scholarly journals El tiempo histórico y el aprendizaje significativo. Propuesta de una línea del tiempo para la comprensión del Tiempo histórico

2021 ◽  
Vol 2 (4) ◽  
pp. 5414-5436
Author(s):  
Rodolfo Huerta González ◽  
María Guadalupe Mendoza Ramírez
Keyword(s):  
Social Development ◽  
Teaching Practices ◽  
Meaningful Learning ◽  
Historical Time ◽  
Learning Resource ◽  
Historical Thought

Diversas investigaciones han subrayado las dificultades para el aprendizaje de los conceptos históricos y, entre ellos, los relacionados a la cronología, las cuestiones de cambio y permanencia, y la duración de las diferentes etapas de desarrollo histórico y social, cuyas causas son debidas principalmente a cómo son presentados estos tópicos en los libros de texto, pero fundamentalmente en las prácticas docentes cotidianas, que impiden el desarrollo del pensamiento histórico y la comprensión del tiempo histórico.   Se presenta una propuesta de una línea de tiempo trabajada con alumnos de la Licenciatura en Pedagogía en la Universidad Pedagógica Nacional (UPN), diseñada desde las ideas del aprendizaje significativo de Ausubel, no como actividad didáctica, sino como recurso de aprendizaje, donde los alumnos participan activamente en la construcción de la línea del tiempo calculando, midiendo, buscando información y colocando los hechos históricos y, además, y los resultados obtenidos en la comprensión del tiempo histórico.   Various investigations have highlighted the difficulties for learning historical concepts and, among them, those related to chronology, questions of change and permanence, and the duration of the different stages of historical and social development, the causes are mainly due to how are these topics in textbooks, but fundamentally in everyday teaching practices, which impede the development of historical thought and the understanding of historical time. A proposal for a timeline worked with students of the Bachelor of Pedagogy at the National Pedagogical University (UPN) is presented, designed from the ideas of Ausubel's meaningful learning, not as a didactic activity, but as a learning resource, where students They actively participate in the construction of the timeline by calculating, measuring, searching for information and placing historical facts and, in addition, and the results obtained in understanding historical time.  

scholarly journals EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES

2019 ◽  
Vol 18 (6) ◽  
pp. 816-832
Author(s):  
Elizabeth Darko Agyei ◽  
Thuthukile Jita ◽  
Loyiso C. Jita
Keyword(s):  
High School ◽  
Teaching Practices ◽  
Teaching Strategy ◽  
Meaningful Learning ◽  
Cape Coast ◽  
Interactive Teaching ◽  
Five Dimensions ◽  
High School Physics ◽  
Simulation Based ◽  
The Government

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.

scholarly journals Developing of fish anatomy learning module based on local wisdom in Ngebel Lake, Ponorogo, East Java

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Cicilia Novi Primiani ◽  
Trio Ageng Prayitno ◽  
Egista Dinka
Keyword(s):  
Research And Development ◽  
Freshwater Fish ◽  
Meaningful Learning ◽  
Learning Resources ◽  
Learning Resource ◽  
Student Responses ◽  
Learning Module ◽  
The Media

The use of local wisdom as learning resources has been widely known to be able to create meaningful learning. The purposes of this study were to 1) produce module based on freshwater fish anatomy as local wisdom in Ngebel Lake, Ponorogo and 2) find the quality of the module produced. The Research and Development (R&D) was designed based on the Thiagarajan model which consisted of defining, designing, developing, and disseminating stages. The data were collected using interview guidelines, validation sheets, and students’ response questionnaire. The validation results of the media, material, and language experts showed that the module was very valid with the percentages were 86.5%, 88.2%, and 85.3% respectively. In addition, the student responses reached 87.9% (very good). In conclusion, the fish anatomy learning module based on local wisdom is appropriate to be used as learning resource.

scholarly journals The Historicality of the King: An Exercise in Reading Royal Inscriptions from the Ancient Levant

2014 ◽  
Vol 1 (2) ◽  
pp. 95-118 ◽  
Author(s):  
Matthew James Suriano
Keyword(s):  
Linear Time ◽  
Essential Feature ◽  
Historical Time ◽  
Historical Sources ◽  
Complex Process ◽  
Royal Inscriptions ◽  
The Individual ◽  
Historical Thought

AbstractThe problem with using royal inscriptions as historical sources is their inherent bias. The interests of the king drive the narratives of royal inscriptions. Yet this essential feature reveals their underlying concept of history. In royal inscriptions, historical thought is defined by the life and experience of the king. This article will present a hermeneutic for reading royal inscriptions that focuses on the individual king. The article will first look at the concept of historical time in epigraphic Hebrew and Old Aramaic sources before examining the complicated ways in which this concept is rendered in the principal genres of royal writings, the memorial and the dedicatory inscription. A survey of features found in memorial inscriptions from Dibon (the Mesha Stele) and Sam’al (Kulamuwa), followed by a study of the Old Byblian dedicatory inscriptions, will explore the complex process of configuring time and narrative around the king. In each genre of royal inscription, the linear time of the ruler intersects with cyclical traditions of kingship, revealing the historicality of respective king.

scholarly journals The concept of metaphysical fear in the context of the question of the "elastic" structure of historical space and time

