scholarly journals Teachers’ Perception of the Influence of the Teaching Context on Cognitive Achievements in General Technology Education

2020 ◽  
Vol 8 (Special issue) ◽  
pp. 1-15
Author(s):  
Damir Purković ◽  
Stjepan Kovačević
Keyword(s):  
Service Learning ◽  
Technology Education ◽  
Repeated Measurements ◽  
Cognitive Domain ◽  
Teaching Context ◽  
Technological Artifacts ◽  
Contextual Elements ◽  
Context Specific ◽  
General Technology

High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.

Book Review: Promoting Community Renewal through Civic Literacy and Service Learning

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Michael H. Persons ◽  
David Lisman
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Social Problems ◽  
Community Renewal ◽  
Academic Instruction ◽  
The Family ◽  
The Government ◽  
Civic Literacy

This is an optimistic, and useful, book written at a pessimistic time. In an era when the nation faces many social problems - including alienation from the government and work, the fragmentation of the family, and an expanding materialism - this book promoting civic literacy approaches to service learning and seeks to help educators in their efforts to redefine the role of civics in contemporary society. The civic literacy approach to service learning is defined as pedagogy that combines community service and academic instruction and that focuses on critical, reflective thinking and civic responsiblity. The editors challenge community colleges to act as catalysts for a national movement of community renewal, suggesting that they may be our best hope for finding ways to solve our social problems.

scholarly journals Role of Reflection in Moderating the Relationship between Service-learning and Civic Development

2014 ◽  
Vol 6 (3) ◽  
Author(s):  
Iqbal Ahmad ◽  
Hamdan Said ◽  
Syed Shafeq Syed Mansor ◽  
Mahani Mokhtar ◽  
Faizah Abd Ghani
Keyword(s):  
Service Learning ◽  
Civic Development ◽  
The Relationship

Possible cues driving context-specific adaptation of optocollic reflex in pigeons (Columba livia)

2012 ◽  
Vol 107 (2) ◽  
pp. 704-717 ◽  
Author(s):  
Henri Gioanni ◽  
Pierre-Paul Vidal
Keyword(s):  
Columba Livia ◽  
Motor Command ◽  
Slow Phase ◽  
Gaze Stabilization ◽  
Specific Adaptation ◽  
Body Vibration ◽  
Fast Phase ◽  
Context Specific ◽  
Context Cues

Context-specific adaptation (Shelhamer M, Clendaniel R. Neurosci Lett 332: 200–204, 2002) explains that reflexive responses can be maintained with different “calibrations” for different situations (contexts). Which context cues are crucial and how they combine to evoke context-specific adaptation is not fully understood. Gaze stabilization in birds is a nice model with which to tackle that question. Previous data showed that when pigeons ( Columba livia) were hung in a harness and subjected to a frontal airstream provoking a flying posture (“flying condition”), the working range of the optokinetic head response [optocollic reflex (OCR)] extended toward higher velocities compared with the “resting condition.” The present study was aimed at identifying which context cues are instrumental in recalibrating the OCR. We investigated that question by using vibrating stimuli delivered during the OCR provoked by rotating the visual surroundings at different velocities. The OCR gain increase and the boost of the fast phase velocity observed during the “flying condition” were mimicked by body vibration. On the other hand, the newly emerged relationship between the fast-phase and slow-phase velocities in the “flying condition” was mimicked by head vibration. Spinal cord lesion at the lumbosacral level decreased the effects of body vibration, whereas lesions of the lumbosacral apparatus had no effect. Our data suggest a major role of muscular proprioception in the context-specific adaptation of the stabilizing behavior, while the vestibular system could contribute to the context-specific adaptation of the orienting behavior. Participation of an efferent copy of the motor command driving the flight cannot be excluded.

Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning

2006 ◽  
Vol 29 (1) ◽  
pp. 38-60 ◽  
Author(s):  
Peter C. Scales ◽  
Eugene C. Roehlkepartain ◽  
Marybeth Neal ◽  
James C. Kielsmeier ◽  
Peter L. Benson
Keyword(s):  
Academic Achievement ◽  
Service Learning ◽  
Community Service ◽  
Achievement Gaps

scholarly journals Investigating the impact of status and context on workplace incivility.

2019 ◽  
Author(s):  
Amy Irwin ◽  
Charlotte Patricia Irvine ◽  
Barbara Bekes ◽  
Emily Nordmann
Keyword(s):  
Higher Education ◽  
Student Behavior ◽  
Online Survey ◽  
Context Effects ◽  
Emotional Impact ◽  
Staff Retention ◽  
Teaching Context ◽  
Context Specific ◽  
The Uk ◽  
The Impact

Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact on institutions. The aim of this two-stage study was to examine the impact of teaching context (lecture versus tutorial) and instigator status (staff versus student) on the perception and impact of incivility in academia. Study 1 recruited participants from Scotland and utilised a vignette-based approach to evaluate status and context effects across four fictional teaching scenarios, each illustrating the uncivil behaviour of ignoring someone. Study 2 recruited participants from the UK and Ireland and used an online survey to gather quantitative and qualitative data investigating uncivil behaviours within lectures and tutorials. The combined results indicate that the uncivil behaviours absenteeism, non-participation, ignoring and unrelated behaviours were all more frequent during a lecture in comparison to a tutorial. Uncivil behaviours were associated with a higher emotional impact within tutorials as opposed to lectures and an assertive response to incivility was more likely in a tutorial than a lecture. In terms of status student behavior was perceived as more uncivil than the equivalent staff behavior, yet a higher emotional response was reported for staff as opposed to student incivility, regardless of context. These results indicate the need for a tailored context-specific approach to addressing incivility within Higher Education, with practical implications discussed.

scholarly journals Role of Emotional Entropy and Ethnocentric Paradigms in International Service-Learning

2020 ◽  
Vol 12 (Winter) ◽  
pp. 13-46
Author(s):  
Christine Cress ◽  
Thomas Van Cleave
Keyword(s):  
Service Learning ◽  
Cognitive Dissonance ◽  
Transformational Learning ◽  
Culture Shock ◽  
American Student ◽  
Pedagogical Model ◽  
International Service Learning ◽  
International Service ◽  
Global Agency

Transformational learning in international service-learning experiences can by stymied by cultural ignorance and culture shock. Cognitive dissonance and emotional entropy are especially salient in American student encounters in India. Based upon three program years of data a pedagogical model for dismantling ethnocentric paradigms supports students’ development of culturally-contextualized global agency development.

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