Implementing CLIL techniques to History Classes: Action Research

2018 ◽  
Vol 4 (1) ◽  
pp. 146-154
Author(s):  
Rena Alasgarova
Keyword(s):  
Action Research ◽  
Distinctive Feature ◽  
Learning Content ◽  
History Of ◽  
The Common ◽  
Teaching Learning ◽  
Tools And Techniques ◽  
The Impact ◽  
The Given ◽  
History Classes

The given action research is aimed at investigating the impact the implementation of CLIL techniques may have on understanding and comprehension of the content in the teaching/learning environment where English is used as a medium of education. The research was conducted in Cambridge department of one of the private schools in Baku, Azerbaijan with two groups of 11-12-year-old learners. CLIL methodology was utilized in History of Azerbaijan classes to check whether the approach can facilitate the understanding of the content matter for the students who are proficient English users. The distinctive feature of this action research is that it allows for viewing CLIL approach from a perspective opposite to the common perspective where the focus is shifted from learning the language through content to learning content through CLIL tools and techniques.

Dependency in Africa: Stages of African Political Economy

1983 ◽  
Vol 9 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Amechi Okolo
Keyword(s):  
Political Economy ◽  
International System ◽  
Raw Material ◽  
The West ◽  
Cheap Labour ◽  
History Of ◽  
The Common ◽  
First Contact ◽  
The Impact ◽  
The Relationship

This paper traces the history of the relationship between Africa and the West since their first contact brought about by the outward thrust of the West, under the impetus of rising capitalism, in search of cheap labour and cheap raw material for its industries and expanding markets for its industrial products, both of which could be better ensured through domination and exploitation. The paper identifies five successive stages that African political economy has passed through under the impact of this relationship, each phase qualitatively different from the other but all having the common characteristic of domination-dependence syndrome, and each phase having been dictated by the dynamics of capitalism in different eras and by the dominant forces in the changing international system. Its finding is that the way to the latest stage, the dependency phase, was paved by the progressive proletarianization of the African peoples and the maintenance of an international peonage system. It ends by indicating the direction in which Africa can make a beginning to break out of dependency and achieve liberation.

scholarly journals DAMPAK PEMANFAATAN APLIKASI ANDROID DALAM PEMBELAJARAN BANGUN RUANG

2018 ◽  
Vol 6 (2) ◽  
pp. 122-136
Author(s):  
Elisabeth Wiwik Sri Mulyani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Action Observation ◽  
Android Application ◽  
Learning Achievement ◽  
Learning Content ◽  
Learning Mathematics ◽  
Android Applications ◽  
The Impact ◽  
Planning Action

The purpose of this study was to know the impact of the utilization of android applications in learning mathematics in SMPN-1 Sragen. This classroom action research was conducted in two cycles,each cycle beginned with planning, action, observation, and reflection. The data in this study was the assessment of the learning process obtained from learners in the activity and assessment at the end of the cycle. Then, the data was analyzed to know whether the utilization of android application in teaching space has been successful or not. There was an increase in students' learning achievement in understanding mathematics after having utilized the android applications. Before the action, only 18 students (56.25%) completed their learning and increased to be 22 students (68.75%) on the first cycle. In the second cycle, the number of students completed their learning was 31 students (96.87%). The use of android application for class IX students B SMPN-1 Sragen had improved the students’ learning achievement. Before the action, the average knowledge of students was 75.16 and their average skill was 70.63. In the first cycle, the average knowledge of students is 78.59 and their average skills is 72.5. In the second cycle, of average knowledge 88.13 average skills 86.88. The conclusion, the utilization of android application in teaching the space learning content improved the students learning achievement. Teachers are suggested to utililize the android application or other appropriate media in learning-teaching activities.ABSTRAKFokus masalah yang menjadi pembahasan di dalam tulisan ini adalah dampak dari pemanfaatan aplikasi android dalam pembelajaran matematika tentang bangun ruang sisi lengkung di SMPN-1 Sragen. Tujuan penelitian ini adalah untuk mengetahui dampak dari pemanfaatan aplikasi android dalam pembelajaran matematika tentang bangun ruang sisi lengkung di SMPN-1 Sragen. Metode penelitian tindakan kelas ini dilaksanakan dengan dua siklus, di mana setiap siklus diawali dengan perencanaan, tindakan, observasi, dan refleksi. Data dalam penelitian ini berupa penilaian proses yang diperoleh dari peserta didik dalam beraktivitas dan penilaian pada akhir siklus. Kemudian, data dianalisis untuk memperoleh gambaran tentang berhasil-tidaknya pembelajaran yang telah dilakukan. Hasil penelitian menunjukkan ada peningkatan hasil belajar peserta didik dalam memahami bangun ruang sisi lengkung setelah belajar menggunakan aplikasi android. Sebelum tindakan, yang tuntas 18 peserta didik (56,25%), pada siklus pertama 22 peserta didik (68,75%). Pada siklus kedua, peserta didik yang tuntas belajarnya 31 orang (96,87%). Penggunaan aplikasi android pada peserta didik kelas IX B SMPN 1 Sragen terbukti dapat meningkatkan hasil belajar peserta didik. Sebelum tindakan, rata-rata pengetahuan 75,16 dan rata-rata keterampilan 70,63. Pada siklus pertama, rata-rata pengetahuan meningkat menjadi 78,59 dan rata-rata keterampilan 72,5. Kemudian, pada siklus kedua, rata-rata pengetahuan meningkat menjadi 88,13 dan rata-rata keterampilan meningkat menjadi 86,88. Simpulan dari penelitian ini adalah bahwa pemanfaatan aplikasi android pada materi bangun ruang meningkatkan hasil belajar peserta didik. Disarankan agar guru menggunakan aplikasi android atau media lain yang tepat dalam pembelajaran. 