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 104-107
Author(s):  
Gennady Abramovich ◽  
Arkady Lukyanov
Keyword(s):  
Social Development ◽  
Elastic Structure ◽  
Historical Time ◽  
Space And Time ◽  
The Hours ◽  
Simple Change

The article explores the concept of metaphysical fear as fearlonging for lost perfection, as the fear of losing the most precious thing in life, the person, the Homeland that we love. Fearhorror lowers the very density of being-time. Fear makes the hours stretch, while the metaphysical longing for the beautiful and the fear of losing it makes the hours and minutes fly by. As a result, the person himself acquires historical time, which becomes something more than a simple change of pace. Metaphysical fear makes space and time more elastic and unfixed, and is a prerequisite for varying movements, cultural and social development.

scholarly journals El uso de los videojuegos para la enseñanza de la Historia Antigua en Educación Secundaria: una investigación educativa

Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 31-50
Author(s):  
Manuel Jesús Jaldón-Méndez Sánchez
Keyword(s):  
Video Game ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Main Tool ◽  
Historical Time ◽  
Classroom Experiences ◽  
Educational Framework ◽  
Excellent Tool

El objetivo de este trabajo es valorar la idoneidad del videojuego Dominations como herramienta para crear un aprendizaje significativo en el alumnado de 1.º de ESO para los contenidos relacionados con la cultura mesopotámica, así como los beneficios que aporta su utilización en el aula. Para ello, se ha diseñado una investigación de tipo interpretativa estructurada en diferentes fases (búsqueda de experiencias de aula, preparación y diseño de los instrumentos de investigación y didáctica, investigación en el aula y evaluación de los resultados), teniendo como herramienta principal el videojuego. Este proceso revela, además de la mejora de la motivación en el aula, una mejor percepción de los contenidos, así como una mejor comprensión del tiempo histórico. El videojuego supone pues una excelente herramienta dentro del marco educativo formal para la enseñanza y el aprendizaje de la civilización mesopotámica. The objective of this work is to analyse the suitability of the Dominations video game as a tool to create meaningful learning in 1st year ESO students for the content related to Mesopotamian culture, as well as the benefits that its use in the classroom provides. To do this, an interpretive-type research structured in different phases has been designed (search for classroom experiences, preparation and design of research and didactic instruments, research in the classroom and evaluation of the results), with the video game as the main tool. This process reveals, in addition to improved motivation in the classroom, a better perception of the content, as well as a better understanding of historical time. Thus, the video game is an excellent tool within the formal educational framework for the teaching and learning of the Mesopotamian civilization.

scholarly journals Métodos ativos de ensino: coconstrução subjetiva da capacidade de pensar o próprio pensamento em sala de aula

2018 ◽  
Vol 26 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Leila Kim
Keyword(s):  
Critical Thinking ◽  
Educational Intervention ◽  
Teaching Practices ◽  
Life Quality ◽  
Meaningful Learning ◽  
Theory And Practice ◽  
Teaching Methodologies ◽  
Construction Of Knowledge ◽  
Collective Construction

Trata-se da descrição de uma intervenção educacional aplicada em sala de aula para demonstrar como a interdisciplinaridade compreendida num eixo multidisciplinar estimula o protagonismo de alunos, na construção coletiva do conhecimento. Ilustra-se como o pensamento crítico se desenvolve em cinco etapas para comprovar a integração entre teoria e prática na inter-relação entre pesquisa, sala de aula e trabalho na comunidade. Supõe-se que a aplicação de metodologias problematizadoras de ensino, em cursos de pós-graduação, pode ser um caminho fundante para o redimensionamento de ações profissionais emancipatórias. Conclui-se que experiências intersubjetivas em aprendizagem significativa espelhadas nessas práticas de ensino propiciam melhor qualidade de vida e capacidade de pensar nos sujeitos coparticipantes e em sua descentralização por meio de redes autossustentáveis. This article refers to an educational intervention in the classroom in order to demonstrate how interdisciplinary understood in a multidisciplinary axis promotes the protagonism of students in the collective construction of knowledge. It indicates how critical thinking is developed in five steps in order to confirm the integration between theory and practice, in the interrelationship among research, classroom and work in the community. It is assumed that the application of problematizing teaching methodologies in postgraduation courses can be a precursor path to reestablish emancipatory professional actions. It was concluded that intersubjective experiences in meaningful learning, demonstrated in teaching practices, promote a better life quality and the ability to think about the co-participants and in their decentralization through self-sustainable networks.

Interrelationships of factors of social development are more complex than Life History Theory predicts

2019 ◽  
Vol 42 ◽  
Author(s):  
Boris Kotchoubey
Keyword(s):  
Life History ◽  
Social Development ◽  
Life History Theory ◽  
Strong Correlations ◽  
Behavioral Features

Abstract Life History Theory (LHT) predicts a monotonous relationship between affluence and the rate of innovations and strong correlations within a cluster of behavioral features. Although both predictions can be true in specific cases, they are incorrect in general. Therefore, the author's explanations may be right, but they do not prove LHT and cannot be generalized to other apparently similar processes.

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Sign in / Sign up

Export Citation Format

Share Document