scholarly journals Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

2021 ◽  
Vol 11 (9) ◽  
pp. 475
Author(s):  
María Diez Ojeda ◽  
Miguel Ángel Queiruga-Dios ◽  
Noelia Velasco-Pérez ◽  
Emilia López-Iñesta ◽  
José Benito Vázquez-Dorrío
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Educational Practice ◽  
Pilot Test ◽  
Industrial Chemistry ◽  
Education Systems ◽  
The Real ◽  
The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

The Deluge

Mirror Worlds ◽  
1991 ◽  
Author(s):  
David Gelernter
Keyword(s):  
Data Processing ◽  
Real World ◽  
Data Gathering ◽  
Middle Region ◽  
Raw Data ◽  
The Real ◽  
External Data ◽  
The World ◽  
Initial Question ◽  
The Subject

we’ve installed the foundation piles and are ready to start building Mirror worlds. In this chapter we discuss (so to speak) the basement, in the next chapter we get to the attic, and the chapter after that fills in the middle region and glues the whole thing together. The basement we are about to describe is filled with lots of a certain kind of ensemble program. This kind of program, called a Trellis, makes the connection between external data and internal mirror-reality. The Trellis is, accordingly, a key player in the Mirror world cast. It’s also a good example of ensemble programming in general, and, I’ll argue, a highly significant gadget in itself. The hulking problem with which the Trellis does battle on the Mirror world’s behalf is a problem that the real world, too, will be confronting directly and in person very soon. Floods of data are pounding down all around us in torrents. How will we cope? what will we do with all this stuff? when the encroaching electronification of the world pushes the downpour rate higher by a thousand or a million times or more, what will we do then? Concretely: I’m talking about realtime data processing. The subject in this chapter is fresh data straight from the sensor. we’d like to analyze this fresh data in “realtime”—to achieve some understanding of data values as they emerge. Raw data pours into a Mirror world and gets refined by a data distillery in the basement. The processed, refined, one-hundredpercent pure stuff gets stored upstairs in the attic, where it ferments slowly into history. (In the next chapter we move upstairs.) Trellis programs are the topic here: how they are put together, how they work. But there’s an initial question that’s too important to ignore. we need to take a brief trip outside into the deluge, to establish what this stuff is and where it’s coming from. Data-gathering instruments are generally electronic. They are sensors in the field, dedicated to the non-stop, automatic gathering of measurements; or they are full-blown infomachines, waiting for people to sit down, log on and enter data by hand.

Generative design defended Gender differences discussed

2003 ◽  
Vol 7 (1) ◽  
pp. 6-6
Author(s):  
Deborah Saunt
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Real World ◽  
Academic Research ◽  
Generative Design ◽  
The Real ◽  
Research Status ◽  
Fundamental Component ◽  
Research Journal ◽  
The Subject

Is the subject of ‘gender difference’ an appropriate subject for a research journal? Perhaps it is only in the realm if architecture that this question could possibly arise at all. Elsewhere, in the real world, we know gender difference is accorded the seriousness and consequent academic research status it deserves as it is understood as a fundamental component within our culture.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

Monofunctional and polyfunctional information tools with an operative function

2018 ◽  
Vol 33 (1) ◽  
pp. 361-390 ◽  
Author(s):  
Heidi Agerbo
Keyword(s):  
21St Century ◽  
Real World ◽  
Information Needs ◽  
Future Research ◽  
Linguistic Information ◽  
The Real ◽  
Vast Amount ◽  
Information Tools ◽  
Types Of Information

AbstractThough a vast amount of dictionary analyses have been produced over the years, hardly any of these have mentioned the operative function, which has been overlooked in most lexicographical literature. With short analyses of 12 existing dictionaries ranging from the 18th century to the 21st century, this article shows that many dictionaries have indeed been produced to satisfy operative needs. Based on this result, it is clear that the operative function deserves a place in lexicographical theory. An interesting finding that came out of these analyses was that especially dictionaries from the 18th to the early 20th centuries (the old dictionaries) were written to accommodate several types of information needs that their users would come across in the real world, including operative needs, whereas the focus of most contemporary dictionaries is to satisfy linguistic information needs. This is an interesting change in focus, which this article criticises. Based on the above mentioned analyses, a number of questions are raised to guide future research into the operative function.

