scholarly journals Adquisición de competencias en el marco del Aprendizaje Cooperativo: valoración de los estudiantes

2015 ◽  
Vol 13 (1) ◽  
pp. 339 ◽  
Author(s):  
Natalia Dejo-Oricain
Keyword(s):  
Cooperative Learning ◽  
Nonprofit Organizations ◽  
Point Of View ◽  
Innovative Methods ◽  
High Valuation ◽  
The Subject ◽  
The Individual ◽  
The University ◽  
Academic Year ◽  
Aprendizaje Cooperativo

<p>La compleja realidad actual requiere métodos innovadores de cooperación que permitan despertar la curiosidad y creatividad del estudiante universitario para así hacer más fácil el aprendizaje. El Aprendizaje Cooperativo es una metodología que favorece la participación activa de los estudiantes y promueve el desarrollo de la capacidad de razonar de forma crítica. El propósito de este estudio es presentar la valoración que realizan los estudiantes de esta metodología, así como analizar sus percepciones en cuanto a la adquisición de competencias a través de tres actividades diseñadas con distinto grado de complejidad e innovación, dos de ellas de carácter cooperativo y una individual. Los resultados de la encuesta realizada entre los estudiantes que han trabajado esta técnica en la asignatura Dirección de Entidades No Lucrativas de la licenciatura en Administración y Dirección de Empresas de la Universidad de Zaragoza durante el curso 2011-2012, muestran la alta valoración que realizan los estudiantes de todos los parámetros del aprendizaje cooperativo. También se verifica que adquieren las competencias exigidas para la asignatura. Concretamente las actividades diseñadas como trabajos cooperativos les permiten mejorar bastante tanto sus competencias desde un punto de vista global, como aisladamente sus competencias específicas y transversales. Además se constata que los estudiantes perciben una mayor mejora de sus competencias con las dos actividades cooperativas que con la actividad individual. Por tanto, todo apunta a que formas distintas de aprender implican distintas actividades, cada una de las cuales recoge una muestra parcial de ese todo complejo que es el conjunto de competencias.</p><p><strong>ABSTRACT</strong></p><p><strong>Acquisition of competences in Cooperative Learning: students` point of view.</strong></p><p>The complex reality of society today makes necessary innovative methods of cooperation that will arouse curiosity and creativity of university students in order to make learning easier. Cooperative Learning is a methodology that promotes active student participation and the ability to analyze and discuss critically.The purpose of this study is to examine the cooperative learning methodology from the student´s point of view and to analyze their perceptions regarding the acquisition of competences through three activities designed with varying degrees of complexity and innovation, two of them are cooperative and the other one is individual. The results of the survey of students who have worked this technique in the subject of Management of Nonprofit Organizations, in Business Administration degree at the University of Zaragoza throughout the 2011-2012 academic year, show the high valuation performed by students of all analyzed parameters of cooperative learning. Furthermore we verify that the students acquire the competences required by the subject. Specifically, those designed as cooperative activities allow them to work much greatly improve their competences from a global point of view, as in terms of specific and transversal competences. Moreover, students perceive higher improvement of its competences, specific and transversal, with the two cooperative activities than with the individual activity. Therefore, it seems that various forms of learning involve different activities, each of which contains a partial sample of that complex whole which is the set of competences.</p>

scholarly journals Choosing school underachievement as a way to resist power

2006 ◽  
Vol 38 (1) ◽  
pp. 124-150 ◽  
Author(s):  
Vladimir Dzinovic ◽  
Jelena Pavlovic ◽  
Dusan Stojnov
Keyword(s):  
School Success ◽  
Point Of View ◽  
Good Education ◽  
Dominant Discourse ◽  
Active Choice ◽  
Education School ◽  
Poor Understanding ◽  
The Subject ◽  
Resistance To Power ◽  
The Individual

Underachievement in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement, from the point of view of Michel Foucault? s approach to power and George Kelly's principle of elaborative choice, is offered as the subject matter of this paper. Instead of being construed exclusively as a measure of good education school success can be seen as the effect of normalization based on the power of discourses dominating in a society. In the same time, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining identity in accordance with marginalized discourses whose significance is not recognized or respected from the point of school authorities. The prevailing tradition of European rationality treats poor achievement as a case of norm deviation. The individual perspectives are discounted as irrational and disordered behavior, requiring treatment. Kelly however, asserts that claims of irrationality reflect poor understanding of individual perspectives. When individuals resist the dominant discourse and underachieve despite their abilities, they are making an active choice which should be understood from their point of view. The choice someone makes is always an elaborative choice. Thus underachievement may be construed as resistance to power, based on the principle of elaborative choice.

