suggest that all these textbooks contain few elements about History of Science. However, when their function is concerned, the diversity of models should facilitate the teaching and learning of Plate Tectonics in a holistic and constructivist perspective, being a significant contribute to improve the scientific literacy of the student. Keywords: Teaching models; Typology and function; Secondary and higher education.

scholarly journals What Happened to Your College Town: The Changing Relationship of Higher Education and College Towns, 1940–2000

2021 ◽  
Vol 61 (3) ◽  
pp. 320-340
Author(s):  
Kate Rousmaniere
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
History Of Higher Education ◽  
Campus Housing ◽  
College Towns ◽  
Education Enrollment ◽  
History Of ◽  
To Come ◽  
And Function ◽  
Relationship Of

AbstractThis essay examines the history of what is commonly called the town-gown relationship in American college towns in the six decades after the Second World War. A time of considerable expansion of higher education enrollment and function, the period also marks an increasing detachment of higher education institutions from their local communities. Once closely tied by university offices that advised the bulk of their students in off-campus housing, those bonds between town and gown began to come apart in the 1970s, due primarily to legal and economic factors that restricted higher education institutions’ outreach. Given the importance of off-campus life to college students, over half of whom have historically lived off campus, the essay argues for increased research on college towns in the history of higher education.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Open Universities Australia

2013 ◽  
pp. 83-98
Author(s):  
Michael Crock ◽  
Janet Baker ◽  
Skye Turner-Walker
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Student Loans ◽  
Future Directions ◽  
History Of ◽  
Insight Into ◽  
Future Plans

This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia’s unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA’s experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.

Open Universities Australia

2015 ◽  
pp. 320-335
Author(s):  
Michael Crock ◽  
Janet Baker ◽  
Skye Turner-Walker
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Student Loans ◽  
Future Directions ◽  
History Of ◽  
Insight Into ◽  
Future Plans

This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia's unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA's experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.

Engagement, Publishing, and the Scholarship of Teaching and Learning

2018 ◽  
pp. 234-256
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
Research Practice ◽  
Scholarship Of Teaching ◽  
Ernest Boyer ◽  
Research And Teaching ◽  
New Directions ◽  
History Of ◽  
Historical Trajectory

Following a critical appraisal of research and teaching in U.S. higher education, Ernest Boyer advocated that teaching should be recognized and rewarded as an activity that was at least as important as traditional disciplinary scholarship. He insisted that teaching had its own scholarly component which deserved fuller recognition, appreciation, and dissemination. This chapter explores Boyer's reconsideration of the activities and priorities of higher education and the emerging history of what would become known as the scholarship of teaching and learning (SoTL). From an early stage in its historical trajectory, SoTL explorations were linked to a publication imperative. Publication was seen as essential for consolidating the discipline's status and for improving the efficacy of teaching. The chapter reconsiders the publication requirement, its impact on the vision and mission of SoTL, and the degree to which it has repositioned and reprioritized teaching in the academy. It also provides suggestions for furthering SoTL's impact and for new directions for research, practice, and publication.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

Legislators' Plague

2022 ◽  
pp. 47-59
Author(s):  
José Ferraz-Caetano ◽  
Bruno D. A. Pinheiro
Keyword(s):  
Public Health ◽  
History Of Science ◽  
Social Acceptance ◽  
Early 20Th Century ◽  
Contemporary Debate ◽  
Legislative Action ◽  
Public Health Emergencies ◽  
History Of ◽  
Legislative Policy

This chapter brings important novel insights and perspectives to the urging contemporary debate on public hygienist policies. The authors intend to explore how an episode of history of science can be used to explore the struggles of universal pandemic responses. The focus will be on the inception of science-based legislation, created to deal with public health emergencies, and their communication and social acceptance. They argue if any of the symptoms of science misinformation and a weak science foundation of legislative action identified in the 2020 coronavirus pandemic can be identified in an early 20th-century outbreak of bubonic plague in Portugal. They present a national legislative policy timeline towards the pandemic effort in the form of consolidated legislative responses to fight Porto's emerging pandemic in 1899. They also provide future studies on science-based policy with newfound material, aiding the characterization of the communication and eventual harmonization of concerted responses in preempting the spread of pandemics.

scholarly journals Evolutionary transformation of the journal. Part 6

2019 ◽  
Vol 18 ◽  
pp. 13-17 ◽  
Author(s):  
Michał Kokowski
Keyword(s):  
Higher Education ◽  
History Of Science ◽  
Scientific Journals ◽  
Current Volume ◽  
Program Support ◽  
Service Similarity ◽  
History Of ◽  
Scopus Database

The article outlines the sixth phase of the development of the journal Studia Historiae Scientiarum (previous name Prace Komisji Historii Nauki PAU / Proceedings of the PAU Commission on the History of Science). The information is provided on the following matters: the journal obtaining the award in the ministerial program “Support for scientific journals 2019–2020” (in April 2019), the evaluation of the magazine in “ICI Master Journal List 2017” (published at the end of 2018) and in “List of journals of the Ministry of Science and Higher Education of the Polish Republic 2019” (published on 31 July 2019), the indexation of the journal in the Scopus database (from September 2019), the implementation of the service Similarity Check (Crossref), the works on updating the journal’s website in OJS (3.1.2.1.), the number of foreign authors and the number of reviewers of the current volume of the journal.

scholarly journals A Review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education

2020 ◽  
Author(s):  
Jason DeHart
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Research And Practice ◽  
History Of ◽  
The Rich ◽  
Theory Research ◽  
Rich History

This review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education focuses on the organization, strengths, and weaknesses of a newly-published qualitative research text that also serves as a guide for teachers who wish to improve their practice. The case study nature of the text is explored, as well as the contributions of the text’s authors. The book is most notable as a text that draws on the rich history of Merleau-Ponty and seeks to consider classroom instruction in higher education in light of phenomenological tenets.

scholarly journals An Explicit and Integrated NOS Flow Map in Instruction of Nature of Science based on the History of Science.

2018 ◽  
pp. 646-655
Author(s):  
Jun-Young Oh
Keyword(s):  
Education Reform ◽  
History Of Science ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Special Theory ◽  
Theory Of Relativity ◽  
History Of ◽  
The Individual ◽  
Flow Map

The aims of this research are, (ⅰ) to consider Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of Nature of Science (NOS), and (ⅱ) to explore the inter-relationships within the individual elements or tenets of nature of science (NOS), based on the dimensions of scientific knowledge in science learning, this study suggests that instruction according to our Explicit Integrated NOS Map should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy. And it shows that these perspectives of the history of science are well applied to Einstein’s special theory of relativity. Therefore, an Explicit Integrated NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

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