scholarly journals PEDAGOGICAL CLASSES AS SOCIO-CULTURAL AND SOCIO-ECONOMIC PHENOMENON IN HISTORICAL PERSPECTIVE

2020 ◽  
pp. 235-240
Author(s):  
Олег Геннадиевич Якимов
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Historical Perspective ◽  
Educational Practice ◽  
Economic Phenomenon ◽  
Modern System ◽  
History Of ◽  
The Subject ◽  
Oriented System

В статье рассматривается проблема функционирования педагогических классов в современной образовательной практике сквозь призму перспективы и исторической ретроспективы, т. е. в контексте истории развития педагогического образования в России. Цель исследования - научное обоснование педагогических классов как социокультурного и социально-экономического феноменов на основе рассмотрения их в историческом аспекте. Для реализации данной цели автором проводится анализ истории российской практики создания педагогических классов как прообраза современной системы предпрофессиональной подготовки педагогических кадров в системе среднего образования, выявляются социокультурные доминанты и социально-экономические предпосылки организации педагогических классов. Определены этапы становления системы педагогических классов в России. Дана сущностная характеристика педагогических классов, обозначены целевые ориентиры их создания и функционирования в системе профильного обучения в общеобразовательной школе, критериальные особенности, что позволяет рассматривать их как социокультурный и социально-экономический феномен. The article examines the problem of functioning of pedagogical classes in modern educational practice through in historical perspective in the context of the history of the development of pedagogical education in Russia. The author aims to scientifically justify pedagogical classes as socio-cultural and socio-economic phenomena in historical perspective. To achieve this goal, the author analyzes the history of the Russian practice of creating pedagogical classes, as a prototype of the modern system of pre-professional training of teachers in secondary education; reveals the socio-cultural dominants and socio-economic prerequisites of the organization of pedagogical classes; identifies the stages of formation of the system of pedagogical classes in Russia; provides the essential characteristics of the pedagogical classes, the targets of their creation and functioning in the subject-oriented system in the secondary school, which allows to consider them as socio-cultural and socio-economic phenomenon.

scholarly journals Developing strategic plans for an aligned approach to 21st century skills integration

2021 ◽  
Author(s):  
Claire Scoular ◽  
Ian Teo
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Strategic Plan ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Education Systems ◽  
Knowledge Based ◽  
The Pacific ◽  
Innovation And Technology

This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

scholarly journals The peculiarities of euphemistic nomination of phraseologisms-euphemisms that denote poverty in the Russian and English languages

Litera ◽  
2021 ◽  
pp. 82-88
Author(s):  
Yulia Svyatoslavovna Arsentyeva
Keyword(s):  
Real World ◽  
New Approach ◽  
The Real ◽  
Affective Evaluation ◽  
Comparative Aspect ◽  
The Subject

The object of this research is the Russian and English phraseologisms-euphemisms that denote poverty as one of the concepts of euphemistic reflection of the real world. The subject of this research is the peculiarities of euphemistic nomination of phraseologisms-euphemisms with the meaning of poverty in the Russian and English languages. This article is first to examine the Russian and English phraseologism-euphemisms that denote poverty from the perspective of expressing the pejorative real denotation using euphemistic units, the key goal of which is mitigation and hazing of the concept of “poverty”. Such phraseologisms-euphemisms are characterized by pejorative assessment that can be “improved” by neutral or humorous affective evaluation. In conclusion, the author proves that in both languages the key role in better pejorative assessment of poverty is played by figurativeness and prototype of the analyzed phraseologisms-euphemisms. In both languages, a number of phraseologisms-euphemisms are characterized by ameliorative-evaluative prototypes, which in turn, lead to neutralization of pejorative rational assessment. The scientific novelty consists in application of the new approach towards analyzing the phraseological meaning of a peculiar type of phraseological units based on euphemistic nomination. The acquired results can be used in studying the semantics of phraseological units, lexical and phraseological euphemisms, including in the comparative aspect.

