scholarly journals Diseñar actos pedagógicos exitosos con adolescentes escolarizados(as) a partir de la incertidumbre: una aplicación de la pedagogía performativa intercultural en una Secundaria en Medellín, Colombia / Designing Pedagogical Actions with School Adolescents with the Help of Uncertainty: an Application of Intercultural Performative Pedagogy in a Medellín-based (Colombia) High School

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Anja Maria MacKeldey
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Learning Processes ◽  
Dramatic Play ◽  
Pedagogical Practice ◽  
Structural Patterns ◽  
Auto Ethnography ◽  
Performative Pedagogy ◽  
Successful Teaching

ABSTRACTThe decline of supposedly symbolic structures devised for eternity, such as God, family, nation, sex or gender, unties in the citizens of the worlds a certain uncertainty that influences our thinking and acting. Intercultural Performative Pedagogy (IPP) considers such declines of our beliefs to be an opportunity for us to perceive and/or devise ourselves as actuated subjects that follow traditional and structural patterns and, at the time, as subjects acting within our own identity games. For that reason, it calls for pedagogical actions that are consistent with this chiasmatic focus. In this context, IPP sees adolescent life worlds and its random thinking as paradigmatic manifestations of uncertainty. Constructive maieutic didactic techniques designed to put on stage and learn how to read the chiasmatic MacKeldey this as well as that” as suggested by IPP have proved to be auto-ethnography, the dramatic play, the documentary methodology and feedback. In conclusion, what this writing seeks to prove by pointing to chiasmatic IPP and a few exemplary experiences collected between 2005 and 2014 is that taking advantage of uncertainty eases successful teaching and learning processes with school adolescents. This way, we consider IPP to be a mechanism that is suitable for co-constructive pedagogical practice in subjects that relate to democratic education in a direct or transversal manner.RESUMENEl desmoronamiento de estructuras supuestamente simbólicas para la eternidad como dios, familia, nación, sexo y género, desata en los y las ciudadanos(as) de los mundos una determinada incertidumbre que influye en nuestro pensar y actuar. Semejantes desmoronamientos de nuestras creencias son considerados por la pedagogía performativa intercultural (PPI) una oportunidad de percibirnos y/o diseñarnos como personas tradicional y estructuralmente actuadas, y al mismo tiempo como personas actuantes en nuestros juegos identitarios, por lo que convoca a realizar actos pedagógicos acordes a este enfoque quiasmático. En este contexto, la PPI asume los mundos de vida adolescentes y su pensamiento randómico como manifestaciones paradigmáticas de la incertidumbre. Técnicas mayéutico-didácticas constructivas para poner en escena y aprender a leer el tanto…como... quiasmático propuesto por la PPI, demostraron ser la autoetnografía, el juego dramático, el método documental y la retroalimentación. Finalmente, este aporte busca evidenciar por medio de una proyec-ción esquemática de la PPI y unas experiencias ejemplares (2005-2013) que el aprovechamiento de la incertidumbre facilita procesos de enseñanza y aprendizaje exitosos con adolescentes esolarizados(as). Con eso, ponemos en discusión la PPI como dispositivo para una práctica pedagógica co-constructiva en materias que se relacionan directa o transversalmente con la educación democrática. Contacto principal: [email protected]

scholarly journals Possibilities for teaching the technical conceptual knowledge of handball in a didactic unit based on Sport Education (Posibilidades para la enseñanza de los conocimientos técnicos conceptuales del balonmano en una unidad didáctica basada en la Educación

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 395-404
Author(s):  
Mateus Henrique Servilha de Lucca ◽  
Fernanda Moreto Impolcetto ◽  
Guy Ginciene
Keyword(s):  
High School ◽  
Focus Group ◽  
Data Collection ◽  
Thematic Analysis ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Traditional Model ◽  
Pedagogical Practice ◽  
Sport Education ◽  
Second Year

