scholarly journals MAPA CONCEITUAL: FERRAMENTA METODOLÓGICA NO PROJETO TRAJETÓRIAS CRIATIVAS

2018 ◽  
Vol 2 ◽  
pp. 135
Author(s):  
Lorita Aparecida Veloso Galle ◽  
Rosa Helena Jaques Alano ◽  
Jaqueline Moll
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Research Subjects ◽  
Structured Interviews ◽  
Pedagogical Action ◽  
Teachers And Students ◽  
Conceptual Maps ◽  
Project Data ◽  
Teaching Learning

O presente estudo tem como objetivo compreender de que modo o uso de mapas conceituais como ferramenta metodológica no Projeto Trajetórias Criativas pode potencializar o ensino e a aprendizagem. O estudo foi realizado em uma escola pública estadual do município de Alvorada, Rio Grande do Sul, Brasil. Os sujeitos de pesquisa foram seis professores e três estudantes do Projeto Trajetórias Criativas. A coleta de dados se deu por meio de entrevistas semiestruturadas, gravadas em áudio e posteriormente transcritas. As respostas foram analisadas a partir da análise textual discursiva, proposta por Moraes e Galiazzi (2013). Os resultados apontam para o destaque dessa metodologia como ferramenta capaz de auxiliar o professor em sua ação pedagógica pelo fato de constituir-se em um modo de avaliação diferenciado e apresentar versatilidade em sua aplicação. Em relação ao aprendizado dos estudantes, foi possível compreender que a ferramenta é capaz de valorizar os interesses e conhecimentos que eles já possuem, ampliar o seu aprendizado em outras áreas do conhecimento, promover a parceria entre professores e estudantes, além de permitir que reflitam sobre o seu próprio aprendizado.Palavras-chave: Projeto Trajetórias Criativas. Mapas conceituais. Ensino. Aprendizagem.ABSTRACTThis study aims to understand how the use of Conceptual Maps as a methodological tool in the “Creative Trajectory” Project can enhance teaching and learning. The study was conducted at a state public school in the municipality of Alvorada, Rio Grande do Sul, Brazil. The research subjects were six teachers and three students of the “Creative Trajectory” Project. Data collection was done through semi-structured interviews, recorded in audio and later transcribed. The responses were analyzed with Discursive Textual Analysis, proposed by Moraes and Galiazzi (2013). The results point to the prominence of this methodology as a tool capable of assisting the teacher in his pedagogical action due to the fact that it constitutes a different evaluation mode and presents versatility in its application. With regard to student learning, it was possible to understand that the tool is able to value the interests and knowledge they already have, to increase their learning in other areas of knowledge, to promote the partnership between teachers and students, and to allow them to think about their own learning.Keywords: Creative Paths Project. Conceptual Maps. Teaching. Learning.

scholarly journals Proposta de ensino na EJA: alguns sentidos dialógicos analisados à luz da teoria freiriana

2020 ◽  
Vol 27 (1) ◽  
pp. 125
Author(s):  
Mariluci Almeida da Silva ◽  
Janine Moreira
Keyword(s):  
Adult Education ◽  
Theoretical Basis ◽  
Rio Grande ◽  
Paulo Freire ◽  
Freedom Of Speech ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Teachers And Students ◽  
Research In Education ◽  
Teaching Learning