scholarly journals Career Education and Integrated Curriculum

2018 ◽  
Vol 7 (3) ◽  
pp. 18-35
Author(s):  
Ana Isabel Gonzalez-Herrera ◽  
Yolanda Márquez-Domínguez
Keyword(s):  
Action Research ◽  
Integrated Curriculum ◽  
Career Education ◽  
Research Process ◽  
Research Perspective ◽  
Critical Action ◽  
Curriculum Project ◽  
Critical Action Research ◽  
Teaching Learning ◽  
The Impact

The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.

Communism in the Islamic World

2013 ◽  
Author(s):  
Anne Alexander
Keyword(s):  
Global Economy ◽  
The Other ◽  
National Liberation ◽  
Capitalist Development ◽  
Islamic World ◽  
Post Colonial ◽  
History Of ◽  
Muslim Majority ◽  
The Common ◽  
The Impact

This essay explores some of the common patterns in the history of communism in Muslim-majority societies. The most important of these had little to with Islam. Rather, they reflected the impact of European imperialism and nationalist resistance, the uneven tempo of integration into the global economy, the timing of the anti-colonial revolutions and the location of the post-colonial regimes in the great games of geopolitics. However, the other side of this narrative is the interwoven story of the decline of communist movements in most Muslim-majority societies and the rise of their Islamist competitors. It is argued that this trajectory is best explained not by recourse to essentialist explanations about the appeal of Islamist politics to Muslim believers, but by the failures of the post-colonial states on which the communists had pinned their hopes for national liberation and non-capitalist development.

Granularity of Learning Objects

10.28945/2909 ◽  
2005 ◽  
Author(s):  
Ismar Frango Silveira ◽  
Carlos Fernando Araujo Jr. ◽  
Luiz Henrique Amaral ◽  
Ivan Carlos Alcântara de Oliveira ◽  
Juliano Schimiguel ◽  
...  
Keyword(s):  
Ad Hoc ◽  
Learning Objects ◽  
Digital Learning ◽  
Knowledge Domain ◽  
Learning Content ◽  
Content Development ◽  
Copy And Paste ◽  
Teaching Learning ◽  
Content Reuse ◽  
Tools And Techniques

Traditional methods for developing digital learning content usually produce very large, monolithic content that barely can be reused even in similar contexts, despite of the quality they can have. Nonetheless, digital learning content can be described as a set of highly reusable, low-coupled learning objects that can be put together in order to build adaptive, learner-focused content Nowadays, in spite of all technological evolution, it cannot be affirmed that content development in computer-aided teaching/learning process had evolved the same way. This is, indeed, the most expensive, time-consuming undertaking among all tasks demanded by computer-based course building. One of the reasons for this is that digital learning content reuse, even nowadays, is frequently done through copy-and-paste mechanisms that transpose digital learning contents from a context to another. A vary of explanations can be arisen to justify this fact: first, digital learning content is often modeled in an ad hoc manner, in order that all content is very specific, going about some determined knowledge domain. Besides, such development often utilizes tools and techniques - like HTML - that aren’t concerned about separating content from presentation. A possible solution for this is to develop digital learning contents in function of the set of potential learning objects they can be made of. Thus, there will be analyzed a set of frequently used learning objects in order to classify them on types and discuss some possibilities for diminish their coupling to other learning objects, thus leading to finer granular contents, augmenting their potential for reusability.

