scholarly journals A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE

2012 ◽  
Vol 41 (1) ◽  
pp. 5-9
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Student Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Constructivist Teaching ◽  
Integrated Science ◽  
Learner Centered ◽  
Value Diversity ◽  
The Individual

Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner's behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1995, 1997), Fullan (1993), and other self-efficacy researchers have concluded that the catalyst for educational reform is the individual teacher and that a teacher's behaviors, values, beliefs, and ambition to act may be enhanced or suppressed during student teaching.

A Vision for Deeper Agency and Personalization in Micro-Credentials

2021 ◽  
pp. 19-45
Author(s):  
Tara Laughlin
Keyword(s):  
Teaching And Learning ◽  
Great Promise ◽  
Workforce Readiness ◽  
Individual Learner ◽  
Future Of Work ◽  
Learner Centered ◽  
The Future ◽  
Educational Paradigm ◽  
The Individual ◽  
Current Systems

Current systems of education, both K12 and postsecondary, are leaving learners unprepared for the future of work. Standardized, compliance-oriented approaches to teaching and learning are inequitable and are not responsive enough to meet individual learner needs. A learner-centered educational paradigm has emerged which seeks to disrupt traditional models of education by centering the individual needs of learners in all learning experiences. At the same time, the alternative educational model of micro-credentialing holds great promise to improve workforce readiness. While the fields of learner-centered education and micro-credentials are simultaneously gaining traction, their possible intersections have yet to be fully explored. Micro-credentials have the potential to ready learners for the future of work while providing a deeply relevant, learner-centered experience. This chapter lays out a vision for exactly what this might look like and why it matters for learners.

scholarly journals Mathematics educator teacher stories

2019 ◽  
Vol 4 (10) ◽  
pp. 48
Author(s):  
Signe E. Kastberg ◽  
Elizabeth Suazo-Flores ◽  
Sue Ellen Richardson
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Life Experiences ◽  
The United States ◽  
Teacher Stories ◽  
Counter Narrative ◽  
Insight Into ◽  
Gaining Insight

Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.

scholarly journals CONSTRUCTIVIST TEACHING AND LEARNING

2020 ◽  
Author(s):  
Nishi Sharma
Keyword(s):  
Cognitive Development ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Real Life ◽  
Cognitive Map ◽  
Constructivist Learning ◽  
Constructivist Teaching ◽  
Learning Design ◽  
Past Experiences

The idea of constructivism brings the elements of learning, creativity and cognitive development together. The process provides better engagement among teacher and students through dynamic and interactive feeding of information that the children tries to comprehend themselves through past experiences. Constructivism focuses on process rather than the product. Learning through real life experiences and creating cognitive map makes children grasp the concepts better and apply them in real life applications. The paper tries to overview the theoretical aspects of the constructivist principles and constructivist learning design to execute constructivist teaching and learning in the classrooms

scholarly journals Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework

2017 ◽  
Vol 4 (1) ◽  
pp. 117-143
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Teaching And Learning ◽  
Active Role ◽  
Constructivist Theory ◽  
Constructivist Teaching ◽  
Previous Knowledge ◽  
Construction Of Knowledge ◽  
Making Sense ◽  
Learner Centered ◽  
Depth Analysis

Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.

scholarly journals Educational Status of Dalit Women in India - Changes and Challenges

2017 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Priya Bharti Churiyana
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Educational Status ◽  
State Education ◽  
General Welfare ◽  
Dalit Women ◽  
Conscious Process ◽  
The Individual ◽  
Women In India

<em>In an age of information revolution, education, the way of imparting and acquiring of knowledge to teaching and learning is the conscious process by which a person learns and applies the learning for his life experiences. Over the time, facilitating and providing education has become one of the most important functions of the state Education fosters personal development and self-fulfilment. It encourages the individual to develop his mental, physical, emotional and spiritual talents to the full. Education is a continuous leaning process through various stages of development of a person, as an individual or as a group adjustment with the society at large, earning and spending of the income and participation in civic affairs which involves whole gamut of issues like general welfare, freedom, appeal to reason and persuading happiness including access and entitlement to equal likes of opportunity in imparting education to all but with a forms on the development of less privileged so that they are brought on the same platform with the privileged in matters of employment and developing their skills to get suitable employment.</em>

The Relevance of the ‘Learning Styles Debate’ for Australian Indigenous Students in Mainstream Education

2002 ◽  
Vol 30 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Jan Stewart
Keyword(s):  
Learning Styles ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Dominant Role ◽  
Indigenous Australians ◽  
Indigenous Students ◽  
Educational Stakeholders ◽  
Cultural Considerations ◽  
The Individual

