scholarly journals Education oriented principles and fundamentals

2021 ◽  
Keyword(s):  
Day Care ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Cognitive Strategies ◽  
South Florida ◽  
Day Care Centers ◽  
Infant School ◽  
Classical Culture

The book “Education oriented principles and fundamentals 1 ST Edition, edited and published by South Florida Publishing, gathers five chapters that approach themes of relevance in the context of education and are available in Spanish. In the first chapter, a research is presented, whose objective is to provide the basis for a pro-student persistence model in higher education applicable in unfavorable socio-academic contexts. The second chapter presents a teaching model that is presented to design teaching as a basis for the use of cognitive strategies, and it is also necessary to establish different strategies to be able to pedagogically evaluate the performance of the student. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. The fourth chapter, the importance of creating and dynamizing the narrative is supported by the promotion of emerging reading behaviors in day care centers. It is also intended to contribute to the reflection on the role of the educator / mediator in promoting an educational project that facilitates intervention in day care centers. The emerging literacy level. And finally, or the fifth chapter, as a novel educational experience, the application of the Flipped Classroom Model to the teaching of classical culture was drawn, highlighting the importance of the elaboration of interesting and motivating multimedia didactic materials for the students, supported by the use of the new technologies, to improve teaching practice by organizing work in the classroom in an active and participatory way. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

scholarly journals Applied social sciences: concepts and perspectives

2022 ◽  
Keyword(s):  
Social Sciences ◽  
Basic Education ◽  
Significant Loss ◽  
South Florida ◽  
Professional Activity ◽  
Caribbean Islands ◽  
Embedded Knowledge ◽  
Infant School ◽  
Global Company ◽  
Applied Social Sciences

The book “Applied social sciences: concepts and perspectives vol.01, edited and published by South Florida Publishing, gathers ten chapters that approach themes of relevance in the context of education and are available in Spanish. The book will feature, a study on establishing the development of literary transcendentalism and how it manifests itself between the islands of Cuba, the Dominican Republic and Puerto Rico from the years 1927 to the mid-1950s. Literary transcendentalism was a manifestation that contemplated various ideologies and positions among our Caribbean islands. Another study that will be discussed is the explanation of basic personality traits in a case of homicide perpetrated by a subject who exercised professional activity in the elite military field (he was a sniper specialized in special missions abroad), what are the repercussions or consequences juridical-juridical that led to the crime of (civil) homicide perpetrated by him and sentence handed down to that effect. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. A survey will also be presented in a global company, located in Brazil, on how it is facing knowledge management and its dissemination, through corporate tools and by managers. It also aims to research market tools that can improve this management and make companies move towards a future within the plan, without significant loss of their intellectual capital and embedded knowledge, among other works. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.

Benefits of the Flipped Classroom Model

2015 ◽  
pp. 93-105 ◽  
Author(s):  
Marie Larcara
Keyword(s):  
Classroom Management ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
New Technologies ◽  
Course Design ◽  
Traditional Classroom ◽  
Learning Research ◽  
Faculty Time ◽  
Improved Model ◽  
Quality Learning

With the advent of new technologies and the move for faculty to implement these into their teaching practice, a new model for course design and delivery has developed called the flipped classroom model. As more instructors investigate this model, the benefits, which include classroom management, active learning, critical thinking, and maximum use of student-faculty time together, become obvious. With classroom sizes increasing, more instruction moving online, and resources dwindling, the flipped classroom model can be an improved model for both instruction and quality learning. Research supports the benefits of the flipped classroom, but the change from a traditional classroom model to a flipped model requires a pedagogical shift on the part of both teacher and learner.

Classroom Teaching Transitions in K–12 Schools in China

2021 ◽  
Author(s):  
Yeqin Kang ◽  
Haiyan Qiang
Keyword(s):  
Curriculum Reform ◽  
Flipped Classroom ◽  
Intellectual Development ◽  
Teaching Practice ◽  
New Technologies ◽  
Life Experience ◽  
Rapid Development ◽  
National Curriculum ◽  
Classroom Teaching ◽  
K 12