scholarly journals Co-production for or against the university: student loneliness and the commodification of impact in COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fred Cooper ◽  
Charlotte Jones
Keyword(s):  
Systems Of Care ◽  
Original Research ◽  
Multidisciplinary Research ◽  
Valuable Contribution ◽  
Research Project ◽  
Content Type ◽  
The Subject ◽  
The University ◽  
Academic Year

PurposeThis paper explores the dissonance between co-production and expectations of impact in a research project on student loneliness over the 2019/2020 academic year. Specific characteristics of the project – the subject matter, interpolation of a global respiratory pandemic, informal systems of care that arose among students and role of the university in providing the context and funding for the research – brought co-production into heightened tension with the instrumentalisation of project outputs.Design/methodology/approachThe project consisted of a series of workshops, research meetings and mixed-methods online journalling between 2019 and 2020. This paper is primarily a critical reflection on that research, based on observations by and conversations between the authors, together with discourse analysis of research data.FindingsThe authors argue that co-producing research with students on university contexts elevates existing tensions between co-production and institutional valuations of impact, that co-production with students who had experienced loneliness made necessary space for otherwise absent support and care, that the responsibility to advocate for evidence and co-researchers came into friction with how the university felt the research could be useful and that each of these converging considerations are interconnected symptoms of the ongoing marketisation of HE.Originality/valueThis paper provides a novel analysis of co-production, impact and higher education in the context of an original research project with specific challenges and constraints. It is a valuable contribution to methodological literatures on co-production, multidisciplinary research into student loneliness and reflexive work on the difficult uses of evidence in university contexts.

scholarly journals Reasons for Lying in Kindergarten Children from the Kindergarten Teachers’ Point of View: A Comparative Study between Males and Females

2021 ◽  
Vol 32 (3) ◽  
pp. 58-70
Author(s):  
Sajlaa Faiq Hashem ◽  
Kalthoom Abd Aon Radam
Keyword(s):  
Pearson Correlation ◽  
T Test ◽  
Point Of View ◽  
Kindergarten Children ◽  
Males And Females ◽  
The Difference ◽  
The Individual ◽  
Teachers Perspectives ◽  
Academic Year ◽  
Concrete Reality

Lying is considered a dangerous tendency among children if it has become a habit. It results in many social problems, such as child’s loss of confidence, lack of others’ respect to him, and his lack of respect to the desired values ​​of the society, such as honesty and trust. Consequently, he will be led to a deviation when he becomes old; especially if the child’s socially unaccepted behavior has not been directed. The research, thus, aims to examine the causes of lying in the most important stage of children’s life; that is, between (4-6) years. Such an aim helps to know about the individual reasons of lying among males and females from teachers’ perspectives. To meet the objective of the study, a number of (128) children has been randomly selected from the children of the Kindergarten Department during the academic year 2019-2020, together with (28) she-teachers. In addition, a questionnaire has been designed for the purpose of discovering the reasons behind a child’s lying in the Kindergarten. The researchers have used many statistical means, such as: T-test for one sample and T-test for two independent samples, Pearson correlation coefficient, and Kay square to find the difference between home and kindergarten regarding reasons of lying. Results have shown that the fe(male) children in the kindergarten live in a social environment that lacks honesty; especially the case with male children. Moreover, female kindergarten children enjoy a wide imagination; which is characterized by being exaggerating, abundance,, creativity, and lack of adherence to concrete reality. The reasons to lie for kindergarten male children are higher than that of female’. 