  This paper aims to implement a Didactic Unit (DU) based on Sport Education for the teaching of technical conceptual knowledge of handball, in order to know the possibilities and difficulties of this process. There were 22 classes structured based on the main characteristics of the model, with the participation of 40 students from a high school second year class. For data collection, Field Diary and focus group were used, which were subsequently submitted to thematic analysis for discussions. The DU based on Sport Education was shown as a possibility to raise awareness of the teaching and learning process of the conceptual knowledge of handball, adapting the model's characteristics to the Brazilian school reality. It is concluded that through adaptations, the model allows transformation in pedagogical practice, therefore, it is suggested to use it to innovate the teaching of sports in school, breaking with the traditional model.  Resumen. Este trabajo tiene como objetivo implementar una Unidad Didáctica (UD) basada en la Educación Deportiva para la enseñanza del conocimiento técnico conceptual del balonmano, con el fin de conocer las posibilidades y dificultades de este proceso. Fueron 22 clases estructuradas en base a las principales características del modelo, con la participación de 40 alumnos de una promoción de segundo año de secundaria. Para la recolección de datos se utilizó el Diario de Campo y el grupo focal, los cuales fueron posteriormente sometidos a análisis temático para su discusión. La UD basada en la Educación Deportiva se mostró como una posibilidad de sensibilizar sobre el proceso de enseñanza y aprendizaje del conocimiento conceptual del balonmano, adaptando las características del modelo a la realidad escolar brasileña. Se concluye que, a través de adaptaciones, el modelo permite la transformación en la práctica pedagógica, por lo que se sugiere utilizarlo para innovar la enseñanza del deporte en la escuela, rompiendo con el modelo tradicional.

scholarly journals MODEL EVALUASI INTERNAL KOMPETENSI GURU BAHASA INGGRIS (MODEL_EIKGBI) SMA

2015 ◽  
Vol 19 (2) ◽  
pp. 156-167 ◽  
Author(s):  
Sahraini Sahraini ◽  
Suwarsih Madya
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
English Teachers ◽  
Learning Processes ◽  
Senior High School ◽  
Internal Evaluation ◽  
Learning And Teaching ◽  
South Sulawesi ◽  
Bartlett’S Test

Studi ini bertujuan untuk: (1) mengembangkan model evaluasi kompetensi guru bahasa Inggris SMA yang dapat digunakan untuk mengidentifikasi kelebihan dan kekurangan guru dalam proses pemelajaran dan (2) mengetahui efektivitas implementasi evaluasi internal kompetensi guru bahasa Inggris SMA. Studi ini menggunakan metode penelitian dan pengembangan yang dikembangkan oleh Borg & Gall (1983, p.775). Subjek penelitian berjumlah 17 guru yang berasal dari 7 SMA di Sulawesi Selatan. Konstruk instrumen terdiri atas instrumen untuk mengevaluasi kompetensi guru bahasa Inggris dalam merencanakan pemelajaran, instrumen untuk mengevaluasi kompetensi guru dalam melaksanaan proses pemelajaran, dan instrumen untuk mengevaluai kompetensi guru dalam mengevaluasi hasil proses pemelajaran. Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan dapat digunakan untuk mengevaluasi kompetensi guru bahasa Inggris. Untuk mengetahui sejauh mana tingkat efektivitas Model Evaluasi Internal Kompetensi Guru Bahasa Inggris SMA, model ini kemudian dievaluasi oleh teman sejawat guru bahasa Inggris dan guru bahasa Inggris itu sendiri. Mereka menyimpulkan bahwa komponen dari model tersebut adalah komprehensip, praktis, ekonomis, dan telah didukung oleh instrumen yang valid dan reliabel. Kata kunci: evaluasi internal, model evaluasi, kompetensi guru   INTERNAL EVALUATION MODEL OF ENGLISH TEACHERS’ COMPETENCY (IEMET) FOR SENIOR HIGH SCHOOL Abstract High School that can be used to identify the teacher’s strengths and weaknesses in learning and teaching processes and (2) find out the implementation effectiveness of the Internal Evaluation Model of English Teachers’ Competency for Senior High School. This study used research & development methods by following the pattern of phases developed by Borg & Gall (1983, p.775).  The subjects of this study were seventeen English teachers from seven Senior High Schools in South Sulawesi. The constructs of instruments consist of the instrument to evaluate English teachers’ competency in planning the materials, teachers’ competency in teaching and learning processes, and teachers’ competency in evaluating the result of teaching and learning processes. An Exploratory Factor Analysis (EFA)was used to analyze he instrument. The result showed the score of  KMO- MSA (Kaiser-Meyer-Olkin Measure of Sampling Adequacy) > 0.5,  Bartlett’s Test of  Sphericity ≤ 0.05, and the score of items total correlation rit<0.3. Meanwhile, the analysis of rater agreement used was Generalizability  of Variants (GENOVA). The interrater correlation showed that the score of G study was > 0.70. This result shows the instruments have fulfilled the requirement to evaluate the English teacher’s competency. In order to know to what extent the effectiveness of the Internal Evaluation Model of English teachers’ competency for Senior High School, the model was then evaluated by peer and the English teacher itself. They concluded that the components of the model were comprehensive, practical, economical, and were supported by instruments that valid and reliable. Keywords: internal evaluation, evaluation model, teachers’ competency