Este artigo decorre de uma pesquisa de mestrado em Educação, realizada em uma unidade de Ensino Fundamental da Educação de Jovens e Adultos (EJA), em Torres, cidade do Estado do Rio Grande do Sul. O objetivo geral desta pesquisa foi: “Compreender os signifi cados do diálogo presentes no processo ensino-aprendizagem da Educação de Jovens e Adultos (EJA), à luz da concepção freiriana”. A pesquisa foi qualitativa e, para o levantamento dos dados, contou-se com entrevistas semiestruturadas com professores, com equipes pedagógica e diretiva, como também, aplicação de questionários com alunos. A análise de dados se deu por categorias. O presente artigo apresenta a análise de três destas categorias: diálogo como respeito, diálogo como facilitador da vivência das boas relações, diálogo como forma de afetividade, assim como a análise de dados investigados no Regimento Escolar. O embasamento teórico foi, fundamentalmente, na pedagogia libertadora de Paulo Freire. Nas categorias supracitadas e no documento evidenciou-se “sentidos de diálogo” que ressaltam: o ato de saber escutar, o carinho, a amizade, a amorosidade, o respeito, a afetividade, a liberdade de expressão entre professores e estudantes para que haja a pronúncia e troca de experiências, sendo estes alguns dos subsídios convergentes para a concepção do diálogo em Freire. Palavras-chave: EJA. Sentidos de diálogo. Freire. Educação.Teaching proposal in the EJA: some dialogical senses analyzed according Freirean theoryAbstractThis article is based on a Master’s research in Education, carried out at elementary school unit of youth and adult education (EJA) in Torres, a city in the state of Rio Grande do Sul. The general objective of this research was: “Understanding meanings of the dialogue present in the teaching-learning process of Youth and Adult Education (EJA), according the Freirean conception”. The research was qualitative and, data collection included semi-structured interviews with teachers, pedagogical and directive teams, as well as the application of questionnaires with students. Data analysis was by categories. This article presents the analysis of three of these categories: dialogue as respect, dialogue as a facilitator of good relationships, dialogue as an affection form, also as the analysis of data investigated in the School Regiment. The theoretical basis was, fundamentally, in Paulo Freire’s liberating pedagogy. In the aforementioned categories and in the document, the “senses of dialogue” have been highlighted and stand out: the act of knowing how to listen, care, friendship, love, respect, affection, freedom of speech between teachers and students so that there is the pronunciation and exchange of experiences. These are some of the convergent subsidies for the conception of the dialogue in Freire.Keywords: EJA. Senses of dialogue. Freire. Education.Propuesta de enseñanza en la EJA: algunos sentidos dialógicos analizados a la luz de la teoría freirianaResuménEste artículo se deriva de una investigación de maestría en Educación, realizada en una unidad de Enseñanza Fundamental de la Educación de Jóvenes y Adultos (EJA), en Torres, ciudad del Estado de Rio Grande do Sul. El objetivo general de esta investigación fue: “Comprender los significados del diálogo presentes en el proceso enseñanza-aprendizaje de la Educación de Jóvenes y Adultos (EJA), a la luz de la concepción freiriana”. La investigación fue cualitativa y, la obtención de los datos fue realizada a partir de entrevistas semiestructuradas con profesores, con equipos pedagógicos y directivos, como también, aplicación de cuestionarios con alumnos. El análisis de datos se dio por categorías. El presente artículo presenta el análisis de tres de estas categorías: diálogo como respeto, diálogo como facilitador de la vivencia de las buenas relaciones, diálogo como forma de afectividad, así como, el análisis de datos investigados en el Reglamento Escolar. El fundamento teórico fue, fundamentalmente, en la pedagogía liberadora de Paulo Freire. En las categorías arriba citadas y en el documento, se evidenció “sentidos de diálogo” que resaltan: el acto de saber escuchar, el cariño, la amistad, la amorosidad, el respeto, la afectividad, la libertad de expresión entre profesores y estudiantes para que haya la pronunciación y el intercambio de experiencias, siendo estos algunos de los subsidios convergentes para la concepción del diálogo en Freire.Palabras clave: EJA. Sentidos de diálogo. Freire. Educación.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

scholarly journals Concepciones y modelos subyacentes en la práctica pedagógica de los docentes cuyo desempeño es el mejor evaluado por estudiantes universitarios

2017 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Libia Villamizar-González
Keyword(s):  
Teaching Methods ◽  
Strong Impact ◽  
Pedagogical Practice ◽  
Research Subjects ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
Conditions For Learning ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Modelo Pedagógico

