Use of Robots to Help Students With Diverse Needs

2021 ◽  
pp. 74-90
Author(s):  
Ayşe Tuna
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Learning Needs ◽  
Education Student ◽  
Age Group ◽  
Key Skills ◽  
Team Spirit ◽  
Education Robots ◽  
Socially Interactive Robots ◽  
Education Of Students

In most countries, the student population in schools continues to grow more diverse, and the unique learning needs of the students are recognized. In this respect, it is crucial to ensure that policies foster educational outcomes for all students, not just an average general education student. Since working on robots is very stimulating for especially young students, allowing them to develop key skills that will help them be successful during their school years and beyond in terms of problem-solving, creativity, scientific approach, and team spirit, robots are becoming more popular as an educational platform. For that reason, many types of robots are being involved in education. Robots with different features and capabilities, such as simple robots or socially interactive robots, are used in education, and usually, objectives and targets of a study and age group of students dictate the choices regarding robots. Considering the different roles of robots in education, in this chapter, the use of robots in the education of students with diverse needs is reviewed.

LA ORIENTACIÓN FAMILIAR EN LA SOLUCIÓN DE PROBLEMAS Y EL ANÁLISIS DE RIESGO EN LA EDUCACIÓN DE LOS ESCOLARES

2018 ◽  
Vol 3 (5) ◽  
pp. 27
Author(s):  
Rovinson Yovanni Zambrano Zambrano ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Risk Analysis ◽  
School Environment ◽  
Comparative Method ◽  
Educational Institution ◽  
Family Counseling ◽  
Theoretical Research ◽  
Deviant Behaviors ◽  
Deductive Method ◽  
Education Of Students

La vinculación entre la familia y la escuela es esencial para la educación de los estudiantes de cualquier institución educativa. Entre sus funciones más importantes se ubica, la prevención de las posibles conductas desviadas en el ámbito escolar. El presente estudio aborda el comportamiento de la función prevención y solución de problemas de la orientación familiar, desde el análisis de riesgo; al caracterizar su estado actual y proponer una estrategia para el perfeccionamiento de la orientación familiar, para ello se utilizaron fundamentalmente métodos teóricos de investigación como el método hipotético deductivo, la abstracción científica, el método comparativo, el enfoque sistémico estructural funcional y en calidad de complemento, el diagnóstico. Ellos permitieron arribar a los resultados que presentamos, el estudio es descriptivo y causal. Específicamente el análisis toma como estudio de caso las familias de los estudiantes de la unidad educativa “Cecilia Velázquez Murillo” de la ciudad de Jipijapa en el Ecuador. PALABRAS CLAVE: Orientación familiar; solución de problemas; riesgo en la familia.  FAMILY COUNSELING IN THE SOLUTION OF PROBLEMS FROM RISK ANALYSIS  ABSTRACT  The link between family and school is essential for the education of students of any educational institution. Among its most important functions is the prevention of possible deviant behaviors in the school environment. The present study addresses the behavior of the prevention and problem solving function of family counseling, from the risk analysis; by characterizing their current state and proposing a strategy for the improvement of family orientation, fundamentally theoretical research methods such as the hypothetical deductive method, scientific abstraction, the comparative method, the functional structural systemic approach and as a complement were used., the diagnosis. They allowed us to arrive at the results we present, the study is descriptive and causal. Specifically, the analysis takes as case study the families of the students of the educational unit "Cecilia Velázquez Murillo" of the city of Jipijapa in Ecuador. KEYWORDS: Orientation; problem solving; risk in the family.

scholarly journals The school system reform in 1958-1964: challenges and miscalculations

2020 ◽  
Vol 9 (1) ◽  
pp. 200-205
Author(s):  
Aleksandr Ivanovich Repinetskiy ◽  
Viktor Vasilevich Ryabov
Keyword(s):  
School Reform ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Professional Education ◽  
System Reform ◽  
Industrial Training ◽  
Industrial Enterprises ◽  
Education Of Students ◽  
Further Development

The paper considers the reasons for the educational system reform in the late 1950s, which began with the adoption of the law Strengthening the connection of school with life and further development of the national educational system in the USSR. The main propositions of the secondary school reform included labor polytechnic schools establishments where students were supposed to get profession along with the study of general education subjects. The period of study at a secondary school was supposed to be three years (grades 9, 10, 11). Schools and industrial enterprises where industrial training was to take place were not ready to organize industrial training. Despite the extensive campaign, the perception of the reform in society was controversial. The reform did not achieve its main goal - schools could not carry out pre-professional education of students.

scholarly journals The Goal of the Universal Design for Learning: Development of All to Expert Learners

2021 ◽  
pp. 23-57
Author(s):  
Julita Navaitienė ◽  
Eglė Stasiūnaitienė
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Learning Goals ◽  
Learning Needs ◽  
Personal Learning ◽  
General Education Curriculum ◽  
Design For Learning ◽  
Learning Development

AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

scholarly journals Teaching is More than Applying Knowledge:

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Manuela Keller-Schneider
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Crucial Role ◽  
Developmental Tasks ◽  
Education Student ◽  
Teacher Education Student ◽  
Teacher Professionalization ◽  
Changing Times

Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem-solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Based on the model of professionalization in which individual resources play a crucial role in the perception of challenge and the coping with it, results from a study on the challenges of beginning teachers were shown. The main finding that beginning teachers are most challenged by teaching that refers to individual students’ needs leads to consequences for teacher education. Student teachers need to build up adaptive knowledge for school and reflection competences. Explanations on a course at Zurich University of Teacher Education show how student teachers are educated in a problem-based setting to build up knowledge and competence that are useful in order to teach considering individual students’ needs. The article closes with a model of reflection on challenging situations that takes into account different factors of individual resources that are relevant for professionalization. Keywords: teacher education, developmental tasks, requirement appraisal, individual resources, reflection, problem-based learning

Empirical Analyses and Creative Thinking

2017 ◽  
Author(s):  
Megan Gahl ◽  
Vicki Chandler
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Empirical Research ◽  
Creative Thinking ◽  
Deep Understanding ◽  
Evidence Based ◽  
Daily Lives ◽  
Creative Solutions ◽  
Novel Approaches ◽  
Empirical Analyses

Our world is facing unprecedented challenges that will require novel approaches and creative solutions. In our general education course on Empirical Analyses we introduce skills and concepts that cultivate a systematic and creative approach to evidence-based analyses and problem solving. The overarching goal is to instill in students a deep understanding of how evidence is used creatively to generate hypotheses, test hypotheses, draw conclusions, and recognize biases. We lead students to develop creative solutions and designs; we also stress the ability to critically evaluate empirical research. Effective thinkers must think both creatively and critically, generating ideas and options and evaluating them rigorously. Although we draw on examples and questions from the physical, life, and social sciences, the skills and concepts we introduce apply well beyond science to the problems, decisions and challenges of our daily lives.

Statistical Inference for the General Education Student-It Can Be Done

1977 ◽  
Vol 8 (4) ◽  
pp. 223
Author(s):  
Allen H. Holmes ◽  
Walter Sanders ◽  
John LeDuc
Keyword(s):  
General Education ◽  
Statistical Inference ◽  
Education Student
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