scholarly journals Constructing Technology Education: Questions of Purpose and Fit

1998 ◽  
Author(s):  
Janet Davies
Keyword(s):  
Cultural Values ◽  
Teaching And Learning ◽  
Global Market ◽  
Risk Society ◽  
Industrial Society ◽  
Technological Problem ◽  
Technology Curriculum ◽  
Classroom Activities ◽  
Technological Practice ◽  
National Competition

The technology curriculum comes into effect this year, designed to make school leavers innovators for the future. Teaching and learning is to be built around technological problem-solving as a “purposeful activity” where “fitness for purpose” is the criterion of success. This paper questions the goal of preparing students to become innovators for a future conceptualised in terms of current ideology, namely, national competition in a global market, and asks whether classroom activities that reflect current technological practice fit even this purpose. It suggests that in a late industrial society, fast becoming a “risk” society, understanding of the role of social organisation and cultural values in technological change is the primary goal, and critical technological literacy the means of its realisation. The paper examines the origins of the technology curriculum, both educational and political, the development and nature of the curriculum statement, and the progress to date of curriculum implementation in schools.

scholarly journals Food for thought - Communicating food-related risks

2003 ◽  
Vol 02 (01) ◽  
pp. A01 ◽  
Author(s):  
Giancarlo Sturloni
Keyword(s):  
Cultural Values ◽  
Driving Force ◽  
Food Production ◽  
Scientific Data ◽  
Risk Society ◽  
Industrial Society ◽  
Continuous Series ◽  
Communication Analysis ◽  
The Public ◽  
The Media

In the last few years, a continuous series of food alerts have caught the attention of the media and the public in Europe. First, eggs and pork contaminated with dioxins; then, "mad cow" disease, while, all along in the background, a battle against genetically modified plants has been in progress. These food alerts have had complex repercussions on the perception of risks associated with food production. Experts have often been divided over these issues, and the uncertainty of scientific data has been indicated on more than one occasion as one of the factors that influence risk perception. However, the most important factor seems to be undoubtedly the way in which the risk has been communicated (or not communicated) to the public. Therefore, risk communication analysis offers an excellent opportunity to understand the profound changes that are taking place in relations among the scientific community, mass media and other members of civil society now that they are fully aware that scientific and technological innovation, the real driving force of modern industrial society, is a source of development but also a source of risks which are not always acceptable. Within this different context, a debate open to all interested parties appears to have become a dire necessity for the "risk society", especially as far as food is concerned because food has extremely important psychological, ethical and cultural values.

scholarly journals Implementasi Pembelajaran K13 Terhadap Prestasi Belajar Siswa Kelas X IPS Mata Pelajaran Ekonomi Di SMAN 1 Ende

2019 ◽  
Vol 4 (2) ◽  
pp. 70-74
Author(s):  
Florentina Kori ◽  
Sayful Amrin ◽  
Stefanus H. Gusti Ma
Keyword(s):  
Social Science ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Science Department ◽  
Classroom Activities ◽  
Social Science Department ◽  
Interactive Models ◽  
Main Instrument ◽  
Academic Year ◽  
Gathering Data

The aim of this research are to know  (1) the implementation of K13 at SMA Negeri 1 Ende in academic year 2016/2017.  (2) students achievement of class X of social science department on economics subject at SMA Negeri 1 Ende in academic year 2016/2017 This research used descriptive qualitative approach. The main instrument of this research was researcher ownself.  Interview, observation and documentation were the method used for gathering data. Meanwhile, interactive models of Miles and Huberman used for data analysis. he result shows that (1) the implementation of K13 already applied properly. (2) after K13 implemented during teaching and learning process, the achievement of students can be seen through the spirit of the students to find out what they do not know yet are high. Beside that, the students are also active participate in classroom, and they tend  to ask and discuss more. The conclusion and suggestion addressed to; first is to the teacher who handle social science economic subject  is expected to keep trying on increasing students understanding about K13; second is to the students as the object where K13 implemented are expected to be more active and participate in classroom activities so that their achievement  can be increased.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

scholarly journals Recalling Critical Incidents for Professional Learning

2019 ◽  
Vol 1 ◽  
pp. 19-30
Author(s):  
Guru Poudel
Keyword(s):  
Professional Learning ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Unexpected Event ◽  
Classroom Activities ◽  
Depth Interview ◽  
Mind Set ◽  
Pedagogical Approaches

Teachers have to identify their own potentials and problems in order to look their way forward. In their ongoing process of teaching and learning, teachers might have encountered many critical incidents. Recalling critical incidents has worth in restructuring the pedagogical approaches and reshaping the classroom activities because teachers develop themselves if there is challenge and responsibility. Having such a claim in mind set, this article aims to unpack the Nepalese ESL lectures stories of critical incidents and to examine the role of recalling critical incidents for their professional learning. It has been developed on the basis of the narrative of three EFL lecturers. After the thematic analysis of the data obtained through in-depth interview, it has been found that EFL lectures had a story of unplanned and unexpected event of the classroom and they recalled such stories as a part of professional learning. Similarly, the reflection of critical events gave them some kind of relief in teaching practices and the events taught them a number of strategies like persuasive or threatening, co-operating, caring and sometimes being indifferent to the students.