While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive ‘learning styles’ in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the dominant role which socio-cultural considerations have taken in past colonising practices with the effects of those practices often having become transgenerational among individuals today. This paper attempts to move on from that debate, questioning the validity of a canon that could be accused of merely perpetuating colonial paradigms and failing to acknowledge the integrity of the individual. The importance of determining and establishing effective communication is the key in understanding, and catering for, differing educational approaches, in the past labelled teaching and learning ‘styles’. Consequently, cultural awareness which is inclusive of the diversity of Indigenous Australians is still necessary in opening and maintaining that communication between educational stakeholders in the school community.

scholarly journals LA AUTORREGULACIÓN EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE: PERCEPCIÓN DE LOS ESTUDIANTES DE LA CÁTEDRA DE TURISMO SOSTENIBLE DE LA UNED

2016 ◽  
Vol 7 (1) ◽  
pp. 148-174
Author(s):  
Julia Pérez-Chaverri ◽  
Susan Solís-Rosales
Keyword(s):  
Student Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sustainable Tourism ◽  
Self Regulation ◽  
Individual Student ◽  
Pedagogical Model ◽  
Social Sciences And Humanities ◽  
The Individual ◽  
Modelo Pedagógico

Este avance de investigación expone algunos de los resultados que evidencian cómo un grupo de estudiantes de la Universidad Estatal a Distancia (UNED) perciben sus propios procesos de autorregulación como parte de la estrategia de enseñanza-aprendizaje en las asignaturas: Técnicas de Animación Turística (5166) y Técnicas de Servicio de Alimentos y Bebidas (5163) de los grados de Diplomado y Bachillerato que conforman la cátedra de Turismo Sostenible, perteneciente a la carrera Gestión Turística Sostenible de la Escuela de Ciencias Sociales y Humanidades (ESCH).  La presente investigación inició en el I cuatrimestre del 2015  y actualmente está en proceso. Se realiza con una metodología mixta; de esa manera, se puede  cuantificar y describir algunas acciones que asume el estudiante para lograr el éxito de las demandas de cada asignatura. Esto le permite a la cátedra tomar decisiones para la mejora continua de los procesos didácticos, pedagógicos y evaluación de los aprendizajes de acuerdo a lo estipulado en el Modelo Pedagógico de la UNED, y sobre todo, favorecer la autorregulación como parte fundamental del proceso de aprendizaje individual que realiza cada persona y que exalta el actual Plan de Desarrollo Académico (2012-2017).Palabras clave: Autorregulación, metacognición, modelo pedagógico de la UNED, centralidad de la persona  estudiante, proceso de enseñanza y aprendizaje. SummaryThis article is an improvement of results that show how a group of students from the Universidad Estatal a Distancia (UNED) perceive their own processes of self-regulation as part of the strategy of teaching and learning in the subjects: Tourist Animation Techniques (5166) and Food and Beverage Service Techniques (5163) from the Diploma and Bachelor degrees that make up the chair of Sustainable Tourism, part of the Sustainable Tourism Management career at the School of Social Sciences and Humanities (ESCH). This investigation began in the first quarter of 2015 and is currently in process. It is done with a mixed methodology; that way, you can quantify and describe some actions that the student takes to succeed on the demands of each subject. This allows the chair to make decisions for continuous improvement of teaching processes and learning assessments in accordance with the stipulations of the pedagogical model of the UNED, and especially promote self-regulation as a fundamental part of the individual learning process that each person makes, exalting the current Academic Development Plan (2012-2017).Keywords: Self-regulation, metacognition, pedagogical model of the UNED, centrality of the individual student, teaching and learning process.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

Confronting Positionality

Journal ◽  
1969 ◽  
Vol 2 (1) ◽  
Author(s):  
Judith Okely
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Embodied Knowledge ◽  
Engaged Learning ◽  
Time And Space ◽  
Subjective Knowledge ◽  
The Individual ◽  
Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

Aspects of Jewish Reception of the Ketuvim (Writings)

2018 ◽  
pp. 429-447
Author(s):  
Alan Cooper
Keyword(s):  
Teaching And Learning ◽  
The Status ◽  
The Individual

This chapter discusses three aspects of Jewish reception of the Ketuvim (Writings or Hagiographa): the status and authority of the Ketuvim in relation to the Torah (Pentateuch) and the Nevi’im (Prophets); the study and liturgical use of Ketuvim, focusing on the so-called Five Scrolls (hamesh megillot) and the Book of Psalms; and the character of traditional commentary on selected books, including recommendations for further reading. The Ketuvim were considered sacred and inspired, but at a lower level of inspiration than the Torah and the Prophets. They were regarded as diverting and edifying, but insufficiently authoritative to support the promulgation of law, which was the fundamental concern of rabbinic teaching and learning. On the whole, Jewish commentators seek to find consistency in the interpretation of the individual books, “taming” their originality in order to conform their meanings both to the rest of Scripture and to normative Jewish teachings.

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