Introduction

2020 ◽  
pp. 1-25
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Multiple Scales ◽  
Changing Trends ◽  
Key Points ◽  
History Of ◽  
Pedagogic Research ◽  
Teaching Learning ◽  
The Impact

This chapter introduces the context of research, teaching, learning, practice, and pedagogy in archaeology, connecting this with changing trends in global higher education, and demonstrating how pedagogy and teaching have been seen as less valuable than research. A history of pedagogic research in archaeology is then presented to demonstrate how this has emerged, and which offers a series of arguments about why pedagogy should be revalued in the discipline. Specifically, we argue four key points: that our students are tomorrow’s practitioners; that pedagogy is fundamentally connected to sociopolitics; that the impact of good pedagogic practice is affective across multiple scales; and that archaeology needs its own pedagogic solutions. In the latter we argue that establishing our own disciplinary pedagogic solutions contributes to broader non-archaeological pedagogic research. In making these arguments we set the scene for the rest of the volume.

Attractive lives on attractive pages. Polish illustrated biographical books for young readers

2016 ◽  
Vol 34 (3) ◽  
pp. 107-117
Author(s):  
Anita Wincencjusz-Patyna
Keyword(s):  
20Th Century ◽  
Expressive Power ◽  
Graphic Art ◽  
Young Readers ◽  
Reading Matter ◽  
Original Illustrations ◽  
History Of ◽  
Publishing Houses ◽  
The Common ◽  
The Impact

This paper focuses on an exceptionally interesting kind of books dedicated to young readers, quite popular recently in Poland, namely picture biography books for children and teenagers. Polish publishing houses, especially Muchomor from Warsaw, for the last few years have been coming up with a number of intriguing titles, both in the matter of words, and also in their graphic contents, especially the series “Gdansk Trilogy”. Brave ideas, young talents, novel artistic solutions, and original illustrations make the lives of famous people, not so very well-known figures and some unknown names – from both far and near, homeland and neighbourhood history – attractive reading matter. The author also looks back at the history of Polish illustrations included in biographies published in the second half of the 20th century. By combining the traditions of Polish applied graphic art with its up-to-date condition the author wants to trace the impact of the old and the novelty of contemporary books. She wants to stress the expressive power of an image turning illustrations into independent works of art. The number of illustrations and the graphic concept of an up-to-date language of visual forms make them genuine picture stories (especially in the designs by Ignerska). By means of comparative analyses of form and style, as well as a theory of image, she is going to focus on features of the visual side of the aforementioned books. The author would also like to stress the change in the way of perceiving the common history of places with such a complicated history as Gdańsk itself (in which Elisabeth and Johannes Hevelius, Fahrenheit, Schopenhauer, despite their German roots, are treated as part of the common heritage).

scholarly journals JOGOS DIDÁTICOS NA CONSTRUÇÃO DO CONHECIMENTO GEOGRÁFICO

2021 ◽  
Vol 11 (21) ◽  
Author(s):  
Ana Karina Nogueira de Andrade ◽  
Maria Rita Ivo de Melo Machado
Keyword(s):  
Educational Games ◽  
National Curriculum ◽  
Traditional Teaching ◽  
Geography Teaching ◽  
Learning Content ◽  
Teaching Format ◽  
Life Problems ◽  
The Common ◽  
Teaching Learning