scholarly journals Implementasi pembelajaran abad 21 dalam kurikulum 2013

2019 ◽  
Vol 12 (1) ◽  
pp. 14-23
Author(s):  
Yusuf Andrian ◽  
Rusman Rusman
Keyword(s):  
High School ◽  
21St Century ◽  
Subject Matter ◽  
Policy Making ◽  
21St Century Learning ◽  
School Development ◽  
Ministry Of Education ◽  
The Real ◽  
Assessment Of Learning ◽  
The Subject

Abstrak: Penelitian ini merupakan penelitian deskripsi yang dilakukan pada 39 SMA Rujukan yang ada di Provinsi DKI Jakarta. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran abad 21 dalam Kurikulum 2013 pada mata pelajaran Fisika di SMA Rujukan Provinsi DKI Jakarta. Fokus penelitian diarahkan pada empat sub variabel yaitu; (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) penilaian pembelajaran; dan (4) pengawasan pembelajaran. Responden yang dilibatkan dalam penelitian adalah guru mata pelajaran Fisika. Pada penelitian ini digunakan angket untuk mengumpulkan data dan menggunakan skala Likert dengan skor 1 sampai 4. Selanjutnya, data tersebut diolah dengan menggunakan teknis analisis deskriptif persentase. Hasil dari penelitian ini diharapkan dapat menjadi masukan bagi Kementerian Pendidikan dan Kebudayaan, khususnya bagi Direktorat Pembinaan SMA, mengenai kondisi riil di lapangan berkaitan dengan implementasi Kurikulum 2013 SMA sehingga dapat dijadikan bahan pertimbangan dalam pengambilan kebijakan selanjutnya. Kata Kunci: Pembelajaran Abad 21, Kurikulum 2013, Fisika, SMA Rujukan Abstract: This research is a description research conducted from 39 SMA Rujukan in Province of DKI Jakarta. This study aims to describe the implementation of 21st century learning in Curriculum 2013 in the subject matter of physics at SMA Rujukanin Province of DKI Jakarta. The focus research is directed to four sub variables namely; (1) planning of learning; (2) implementing of learning; (3) assessment of learning; & (4) monitoring of learning. Respondents in this research are teacher of Physics subject. This study used questionnaires to collect data and use Likert scale with a score of 1 to 4. Furthermore, the data is processed by using technical analysis descriptive percentage. The results of this study are expected to be an input or recommendation for the Ministry of Education and Culture, especially for the Directorate of High School Development, regarding with the real conditions in the school related to the implementation of Curriculum 2013 so it can be taken into consideration for the next policy making. Keywords: 21st Century Learning, Curriculum 2013, Physics, SMA Rujukan

scholarly journals Hodnoty v opravdovém světě

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Bohuslav Binka ◽  
Jan Činčera ◽  
Martin Černý
Keyword(s):  
Real World ◽  
Critical Reflection ◽  
Educational Practice ◽  
Learning Model ◽  
Paper Analysis ◽  
The Real ◽  
Self Reflection ◽  
Basic Assumptions ◽  
Real World Learning ◽  
Universal Values

The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.

Hybritopia: Seeking An Architecture of Reconciliation

2021 ◽  
Author(s):  
Catalina Ardila Bernal ◽  
Arthur Wrigglesworth
Keyword(s):  
Michel Foucault ◽  
Land Degradation ◽  
Real World ◽  
Sacred Space ◽  
Global South ◽  
Rural Landscape ◽  
Human Existence ◽  
The Real ◽  
The Subject

The rural landscape in the global south has become the subjectivation¹ of ruthless economies and the demand for detachment and independence has been building up since the time of Discovery. As contemporary colonization is slowly reaching a rupture point between the corporation and minorities, governments and locals, urban and rural, developed and developing, architecture can mitigate the impacts as an agent of reconciliation. A space designated for the revitalization of land degradation, not in the sense of making land fertile again, but from the standpoint of a new foundation of cultures, communities and traditions, and more importantly, a setting for celebrating rural human existence, from life to death and infinity. A sacred space, or a rural hybritopia, embodies the epitome of redemption, reconciliation and renewal for villages, towns, minorities and displaced communities. ¹The term was coined by Michel Foucault, and it is when the subject is analyzed through the relationships and circumstances of the real world rather than the inherent qualities of being (Rebughini, 2014)

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