Educational Practices Resulting From Digital Intelligence

2021 ◽  
pp. 43-60
Author(s):  
Ana Nobre
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Educational Practices ◽  
Pedagogical Innovation ◽  
Role Of Teachers ◽  
Near Future

This chapter highlights the place that digital intelligence is gaining in all sectors of our society, especially in education. Digital intelligence influences individual and collective life and it is necessary to develop critical thinking about its use. Training learners and teachers in digital intelligence also means, in a way, working to prevent potential abuses that could occur in the near future. For digital intelligence to contribute to the academic success of all learners, the role of teachers has never been more important. This chapter analyzes the emerging practices resulting from pedagogical innovation, with digital intelligence in platforms Moodle, Duolingo, and Classcraft.

scholarly journals Proposal to Structure Social Studies Course According to Toulmin’s Argumentation Model

2021 ◽  
Vol 10 (4) ◽  
pp. 118
Author(s):  
İrem Namli Altintaş ◽  
Meltem Çengel Schoville
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Controversial Issues ◽  
Educational Backgrounds ◽  
Teaching Content ◽  
Evaluation Models ◽  
Global Problems ◽  
Role Of Teachers ◽  
Scientific Framework

Argumentation Method, which is based on data, claims, justifications, is used in education when it comes to scientific and controversial issues. The purpose of this research, is to demonstrate how argumentation method can be used in social studies courses and to guide social studies pedagogy. Examples of activities related to how argumentation can be used in social studies courses, and suggestions about the role of teachers in the teaching process are presented throughout the research. The research emphasizes forms of argumentation based on reason, particularly the analysis of cause and effect in the analysis of human actions. Using this socio-scientific framework as the basis for social studies classroom instruction allows for meaningful in-class discussions concerning individual and global problems. In this context, argumentation can be used in teaching Content-Based Critical Thinking. In evaluating the use of the argumentation model in social studies courses, this analysis examines three interrelated variables: goals, educational backgrounds and evaluation models.

scholarly journals Osposobljavanje univerzitetskih nastavnika za efikasniji odgojno-obrazovni rad kroz upotrebu kognitivno-bihevioralnih principa terapijskog rada

2013 ◽  
Vol 13 (2 2013) ◽  
pp. 87-112
Author(s):  
Mustafa Šuvalija
Keyword(s):  
Academic Success ◽  
Cognitive Therapy ◽  
Educational Process ◽  
Basic Principles ◽  
Efficient Approach ◽  
Highly Efficient ◽  
Teaching Role ◽  
Motivation For Learning ◽  
Role Of Teachers

Attitudes of students towards education represent one the most important determinants of their motivation for learning and academic success. Possession of tools for modification of those attitudes, when they prevent academic participation and success, would simplify the rearing and teaching role of teachers. Since cognitive therapy is highly efficient approach of changing behaviour by changing beliefs (including attitudes), the adaption of its basic principles and techniques in education context regarding modification of relevant attitudes, as well as education of teachers in the filed of cognition-based techniques, could satisfy the need for such a tool. Here we present the theoretical elaboration of possibilities to integrate the principles and techniques of cognitive therapy into educational process in order to facilitate change of attitudes which can inconveniently affect academic inclusion and success of students.

Educated in conspiracies? Specific (non) conspiracy beliefs and rationality as predictors of future teachers’ generic conspiracy beliefs and meta-beliefs across three countries

2021 ◽  
Author(s):  
Theofilos Gkinopoulos ◽  
Myrto Pantazi ◽  
Sylvain Delouvée
Keyword(s):  
Critical Thinking ◽  
Middle School Teachers ◽  
Future Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teachers Beliefs ◽  
Education Improvement ◽  
Conspiracy Beliefs ◽  
Role Of Teachers

A few studies have examined endorsement of conspiracy beliefs in cohorts of future teachers. We aimed to compare endorsement of conspiracy beliefs in future teachers, as well as the teachers’ beliefs about their students’ conspiracy beliefs in three countries. We recruited 1118 students in England, Greece and France, trained to become middle school teachers. We measured future-teachers’ generic and specific conspiracy beliefs, rationality/objectivity, beliefs in non-conspiracy explanations and their perceptions about the average student’s generic conspiracy beliefs. Differences per subject across countries and dependent measures were identified. Specific conspiracy beliefs, rationality/objectivity and official non-conspiracy explanations predicted teachers’ generic conspiracy beliefs. Teachers’ generic conspiracy beliefs, rationality/objectivity and specific conspiracy beliefs predicted teachers’ perceptions about the average student’s generic conspiracy beliefs. Discussion focuses on the role of teachers’ conspiracy beliefs in mapping out critical thinking and teaching strategies for education improvement.

DNA methylation in satellite repeats disorders

2019 ◽  
Vol 63 (6) ◽  
pp. 757-771 ◽  
Author(s):  
Claire Francastel ◽  
Frédérique Magdinier
Keyword(s):  
Dna Methylation ◽  
Human Genome ◽  
Repetitive Dna ◽  
Dna Sequences ◽  
Satellite Repeats ◽  
Tremendous Progress ◽  
Genes Encoding ◽  
Dna Elements ◽  
Near Future

Abstract Despite the tremendous progress made in recent years in assembling the human genome, tandemly repeated DNA elements remain poorly characterized. These sequences account for the vast majority of methylated sites in the human genome and their methylated state is necessary for this repetitive DNA to function properly and to maintain genome integrity. Furthermore, recent advances highlight the emerging role of these sequences in regulating the functions of the human genome and its variability during evolution, among individuals, or in disease susceptibility. In addition, a number of inherited rare diseases are directly linked to the alteration of some of these repetitive DNA sequences, either through changes in the organization or size of the tandem repeat arrays or through mutations in genes encoding chromatin modifiers involved in the epigenetic regulation of these elements. Although largely overlooked so far in the functional annotation of the human genome, satellite elements play key roles in its architectural and topological organization. This includes functions as boundary elements delimitating functional domains or assembly of repressive nuclear compartments, with local or distal impact on gene expression. Thus, the consideration of satellite repeats organization and their associated epigenetic landmarks, including DNA methylation (DNAme), will become unavoidable in the near future to fully decipher human phenotypes and associated diseases.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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