scholarly journals School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville

2021 ◽  
Vol 10 (5) ◽  
pp. 165
Author(s):  
Nicolás De-Alba-Fernández ◽  
Elisa Navarro-Medina ◽  
Noelia Pérez-Rodríguez
Keyword(s):  
Secondary Education ◽  
Global Citizenship ◽  
Research Process ◽  
Documentary Analysis ◽  
Specific Discipline ◽  
Low Incidence ◽  
Socially Relevant ◽  
Citizenship Skills ◽  
Interpretive Design ◽  
Objective Being

In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.

scholarly journals School inquiry in Secondary Education: The experience of the Fiesta de la Historia Youth Congress in Seville

2021 ◽  
Author(s):  
Nicolás De-Alba-Fernández ◽  
Elisa Navarro-Medina ◽  
Noelia Pérez-Rodríguez
Keyword(s):  
Secondary Education ◽  
Global Citizenship ◽  
Research Process ◽  
Documentary Analysis ◽  
Specific Discipline ◽  
Low Incidence ◽  
Socially Relevant ◽  
Citizenship Skills ◽  
Interpretive Design ◽  
Objective Being

In Secondary Education, the focus of History teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils' projects followed a logic of inquiry about socially relevant problems which favours the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analysed present for the most part themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline, and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of History to be articulated around relevant social problems, with the objective being to develop citizenship skills.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals Unsustainable measures? Assessing global competence in PISA 2018

2021 ◽  
Vol 29 ◽  
pp. 122
Author(s):  
Harsha Chandir ◽  
Radhika Gorur
Keyword(s):  
Sustainable Development ◽  
Science And Technology Studies ◽  
Global Citizenship ◽  
Student Assessment ◽  
Global Competence ◽  
Policy And Practice ◽  
The Sustainable Development ◽  
Documentary Analysis ◽  
Or Practice ◽  
Development Goals

In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’. Nations are expected to incorporate a focus on SDG 4.7 into their curricula, policies, teacher education programs, and student assessment. PISA has now developed an assessment of ‘global competence,’ which is presented as a way to assess SDG 4.7. Through this assessment, it seeks to inform policy, curricula, and pedagogies and catalogue ‘best practices’ for developing students’ ‘global competence’. Given this ambition and the centrality of ‘sustainable development and global citizenship’ within the globally endorsed SDGs, it is important to analyze the extent to which the PISA assessment of global competence is usefully able to inform policy and practice and contribute to fulfilling SDG 4.7. We build upon the work of other scholars examining this question, taking a material-semiotic approach inspired by Science and Technology Studies. Empirically, our study is based on documentary analysis, interviews, and ‘survey encounters’ in which we administered a curated part of the assessment to 15-year-olds and followed this exercise with interviews. We explore how the hard-won stability gained around the notion of ‘global competence’ through its inscription into the standardized survey instruments is again threatened when the survey instrument encounters diverse 15-year-olds. The survey encounters provide an opportunity to ‘test the test’, and we conclude that the PISA test of global competence is not as yet in a position to provide useful direction to policy or practice in the promotion of SDG 4.7.

Sarah Westphal Discusses her Research in the Secondary Education Classroom

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sarah Westphal ◽  
Class of 2017
Keyword(s):  
Secondary Education ◽  
Research Process ◽  
Student Researchers

Video Segments:  Can you describe your research for us? 0:04-1:59 What was the research process like? 1:59-4:54 What was the biggest challenge? 4:54-6:14 What was your favorite part? 6:14-7:23 What do you want readers to know? 7:23-8:46 What’s your advice for student researchers? 8:46-9:45  

scholarly journals DISCURSOS SOBRE O CORPO FEMININO E O CORPO MASCULINO EM LIVROS DIDÁTICOS DE CIÊNCIAS DO ENSINO FUNDAMENTAL E BIOLOGIA DO ENSINO MÉDIO UTILIZADOS EM ESCOLAS PÚBLICAS DE SÃO LUÍS –MA: uma análise documental a partir dos estudos culturais em educação

2020 ◽  
Vol 17 (29) ◽  
pp. 329-354
Author(s):  
JACKSON RONIE SÁ-SILVA
Keyword(s):  
High School ◽  
Public Schools ◽  
Cultural Studies ◽  
High School Biology ◽  
Male Body ◽  
Cultural Perspective ◽  
Documentary Analysis ◽  
Socially Relevant ◽  
Cuerpo Femenino ◽  
Estudios Culturales

