scholarly journals OS CLUBES DE CIÊNCIAS COMO CONTEXTOS DE FORMAÇÃO INICIAL DOCENTE: CONTRIBUIÇÕES A PARTIR DA PRODUÇÃO CIENTÍFICA DE UM COLETIVO PIBID

2020 ◽  
Vol 17 (1) ◽  
pp. 397-416
Author(s):  
Daniela Tomio ◽  
Edson Schroeder ◽  
Cintia Conzatti ◽  
Bruna Hamann ◽  
Natalia Bagatolli Pedron
Keyword(s):  
Teacher Learning ◽  
Undergraduate Students ◽  
Formal Education ◽  
A Priori ◽  
Scientific Production ◽  
Educational Practices ◽  
Teaching Knowledge ◽  
Teaching Community ◽  
Scholarship Program ◽  
Science Clubs

This research is developed in order to articulate understandings about the initial formation of teachers in contexts of Non-FormalEducation, the Science Clubs. Between the years 2014 to 2017, a group of scholarship holders from the Institutional Scholarship Program for Teaching Initiation, shared teaching experiences in Science Clubs and in their recorded path about their educational practices, disseminating them in publications. Therefore, we aim to elucidate, based on an analysis of the scientific production developed by this group about educational practices in Science Clubs, contributions to the training of teachers. For this, we carried out a bibliographic research, with a study of the scientific production of this collective and the interpretation of the data, considering a priori categories elaborated from the "five focuses of teacher learning" and "five positions for teacher training". 65 works were inventoried and worked, disseminated at local, national and one international events. Its analysis in the budgets interpret that the PIBID movement, in university-school relations, strengthened Science Clubs to become spaces with formative power, enabling undergraduate students experiences that mobilized the preparation of practical teaching knowledge (pedagogical composition) and its reflection (investigative recompositing); the interest in teaching (personal disposition), the cultivation of belonging to the teaching community and the development of the teaching identity (professional interposition) in articulations of Non Formal Education and the school.

A Blueprint for Undergraduate Students to Work on Medical Cases (Preprint)

2021 ◽  
Author(s):  
Alhad Mulkalwar
Keyword(s):  
Case Report ◽  
Undergraduate Students ◽  
Formal Education ◽  
Medical Literature ◽  
Medical Problem ◽  
Evidence Based ◽  
Medical Progress ◽  
Based Medicine ◽  
Publishable Case Report

UNSTRUCTURED A case report is a detailed narrative that describes the symptoms, signs, diagnosis, treatment, and follow-up of a medical problem of an individual patient. They usually describe an unusual or novel occurrence and although they lie at the bottom of the hierarchy of the Evidence Based Medicine Pyramid, they still remain one of the cornerstones of medical progress and provide key additions to the existing medical literature. Unfortunately, abysmally few physicians-in-training receive a formal education regarding what constitutes a publishable case report. The article throws light on this aspect of medical education

Awareness and Adoption of Rainwater Harvesting: Influence of Gender, Formal Education and Social Economic Status

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Michael G. Kanyi ◽  
David E. Lawver
Keyword(s):  
Significant Influence ◽  
Formal Education ◽  
Rainwater Harvesting ◽  
Service Providers ◽  
Social Economic ◽  
Smallholder Farmers ◽  
Economic Status ◽  
A Priori ◽  
Social Economic Status ◽  
Primary Focus

The primary focus of this study was to investigate the influence of gender, formal education and social economic status on awareness of rooftop rainwater harvesting. A random sample of 310 smallholder farmers was used. A questionnaire was developed for data collection. Hypotheses were tested at α = .05 set a priori. Educational level indicated a statistically significant influence but gender and SES did not. It was concluded that formal education has statistically significant influence on awareness and adoption of rainwater harvesting. It was recommended that extension service providers consider using multimedia and diverse extension methodologies that are suitable and acceptable across demographics.

Physical Physics – Learning and Assessing Light Concepts in a novel way

MRS Advances ◽  
2017 ◽  
Vol 2 (63) ◽  
pp. 3933-3938 ◽  
Author(s):  
Yvonne Kavanagh ◽  
Damien Raftery
Keyword(s):  
Undergraduate Students ◽  
Formal Education ◽  
Materials Science ◽  
First Year ◽  
Traditional Lecture ◽  
Use Of Technology ◽  
Education Environment ◽  
Materials Science And Engineering ◽  
Characterization Of Materials