Researching Language and Semiotic Registers in Chemistry Lessons Using Multimodal Narratives

2019 ◽  
pp. 324-338
Author(s):  
Carolina José Maria
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Chemistry Teacher ◽  
School Students ◽  
Video Recordings ◽  
Chemical Concepts ◽  
Semiotic Registers

The main objective of this chapter is to extend the discussion of language and the use of semiotic registers in chemistry lessons. Audio and video recordings, students' notebooks, photographs of content, and activities recorded on the blackboard in chemistry lessons for high school students taught in a public school in the interior of the State of São Paulo enabled the construction of multimodal narratives (MNs). The qualitative analysis of the MNs allowed the identification and understanding of the semiotic registers present in eight lessons conducted by a chemistry teacher. The study revealed several semiotic registers present in the lessons, but there is little exploration of the processes of conversion between semiotic registers by the teacher and therefore by the students. The use of different semiotic registers without the necessary understanding of them can result in difficulties in the teaching and learning processes of chemical concepts.

scholarly journals Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system

2020 ◽  
Vol 3 (1) ◽  
pp. 26-33
Author(s):  
Liliana Magdalena Alcívar Rodríguez ◽  
Karina Eliana Castro Intriago ◽  
Luis Alfredo Tubay Cevallos ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Multiple Intelligences ◽  
Formative Evaluation ◽  
Traditional Approach ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
School Students ◽  
General Process

Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.

scholarly journals Termobingo: desenvolvimento e aplicação de jogo educativo como recurso facilitador na aprendizagem de entalpia de ligação

2021 ◽  
Vol 1 (55) ◽  
Author(s):  
Dênis Patrício Vidal ◽  
Maíre Gomes de Meneses ◽  
Damião Da Silva Dantas ◽  
Emanuel Victor Da Silva Ramos ◽  
João Batista Moura de Resende Filho
Keyword(s):  
High School ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Learning Processes ◽  
Educational Process ◽  
Educational Game ◽  
Learning Problems ◽  
Alternative Method

<p>The ludic is resource that has always helped educators in the development of the learners’ cognitive abilities. In the Chemistry Education, several papers were reported about the relevance of the ludic in the teaching and learning processes. This paper reported a class experience in the application of an educational game called “TERMOBINGO” (game that helps students to learn how to determine the reaction’s enthalpy by the bond enthalpies’), in a class of the 3rd year of High School. We noted that ludic activities act as motivation tool for teaching and learning processes in classroom and they also act as alternative method to decrease teaching and learning problems. In addition, the students realized how important was the knowledge about chemistry concepts in order to participate effectively in the ludic activity. Thus, through this work we understand the importance of the games’ use in the educational process, as an instrument that facilitates integration, sociability, stimulate the playful, and mainly learning.</p>