scholarly journals Exploring the Perception of Students using Student-Centered Learning Approach in a Malaysian Public University

2020 ◽  
Vol 9 (1) ◽  
pp. 204
Author(s):  
Abderrahim Benlahcene Benlahcene ◽  
Sana Anwar Lashari ◽  
Tahira Anwar Lashari ◽  
Muhammad Waleed Shehzad ◽  
Wu Deli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Public University ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Cognitive Mediation ◽  
Classroom Activities ◽  
Learning Technique ◽  
Language Courses

This study investigated students’ perception towards language courses using student-centered learning approach at University Utara Malaysia (UUM). Students’ perception was measured through a model termed as environmental, cognitive, affective, and metacognitive mediation (ECAM) which is a common teaching and learning technique used in classroom activities. To assess the implementation of ECAM; qualitative analysis was conducted based on observations of students’ activities in two language courses. The findings of the study indicated that the students employed the techniques of ECAM model. However, cognitive mediation learning technique was extensively used by the students. Moreover, audio-taped interviews were also conducted with four voluntary undergraduate students. The findings from the interviews’ interpretation revealed that students also explicit positive viewpoints about student-centered learning approach.       

Discourse and Culture of Learning Communication Challenges

2000 ◽  
Vol 129-130 ◽  
pp. 275-303 ◽  
Author(s):  
Mingsheng Li
Keyword(s):  
Cultural Values ◽  
Teaching And Learning ◽  
Chinese Culture ◽  
Native Speakers ◽  
Chinese Students ◽  
Cultural Learning ◽  
Educational Context ◽  
Educational Models ◽  
Culture Of Learning ◽  
Communication Challenges

It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning. Communication challenges become obvious when teaching methodologies developed in one educational context are exported to another educational context. This paper reports on the findings from a case study conducted in 1997 in the People's Republic of China where pedagogical communication conflicts between English native speaking teachers and Chinese university English language majors became acute. The paper focuses on the problematic area - the discourse of participation that was highly valued, promulgated and practised by native speakers teaching English in China. It will point out some of the discrepancies between this discourse and the Chinese culture of learning. In transplanting Western educational models to Chinese classrooms, participants did not sufficiently acknowledge the cultural distance between these models and the Chinese local socio-cultural and educational realities. The discourse of participation was strongly resisted by Chinese students and teaching by native speakers often failed to achieve the desired results. In spite of the "good" intentions on the part of both native teachers and Chinese students, there existed a vast gulf in their perceptions of what constituted "good" teaching and learning, of what appropriate roles they were fitted in, and what they expected of each other. The paper argues that the gulf, the hidden source of the pedagogical communication problems, can be bridged through creating a cultural synergy in which common interests are to be found and shared, sources of problems identified, cultural differences understood and respected, and learning maximally enhanced.

scholarly journals Pride in Education: A Narrative Study of Five Finnish Schoolteachers

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401984548
Author(s):  
Matthew Etherington
Keyword(s):  
Narrative Inquiry ◽  
Cultural Values ◽  
Emotional Response ◽  
Teaching And Learning ◽  
Cultural Norms ◽  
Social Equality ◽  
Face To Face ◽  
Narrative Study ◽  
Norms And Values ◽  
Positive Feature

This narrative inquiry explores how Finnish schoolteachers perceived the emotion of pride as a feature of teaching and learning. The study consists of face-to-face interviews with Finnish schoolteachers between 30 and 62 years of age. The results reveal perceptions of teaching and learning that are shaped by a culture of social equality, modesty, group achievement, and tenacity, that is, Sisu. Although the teachers understand achievement pride as a positive feature of learning, in association with cultural norms and values, pride is not a significant emotional response to promote in the classroom. The results are important for understanding how teachers exploit larger cultural values to judge the worth of particular emotions in the classroom.

Culture in the Risk Society

2001 ◽  
Vol 22 (2) ◽  
Author(s):  
Roel Pieterman
Keyword(s):  
Political Culture ◽  
Cultural Change ◽  
Cultural Transformation ◽  
Risk Society ◽  
Industrial Society ◽  
Major Conclusion ◽  
Legal Concept ◽  
Ideal Types ◽  
Risk Culture ◽  
Legal Concepts

SummaryBeck and others have proposed that in late modernity Western industrial sodeties are undergoing a process of tranformation into risk sodeties. The author of this article tends to agree, hut would like to draw attention to a concomitant cultural change. Whereas industrial society was no stranger to a risk culture, in risk society we are witnessing the development of a precautionaty culture. This article first outlines some major aspeds of this cultural transformation, providing the basis for a conceptual scheme of ideal types which distinguish between three types of public reacrions to damage and disgrace. Central in these ideal types are the (legal) concepts of guilt, risk and precaution. Second, the article offers a critique of the precautionary prindple, the legal concept of such crudal importance in the precautionary culture. A major conclusion is that if the precautionary principle can no longer be removed from the present day legal and political culture, it should at least be radically revised in order to remove some of its major shortcomings.

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