RESEARCH METHODS FOR STUDYING EVALUATION: ACADEMIC DISCOURSE PERSPECTIVE

2021 ◽  
pp. 105-115
Author(s):  
А.А. Водяницкая
Keyword(s):  
Academic Discourse ◽  
Point Of View ◽  
Value Judgments ◽  
Value Judgment ◽  
Innovative Methods ◽  
A Value ◽  
Close Relationship ◽  
The Individual ◽  
Traditional Approaches ◽  
Relationship Of

Постановка задачи. Работа посвящена изучению традиционных подходов к исследованию оценочных значений и инновационных методов их изучения. Задача исследования заключается в анализе методов изучения оценки, которые можно было бы применить при выявлении оценочной специфики академического дискурса. Результаты. Как показало исследование, оценочные значения, оценка привлекают внимание исследователей различных областей знания, различных дискурсов. По-прежнему открыт вопрос разграничения эмоции, экспрессии и оценки. Тесная связь оценки с ценностями индивида, выносящего оценочное суждение, предполагает возможность ее изучения с позиций аксиологии, тогда как взаимосвязь с психологией позволяет подходить к оценке с точки зрения психологии (например, оценочные стили). Выводы. Комбинация традиционных и инновационных методов позволит выявить онтологические свойства оценки в академическом дискурсе. Речь идет о вербализованных оценочных суждениях, выносимых различными участниками академического дискурса. Вопросы оценочной категоризации, разграничение эмоции и оценки, оценочных стилей участников академического дискурса, привлечение корпуса текстов как источника материала и как инструмента познания представляются релевантными аспектами при изучении оценочной составляющей академического дискурса. Вместе с тем не все методы исследования оценки можно одинаково успешно использовать при изучении оценочной составляющей академического дискурса. Например, метод триады, предложенный Ж. Мартином, который на данном этапе исследован применительно к изучению устного академического дискурса в его специфическом проявлении - в драматическом тексте. Как представляется, данный метод требует более детальной разработки применительно к нехудожественной, повседневной, речи академического дискурса. Problem statement. The paper focuses on the study of traditional approaches evaluations and innovative methods of their study. The objective of the research. is to analyze the methods of studying evaluation that could be applied in identifying the evaluative specifics of academic discourse. Results. The research has revealed that evaluative meanings attract the attention of researchers in various fields of knowledge, various discourses. The question of differentiating emotion, expressive language means and evaluation is still open. The close relationship of assessment with the values of the individual making a value judgment suggests the possibility of studying it from the standpoint of axiology, while the relationship with psychology allows one to approach assessment from the point of view of psychology (for example, evaluative styles). Conclusion. The combination of traditional and innovative methods will reveal the ontological properties of assessment in academic discourse. We are talking about verbalized value judgments made by various participants in academic discourse. Issues of evaluative categorization, differentiation of emotion and evaluation, evaluative styles of participants in academic discourse, corpus-based analysis seem to be relevant aspects in the study of the evaluative component of academic discourse.

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Tutorial Method

2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

La sociologie de la religion en Grèce

1975 ◽  
Vol 22 (1) ◽  
pp. 7-17
Author(s):  
Anastase Tzanimis
Keyword(s):  
Sociology Of Religion ◽  
Point Of View ◽  
Economic Life ◽  
Social Phenomenon ◽  
Research Projects ◽  
The Social ◽  
The Subject ◽  
Scientific Results ◽  
The Individual ◽  
Theological Thought

Sociology of religion has not developed in Greece as it has in the western countries. It is not easy to determine the reasons for the scarcity of studies and research projects con cerning sociology of religion. In fact, neither religion, taken as a universal social phenomenon, nor orthodox theological thought and its application to the individual and to the social, political and economic life of the Greek people have been sufficiently studied from a sociological point of view. Con temporary Greek sociologists have only touched on the subject of religion. Some effort has been made during the last decade by young Greek theologians to properly establish and develop the science of sociology of religion. This effort, however, has, so far, not brought about the anticipated scientific results. Moreover, it has failed to gain the confidence and acknow ledgement in theological and ecclesiastical circles where socio logy as a science is still generally regarded with much re servation. It should be noted that the development of sociology of religion in Greece was first prompted by various Christian — social movements for the purpose of opposing several anti- Christian ideological movements which have appeared since the beginning of our century.

scholarly journals El aprendizaje cooperativo en la formación de maestros de Educación Primaria

2019 ◽  
Vol 37 (2) ◽  
pp. 543-559
Author(s):  
Tomás Izquierdo Rus ◽  
Elena Asensio Martínez ◽  
Andrés Escarbajal Frutos ◽  
Javier Rodríguez Moreno
Keyword(s):  
Primary Education ◽  
Group Work ◽  
Peer Group ◽  
Learning Context ◽  
Joint Effort ◽  
University Environment ◽  
The Individual ◽  
Educación Primaria ◽  
The University ◽  
Aprendizaje Cooperativo

