scholarly journals SOCIO-PSYCHOLOGICAL DIMENSIONS OF TEACHING AND LEARNING

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
M. Kubilay Akman
Keyword(s):  
Teaching And Learning ◽  
Social Process ◽  
Human Beings ◽  
Social Actors ◽  
Scientific Discussion ◽  
Effective Strategies ◽  
Educational Processes ◽  
Main Components ◽  
Education Science ◽  
Psychological Dimensions

<p>Education is a dynamic social process with its two main components: teaching and learning. As a field of study in social sciences education science / pedagogy has a truly interdisciplinary basis. In this article we will discuss socio-psychological aspects of teaching and learning. As human beings we are all social actors: educational managers, teachers, students, parents, etc. All people have their own social responsibilities and tasks in educational activities. When we analyze and understand comprehensively this social reality it will be much more successful to establish effective strategies and apply them in society. Of course, as individuals, social groups and societies we are facing psychological interactions as well. These are very connected to people’s being social actors. This is why it is more proper to take a “socio-psychological” level of analysis for profoundly understanding educational processes. In this scientific discussion we will refer to Marx’s concepts related to education, theories in sociology of education and educational psychology. Our academic purpose is contributing to the progressive literature in education studies as broadening the discussion.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0965/a.php" alt="Hit counter" /></p>

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Interpersonal Communication

1988 ◽  
Vol 5 (2) ◽  
pp. 239-246
Author(s):  
Mohammad A. Siddiqui
Keyword(s):  
Interpersonal Communication ◽  
Mass Communication ◽  
Social Process ◽  
Political Scientist ◽  
Human Beings ◽  
Common Object ◽  
The Face ◽  
The Common ◽  
The Voice ◽  
Basic Social Process

IntroductionCommunication today is increasingly seen as a process through whichthe exchange and sharing of meaning is made possible. Commtinication asa subject of scientific inquiry is not unique to the field of mass communication.Mathematicians, engineers, sociologists, psychologists, political scientists,anthropologists, and speech communicators have been taking an interest inthe study of communication. This is not surprising because communicationis the basic social process of human beings. Although communication hasgrown into a well developed field of study, Muslim scholars have rdrely hcusedon the study of communication. Thus, a brief introduction to the widely usedcommunication concepts and a framework for the study of communicationwithin the context of this paper is provided.In 1909, Charles Cooley defined communication from a sociologicalperspective as:The mechanism through which human relations exist and develop -all the symbols of mind, together with the means of conveyingthem through space and preserving them in time. It includes theexpression of the face, attitude and gesture, the tones of the voice,words, writing, printing, railways, telegraph, and whatever elsemay be the latest achievement in the conquest of space and time.In 1949, two engineers, Claude Shannon and Warren Weaver, definedcommunication in a broader sense to include all procedures:By which one mind may affect another. This, of course, involvesnot only written and oral speeches, but also music, the pictorialarts, the theater, the ballet, and, in kct, all human behavior.Harold Lasswell, a political scientist, defines communication simply as:A convenient way to describe the act of communication is to answerthe following question: Who, says what, in which channel, towhom, with what effect?S.S. Stevens, a behavioral psychologist, defines the act of communication as:Communication occurs when some environmental disturbance (thestimulus) impinges on an organism and the organism doessomething about it (makes a discriminatory response) . . . Themessage that gets no response is not a commnication.Social psychologist Theodore Newcomb assumes that:In any communication situation, at least two persons will becommunicating about a common object or topic. A major functionof communication is to enable them to maintain simultaneousorientation toward one another and toward the common object ofcommunication.Wilbur Schramm, a pioneer in American mass communication research,provides this definition:When we communicate we are trying to share information, anidea, or an attitude. Communication always requires threeelements-the source, the message, and the destination (thereceiver).

Adopting Technology in Third World Classrooms: Students' Viewpoint about Computers in Science Teaching and Learning

1992 ◽  
Vol 20 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Olugbemiro J. Jegede ◽  
Peter Akinsola Okebukola
Keyword(s):  
Grade Level ◽  
Teaching And Learning ◽  
Third World ◽  
Economic Status ◽  
Effective Strategies ◽  
School Subjects ◽  
Nigerian Students ◽  
Senior Secondary ◽  
Developed World