Investigação que se inscreve no campo das pesquisas educacionais que tentam compreender discursos de temas socialmente relevantes –como as questões de gênero e sexualidade –inscritos em livros didáticos, através da perspectiva teórico-metodológica dos Estudos Culturais em Educação. Através de pesquisa documental foi possível conhecer ideias e representações sobre ocorpo feminino e o corpo masculino veiculadas em livros didáticos de Ciências do Ensino Fundamental e de Biologia do Ensino Médio disponíveis em escolas públicas da cidade de São Luís, Maranhão, Brasil. Foram catalogados e analisados 39 livros que apresentaram, majoritariamente, conteúdos sobre o corpo feminino e o corpo masculino a partir de ideias atreladas à biologia destes corpos. Superficialmente foram encontrados discursos qualificados em uma perspectiva cultural. Deste modo, entende-se que os resultados desta pesquisa sinalizam para um repensar dos conteúdos de “corpo feminino” e “corpo masculino” que vislumbre abordagens críticas, problematizadoras, éticas e inclusivas. Palavras-chave: Corpo Feminino e Corpo Masculino. Livros Didáticos. Ensino de Ciências e Biologia. DISCOURSES ON THE FEMININE BODY AND THE MASCULINE BODY IN SCIENCE TEXTBOOKS OF ELEMENTARY AND HIGH SCHOOL BIOLOGY USED IN PUBLIC SCHOOLS OF SÃO LUIS -MA: a documentary analysis from cultural studies in education Abstract: Research subscribed tothe field of educational research which aimsto understand discourses on socially relevant themes -such as gender and sexuality -in textbooks through the theoretical and methodological perspective of Cultural Studies in Education. Through documentary research,it was possible to acknowledgeideas and representations onthe female and the male body,conveyed by Sciencetextbooks of elementary school and high school Biology available in public schools ofSão Luis, Maranhão, Brazil. Wecataloged and analyzed 39 books that presented, for the most part, contents onthe female andmale body from ideas linked to the biology of these bodies. Superficially, we found qualified speeches froma cultural perspective. That way, it is understood that the results of this research signal to a rethinking of the contents of “female body” and “male body” that glimpse critical, problematizing, ethical and inclusive approaches. Keywords: Female and male body. Textbooks. Teaching Sciences and Biology. DISCURSOS SOBRE EL CUERPO FEMENINO Y EL CUERPO MASCULINO EN LOS LIBROS DIDÁCTICOS DE CIENCIAS DE LA EDUCACIÓN PRIMARIA Y BIOLOGÍA DE LA EDUCACIÓN SECUNDARIA UTILIZADOS EN LAS ESCUELAS PÚBLICAS DE SÃO LUÍS -MA: un análisis documental de los estudios culturales en educación Resumen: Investigación que se inscribe en el campo de la investigación educativa y que trata de entender los discursos sobre temas de relevancia social –como las cuestiones de género y sexualidad –inscritos en los libros de texto, a través de la perspectiva teórico-metodológica de los Estudios Culturales en Educación. A través de la investigación documental fue posible conocer ideas y representaciones sobre el cuerpo femenino y el cuerpo masculino transmitidas en los libros de texto de Ciencia de la Escuela Primaria y Biología de la Escuela Secundaria disponibles en las escuelas públicas de la ciudad de São Luís, Maranhão, Brasil. Se catalogaron y analizaron 39 libros que presentaban, en su mayoría, contenidos sobre el cuerpo femenino y el cuerpo masculino a partir de ideas correspondientes con la biología de estos cuerpos. Superficialmente, los discursos calificados se encontraban en una perspectiva cultural. Así, se entiende que los resultados de esta investigación señalan un replanteamiento de los contenidos del "cuerpo femenino" y del "cuerpo masculino" que vislumbre enfoques críticos, problematizantes, éticos e inclusivos. Palabras clave: Cuerpo Femenino y Cuerpo Masculino. Libros de Texto. Enseñanza de la Ciencia y la Biología.

scholarly journals Las TIC en el diseño de las políticas educativas. El caso de México

2021 ◽  
Vol 29 ◽  
pp. 32
Author(s):  
María Cristina López de la Madrid ◽  
Katiuzka Flores Guerrero ◽  
Cecilia Tejeda Mercado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
Research Process ◽  
Ict In Education ◽  
National Education ◽  
Documentary Analysis ◽  
Use Of Technology ◽  
Information And Communication ◽  
Education In Mexico

The introduction and use of information and communication technologies have been a recurrent topic of debate, as these technologies have become attached to the lives of more than half of the world's population. However, the use of technology in the education sector does not occur automatically, one of the references to guide the processes of its introduction have been the policies dictated by the governments, where actions, strategies, objectives, and goals are reflected, this allows us to identify a way forward by defining a more tangible and in some cases, prospective route. Based on the above, the objective of this work was to determine which have been the main guidelines that have marked the course of ICT in education in Mexico, and their reflection in specific actions. For this purpose, a qualitative research process was carried out with a systematic review on the internet and a documentary analysis, with the review of national education programs, and various documents on the main ICT programs of the last 30 years. Recurring axes were identified in each period, as well as lags and lack of continuity from one program to another. The importance that educational policies have had to direct the course of the use of ICT in basic education in Mexico is recognized, but also the gaps and shortcomings that have arisen in each six-year period.

scholarly journals An Economic–Business Approach to Clinical Risk Management

2020 ◽  
Vol 13 (6) ◽  
pp. 135
Author(s):  
Ubaldo Comite ◽  
Kechen Dong ◽  
Rita Yi Man Li ◽  
M. James C. Crabbe ◽  
Xue-Feng Shao ◽  
...  
Keyword(s):  
Risk Management ◽  
Research Process ◽  
Clinical Risk Management ◽  
Documentary Analysis ◽  
Third Phase ◽  
Risk Management Process ◽  
Business Approach ◽  
Clinical Risks ◽  
Interpretative Approach ◽  
Selection Of

This paper introduces risk factors in the field of healthcare and discusses the clinical risks, identification, risk management methods, and tools as well as the analysis of specific situations. Based on documentary analysis, an efficient and coherent methodological choice of an informative and non-interpretative approach, it relies on “unobtrusive” and “non-reactive” information sources, such that the research results are not influenced by the research process itself. To ensure objective and systematical analysis, our research involved three macro-phases: (a) the first involved a skimming (a superficial examination) of the documents collected; (b) the second reading (a thorough examination) allowed a selection of useful information; (c) the third phase involved classification and evaluation of the collected data. This iterative process combined the elements of content and thematic analysis that categorised the information into different categories which were related to the central issues for research purposes. Finally, from the perspective of safety analysis and risk management, we suggest that comprehensive control and operation should be conducted in a holistic way, including patient safety, cost consumption, and organizational responsibility. An organizational strategy that revolves around a constant and gradual risk management process is an important factor in clinical governance which focuses on the safety of patients, operators, and organizations.

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