Since the mid-1990s, research and debates around classroom teaching reform have flourished, generating some popular classroom teaching theories, like life practice pedagogy, contextualized teaching, language immersion teaching, subjective teaching, and student-centered teaching, in response to the rapid development of economy, education, information technology, and international communication. At the same time, teaching experiments have been conducted in elementary and secondary schools under these theories for two decades or longer. Officially, a nationwide curriculum reform was launched in China at the beginning of the 21st century, to meet the educational goal of students’ full development. As a result, the long-existing traditional classroom teaching, as the core of the reform, has witnessed some significant changes. Teachers, as the key to classroom teaching, have gone through transitions from knowledge imparters to facilitators. Meanwhile, students have become more active learners, interacting with teachers and other fellow students. Thus, the teaching process became more learning centered, interactive, and dynamic. Courses on teaching content, previously the only required courses in the National Instructional Guideline (jiao xue da gang), have been enriched by optional courses and activity courses with a concentration on life experience and interactions with National Curriculum Standards. Furthermore, with new technologies being adopted in the 2010s, classroom teaching is now organized in the form of a flipped classroom or micro-lecture, to enhance quality education (su zhi jiao yu). However, in classroom teaching practice, students’ subjectivity (zhu ti xing) as unique individuals with autonomy and creativity has not yet been truly realized, and their non-intellectual development, such as will power, engagement, critical thinking, and creativity, are not emphasized as expected. In addition, inequality exists in different areas and different types of schools. Great efforts from all sectors in China are still required to create a healthy and ecological education system.

scholarly journals Evidenciação do Controle Social nas Prestações de Contas do Programa Dinheiro Direto na Escola no Município do Rio de Janeiro

2016 ◽  
Vol 11 (3) ◽  
Author(s):  
Ana Cristina de Oliveira Medeiros ◽  
Francisco José dos Santos Alves ◽  
Andréa Paula Osório Duque
Keyword(s):  
Public Schools ◽  
Civil Society ◽  
Day Care ◽  
Rio De Janeiro ◽  
Basic Education ◽  
School Program ◽  
Day Care Centers ◽  
Descriptive Research ◽  
School Day ◽  
State And Local

Education in Brazil have expanded the debate concerning the quality offered, as well as being a constitutional guarantee, there are the State's efforts in the allocation of financial resources annually. In the case of Basic Education was created in 2007 the Direct Money in School Program (DMSP) that the Union transfers financial assistance to state and local public schools, and encourage widespread participation in resource management. Thus, the study’s objective was to investigate how civil society involved in the management of public resources of TSA, in a descriptive research with a quantitative and qualitative approach. The data collection was a documentary research: 29 accounts rendered digitized Direct Money in School Program (DMSP) from schools and day care centers located in the municipality of Rio de Janeiro for the year 2012. Consolidating research, we sought to understand the perception of the Director of School / Day Care and President of the Community Council-School on the subject employing a questionnaire. In addition to the Audit Services scanned the TSA was checked for evidence of compliance with the principle of accountability and encouraging the social control in the electronic media. The results show the need to improve the participation of civil society, given that this study found that schools/nurseries do not provide the program information on official websites, minimizing transparency, and there is the existence of oversight failures in the assessment of benefits accounts and composition of the Councils.

Benefits of the Flipped Classroom Model

2014 ◽  
pp. 132-144 ◽  
Author(s):  
Marie Larcara
Keyword(s):  
Classroom Management ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
New Technologies ◽  
Course Design ◽  
Traditional Classroom ◽  
Learning Research ◽  
Faculty Time ◽  
Improved Model ◽  
Quality Learning

With the advent of new technologies and the move for faculty to implement these into their teaching practice, a new model for course design and delivery has developed called the flipped classroom model. As more instructors investigate this model, the benefits, which include classroom management, active learning, critical thinking, and maximum use of student-faculty time together, become obvious. With classroom sizes increasing, more instruction moving online, and resources dwindling, the flipped classroom model can be an improved model for both instruction and quality learning. Research supports the benefits of the flipped classroom, but the change from a traditional classroom model to a flipped model requires a pedagogical shift on the part of both teacher and learner.

Hygiene Reduces Shigellosis in Day Care Centers

2006 ◽  
Vol 40 (11) ◽  
pp. 22
Author(s):  
MELINDA TANZOLA
Keyword(s):  
Day Care ◽  
Day Care Centers

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Teachers’ Experiential Awareness of Teachers Rights Regarding the Mandatory Installation of CCTV in Day Care Centers

2017 ◽  
Vol 21 (1) ◽  
pp. 41-59
Author(s):  
Seo Yeon Lee ◽  
◽  
Soon Ohk Hong ◽  
Eun Joo Jung ◽  
◽  
...  
Keyword(s):  
Day Care ◽  
Day Care Centers
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