Teaching English through the Earliest Language Fragment to Students at Islamic High School Miftahul Islah Tembelok Sandubaya District-Mataram

2017 ◽  
Vol 3 (4) ◽  
pp. 113
Author(s):  
Sribagus ◽  
Sahuddin ◽  
Lalu Nurtaat
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Training Workshop ◽  
Teaching English ◽  
Islamic Schools ◽  
Service Training ◽  
Negative Impression ◽  
Successful Teaching

Teaching and learning English at all levels of education under Diknas or Depag is still a serious problem. English at the traditional Islamic schools (Madrasah Miftahul Islah Tembelok, in particular) still gives a negative impression, threatening, frightening, boring, difficult, and decreasing learning motivation. So many efforts have been made to increase the professionalism of the teacher/Ustaz such as in-service training, workshop, but show no significant result.  This article offers an alternative way out.  Successful teaching and learning foreign language should begin from the earliest fragment of language: acquiring vocabularies.

scholarly journals Implementasi pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta

2017 ◽  
Vol 4 (2) ◽  
pp. 153 ◽  
Author(s):  
Indah Pertiwi ◽  
Marsigit Marsigit
Keyword(s):  
High School ◽  
Data Collection ◽  
Character Education ◽  
Junior High School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Processes ◽  
Discrepancy Model ◽  
Mathematics Teaching And Learning

Penelitian bertujuan untuk mendeskripsikan implementasi, faktor pendukung dan penghambat penerapan pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi model discrepancy model dengan pendekatan kuantitatif dan kualitatif. Penelitian melibatkan sampel sebanyak 22 SMP untuk pengumpulan data kuantitatif dan 6 SMP untuk pengumpulan data kualitatif. Hasil evaluasi dapat disimpulkan bahwa implementasi pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta termasuk dalam kategori cukup. Adapun faktor pendukung adalah (1) visi dan misi sekolah; (2) adanya peraturan dan tata tertib yang telah diatur sekolah, (3) dukungan dan kerjasama yang baik antar warga sekolah; (4) kondisi siswa yang memiliki dasar karakter baik; (5) contoh perilaku positif guru sebagai teladan. Sedangkan faktor penghambat adalah (1) guru belum memiliki pemahaman yang memadai tentang konsep pendidikan karakter dalam pembelajaran matematika; (2) guru mengalami kesulitan dalam mengidentifikasi nilai karakter dari kompetensi dasar pada mata pelajaran matematika; (3) guru belum dapat mengimplementasikan pendidikan karakter yang terintegrasi dalam pembelajaran matematika dengan baik; (4) sarana dan prasarana yang belum lengkap; (5) dokumentasi penilaian sikap siswa masih lemah. Character Education Implementation in Mathematics Teaching and Learning of Junior High School in Yogyakarta AbstractThe aim of this research was to describe the implementation, supporting factors and obstacles the implementation of character education in mathematics teaching and learning of junior high school in Yogyakarta. This research is an evaluation research discrepancy model with the quantitative and qualitative approach. The study involved 22 samples of SMP for quantitative data collection and 6 SMP for qualitative data collection. The results from this study revealed that character education implementation in mathematics teaching and learning of junior high schools in Yogyakarta was good. Supporting factors were: (1) the vision and mission of the school; (2) ground rules that have been designed by the schools; (3) support and cooperation among school members; (4) student’s condition who have a basic good character; and (5) examples of positive behavior of teachers as role models. Obstacles were: (1) teachers do not have enough understanding of character education especially in the implementation in mathematics teaching and learning processes; (2) teachers have difficulties to identify the character values from the basic competence of mathematics; (3) teachers have not been able to implement character education integrated to mathematics teaching and learning processes properly; (4) poor teaching and learning facilities in some schools; and (5) poor documentation of students’ character assessment.

scholarly journals Pictorial Representations in Geology Textbooks of High School: a Study in the Scope of the Paleomagnetism

