scholarly journals Potencialidades pedagógicas do filme Bambi no ensino de Ecologia e Educação Ambiental

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Eliane Gonçalves dos Santos ◽  
Caroline Santos dos Anjos
Keyword(s):  
Environmental Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Approach ◽  
Teaching Science ◽  
Environmental Aspects ◽  
Learning And Teaching ◽  
New Directions ◽  
Teacher Needs

Resumo: O professor precisa analisar e pensar sobre sua prática visando a novos encaminhamentos que favoreçam o ensino e a aprendizagem. Um desses encaminhamentos podem ser os filmes comerciais, os quais possibilitam discussões e questionamentos de várias áreas para a educação e o ensino de Ciências e Biologia. Esta pesquisa tem por objetivo analisar as potencialidades pedagógicas do filme comercial Bambi (EUA, 1942) e Bambi II (EUA, 2006) para o ensino de Ecologia e Educação Ambiental. A pesquisa é de cunho qualitativo em Educação, na qual se fez um estudo descritivo e exploratório das referidas obras cinematográficas. O encaminhamento metodológico deu-se pelo contato com o filme, assistindo-o de diferentes modos (sem interrupção, com pausas para registros, assistindo aos extras), com registro em caderno de campo e a escolha de cenas para a análise. As categorias definidas após a análise foram questões ambientais, tópicos de ecologia e visão antropocêntrica. A partir da análise, foi possível constatar que os filmes apresentam temáticas que podem ser trabalhadas em sala de aula, tais como os conteúdos de Ecologia, aspectos ambientais  ̶  como o cuidado com a natureza e sua conservação  ̶  e aspectos da visão antropocêntrica. Os filmes Bambi e Bambi II apresentam potencial para o ensino, pois possibilitam a compreensão de processos vitais que ocorrem na natureza, a discussão sobre questões ambientais e sociais além de poderem auxiliar na compreensão de conteúdos e temas da área da Ecologia no ensino de Ciências e Biologia.Palavras-chave: Cinema. Metodologia didática. Meio ambiente. Ensino de Ciências. Ensino de Biologia. PEDAGOGICAL POTENTIALITIES OF THE BAMBI FILM IN ECOLOGY TEACHING AND ENVIRONMENTAL EDUCATIONAbstract: The teacher needs to analyze and think about his / her practice, aiming at new directions that support in teaching and learning. One of these directions may be commercial movies, which allow discussion and questioning in several subjects for education and  broaden world issues as disciplinary ones, showing a potential for learning and teaching Science and Biology. This research aims to analyze the pedagogical potential of the commercial movies Bambi (USA, 1942) and Bambi II (USA, 2006) for Ecology teaching and Environmental Education. The research is a qualitative approach in education, in which a descriptive and explanatory study related to cinematographic fiction was made. The methodological referral was given by the contact with the films, which have being watched in different ways (without interruption, with breaks for records, watching the extras), with record in a diary and the choice of scenes for analysis. The categories defined after the analyses were: environmental, ecology topics and anthropocentric view. From the analysis it was possible to verify that the films present themes that can be worked in the classroom about environmental aspects as the care and conservation of nature, the contents of Ecology and on aspects of anthropocentric vision. Bambi and Bambi II movies show a potential for teaching as they allow the understanding of life processes which happen in nature, the discussion of environmental and social issues as well as the understanding of content and themes from Ecology in the teaching of Sciences and Biology.Keywords: Cinema. Didactic Methodology. Environment. Science teaching. Biology teaching.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

scholarly journals Open-minded Environmental Education in the Science Classroom

Paideusis ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 36-43
Author(s):  
David P. Burns ◽  
Stephen P. Norris
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Science Teaching ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Environmental Concerns ◽  
Environmental Advocacy ◽  
Science Teaching And Learning ◽  
Scientific Facts

In this paper we will discuss the issue of environmental advocacy in science education in light of William Hare’s concept of open-mindedness. Although we shall assume that science teaching and learning must go beyond the scientific facts and theories and deal with the implications of science for society, we shall argue that science education should also demand an open-mindedness about environmental concerns such that all proposals for sustainability and the like are weighed against the alternatives using the best scientific knowledge available. Our approach will be to describe two examples of environmental education that recommend insufficiently open-minded forms of teaching and a third example that avoids this shortcoming yet provides a sound basis in environmental education.

Perspectives on Learning and Teaching Science

2021 ◽  
pp. 1-19
Author(s):  
Maria José de Almeida ◽  
Isabel Vitória Figueiredo ◽  
Maria Margarida Caramona
Keyword(s):  
Health Professionals ◽  
European Association ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Educational Opportunities ◽  
Pharmaceutical Sciences ◽  
Learning And Teaching ◽  
Equal Educational Opportunities

Since birth, humans absorb information from what surrounds them. Kindergartens, schools, and universities work as institutions to insert everyone in a culturally similar environment, giving equal educational opportunities to future citizens. These institutions develop human competencies for a society enabled to feed everyone, to sustain healthcare, and to protect the environment. This effort implies educational performances, whose grounds should rely on theories of learning and different modes of teaching. Pharmacy faculties, apart from teaching, reinforcing, and updating the students' knowledge on pharmaceutical sciences, guide students towards respecting different health professionals, aware of their role as educational supporters of patients and families who use pharmacies as the closest advising and health caring places. This is especially important nowadays, with the complexity of some diseases and the rising costs of healthcare. This chapter gives an overview of pharmacy teaching and learning according to the European Association of Faculties of Pharmacy.

scholarly journals Champions or Helpers: Leadership in Curriculum Reform in Science

2012 ◽  
Vol 9 (3) ◽  
pp. 74-90
Author(s):  
Elizabeth D. Johnson ◽  
◽  
Fiona L. Bird ◽  
Jeanette Fyffe ◽  
Emma Yench ◽  
...  
Keyword(s):  
Science Teaching ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
First Year ◽  
School Directors ◽  
Learning And Teaching ◽  
Sustainable Improvement ◽  
School Director ◽  
Associate Dean ◽  
Perceptions Of Leadership

This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.

RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION

2020 ◽  
Vol 17 (1) ◽  
pp. 24-43
Author(s):  
Amani Hamdan
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Teaching Science ◽  
Global Trends ◽  
Curriculum Research ◽  
Complete Breakdown ◽  
Education Science

This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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