Ants as an Experiential Learning Strategy in Preschool Teacher Training

2021 ◽  
pp. 134-154
Author(s):  
Rosa María Gálvez Esteban ◽  
Beatriz Bravo Torija ◽  
Jose Manuel Pérez Martín
Keyword(s):  
Preservice Teachers ◽  
Experiential Learning ◽  
Learning Strategy ◽  
Preschool Teachers ◽  
Life Cycles ◽  
Preschool Teacher ◽  
Education Project ◽  
Teaching Resource ◽  
Living Things ◽  
Living Organisms

In this chapter, the authors present the results of a project designed for 41 preservice preschool teachers to introduce the concept of living things as an experiential learning strategy in the classroom. The need to approach this concept from a different perspective prompted the design of an education project involving the introduction of insects into classroom as a teaching resource. An informative storyline was used for project launch presentation. The questions they strive to answer in this chapter are related with what concepts of living organisms and what inquiry stages will preservice teachers consider their pupils will carry out during the project. Relevant concepts that are usually not much covered in the preschool curriculum such as the life cycles of animals were considered by 23 participants. Twenty-five of the future teachers claimed that they would be able to work on every inquiry step if they implemented this project in the classroom.

The Death of the Ethic of Life

2019 ◽  
Author(s):  
John Basl
Keyword(s):  
Environmental Ethics ◽  
Philosophy Of Biology ◽  
Biomedical Ethics ◽  
Moral Concern ◽  
Ethics Of Technology ◽  
Living Things ◽  
Moral Importance ◽  
Practical Concern ◽  
Living Organisms

According to the ethic of life, all living organisms are of special moral importance. Living things, unlike simple artifacts or biological collectives, are not mere things whose value is entirely instrumental. This book articulates why the ethic is immune to most of the standard criticisms raised against it, but also why such an ethic is untenable, why the domain of moral concern does not extend to all living things; it argues for an old conclusion in an entirely new way. To see why the ethic must be abandoned requires that we look carefully at the foundations of the ethic—the ways in which it is tightly connected to issues in the philosophy of biology and the sorts of assumptions it must draw on to distinguish the living from the nonliving. This book draws on resources from a variety of branches of philosophy and the sciences to show that the ethic cannot survive this scrutiny, and it articulates what the death of the ethic of life means in a variety of areas of practical concern, including environmental ethics, biomedical ethics, ethics of technology, and in philosophy more generally.

scholarly journals New Skills in Education for Biodiversity Conservation in Romania

2015 ◽  
Vol 1 (1) ◽  
pp. 336-344
Author(s):  
Maria-Mihaela Antofie ◽  
Camelia Sand Sava
Keyword(s):  
Experiential Learning ◽  
Conceptual Framework ◽  
Biodiversity Conservation ◽  
Learning Process ◽  
Native Species ◽  
International Level ◽  
The Public ◽  
Regulatory Frameworks ◽  
Living Organisms ◽  
Biology Curriculum

AbstractThe purpose of this article is to analyse political and regulatory frameworks for connecting education and environment authorities in order to reveal opportunities for introducing new activities based on living organisms into the biology curriculum. The article is also proposing a conceptual framework for capacity building based on the analysis of relevant results at the international level, regarding the experiential learning process. Based on the results of this analysis Romania has the capacity to implement new activities under the public curricula for biology in order to support the development of new skills for ensuring biodiversity conservation as a whole. Moreover, at least three native species, domesticated or wild, may become subjects for next activities development under the existing curricula.

scholarly journals Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

2021 ◽  
Vol 22 (4) ◽  
Author(s):  
Svetlana Lazić ◽  
Vesna Colić ◽  
Milenko Janković
Keyword(s):  
Preschool Teachers ◽  
Age Groups ◽  
Preschool Teacher ◽  
Learning Method ◽  
Direct Practice ◽  
Child Play ◽  
School Year ◽  
Teacher’S Role ◽  
Child's Play ◽  
Autonomous Province

