scholarly journals Healing through Geography: A Spatial-Learning Analysis and Praxis

2022 ◽  
Author(s):  
Kaleb Germinaro
Keyword(s):  
Critical Pedagogy ◽  
Learning Environments ◽  
Spatial Learning ◽  
Students Of Color ◽  
Black Feminism ◽  
Indigenous Studies ◽  
Sustaining Change ◽  
Design Of Learning Environments ◽  
Conceptual Foundations ◽  
Learning Analysis

Learning takes place in and across settings. In this conceptual piece, a spatial-learning praxis is presented to understand geographic trauma to invoke healing from trauma through. I begin by providing a context of the links between oppression and trauma. I then highlight how it persists for learners and the consequences trauma has for students of color. I then build off of critical pedagogy, learning theory, Black feminism, Black geographies, and Indigenous studies to describe a form of learning and transformation that is dedicated to elements of healing centered learning. I briefly review these conceptual foundations as a preface to introducing a framework of healing centered learning and its components grounded in four anchors including (in no particular order): (a) learning and identity (b) geography (c) and oppression and trauma. Understanding geo-onto-epistemologies allows for mechanisms for learning to move past resilience and into healing, sustaining change over time. I conclude with learning and the applications to heal identities through the design of learning environments and spatial analysis.

Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education

2018 ◽  
Vol 88 (1) ◽  
pp. 26-52 ◽  
Author(s):  
SEPEHR VAKIL
Keyword(s):  
Education Research ◽  
Education Reform ◽  
Computer Science ◽  
Learning Environments ◽  
Students Of Color ◽  
Underrepresented Students ◽  
The United States ◽  
K 12 ◽  
Design Of Learning Environments

In this essay, Sepehr Vakil argues that a more serious engagement with critical traditions in education research is necessary to achieve a justice-centered approach to equity in computer science (CS) education. With CS rapidly emerging as a distinct feature of K–12 public education in the United States, calls to expand CS education are often linked to equity and diversity concerns around expanding access to girls and historically underrepresented students of color. Yet, unlike other critical traditions in education research, equity-oriented CS research has largely failed to interrogate the sociopolitical context of CS education. To move toward a justice-centered approach to equity, Vakil argues, we must simultaneously attend to at least three features of CS education: the content of curriculum, the design of learning environments, and the politics and purposes of CS education reform. While there are many avenues of critical inquiry within and across each of these topics, the focus in this essay is on the role of ethics in the curriculum, the role of identity in CS learning environments, and the significance of a clear political vision for CS education.

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

scholarly journals Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

2021 ◽  
pp. 279-312
Author(s):  
Michelle Proyer ◽  
Gertraud Kremsner ◽  
Gottfried Biewer
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Good Practice ◽  
School Development ◽  
Educational Practices ◽  
Teachers Perspectives ◽  
Design Of Learning Environments

AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

2020 ◽  
pp. 350-366
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Technology Education ◽  
Learning Environments ◽  
Spatial Learning ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Teacher Technology

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields.

scholarly journals Role of technology in the design of learning environments

2020 ◽  
Vol 23 (3) ◽  
pp. 413-427
Author(s):  
Diogo Casanova ◽  
Isabel Huet ◽  
Fabiane Garcia ◽  
Teresa Pessoa
Keyword(s):  
Learning Environments ◽  
Design Of Learning Environments
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