scholarly journals Commentary: How New Research on Learning Is Re-writing How Schools Work and Teachers Teach

2011 ◽  
Vol 5 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Renate N. Caine ◽  
Geoffrey Caine
Keyword(s):  
Cognitive Psychology ◽  
Human Brain ◽  
Student Behavior ◽  
Project Based Learning ◽  
Learning And Teaching ◽  
New Challenges ◽  
New Research

The article introduces the notion of a "meme." A meme is an idea, behavior, or style that spreads from person to person within a culture. In education it acts as a powerful assumption, guiding what is meant by learning and teaching and determines that teaching should include a textbook, teacher-directed lessons, control of student behavior, and testing as proof of "learning." The article explores new challenges to this meme coming from current research emerging out of biology, cognitive psychology, and neuroscience. It suggests that a form of project-based learning is more compatible with how the human brain was designed to make sense of experience.

Leven met water

2019 ◽  
Vol 4 (4) ◽  
pp. 265-268
Author(s):  
MICHEL LASCARIS
Keyword(s):  
The Netherlands ◽  
Cultural Heritage ◽  
Climate Adaptation ◽  
Adaptation Strategies ◽  
Digital Map ◽  
Digital Maps ◽  
Pumping Stations ◽  
New Challenges ◽  
New Research ◽  
Over Time

Living with water. The Dijkenkaart of the Netherlands De Cultural Heritage Agency made an interesting digital map (in GIS) of all the dikes in the Netherlands. This was possible by using existing digital maps, but new research was necessary to make this general overview. There was discussion about the dating of dikes, because dikes can be of medieval origin, but were adjusted over time. Besides dikes, researchers find GIS and historical information on poldermills, kolks, reclamations and pumping stations. That is why this map is called ‘Living with water’, because this information can help addressing new challenges in climate adaptation strategies dealing with water. Everyone can take a look, or download the map in GIS, on www.cultureelerfgoed.nl/onderwerpen/bronnen-en-kaarten/overzicht/levenmet-water-kaart.

The Future of Transparency: Power, Pitfalls and Promises

2010 ◽  
Vol 10 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Arthur P. J. Mol
Keyword(s):  
Environmental Effects ◽  
Environmental Governance ◽  
Environmental Politics ◽  
Central Object ◽  
The Future ◽  
New Challenges ◽  
Uncertain Outcomes ◽  
New Research ◽  
Governance Transparency ◽  
Timely Topic

The growing attention to transparency is not an accidental and fashionable wave, soon to be replaced by another timely topic in environmental governance. Transparency is here to stay and to further develop in environmental politics, as it piggy-backs on a number of wider social developments. In assessing the achievements of transparency to date, this article concludes that it has on balance been positive for democracy. But this overall positive past assessment does not automatically extend into the future, as new challenges (and thus new research agendas) lie ahead. The growing importance attached to transparency in environmental politics ensures that it becomes a central object of power struggles, with uncertain outcomes in terms of democracy as well as environmental effects. Markets and states seek to capture transparency arrangements for their own goals, which may not necessarily be in line with assumed normative linkages between transparency, democracy and participation.

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

scholarly journals Using Information Theory to Develop Modern Educational Methodologies

2020 ◽  
pp. 202-207
Author(s):  
J. C. Olabe ◽  
◽  
X. Basogain ◽  
M. A. Olabe
Keyword(s):  
Information Theory ◽  
Current Psychology ◽  
Multiple Intelligences ◽  
Student Motivation ◽  
Scientific Method ◽  
Educational Environment ◽  
Project Based Learning ◽  
Psychology Research ◽  
Computational Process ◽  
Learning And Teaching

The field of research in educational methodologies has been offering during the last decade a series of innovative and promising new initiatives. These initiatives have tried to apply to the educational environment the fruits of current psychology research. Ideas such as student motivation, gaming, multiple intelligences, project-based learning, flipping the classroom, makerspaces, and others, abound in the field of educational methodologies. These new initiatives are evaluated with traditional procedures grouped under the umbrella of the scientific method. This paper first discusses the limitations of these evaluations. Second, it describes learning and teaching as a computational process. Finally, it proposes the use of principles of Information Theory as the foundation for the design of modern educational methodologies.