2017 ◽  
pp. 383-398
Author(s):  
Gina Pereira Correia ◽  
Celeste Romualdo Gomes
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Research Question ◽  
Learning Processes ◽  
Effective Learning ◽  
Verbal Language ◽  
12Th Grade ◽  
Pictorial Representations ◽  
Relationship Of ◽  
The Relationship

The pictorial representations (PR) are fundamental in textbooks, particularly to those regarding the Sciences education. Their efficiency and value for the teaching and learning processes must be focus not in their quantity, but in the way they are linked and integrated, so that it can create an adequate relationship with the verbal language. This study presents the results obtained from a quantitative evaluation of Biology and Geology textbooks of the 10th grade (n=5) and Geology of the 12th grade (n=3) of the Portuguese education system. The chosen topic was Paleomagnetism and it was formulated through the following research question: in the chapter concerning Paleomagnetism, do the Geology textbooks show a consistent organisation and structuring of the PR for the teaching and learning processes? To answer this question, the following goals were defined, which should be able to evaluate: the relationship of “communication”between the PR and the verbal language in the previously evaluated subchapters; the prevalence of the PR typologies in the observed sample; the presence of legend and scale in the considered PR. The results allow us to conclude the importance that PR has in the Geosciences teaching as a complement to the explanation text, and as a support to the practical activities. However, there are evidences of the lack of rigor in the use of these representations, which can lead to the possibility of a less effective learning of geological subjects or may lead to erroneous conceptions in students.

scholarly journals Modelos didáticos comestíveis como uma técnica de ensino e aprendizagem de biologia celular

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Keiciane Canabarro Drehmer Marques
Keyword(s):  
High School ◽  
Cell Biology ◽  
Teaching And Learning ◽  
Planning Process ◽  
Learning Processes ◽  
Biology Teaching ◽  
Abstract Content ◽  
Interest And Motivation ◽  
Didactic Models

Resumo: O Ensino de Biologia apresenta inúmeros conteúdos com abstrações que dificultam os processos de aprendizagens dos estudantes, um destes é a Biologia Celular, por tratar de estruturas microscópicas gera certo distanciamento aos educandos. Neste contexto, observou-se a importância de utilizar recursos didáticos que podem auxiliar na aprendizagem e permitir o protagonismo dos discentes. A atividade realizada constituiu-se na construção de modelos de células comestíveis por cinco turmas de 1º ano do Curso Técnico em Agropecuária Integrado ao Ensino Médio do Instituto Federal Farroupilha - Campus São Vicente do Sul/RS. O processo de planejamento até a montagem das células comestíveis envolveu os estudantes de maneira intensa, os mesmos participaram ativamente, com interesse e motivação. A confecção dos modelos comestíveis propiciou a construção do próprio conhecimento em um conteúdo abstrato, materializando este para ajudar na compreensão. A atividade possibilitou o desenvolvimento de diversas competências nos estudantes que vão além dos conteúdos conceituais da Biologia, permitindo a formação integral do educando em todas as suas dimensões.Palavras-chave: Modelos didáticos. Biologia Celular.  Ensino de Biologia.EDIBLE DIDACTIC MODELS AS A TECHNIQUE OF TEACHING AND LEARNING ABOUT CELLULAR BIOLOGYAbstract: The Teaching of Biology presents so many contents with abstractions that make difficult the learning processes of the students, one of these is the Cell Biology, because dealing with microscopic structures generate a certain distance from the students. In this context, it was observed the importance of using didactic resources that can aid in the learning and allow the protagonism of the students. The activity was constituted in the construction of models of edible cells by five classes of 1st year of the Technical Course in Agropecuarian Integrated to High School of Instituto Federal Farroupilha - Campus São Vicente do Sul/RS. The planning process until the assembly of the edible cells involved the students intensely, they participated actively, with interest and motivation. The making of the edible models allowed the construction of the own knowledge in an abstract content, materializing this one to aid in the understanding. The activity made possible the development of several competences in the students that go beyond the conceptual contents of Biology, allowing the integral formation of the student in all its dimensions.Keywords: Didactic models. Cell biology. Teaching of Biology.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

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