The paper presents the research carried out in the school year 2018-19 in preschoolsof the Autonomous Province of Vojvodina. The aim of the research was to assess therole of preschool teachers in supporting and enriching child’s play, gain insight intochildren’s actions in relation to it, as well as to ascertain the dominant perspectiveof the children and adults in the play. One hundred forty-five preschool teachershad been interviewed. The results have shown that teachers have had a shiftof focus in understanding child’s play and assessing its efficiency. Even thoughteachers in general see play as a free child’s activity, it has become apparent theyperceive it more as a learning method than a free child’s action. Play with rules wasintroduced to all age groups of children, including nursery. The play implementedin the research was assessed as successful, and the preschool teacher’s role was toguide or observe it. Even though the question of the relation in which the childenters and builds its own experiences is seen as an imperative in contemporaryeducational policies, teachers have stated that they are mostly focused on eithertheir own or the child's perspective. The research has confirmed the presence of atendency for didactisation of play and showed the need for new insights into thissignificant child's activity.Keywords: child; play; preschool teacher; relationship; perspective. - radu je prikazano istraživanje koje je provedeno u školskoj godini 2018./19. udječjim vrtićima na području Autonomne Pokrajine Vojvodine. Cilj je istraživanjaprocijeniti ulogu odgajatelja u podržavanju i obogaćivanju dječjih igara, uvid ustvaranje djece u odnosu na igru kao i percepciju dominantne perspektive djetetaili odrasle osobe u igri. Intervjuirano je 145 odgajatelja. Rezultati su pokazali da seodgajatelj usredotočio na razumijevanje dječje igre i procjenu njezine izvedbe. Iakoodgajatelji u načelu shvaćaju igru kao slobodnu dječju aktivnost, pokazalo se da jeona viđena kao metoda učenja, a ne kao slobodno dječje djelovanje. Uvodili su igrus pravilima u sve dobne skupine djece, uključujući jaslice. U procesu igre uspješno suocijenili svoju ulogu upravljanja i nadzora. Iako pitanje odnosa u koje dijete ulazii gradi vlastita iskustva vide kao imperativ u suvremenim odgojno-obrazovnimpolitikama, odgajatelji su izjavili da su uglavnom usmjereni ili na vlastitu ili nadječju perspektivu. Istraživanje je potvrdilo postojanje tendencije za didaktizacijuigre i otvorilo potrebu za novim spoznajama o ovoj značajnoj dječjoj aktivnosti.Ključne riječi: dijete; igra; odgajatelj; odnos; perspektiva.

scholarly journals Examination of the Perceptions on the View of Preschool Teachers About School Counselor

2018 ◽  
Vol 6 (6) ◽  
pp. 13 ◽  
Author(s):  
Muhammet Ü. Öztabak
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Preschool Teachers ◽  
Personal Information ◽  
School Administrator ◽  
Problem Solver ◽  
Preschool Teacher ◽  
Analysis Method ◽  
Academic Year ◽  
European Side

The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.

THE INTERACTIONS OF VERTEBRATES AND INVERTEBRATES IN PEATLANDS AND MARSHES

1987 ◽  
Vol 119 (S140) ◽  
pp. 15-30 ◽  
Author(s):  
Henry R. Murkin ◽  
Bruce D.J. Batt
Keyword(s):  
Current Knowledge ◽  
Life Cycles ◽  
Future Research ◽  
Aquatic Environments ◽  
Research Needs ◽  
Avian Community ◽  
Wide Range ◽  
Dead Plant ◽  
Living Organisms ◽  
And Function

AbstractThis paper reviews the interactions of vertebrates and invertebrates in peatlands and marshes to assess current knowledge and future research needs. Living organisms may interact through a number of direct trophic and nutrient pathways and a variety of non-trophic, habitat-dependent relationships. Freshwater marshes and peatlands are dynamic aquatic environments and organisms that occupy these areas must be adapted to a wide range of environmental conditions. The avian community illustrates the main interactions of invertebrates and vertebrates in peatlands and marshes. Waterfowl, along with fish and furbearers, are the most economically important vertebrates using these habitats. Each of these groups has important trophic and habitat links to the invertebrates within wetlands.The most common interaction between vertebrates and invertebrates is the use of invertebrates as food by vertebrates. Few studies, however, have dealt with trophic dynamics or secondary production within wetlands. Waterfowl, fish, and many other wetland vertebrates, during all or part of their life cycles, regularly feed on invertebrates. Some invertebrates are vectors of disease and parasites to vertebrates. Vertebrates can directly affect the structural substrate that invertebrates depend on as habitat through consumption of macrophytes or through the use of living and dead plant material in the construction of houses and nests. Conversely, herbivorous invertebrates may directly affect the survival and distribution of macrophytes in wetlands. Macrophyte distribution, in turn, is an important factor in determining vertebrate use of wetlands. The general lack of both taxonomic and ecological information on invertebrates in wetlands is the main hindrance to future elucidation of vertebrate–invertebrate interactions in these environments. Development of invertebrate sampling techniques suitable for wetland habitats also is necessary. More specific research needs must be met to develop a better understanding of the structure and function of these dynamic systems.