La universidad es un contexto de aprendizaje, en el que el alumnado es el responsable de tomar sus propias decisiones, controlar su propio proceso de aprendizaje y las interacciones que intervienen en él. En los grados como el de Educación Primaria, el progreso del aprendizaje no depende sólo de un individuo, sino del esfuerzo conjunto de un grupo de iguales, cuyo desempeño se ve reflejado en el aprendizaje individual. Así, los objetivos del presente trabajo han sido establecer cómo se desarrolla el concepto de trabajo en grupo y las estrategias que ponen en marcha para llevarlo a cabo en función de su satisfacción. Los participantes de esta investigación han sido 523 estudiantes del Grado de Educación Primaria de las Universidades de Murcia y de Jaén. Para ello se ha utilizado un cuestionario tipo Likert con cuyos resultados se ha establecido una comparación entre el alumnado que inicia el grado en Educación Primaria y aquellos que ya tienen varios años de experiencia en el ambiente universitario. Destacar como principales resultados y conclusiones que el alumnado desarrolla un concepto del trabajo en grupo que se mantiene estable en el tiempo. Sin embargo, la utilidad que creen que les reporta el trabajo en grupo sí puede cambiar, influenciados por las exigencias del contexto. Así mismo, cuando el alumnado está satisfecho con el trabajo de su grupo confían más en sus propias habilidades y capacidades para construir su conocimiento. The university is a learning context, where the students are responsible for making their own decisions and controlling their own learning process and the interactions that intervene in it. Not only that, in degrees such as Primary Education, the progress of learning does not depend only on an individual, but on the joint effort of a peer group, whose performance is reflected in the individual learning. Thus, the objectives of this paper have been to establish how the concept of group work is developed and the strategies that are put in place to carry it out according to their satisfaction. The participants of this research have been 523 students of the Degree of Primary Education of the University of Murcia and the University of Jaen. To this end, a Likert questionnaire has been used, with the results of which a comparison has been established between the students who start the degree in Primary Education and those who already have several years of experience in the university environment. The main results and conclusions confirm that the students develop a concept of group work that remains stable over time. However, the usefulness that they believe that group work brings can change, influenced by the demands of the context. Additionally, when students are satisfied with the work of their group, they rely more on their own skills and abilities to build their knowledge.

Melchioris Cani Relectio de sacramentis in genere

2020 ◽  
Author(s):  
Boris Hogenmüller
Keyword(s):  
Early Summer ◽  
Sacramental Theology ◽  
Council Of Trent ◽  
General Introduction ◽  
German Translation ◽  
The Subject ◽  
The University ◽  
The 19Th Century ◽  
First Time ◽  
Academic Year

The third volume of the "Opera omnia Melchioris Cani" covers Cano's first "Relectio de sacramentis in genere". Melchor Cano held this important lecture in the early summer of 1547 as a professor at the University of Salamanca, as a ceremonial lecture at the end of the academic year. The subject itself offers a highly interesting example of sacramental theology, which was widely discussed in the 16th century, in particular at the Council of Trent. First printed in 1550, the lecture was intensively studied until the 19th century. In addition to a general introduction to the author and the topic, a text-critical Latin edition including a German translation is offered here for the first time.

«Quanta» Language Consciousness and Problems in the Functioning of the Communicative Norms

2019 ◽  
Vol 8 (1) ◽  
pp. 26-30
Author(s):  
Татьяна Черкашина ◽  
Tatiana Cherkashina ◽  
Н. Новикова ◽  
N. Novikova ◽  
О. Трубина ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Point Of View ◽  
Cultural Phenomenon ◽  
Globalizing World ◽  
The World ◽  
The Subject ◽  
The Individual ◽  
The Impact ◽  
The Relationship

The article considers the conceptualization of the world from the point of view of its methodological paradigm assessment in the context of the globalizing world. A retrospective analysis of the relationship between language and human speech activity is given. The authors explain the role of language as a socio-cultural phenomenon in the formation of worldview systems that develop in the consciousness with the help of minimal units of human experience in their ideal meaningful representation in special concepts, which allows the individual to think within the boundaries of a certain linguistic picture of the world. Analyzes the problems of the functioning of communicative norms with regard to the hierarchy of the spiritual representations of the world. The article attempts to consider the impact of the “blurring” of the information boundaries of the globalizing world on the cognitive abilities of the individual in the nomination, qualification of the subject, phenomenon, process.

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