Um dos papéis da Geografia enquanto disciplina escolar é de construir um saber-pensar sobre o espaço vivido para nele saber agir de forma consciente e coletiva.  No entanto, o que vemos recorrente no ensino da Geografia é a reprodução de um conteúdo simplório e enfadonho (LACOSTE, 1988). Buscando superar esse formato tradicional de ensino a Base Nacional Comum Curricular coloca em seu escopo que o processo de ensino-aprendizagem deve ser realizado a partir do desenvolvimento de competências e habilidades. Diante deste contexto, este relato de experiência busca refletir como os jogos podem auxiliar nesse processo didático-pedagógico baseado no desenvolvimento de competências e habilidades. A pesquisa foi construída a partir do método qualitativo, através de leituras acadêmicas, além das observações durante a elaboração e o uso de jogos didáticos nas aulas de Geografia de uma turma de 7º ano do Ensino Fundamental. A investigação contemplou as estratégias adotadas pela professora, a atuação e envolvimento dos estudantes no processo de construção dos jogos, assim como as habilidades e competências estimuladas. Consideramos que por meio do lúdico, os jogos podem conduzir os estudantes a um raciocínio geográfico, à aprendizagem dos conteúdos de forma crítica e criativa, além de auxiliá-los na resolução de situações-problemas da sua vida dentro e fora do âmbito escolar. Palavras-chave Competências, Habilidades, Jogos didáticos, Ensino de Geografia   Didactic games for the development of Geography knowledge: a possibility for a improvement in competences and abilities Abstract The role of the Geography as a school subject is to build a saber-think about space to act more efficiently. However, what we have seen recurrent in schools is a reproduction of a simple and emphatic content (LACOSTE, 1988). Seeking to overcome this traditional teaching format in the Common National Curriculum Base, you place in your scope the teaching-learning process carried out after the development of the competences and skills. In this context, the experience report seeks to reflect how games can assist in this didactic-pedagogical process based on the development of the competences and skills. A research was built from readings academic, in addition to presentations during the development and use of didactic games in the Geography classes of a class of the 7th year of Elementary School. An investigation included strategies adopted by the teacher, an action and participation of students in the process of building games, as well as stimulated skills and competences. It is considered that, through playful way, games can lead students to geographic undersatandigs, learning content in a critical and creative way, in addition to assisting in solving problems of their life problems inside and outside a course school. Keywords Competences, Skills, Educational games, Geography Teaching

scholarly journals Shifting characterizations of the ‘Common People’ in modern English retranslations of Thucydides’ History of the Peloponnesian War: a corpus-based analysis

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Henry Jones
Keyword(s):  
English Language ◽  
Target Language ◽  
Peloponnesian War ◽  
Common People ◽  
Political Debates ◽  
History Of ◽  
The Common ◽  
The Impact

Abstract Little research has yet explored the impact of (re)translation on narrative characterization, that is, on the process through which the various actors depicted in a narrative are attributed particular traits and qualities. Moreover, the few studies that have been published on this topic are either rather more anecdotal than systematic, or their focus is primarily on the losses in character information that inevitably occur when a narrative is retold for a new audience in a new linguistic context. They do not explore how the translator’s own background knowledge and ideological beliefs might affect the characterization process for readers of their target-language text. Consequently, this paper seeks to make two contributions to the field: first, it presents a corpus-based methodology developed as part of the Genealogies of Knowledge project for the comparative analysis of characterization patterns in multiple retranslations of a single source text. Such an approach is valuable, it is argued, because it can enhance our ability to engage in a more systematic manner with the accumulation of characterization cues spread throughout a narrative. Second, the paper seeks to move discussions of the effects of translation on narrative characterization away from a paradigm of loss, deficiency and failure, promoting instead a perspective which embraces the productive role translators often play in reconfiguring the countless narratives through which we come to know, imagine and make sense of the past, our present and imagined futures. The potential of this methodology and theoretical standpoint is illustrated through a case study exploring changes in the characterization of ‘the common people’ in two English-language versions of classical Greek historian Thucydides’ History of the Peloponnesian War, the first produced by Samuel Bloomfield in 1829 and the second by Steven Lattimore in 1998. Particular attention is paid to the referring expressions used by each translator—such as the multitude vs. the common people—as well as the specific attributes assigned to this narrative actor. In this way, the study attempts to gain deeper insight into the ways in which these translations reflect important shifts in attitudes within key political debates concerning the benefits and dangers of democracy.

scholarly journals Finally in the spotlight: How contemporary learning theory is saving education online during COVID

2021 ◽  
Vol 19 (6) ◽  
pp. pp642-655
Author(s):  
Paula Charbonneau-Gowdy
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Teacher Educators ◽  
Social Cognitive ◽  
Teacher Education Program ◽  
Learning Theories ◽  
Student Body ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

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