ABSTRACTPhysics forms a core subject on any Materials Science and Engineering programme. In order to engage first year undergraduate students in the formal education environment, motivating the students is fundamental to ensuring their success. This qualitative study focuses on the use of technology to assess a student’s comprehension of fundamental light phenomena. A knowledge of light phenomena is essential in Materials Science, for the characterization of materials, where electromagnetic (EM) radiation is used as an analytical tool. Using visible light, students can easily see what is happening and when they have to capture digital evidence of the phenomena they focus on the event.Physical Physics a structured guided approach which initially leads the students through the theory and problem solving. It provides the knowledge scaffold the students require to allow them to use their individual creativity to express their understanding. In this case, understanding is captured and assessed by the production of a portfolio of original photographs of Light phenomena taken by the student.In addition to a traditional lecture exposition, Physical Physics takes an active learning approach with authentic assessment designed for deep learning. Students learn about relevant light phenomena in the familiar landscape of their world. The assessment provides opportunities for choice, creativity and reflection. It fosters students’ interest to encourage intrinsic motivation and engagement.This approach has been successfully piloted with first year undergraduate students. Samples of the students’ work is shown. The students interviewed reveal how this approach enhanced their understanding of these Light concepts and changed their perceptions of studying Physics in general.

scholarly journals ESTUDO SOBRE A MATRIZ CURRICULAR DO CURSO DE CIÊNCIAS BIOLÓGICAS DA UFSM

2019 ◽  
Vol 12 (2) ◽  
pp. 213
Author(s):  
Jaiane Moraes Boton ◽  
Luiz Caldeira Brant de Tolentino-Neto
Keyword(s):  
Biological Sciences ◽  
Undergraduate Students ◽  
Professional Training ◽  
Basic Education ◽  
Subject Area ◽  
Degree Program ◽  
Teaching Knowledge ◽  
Knowledge Based ◽  
Pedagogical Training ◽  
Santa Maria

The teacher is an important actor in most people's lives. Considering the importance of this professional of his of the Training and the existing Teaching Knowledge that composes his practice, we aim, in this work, to investigate an initial training course of biology teachers. In order to do so, we analyzed the Pedagogical Project of the Biological Sciences Degree Program of the Federal University of Santa Maria, which was in force and was restructured in 2005. We focused on the following aspects: (i) how the Practice as a Component is developed Curricular (CCP; (ii) what semesters the CCP occurs in; (iii) how Supervised Curriculum Stages (ECS) are developed, and (iv) how the disciplines are distributed in relation to the Knowledge of Professional Training and Disciplinary Knowledge. Based on our analysis, we realize that the Course is documented in accordance with Resolution CNE / CP 2/2002, which regulates the duration and the compulsory workload for Basic Education Teachers, both in relation to the CCP and ECS. We also found that, even though there are more integrative orientations regarding disciplinary training and pedagogical training, there is still a prevalence of training focused on the specific subject area, with little space for pedagogical training. We hope that with the new legislation that will come into force in July 2019, the Biological Sciences Degree Program of UFSM will be restructured so as to give greater emphasis to the disciplines related to pedagogical training, thus giving place to the formation of professional identity of the undergraduate students.

scholarly journals Psychiatric nursing and mental health teaching in relation to Brazilian curriculum

2020 ◽  
Vol 73 (2) ◽  
Author(s):  
Camila Ester Fuentes Olmos ◽  
Jeferson Rodrigues ◽  
Monica Motta Lino ◽  
Murielk Motta Lino ◽  
Josicélia Dumêt Fernandes ◽  
...  
Keyword(s):  
Mental Health ◽  
Data Collection ◽  
Literature Review ◽  
A Priori ◽  
Scientific Production ◽  
Psychiatric Nursing ◽  
Nursing Curriculum ◽  
Historical Evolution ◽  
Practice Methods ◽  
Health Teaching

ABSTRACT Objectives: to know the scientific production on psychiatric nursing and mental health teaching in relation to Brazilian nursing curriculum. Methods: an Integrative Literature Review with no temporal delineation, whose data collection took place in ten Brazilian and international databases, adding to the total 35 objects of analysis. Results: a priori categories were adopted, consisting of the psychiatric nursing and mental health teaching in Brazil according to the 1923, 1949, 1962, 1972, 1994 and 2001 nursing curriculum, presented in the light of the dimensions: thought model; places of practice; methods or contents used; and profile or skills of the student. Final considerations: the study made it possible to observe psychiatric nursing and mental health teaching historical evolution, indicating that teaching transformations involved changes in curriculum, Psychiatric Reform and the way nursing undergraduate courses and schools take these determinants.

