scholarly journals A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dorothy Atieno Okeyo; Dr. Lydia Kobiah Kanake
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Review Literature ◽  
Library Research ◽  
Life Challenges ◽  
Life Context ◽  
Competency Based ◽  
The Subject ◽  
Development Of Competencies ◽  
To Come

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.

Robots in Education

2011 ◽  
pp. 1383-1388 ◽  
Author(s):  
Muhammad Ali Yousuf
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Point Of View ◽  
New Paradigm ◽  
Design Work ◽  
Group Problem Solving ◽  
New Learning Environments ◽  
Major Player ◽  
To Come ◽  
Fuzzy Boundary

The new paradigm in engineering education demands hands-on training of the students using technology oriented projects. The roots of this approach can be traced back to the work of Seymour Papert in 1970s when he built a programmable turtle with a reflective light sensor (Papert, 1971). His ideas ultimately lead to the educational theory of constructionism (Papert, 1986 and Harel & Papert, 1991). According to this theory, students learn very effectively when they are involved in the creation of an external object that lives in the real world. Learners use this object to think with, and to relate ideas of, their subject of inquiry (Bourgoin, 1990). From an educational point of view, the theory of Papert can be linked to the constructivist theory of Jean Piaget (Paiget, 1972). According to this theory, learning comes from an active process of knowledge construction. This knowledge can be gained through real life experiences and linked to a learners’ previous knowledge. The concept of turtle was evolved further at MIT and became the famous Programmable Brick by Fred Martin who also developed new learning environments and methodologies based on this concept (Martin, 1988 and Martin 1994). The unusual idea put forward by the Brick, at least at the time of its invention, was the incorporation of the “design” work into the learning process. Students were not only users in this case, but were actively involved in the design process, while solving their problems (Martin, 1996a). The ‘Brick’ was later adopted and incorporated by the LEGO MINDSTORMS kit (RCX in 1998 and NXT made available in 2006). The use of the name “MINDSTROMS” can also be traced back to the book by Seymour Papert (Papert 1980). Versions of these Bricks for economically challenged communities have also been proposed recently (Sipitakiat, et al, 2004). The active learning methodology (Harmin and Toth, 2006) uses this philosophy of involving students in their own learning through class discussions and group problem solving and proves to be effective at least in certain cases. Robots have become a major player in this area and have been employed in improving the quality and level of student learning, ranging from primary schools to graduate level. As pointed out by Resnick and Martin (Resnick and Martin, 1990), “Creatures built from Electronic Bricks fall on the fuzzy boundary between animals and machines, forcing students to come to terms with how machines can be like animals, and vice versa”. In engineering courses incorporating connectionism approach, the students are asked to design and program a robot for a specific task. They also work in small teams and help and learn from each other. However it is important to know what is currently available to an educator so that he/she can develop the required skills, abilities, attitudes and values in students. In this article we identify some of the major research centres working in the area of education utilizing robots and discuss some of the robotic kits now available to educators. We also comment on the famous robotic competitions worldwide.

scholarly journals STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE

2017 ◽  
Vol 2 ◽  
pp. 81
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Jānis Vilciņš ◽  
Uldis Dzērve ◽  
...  
Keyword(s):  
Student Performance ◽  
Real Life ◽  
Thinking Skills ◽  
9Th Grade ◽  
Improve Student Performance ◽  
Life Context ◽  
Competency Based ◽  
Oecd Pisa ◽  
And Mathematics ◽  
National Test

Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportunities for how to improve student performance. Accordingly, the research goal is to analyze how Latvian students manage to apply deep thinking skills in 9th grade national test assignments where they need to analyze graphic information in science and real life context. Additionally, the research aims to analyze the cognitive depth of science and mathematics assignments included in the national test as well as how the acquisition of these skills are planned in the learning content of educational regulations and learning materials.

scholarly journals Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

2015 ◽  
Vol 6 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Elizabeth Abery ◽  
Claire Drummond ◽  
Nadia Bevan
Keyword(s):  
Nursing Education ◽  
Real Life ◽  
Health Sciences ◽  
Integrated Learning ◽  
Theoretical Concepts ◽  
Health Sciences Students ◽  
Life Context ◽  
Competency Based ◽  
Work Integrated Learning ◽  
Education And Law

Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

scholarly journals Quality of the School’s Work in the Light of the Assessment of the Parents of the Children Attending the Primary School in Janów Podlaski

2021 ◽  
Vol 14 (2) ◽  
pp. 239-249
Author(s):  
Stanisława Nazaruk
Keyword(s):  
Primary School ◽  
Financial Aid ◽  
Empirical Data ◽  
Primary Schools ◽  
Real Life ◽  
Education Law ◽  
Survey Method ◽  
Review Of The Literature ◽  
The Subject