Organization of Practice-Oriented Assessment of Educational Results of Future Preschool Teachers by WorldSkills Standards

2020 ◽  
Vol 15 (5) ◽  
pp. 94-101
Author(s):  
Ulsutueva Oyuna D. ◽  
◽  
Lysikova Tatjyana S. ◽  
Tayurskaya Olga Yu. ◽  
◽  
...  
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Professional Activity ◽  
Preschool Teacher ◽  
State University ◽  
Higher Education System ◽  
Professional Activities ◽  
Integrated Practice ◽  
The University ◽  
Operational Component

The authors of the article note the relevance of introducing into the educational system of the university the possibility of choosing forms of evaluation of educational results of students, which will reveal the skills of professional activities that are important for the labor market. The article reveals the specifics of the organization of a practice-oriented assessment of the educational results of future preschool teachers according to WorldSkills standards in the conditions of quasi-professional activity, Namely, the characteristics of the activities of the teacher of preschool education, provided in various standards, presented the experience of the participation of teachers of the Department of Theory and Methodology of Preschool Education of the Transbaikal State University as compatriots and experts in the competition of professional skills WorldSkills Russia, on the basis of which the criteria for evaluating educational results were developed on the examination of the discipline “Mathematical Development of early and preschool children” teachers of pre-school education, as well as described the possibility of organizing a demonstration exam at the university on the example of one discipline. Consequently, the training of a preschool teacher has a special place in the operational component of professional readiness, and the organization of integrated practice-oriented assessment of the educational results of the graduate becomes important in the higher education system.

Preschool Teacher Identity

2016 ◽  
pp. 1914-1942
Author(s):  
Sanja Tatalović Vorkapić ◽  
Lidija Vujičić ◽  
Renata Čepić
Keyword(s):  
Teacher Identity ◽  
Cultural Context ◽  
Preschool Teachers ◽  
Theoretical Models ◽  
Preschool Teacher ◽  
Study Program ◽  
Learning And Teaching ◽  
Education And Care ◽  
Best Teachers

The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching processes and learning outcomes. Furthermore, two equally important dimensions that characterize teaching roles, as linked with concepts of identity, are professional and personal dimensions. Therefore, one might be wondering: Who are contemporary preschool teachers? How do they define their self and identity? What determines identity that preschool teachers describe as theirs? Consequently, how do these identities influence the quality of process of early and preschool care and education? Answering these questions is no easy task since the concept of identity is defined in various ways in the more general literature (Beijaard, Meijer, & Verloop, 2004). This chapter is focused on an analysis of preschool teacher identity from three specific aspects. First, since all identity models emphasize the cultural context within which preschool teachers' identity develops and its crucial role, contemporary changes in preschool teacher roles and a new study program called Early and Preschool Teacher Education and Care are analysed in the Croatian context. Secondly, in order to follow contemporary literature, theoretical models of identity are presented. Afterwards, based on such models, the personality traits and temperament of research participants are analysed within the context of preschool teacher identity. Finally, the chapter's third section analyses preschool teachers' values, motives, and narratives.

Preschool Teacher Identity

2014 ◽  
pp. 22-60 ◽  
Author(s):  
Sanja Tatalović Vorkapić ◽  
Lidija Vujičić ◽  
Renata Čepić
Keyword(s):  
Teacher Identity ◽  
Cultural Context ◽  
Preschool Teachers ◽  
Theoretical Models ◽  
Preschool Teacher ◽  
Study Program ◽  
Learning And Teaching ◽  
Education And Care ◽  
Best Teachers

The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching processes and learning outcomes. Furthermore, two equally important dimensions that characterize teaching roles, as linked with concepts of identity, are professional and personal dimensions. Therefore, one might be wondering: Who are contemporary preschool teachers? How do they define their self and identity? What determines identity that preschool teachers describe as theirs? Consequently, how do these identities influence the quality of process of early and preschool care and education? Answering these questions is no easy task since the concept of identity is defined in various ways in the more general literature (Beijaard, Meijer, & Verloop, 2004). This chapter is focused on an analysis of preschool teacher identity from three specific aspects. First, since all identity models emphasize the cultural context within which preschool teachers' identity develops and its crucial role, contemporary changes in preschool teacher roles and a new study program called Early and Preschool Teacher Education and Care are analysed in the Croatian context. Secondly, in order to follow contemporary literature, theoretical models of identity are presented. Afterwards, based on such models, the personality traits and temperament of research participants are analysed within the context of preschool teacher identity. Finally, the chapter's third section analyses preschool teachers' values, motives, and narratives.

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