The Case of Situated Learning Experiences for Secondary School Adult Certification (Education/International)

2021 ◽  
pp. 144-155
Author(s):  
Mónica Sulecio de Alvarez
Keyword(s):  
Secondary School ◽  
Situated Learning ◽  
Learning Experiences

scholarly journals Conceptualizing content-related PD facilitator expertise

2021 ◽  
Author(s):  
Susanne Prediger ◽  
Bettina Roesken-Winter ◽  
Rebekka Stahnke ◽  
Birte Pöhler
Keyword(s):  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Situated Learning ◽  
Mathematics Teaching ◽  
Learning Opportunities ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Situational Demands ◽  
Classroom Level

AbstractStudies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators should learn often lack a conceptualization that captures facilitators’ expertise for different PD content. In this article, we provide a framework for facilitator expertise that is in line with current conceptualizations but makes explicit the content-related aspects of such expertise. The framework for content-related facilitator expertise combines cognitive and situated perspectives and allows unpacking different components at the PD level and the classroom level. Using two illustrative cases of different PD content (probability education in primary school and language-responsive mathematics teaching in secondary school), we exemplify how the framework can help to analyze facilitators’ practices in content-related ways in a descriptive mode. This analysis reveals valuable insights that support designers of facilitator preparation programs to specify what facilitators should learn in a prescriptive mode. We particularly emphasize the importance of working on content-related aspects, unpacking the PD content goals into the content knowledge and pedagogical content knowledge elements on the classroom level and developing facilitators’ pedagogical content knowledge on the PD level (PCK-PD), which includes curricular knowledge, as well as knowledge about teachers’ typical thinking about a specific PD content. Situated learning opportunities in facilitator preparation programs can support facilitators to activate these knowledge elements for managing typical situational demands in PD.

scholarly journals Oz Never Did Give Nothing to the Scarecrow: Neurophenomenology and Critical Pedagogy

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Robert Garfield McInerney
Keyword(s):  
Critical Pedagogy ◽  
Embodied Cognition ◽  
Situated Learning ◽  
Educational System ◽  
Learning Experiences ◽  
Human Learning ◽  
Wizard Of Oz ◽  
Subjugated Knowledge ◽  
The Brain ◽  
Formal Operations

Using the film the Wizard of Oz, an illustrative comparison is made between the Scarecrow's learning experiences and our own. Like we often do, the Scarecrow reduces his potential learning and thinking abilities to nothing more than the formal operations presumably at work in the brain. Ostensibly lacking this brain, the Scarecrow solves nearly all the problems encountered in the journey to Oz. A neurophenomenological description of the Scarecrow's experiences reveals his prereflective, situated learning, and embodied cognition. These ways of learning are often ignored and devalued in our educational system. Can this same method reveal our own subjugated knowledges? Herein, neurophenomenology is demonstrated as a critical pedagogy that critiques and liberates subjugated knowledge and supports a richer assessment of human learning and thinking.

scholarly journals A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 18 (3) ◽  
pp. 404-416 ◽  
Author(s):  
Lilia Ellany Mohtar ◽  
Lilia Halim ◽  
Norshariani Abd Rahman ◽  
Siti Mistima Maat ◽  
Zanaton H. Iksan ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Life Sciences ◽  
Learning Experiences ◽  
Equation Modeling ◽  
Stem Careers ◽  
Physical Sciences ◽  
School Students

Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

scholarly journals A fine romance? Developing a Transformational School-University Partnership

2021 ◽  
Vol 43 (1) ◽  
pp. 57-76
Author(s):  
Anitra Goriss-Hunter ◽  
Peter Sellings ◽  
Karen Lenk ◽  
Melinda Scash
Keyword(s):  
Secondary School ◽  
Community Of Practice ◽  
Qualitative Methodology ◽  
Learning Experiences ◽  
Authentic Learning ◽  
School Students ◽  
University Aspirations ◽  
University Partnership ◽  
Authentic Learning Experiences

This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had eventuated. These benefits include authentic learning experiences and the raising of university aspirations for school students.

scholarly journals Entrepreneurial learning in extra-curricular start-up programs for students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jasna Pocek ◽  
Diamanto Politis ◽  
Jonas Gabrielsson
Keyword(s):  
Situated Learning ◽  
Social Practice ◽  
Process Model ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interviews ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Start Up ◽  
The Social

PurposeThis study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.Design/methodology/approachThe study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.FindingsThe analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.Originality/valueThe findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

Sign in / Sign up

Export Citation Format

Share Document