Abstract Subject and purpose of work: At the time of constant changes in the sphere of education, any changes aimed at improving the quality of school’s work are of particular importance. Therefore the aim of the current research was to determine the quality of primary school’s work in its main areas as evaluated by parents. Materials and methods: The theoretical insights on the quality of school’s work were obtained on the basis of the review of the literature on the subject and acts of education law. The empirical data from the research was gathered through the diagnostic survey method with the use of the author’s research tool, i.e., a questionnaire addressed to parents of students in grades IV-VIII attending one of the primary schools in the Biała Podlaska District (N = 103). Results: The obtained data showed quite a diverse assessment of the quality of the primary school’s work in some of its areas. Conclusions: Most of the parents surveyed gave specific proposals for actions to improve the quality of the school’s work, mainly concerning the increase of their participation not only in financial aid, but also in the didactic and educational area, which well forecasts and prompts school authorities and tutors to recommend the above-mentioned proposals and implement them in real life.

The Impact of Facilitation on the Quality of Deliberation and Attitude Change

2019 ◽  
Vol 50 (5) ◽  
pp. 623-653
Author(s):  
Metka Kuhar ◽  
Matej Krmelj ◽  
Gregor Petrič
Keyword(s):  
Attitude Change ◽  
Primary Schools ◽  
School Discipline ◽  
Real Life ◽  
Perceived Quality ◽  
Necessary Condition ◽  
Group Deliberation ◽  
Life Context ◽  
The Impact

Many researchers claim that facilitation is a determining factor, if not a necessary condition, for successful deliberative discussion, but little research has applied randomized experimental designs to empirically test such claim. This article analyzes the effect of professionally facilitated versus non-facilitated discussions in a real-life context on participants’ attitudes and the perceived quality of group deliberation, controlling for various individual- and group-level variables. We conducted 26 deliberative discussions with 226 teachers from 13 primary schools on the topic of school discipline measures. We assessed the teachers’ post-discussion perceptions of the perceived quality of the group deliberation and their attitudes toward school discipline measures pre- and post-discussion. The results show the facilitation’s significant influences on attitude change and the perceived quality of the group deliberation. Quality of deliberation is also influenced by heterogeneity of restorative attitudes in discussion groups, whereas attitude change is to a large extent determined also by pre-discussion attitudes.

scholarly journals خبرة الجامعة الإسلامية العالمية بماليزيا في تدريس أساليب التفكير في ضوء القرآن الكريم ودورها في إشاعة وتفعيل تدبر القرآن (IIUM Experience in Teaching Thinking Styles in the Quran and its role in realization of Tadabbur)

2020 ◽  
Vol 17 (4) ◽  
pp. 372-400
Author(s):  
جمال أحمد بادي
Keyword(s):  
Creative Thinking ◽  
Real Life ◽  
Thinking Styles ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Face To Face ◽  
The Subject ◽  
Teaching Thinking ◽  
To Come ◽  
Definition Of