scholarly journals Meta-análisis del efecto en el rendimiento académico de los Smartphones como herramienta educativa en educación superior (2016-2020)

2021 ◽  
Vol 39 (3) ◽  
pp. 209-234
Author(s):  
Belinda Uxach Molina
Keyword(s):  
Academic Performance ◽  
Formal Education ◽  
Meta Analysis ◽  
A Priori ◽  
Positive Influence ◽  
Rigorous Analysis ◽  
Educacion Superior ◽  
University Settings ◽  
University Classrooms ◽  
Final Selection

La presente investigación pretende aunar los esfuerzos de distintos investigadores realizados en los últimos 5 años (2016-2020) sobre el análisis del efecto producido por los Smartphones en la educación reglada, concretamente en el ámbito universitario. En relación con la metodología seguida se tomó como referencia las fases recomendadas por Meca (2010). Los estudios incluidos en este meta-análisis han sido seleccionados de entre los que se obtuvieron como respuesta en la búsqueda de las siguientes bases de datos: Scopus, WoS, Eric y Dialnet, y cumplían con los criterios determinados a priori basados en las necesidades del estudio. Finalmente 25 artículos configuraron la población de este meta-análisis tras haber sido sometidos un total de 2286 a riguroso análisis. Durante la investigación se consideró necesario analizar la influencia del tiempo, al que estuvo cada grupo expuesto a la metodología m-learning y las posibles diferencias entre estudios sobre idiomas u otros ámbitos en la magnitud del efecto. Los resultados obtenidos, en cuanto a la magnitud del efecto y los análisis realizados, muestran una clara influencia positiva de la metodología m-learning en el rendimiento académico de los alumnos. Por tanto, se considera congruente la implementación de la metodología m-learning en las aulas universitarias y la profundización en el estudio de su efecto explorando otros niveles y áreas de conocimiento. This study aims to bring together the efforts made by different researchers over the last 5 years (2016-2020) regarding the analysis of the effect produced by Smartphones in formal education, specifically in university settings. In relation to the methodology followed, the phases recommended by Meca (2010) were taken as a reference. The studies included in this meta-analysis were selected through a search in the following databases: Scopus, WoS, Eric and Dialnet, and met the criteria determined a priori based on the needs of the study. The final selection included 25 articles, after a total of 2286 articles were subjected to rigorous analysis. During the investigation, the authors considered necessary to analyze (i) the influence of time of exposure of each group to the m-learning methodology and (ii) the possible differences between studies on languages or other aspects in the magnitude of the effect. In terms of the magnitude of the effect and the analyses conducted, the results show a clear positive influence of the m-learning methodology on students’ academic performance. Therefore, implementing m-learning methodology in university classrooms and to study its effect in depth by exploring other levels and areas of knowledge is considered congruent.

scholarly journals Fractal: an educational model for the convergence of formal and non-formal education

Open Praxis ◽  
2017 ◽  
Vol 9 (4) ◽  
pp. 375
Author(s):  
Larisa Enríquez
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Curriculum Design ◽  
Personal Development ◽  
Formal Education ◽  
Educational Model ◽  
Student Centered ◽  
Teaching Knowledge ◽  
Teaching Concept ◽  
Different Dimensions

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that allow higher education institutions to advance in four different dimensions: teaching, knowledge, personal development and access. The elements that make up the model are: student-centered teaching, concept-based curriculum design, heutagogy, and openness. The present work describes the educational model and two possible applications of it in the area of Education, thus giving rise to an option that could transform the curriculum of a degree, while integrating in the formal environment of online education, the space for non-formal education.

scholarly journals The structural equation modeling of reading interest psycho-behavioural constructs: How are they related across different modes of reading?

2017 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Nur Hidayanto Pancoro Setyo Putro ◽  
Jihyun Lee
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
A Priori ◽  
Theory Development ◽  
Equation Modeling ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Student Reading ◽  
Components Of Reading ◽  
Reading Interest

The present study examines the relationships between the psycho-behavioral constructs underlying undergraduate students’ reading interest. The a priori framework for conceptualizing the sub-components of reading interest is based on two modes of reading (printed-text-based and also Internet-based), and three types of psycho-behavioral motives/intentions of reading (affective, cognitive, and behavioral). Participants in this study were students (M = 20.14 years old) from an Indonesian university (n = 993). Exploratory and confirmatory factor analyses show the salience of 10 factors across reading modes and psycho-behavioral domains of reading. The most accept-able SEM models that explore the relationships among the sub-components of reading interest have the student reading interest in the print mode preceded interest in reading online materials. Implications of these findings are discussed for theory development and practice.

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