scholarly journals ‘Spreading depression of Leão’ and its emerging relevance to acute brain injury in humans

2016 ◽  
Vol 37 (5) ◽  
pp. 1553-1570 ◽  
Author(s):  
Martin Lauritzen ◽  
Anthony J Strong
Keyword(s):  
Brain Injury ◽  
Human Brain ◽  
Spreading Depression ◽  
Research Field ◽  
Acute Brain Injury ◽  
Cerebral Grey Matter ◽  
Wide Range ◽  
Traumatic Lesions ◽  
New Research ◽  
Matter Detection

A new research field in translational neuroscience has opened as a result of the recognition since 2002 that “spreading depression of Leão” can be detected in many patients with acute brain injury, whether vascular and spontaneous, or traumatic in origin, as well as in those many individuals experiencing the visual (or sensorimotor) aura of migraine. In this review, we trace from their first description in rabbits through to their detection and study in migraine and the injured human brain, and from our personal perspectives, the evolution of understanding of the importance of spread of mass depolarisations in cerebral grey matter. Detection of spontaneous depolarisations occurring and spreading in the periphery or penumbra of experimental focal cortical ischemic lesions and of their adverse effects on the cerebral cortical microcirculation and on the tissue glucose and oxygen pools has led to clearer concepts of how ischaemic and traumatic lesions evolve in the injured human brain, and of how to seek to improve clinical management and outcome. Recognition of the likely fundamental significance of spreading depolarisations for this wide range of serious acute encephalopathies in humans provides a powerful case for a fresh examination of neuroprotection strategies.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

scholarly journals Optogenetic manipulation of maladaptive memory – new challenges or new solutions for personal authenticity?

2021 ◽  
Author(s):  
James Elsey
Keyword(s):  
Human Brain ◽  
Human Memory ◽  
Ethical Challenges ◽  
Target Article ◽  
New Challenges ◽  
With Memory

Open peer commentary for the American Journal of Bioethics: Neuroscience. I consider the arguments of Zawadzki and Adamczyk in their target article, in which they present the case that optogenetic modification of human memory would represent a novel challenge to personal authenticity. I suggest that while this may be true if optogenetic memory manipulation is synonymous with memory silencing, it is possible that the form of optogenetic manipulation that might be pursued could take many forms - some of which may even be seen as enhancing authenticity. Nevertheless, optogenetic manipulation of the human brain presents many ethical challenges.

scholarly journals The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

2021 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Review ◽  
English Language ◽  
Future Research ◽  
Learning And Teaching ◽  
Emotional Factors ◽  
Context Of Learning ◽  
New Research

This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

scholarly journals Effective Strategies for Project-Based Learning of Practical Electronics

Electronics ◽  
2021 ◽  
Vol 10 (18) ◽  
pp. 2245
Author(s):  
Faisal Mohd-Yasin
Keyword(s):  
Undergraduate Students ◽  
Printed Circuit Board ◽  
Evaluation Criteria ◽  
Project Based Learning ◽  
Circuit Board ◽  
Learning And Teaching ◽  
Effective Strategies ◽  
The Past ◽  
Component Selection ◽  
Learning Institutions

Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

scholarly journals Digital Disruption in the COVID-19 Era: The Impact on Learning and Students’ Ability to Cope with Study in an Unknown World

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Trixie James ◽  
Gabiela Toth ◽  
Melissa Tomlins ◽  
Brijesh Kumur ◽  
Kerry Bond
Keyword(s):  
Online Learning ◽  
Emotional Wellbeing ◽  
Learning Context ◽  
Learning And Teaching ◽  
Face To Face ◽  
Household Dynamics ◽  
New Challenges ◽  
Digital Disruption ◽  
The University ◽  
The Impact

The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia.  For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students’ ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study.  This paper presents findings on the impact that the abrupt transition to online learning had on the students’ educational experience and on their psychological and emotional wellbeing. It was found that most students experienced increased stress due to the changes in household dynamics, responsibilities and a different learning context, yet many reported improved study and technological skills, as well as an improved awareness of their ability to cope with change.  

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