بدأت الجامعة الإسلامية العالمية بماليزيا بتدريس مادة التفكير الإبداعي لطلاب كلية معارف الوحي والعلوم الإنسانية في فبراير ١٩٩٧م ثم أصبح متطلبا جامعيا لكل طلبة الجامعة بحلول العام الأكاديمي ٢٠١٧/ ٢٠١٨م. تعد أساليب التفكير في ضوء القرآن الكريم أحد أهم محتويات المقرر. ووفقا للاستقراء الذي اعتمده الفصل الرابع بالكتاب المقرر تبيّن أنّ القرآن الكريم احتوى على خمس عشرة أسلوبا من أساليب التفكير. وقد تم تطبيق خطوات التدريس نفسها بنجاح على طلبة وطالبات الثانوية في ماليزيا وبعض البلدان الأخرى منها إندونيسيا وهونج كونج وذلك من خلال برنامج تدريبي مدته ساعتان ونصف. اشتمل منهج التدريس على: بيان معنى كل أسلوب، كيفية التعرف على الأسلوب من خلال الكلمات المفتاحية والسياق، ضرب الأمثلة المختلفة من بعض سور القرآن الكريم، ثم استثارة عقول الطلاب لذكر أمثلة أخرى، انتهاءً بالتعرف على كيفية تطبيق كل أسلوب في واقع الحياة اليومية.  تجيب الورقة على الأسئلة التالية: ما أساليب التفكير في القرآن الكريم؟ وما منهج الجامعة الإسلامية العالمية في تدريسها؟ وما دور تدريسها في إشاعة وتفعيل تدبر القرآن الكريم؟ ستعتمد الورقة المنهج الوصفي، والاستقرائي، والتحليلي، لبيان منهج تدريس المقرر لطلاب المرحلة الجامعية، وأهم الخطوات المتبعة لتمكين الطلاب من فهم واستيعاب تلك الأساليب وتطبيقها بشكل عملي في حياتهم العملية بشكل مبسط. ولهذا البحث مصدران أساسيان: أحدهما الفصل الرابع من الكتاب الجامعي المقرر، والثاني الخبرة العملية في تدريس المقرر لمدة تزيد عن عشرين سنة في منهج تدريس المقرر في قاعات الدرس، والورش التدريبية لطلاب الثانوية والجامعات في عدد من دول العالم نحو: ماليزيا، وإندونيسيا، وهونج كونج، وسنغافورة، وليبيا، وسلطنة عمان.  الكلمات المفتاحيّة: تدريس التفكير، أساليب التفكير، التفكير في القرآن الكريم.     Abstract IIUM started teaching creative Thinking subject in February 1997 as a required subject for KIRK students becoming a university requirement (UNGS) later on by the academic year 2017/2018. Thinking styles in the Quran were considered  as part of the subject syllabus which was endorsed by IIUM senate. Based on chapter four of the subject textbook it is found that the Quran used fifteen different thinking styles and later on two more styles were observed bringing the number of the styles to seventeen. Teaching methodology included: definition of each style, practical ways to identify it through specific terms and contexts along with providing Quranic verses then engaging students to come up with similar examples and how to apply them to real life situations. The paper aims to answer the following questions: What are the thinking styles used in the Quran? What kind of methodology used in teaching the styles at IIUM? What is the role of these styles to realize tadabbur? The paper applies descriptive, inductive and analytical methodologies to elucidate the IIUM experience in teaching the above mentioned Quranic Thinking styles to IIUM students and the procedural steps used to help the students understand the styles and apply it in their real life. There are two main sources for this academic notes: chapter four of the subject textbook and the academic experience in teaching it in classroom since 1997 and conducting training workshops for High school and university students face to face in different parts of the region and other parts of the world such as: Singapore, Indonesia, Hong Kong, Libya and Oman. Keywords: teaching thinking, thinking styles, thinking in the Quran.  

Social innovation for modified consumption by means of the school subject Art and craft

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anita NEUBERG
Keyword(s):  
General Education ◽  
Primary Schools ◽  
Social Innovation ◽  
School Subject ◽  
Art And Design ◽  
The Core ◽  
Causal Mechanisms ◽  
The Subject

In this paper I will take a look at how one can facilitate the change in consumption through social innovation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and craft, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: "How can we, based on the subject of Art and craft in primary schools, facilitate the change in consumption through social innovation?”

John of Kronshtadt and Leo Tolstoy

2020 ◽  
Vol 102 ◽  
pp. 471-478
Author(s):  
Peter A. Shevchenko
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
Real Life ◽  
Leo Tolstoy ◽  
Russian Society ◽  
Common People ◽  
Religious Consciousness ◽  
The Subject ◽  
Main Components

The article provides a comparative analysis of the influence of L.N. Tolstoy and I.I. Sergiev (John of Kronstadt) on the formation of personal worldview in Russian society. The analysis is based on the testimonies of the contemporaries and the previously not reissued publication of “Novy Put” (“New Way”) journal on the subject. In the context of the declared problematics, special attention is paid to the question of transformation of religious consciousness in the course of the personality formation in relation to the period under consideration (the beginning of the 20th century). The author reveals and analyzes the main components of the life stand of Tolstoy and Father John of Kronstadt in the context of their influence on contemporaries. The results of the study allow to reveal the following antitheses that characterize Tolstoy and John of Kronstadt, respectively: doubt - faith, search for oneself – following the once chosen path, preaching of non-resistance as part of the philosophy of not-doing (not doing evil) – preaching of active upholding of faith (doing good), “simple living” – real life with and for common people.

STORYTELLING AND MEANING RECONSTRUCTION: A METAPHORICAL PERSPECTIVE

2016 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
M L Mojapelo
Keyword(s):  
Personal Development ◽  
Real Life ◽  
Human Existence ◽  
Meaning Reconstruction ◽  
Changing Patterns ◽  
The Subject ◽  
Changes Over Time ◽  
Over Time

Storytelling consists of an interaction between a narrator and a listener, both of whom assign meaning to the story as a whole and its component parts. The meaning assigned to the narrative changes over time under the influence of the recipient‟s changing precepts and perceptions which seem to be simplistic in infancy and more nuanced with age. It becomes more philosophical in that themes touching on the more profound questions of human existence tend to become more prominently discernible as the subject moves into the more reflective or summative phases of his or her existence. The aim of this article is to demonstrate the metaphorical character of a story, as reflected in changing patterns of meaning assigned to the narrative in the course of the subjective receiver‟s passage through the various stages of life. This was done by analysing meaning, from a particular storytelling session, at different stages of a listener‟s personal development. Meaning starts as literal and evolves through re-interpretation to abstract and deeper levels towards application in real life.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

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