The use of computers in education, which has emerged as a result of the considerable growth in information technology, has several implications for the global search for effective strategies in teaching school subjects. In contrast to what happens in the developed world, several developing countries like Nigeria are yet to fully appreciate the full benefits of computers and their usage in every day life. In Nigeria the Federal Government has only just taken the bold step to introduce computers into some selected classrooms as a modest beginning to the full scale use of computers in the society. The literature is replete with accounts indicating that the importation of several ideas into environments other than where they have been developed or meant, has often caused pedagogic and cultural problems. The paradigm of constructivism argues for the need to begin any instructional endeavor with pupils constructing their own knowledge using prior knowledge. This proposition motivated this study with the aim of seeking information that could be relevant to the effective introduction and use of computer in Third World classrooms. What for example, do Nigerian pupils perceive as the role of computers in the classroom? What is their concept of a computer and do they nurse any apprehensions? What sociocultural consequences would this have? This study was designed to gather and provide answers to these and other related questions. Using a four-part questionnaire with a total of 29 items, data were collected from a sample of 200 senior secondary one (grade level 10) students from the Lagos metropolitan area. The results of this study strongly suggest that the majority of Nigerian students: welcome and are enthusiastic about the introduction of computers into their classrooms; are concerned about their socio-economic status; demonstrate possession of computers have significant effect on their attitudes; and most of the students nurse some social and cultural apprehensions regarding the presence of computers in their classrooms.

FUNGSI FILSAFAT PANCASILA DALAM ILMU PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 14 (2) ◽  
pp. 209-218
Author(s):  
Indra Gunawan ◽  
Ayu Vinlandari Wahyudi
Keyword(s):  
Science Education ◽  
Education System ◽  
Educational Philosophy ◽  
Human Beings ◽  
National Education ◽  
A Value ◽  
National Education System ◽  
Education Science

Pancasila has critical, fundamental, rational, systematic, comprehensive thoughts and eventually this system is a value. Pancasila provides fundamental and universal foundations for human beings in social, national, and state. Thus, through the philosophical values of Pancasila, the development of science education is expected to make it as main reference to national education system, which takes place as way to achieve goals and national objectives. The method in this paper is descriptive analytical. The data entered is the most relevant and primary related to the study of Pancasila and education science, then analysis is carried out to produce an ideas. The results demonstrate that educational philosophy of Pancasila as the spirit of national education system should actually lived as source of values and reference to planning the development of science education in Indonesia, both theoretically and practically. Keywords: Educational Philosophy; Science Education; Pancasila; Values.

scholarly journals Prospects Of Using Walnut In Technologies Of Drinks

2015 ◽  
Vol 19 (2) ◽  
pp. 39-50
Author(s):  
Inna Tiurikova ◽  
Mykhailo Peresichnyi
Keyword(s):  
Raw Materials ◽  
Chemical Properties ◽  
The Body ◽  
Maturity Stage ◽  
Human Beings ◽  
Fruit And Vegetable ◽  
Biological Value ◽  
Vegetable Raw Materials ◽  
Main Components ◽  
Physical And Chemical

Abstract The results of studies in the field of beverage functionality using walnut are presented. The main components such as celery, Jerusalem artichokes, carrots, pumpkin and rhubarb, as a dietary supplement - extracts from walnut of milk-maturity stage are offered for creating blends. The basic physical and chemical properties of fruit and vegetable raw materials and semi-finished products created on the base of them have been studied, and their nutritional and biological value has been proved. Rational technologies of fruit and vegetable blends with nut additives have been identified. Their biological value has been confirmed. Drinks are recommended for use in the daily diet of human beings to satisfy thirst and enrich the body by biologically valuable components.

scholarly journals The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 154
Author(s):  
Badr Abdullah Al-Harbi
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Positive Attitudes ◽  
Educational Processes ◽  
Quantitative Descriptive ◽  
Use Of Social Media ◽  
Teaching Learning

The aim of this study was to identify and analyse the Islamic Education teachers’ attitudes, difficulties and purposes while using social media in the educational processes in the Saudi context. In doing so, this study adopted a quantitative, descriptive approach based on empirical data collected by means of a questionnaire. The study sample consisted of 124 teachers of Islamic Education in Hail, Kingdom of Saudi Arabia (KSA). While the participants reported positive attitudes towards the use of social media in the educational processes, the results showed their low use of social media which was limited mainly to personal purposes rather than using them for teaching learning activities. Based on the results, the study recommends developing teachers’ knowledge and skills to make them aware of the use of social media in education and encourage them to utilize them for teaching and learning activities. Since social media are ubiquitous and being widely used for personal reasons, their integration into the curricula and syllabi may further increase the teaching and learning of Islamic Education in Saudi Arabia.

scholarly journals Engaging in Collaborative Learning in a Japanese Language Classroom

2012 ◽  
Vol 36 (1) ◽  
pp. 17
Author(s):  
Megumu Doi ◽  
John Peters
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Process ◽  
Social Constructionist ◽  
Japanese Language ◽  
Annual Conference ◽  
American University ◽  
Language And Culture ◽  
Language Classroom ◽  
Duke University

This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.

scholarly journals Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

2019 ◽  
Vol 4 (3) ◽  
pp. 59-61
Author(s):  
Muhammad Umar Isa ◽  
Yusri Bin Kamin ◽  
Yusri Bin Kamin
Keyword(s):  
Data Collection ◽  
Technology Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Quantitative Aspect ◽  
Tertiary Institutions ◽  
Effective Strategies

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

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