ResumenLa forma en la que los docentes ejercen sus prácticas pedagógicas repercute con fuerza sobre el proceso de enseñanza aprendizaje. Es por eso que los docentes con mejor desempeño contribuyen en la creación de condiciones óptimas para el aprendizaje a partir de un entorno crítico natural, en el que se vale de sus  destrezas para dar un mejor uso a  la información que ellos quieren enseñar mediante estrategias que los estudiantes encontrarán atrayentes. Por otra parte, los estudiantes suelen distinguir entre sus profesores los que ejercen su labor con mayor empeño y efectividad. En este sentido, el objetivo central de la investigación consistió en caracterizar las prácticas pedagógicas de los docentes mejor evaluados  por sus alumnos en la  UFPS. El estudio se abordó desde  el paradigma cualitativo, para lo cual se utilizó un  diseño  descriptivo de caso. Los sujetos de investigación fueron cinco docentes, uno de cada facultad  y cuarenta y tres estudiantes que tomaron asignaturas con estos docentes. En la recolección de información se utilizaron dos técnicas: relatos de vida  y entrevistas semiestructuradas, se indagó sobre las percepciones que tienen los docentes y estudiantes  sobre las  prácticas pedagógicas. Los hallazgos de la investigación reflejan que las prácticas de los docentes mejor evaluados se caracterizan por ser disciplinadas, planificadas y comprometidas, identificándose que los docentes no se apegan a nivel teórico y pedagógico a un modelo pedagógico determinado. También se encontró que los atributos reconocidos por los estudiantes como propios de un buen docente son la puntualidad, la responsabilidad, el compromiso y la actualización disciplinar y pedagógica. En conclusión, las altas evaluaciones de los docentes por parte de sus alumnos están soportadas en la flexibilidad y la relación docente estudiante.Palabras claves: desempeño docente, práctica pedagógica, modelos pedagógicos Underlying conceptions and models in the pedagogical practice of teachers whose performance is the best evaluated by university studentsAbstractThe way teachers utilize their teaching methods has a strong impact on the teaching-learning process. Therefore, teachers who perform better in the classroom create the optimal conditions for learning from a critical natural environment, in which the teachers may apply their skills to employ teaching skills that utilize the information they want to teach, so that students may find their lessons more appealing. Nevertheless, students tend to easily identify which of their professors teach with greater effort and effectiveness. Accordingly, the central objective of this study was to characterize the teaching practices of the UFPS professor’s which scored highest on the students’ evaluations. The investigation was consistent with the qualitative paradigm, for which a descriptive case study design was used. The research subjects were five teachers (one from each faculty) and forty-three of their students. There were two techniques used to collect data: semi-structured interviews and hearsay, both concerning the perceptions that teachers and students have about teaching methods. The findings of the research demonstrate that the methods of the teachers with the more positive student evaluations are characterized by discipline, planning and commitment. The study also identified that all the teachers, on both a theoretical and educational level, did not stick to any particular pedagogical model. It also found that the attributes, as recognized by the students, of a good teacher, are punctuality, responsibility, being committed, disciplined and having a determined teaching approach. In conclusion, the students’ high ratings of their teachers are founded in both the adjustibility and the student-teacher relationship.Keywords: teaching performance, teaching methods, pedagogical models  Concepções e modelos subjacentes na prática pedagógica de professores cujo desempenho é o melhor avaliado pelos estudantes universitáriosResumoA forma como os professores exercem suas práticas pedagógicas tem um forte impacto no processo ensino-aprendizagem. É por isso que os professores com melhor desempenho contribuem para a criação de condições ideais para aprender a partir de um ambiente crítico natural, que usa suas habilidades para fazer melhor uso da informação que eles querem ensinar  através de estratégias que os estudantes encontrarão atraente. Por outro lado, os alunos muitas vezes distinguem entre seus professores aqueles que exercitam seu trabalho com maior esforço e eficácia. Nesse sentido, o objetivo central da pesquisa consistiu em caracterizar as práticas pedagógicas dos professores melhor avaliados pelos alunos na UFPS. O estudo foi abordado a partir do paradigma qualitativo, para o qual foi utilizado um desenho de caso descritivo. Os sujeitos da pesquisa foram cinco professores, um de cada faculdade e quarenta e três alunos que cursaram assuntos com esses professores. Na coleta de informações, foram utilizadas duas técnicas: histórias de vida e entrevistas semiestruturadas, e as percepções que os professores e alunos têm sobre práticas pedagógicas foram investigadas. Os resultados da pesquisa mostram que as práticas dos melhores professores avaliados são caracterizadas por serem disciplinadas, planejadas e comprometidas, identificando que os professores não aderem a um modelo pedagógico específico a nível teórico e pedagógico. Verificou-se também que os atributos reconhecidos pelos alunos como pertencentes a um bom professor são a pontualidade, responsabilidade, compromisso e atualização disciplinar e pedagógica. Em conclusão, as avaliações elevadas dos professores por seus alunos são apoiadas na flexibilidade e na relação professor-aluno.Palavras-chave: desempenho docente, prática pedagógica, modelos pedagógicos

scholarly journals Elaboração de um repositório para a disponibilização de objetos de aprendizagem com foco nos anos iniciais do ensino fundamental

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Mara Rosane Noble Tavares ◽  
Silvia De Castro Bertagnolli ◽  
Josiane Carolina Soares Ramos do Amaral
Keyword(s):  
Basic Education ◽  
Rio Grande ◽  
Learning Objects ◽  
Early Years ◽  
Rio Grande Do Sul ◽  
Regional Coordination ◽  
Teachers And Students ◽  
Technological Modernization ◽  
State Educational ◽  
Teaching Learning

Resumo. As tecnologias são, atualmente, os principais instrumentos de modernização tecnológica da Rede Estadual de Ensino do Rio Grande do Sul.  As TICs aliadas à educação contribuem, cada vez mais, para o processo de ensinar/aprender. Os estudos recentes de muitos pesquisadores apontam para a relevância do problema: as TICs oferecem para professores e alunos oportunidades de simulação e perspectivas de intervenção na realidade partindo das experiências de sala de aula. O presente artigo relata a pesquisa documental realizada para mapear a oferta de Objetos de Aprendizagem do Banco Internacional de Objetos Educacionais, disponível para os Anos Iniciais. A partir dos dados coletados na pesquisa e das experiências em Formação de Professores realizadas no Núcleo de Tecnologia Educacional Estadual da 1ª Coordenadoria Regional de Educação (NTE/1ª CRE), propõe a construção de um repositório colaborativo, organizado por temas, para auxiliar os professores na escolha e uso do objeto de aprendizagem mais indicado para sua proposta pedagógica. Palavras-chave: Objetos de Aprendizagem. Repositório. Aprendizagem. ELABORATION OF A REPOSITORY FOR LEARNING OBJECTS AVAILABLE WITH FOCUS ON EARLY YEARS OF BASIC EDUCATION Abstract. Technologies are currently the main instruments of the technological modernization of Rio Grande do Sul public education system. TIC's applied to Education contribute, increasingly, to the process of teaching/learning. Recent studies of many researchers point to the importance of the problem: the TIC's offer teachers and students opportunities of simulation and intervention prospects from reality starting from the classroom experiences. This article reports the documentary survey to map the supply of Learning Objects from the International Bank of Educational Objects, available for the Early Years of Elementary School. From the data collected in the research and experiences in teacher training held in State Educational Technology Center of the 1st Regional Coordination of Education (NTE/1st CRE), proposes building a collaborative repository, sorted by themes, to help teachers in choosing and using the Learning Object most appropriate for his teaching proposal/learning. Keywords: Learning Objects. Repository. Learning. 

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals PEMANFAATAN PERPUSTAKAAN SEKOLAH DI SD MUHAMMADIYAH WIROBRAJAN 3 YOGYAKARTA

2019 ◽  
Vol 2 (2) ◽  
pp. 51
Author(s):  
Abue Dzar Algifarie ◽  
Suyatno Suyatno
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Complete Collection ◽  
Student Activities ◽  
Analysis Technique ◽  
Library Book ◽  
Teachers And Students ◽  
Collection Data ◽  
Qualitative Descriptive

ABSTRACT  This study aims to describe the use of libraries in Muhammadiyah Wirobrajan 3 Elementary School Yogyakarta, including the presence of students in the library, student activities in the library, book collections in the library and services in the library. This study included qualitative descriptive research. Research subjects of principals, librarians, teachers and students. The object of this research is the use of school libraries. The validity of the data in this study uses data source triangulation and technique triangulation. The technique of collecting data through interviews, observation and documentation. The data analysis technique uses the Miles and Hubermen models which include data collection, data reduction, data presentation and conclusion drawing. The results showed that the library at SD Muhammadiyah Wirobrajan 3 Yogyakarta in its utilization was very good. The use of the library is realized so that the library becomes the most important part of its existence in the school environment. In the use of libraries in SD Muhammadiyah Wirobrajan 3 Yogyakarta is seen from a complete collection of books, high numbers of student visits to libraries, utilization of library space for activities in teaching and learning processes, libraries are comfortable places for students to do assignments and libraries are a solution for students to borrow books when needing references when learning is taking place. In the use of the library, students are also helped by a good library service.          Keywords: Library use, SD Muhammadiyah Wirobrajan  ABSTRAK Penelitian ini bertujuan mendeskripsikan pemanfaatan perpustakaan di SD Muhammadiyah Wirobrajan 3 Yogyakarta, meliputi kehadiran siswa di perpustakaan, Aktfitas siswa di perpustakaan, koleksi buku di perpustakaan dan pelayanan di perpustakaan. Penelitian ini termasuk penelitian deskriptif kualitatif. Subjek penelitian kepala sekolah, petugas perpustakaan, guru dan siswa. Objek penelitian ini adalah pemanfaatan perpustakaan sekolah. Keabsahan data dalam penelitian ini menggunakan trianggulasi sumber data dan trianggulasi teknik. Teknik pengumpulan data melalui wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan model Miles dan Hubermen yang meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perpustakaan  di SD Muhammadiyah Wirobrajan 3 Yogyakarta  dalam pemanfaatannya sangat baik. Pemanfaatan perpustakaan diwujudkan agar perpustakaan menjadi bagian terpenting keberadaannya dalam lingkungan sekolah.  Dalam Pemanfaatan perpustakaan di SD Muhammadiyah Wirobrajan 3 Yogyakarata dilihat dari koleksi buku yang lengkap, tingginya angka kunjungan siswa ke perpustakaan, pemanfaatan ruang perpustakaan untuk kegiatan proses belajar mengajar, perpustakaan menjadi tempat yang nyaman bagi siswa untuk mengerjakan tugas dan  perpustakaan menjadi solusi bagi siswa untuk meminjam buku ketika membutuhkan referensi ketika pembelajaran sedang berangsung. Dalam pemanfaatan perpustakaan, siswa juga terbantu dengan pelayaan perpustakaan yang  baik.Kata kunci: Pemanfaatan perpustakaan, SD Muhammadiyah Wirobrajan.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

scholarly journals Center Rondon project and university extension: sharing and knowledge production

2019 ◽  
Vol 7 (4) ◽  
pp. 387-396
Author(s):  
Vaneza Cauduro Peranzoni ◽  
Alieze Nascimento da Silva ◽  
Carine Nascimento da Silva ◽  
Luana Possamai Menezes
Keyword(s):  
Health Care ◽  
Knowledge Production ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The Poor ◽  
Teachers And Students ◽  
Extension Activity ◽  
The University ◽  
Political Economic ◽  
The City

This work explores the experience of team participation the University of Cruz Alta Cruz Alta Rio Grande do Sul, Rondon Project. With goal to integrate the student to reality Brazil, and develop political, economic, and health care activities education for the poor, in January 2012, teachers and students visited the city of Aguiarnópolis, state of Tocantins in Brazil. The project is the intellectual effort of research and understanding of the process history, involving the saga of Brazilian Cândido Mariano Rondon and his legacy to the formation of anthropologists. This study proposes a reflection on Rondon Project while the university democratization of space public, considering it essential to approach institution with society. The Rondon Project is an extension activity that aims to consolidate the sense of social responsibility in university, knowledge on different Brazilian realities and production local collective projects.  It is intended, finally, contribute through this study to highlight the importance of alliance between scientific knowledge and empirical in everyone's life citizens, and the contribution of the Rondon Project to provide this exchange of knowledge between students and underserved communities.

scholarly journals Robotics Activities: a Practice of Social Transformation

2019 ◽  
Vol 7 (12) ◽  
pp. 202-215
Author(s):  
João Antônio Vargas de Souza ◽  
Eliane Schlemmer
Keyword(s):  
Social Transformation ◽  
Rio Grande ◽  
Educational Environment ◽  
Elementary Level ◽  
Rio Grande Do Sul ◽  
Municipal Schools ◽  
Teachers And Students

The general objective of this article is to present the importance of robotics in elementary level school. In addition to discussing pedagogical mediation in this context. The reason for the development of this work centers on the need for studies on Robotics in the educational environment and its networks of relations with a focus on the learning of students and on the need for a change in the culture of the school. The methodology of this work is based on the cartographic method of research and intervention that, instead of seeking a result or conclusion, seeks to follow the process, seeking to establish relationships. Thus, we began mapping the pedagogical mediation between the teachers and students of the municipal schools of Viamão, EMEF Residencial Figueira and EMEF Sergeant Manoel Raymundo Soares. In order to understand the pedagogical mediation of the inventive robot robotics activities for the competitions of the II Municipal Robotics Exhibition of the Viamão Municipality - Rio Grande do Sul. From the results, we can highlight that the students seek to improve their knowledge in related areas, such as physics, mathematics, electronics, programming, and mechanics. Assuming an inventive and active stance, it also enables students to build not only concepts, skills, but also values ​​and ideals in order to contribute to society. Making them autonomous, independent and responsible citizens.

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