scholarly journals La práctica docente del profesor: La enseñanza de fracciones en un aula de primaria a través de situaciones-problema

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 177-200
Author(s):  
María Teresa González Astudillo ◽  
Ricardo Filipe Marques Portugal
Keyword(s):  
Learning Process ◽  
Research Methodology ◽  
Learning Opportunities ◽  
The Other ◽  
Methodological Framework ◽  
Contingency Learning ◽  
Four Dimensions ◽  
Knowledge Quartet ◽  
Teaching Learning

En ese documento se trata de identificar los elementos de la práctica del profesor que permiten generar en el aula una discusión sobre el concepto de fracción y que proporcionan oportunidades de aprendizaje a los alumnos. Para ello partimos de dos situaciones-problemas generadas por el maestro, una de ellas correspondiente a la introducción del concepto y la otra a un momento más avanzado del proceso de enseñanza aprendizaje en el que los alumnos tienen que manejar los conceptos aprendidos. La metodología de investigación utilizada es cualitativa, centrada en el estudio de un caso. Los datos se han recogido mediante la grabación de dos sesiones de aula y para su análisis se ha utilizado como marco metodológico el Knowledge Quartet (KQ) haciendo énfasis en las cuatro dimensiones: fundamentación, transformación, conexión y contingencia. Las oportunidades de aprendizaje varían de una tarea a otra. En la primera, al ser una actividad introductoria, están más relacionadas con la conexión mientras que en la segunda tiene más peso la fundamentación y la transformación. Sin embargo, en ambas, la contingencia es un aspecto clave para ahondar en la comprensión de los conceptos. This document seeks to identify the elements in teachers’ practice that allow generating a discussion in the classroom about the concept of fraction and provide learning opportunities to students. To this end, we start from two situations-problems generated by the teacher, one of them is the introduction of the concept and in the other, which corresponds to a later stage of the teaching-learning process, the students have to handle the concepts learned. The research methodology used is qualitative, since it is based on a case study. The data were collected by recording two classroom sessions and the Knowledge Quartet (KQ) was used as a methodological framework, emphasizing its four dimensions: foundation, transformation, connection and contingency. Learning opportunities vary from one task to another. The first one, on being an introductory activity, is more related to connection, while, in the second, foundation and transformation have more weight. However, in both, contingency emerges as a key aspect to delve into the understanding of the concepts.

scholarly journals GLOBALIZATION AND ITS IMPACT ON HIGHER EDUCATION: A CASE STUDY OF NIGERIA AND PAKISTAN

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Lawal Mohammad Anka
Keyword(s):  
Higher Education ◽  
Process Improvement ◽  
Learning Process ◽  
Global Economy ◽  
Learning Opportunities ◽  
Qualitative Research Methodology ◽  
Teaching Learning ◽  
The Impact ◽  
Foreign Universities

The main purpose of this paper was to find out how globalization has influenced learning process improvement in Nigeria and Pakistan. Identify the impact of Globalization in the educational reform revolution, service, delivery of scholars/ research in Higher education. Qualitative research methodology was used as it focuses on the need to document a set of policies, reforms and practices that will focus on changes as a result of Globalization with particular reference to Nigeria and Pakistan. It also includes identifying the role education can play in equipping individuals to participate more fully in their countries development and positioning the two countries to participate in global economy. The major conclusions drawn from this paper were Globalization has opened up a wider horizon in teaching. research and academic linkages for the two countries. Learning opportunities have improved remarkably since the advent of information technology and Globalization process. Indigenous knowledge has been promoted and enrolment has tripled. On the basis of the above findings the following recommendations were made:(1) Investment in areas of research and ICT that will enhance teaching / learning process is needed. Innovation and leadership two qualities in greatest need within the two countries education sector. Stronger partnership needs to be developed between local universities and foreign universities.  

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

scholarly journals The use of Twitter and Facebook Social Media in Communicating & Disseminating Weather and Climate Information by Kenya Meteorological Department

2020 ◽  
pp. 11-21
Author(s):  
Misiani Zachary ◽  
Lun Yin ◽  
Mwai Zacharia ◽  
Xiaohan Zhang ◽  
Yanyan Zheng ◽  
...  
Keyword(s):  
Social Media ◽  
Research Methodology ◽  
Information Dissemination ◽  
The Other ◽  
Significant Part ◽  
Climate Information ◽  
Traditional Media ◽  
Weather And Climate ◽  
Social Media Platforms

Today, traditional media is still a significant part of disseminating weather and climate information, still they have not been able to reach out to all users of the target audience alone. On the other hand, social media platforms such as Twitter, Facebook, YouTube, Instagram, etc. are used as a tool of communicating weather and climate information to various users in a well-organized manner like never before. Using a scientific research methodology of case study, the research was designed to explore how the Kenya Meteorological Department (KMD) is using Twitter and Facebook accounts for weather and climate information dissemination to various users.

scholarly journals O Ensino de Álgebra Linear para Engenharias utilizando o Scilab: aspectos matemáticos e computacionais / Teaching of Linear Algebra to Engineering Students using Scilab: mathematical and computational aspects

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcos Rodrigues Pinto
Keyword(s):  
Equilibrium Point ◽  
Linear Algebra ◽  
Learning Process ◽  
Engineering Students ◽  
Algebraic Thinking ◽  
The Other ◽  
Personal Computers ◽  
Special Linear ◽  
Computational Aspects ◽  
Teaching Learning

ABSTRACTThe teaching of Algebra, in special Linear Algebra, to engineering students, come changing its focus since the popularization of personal computers. Various specialized softwares has been developed and has become feasible to pay more attention in the algebraic thinking to solve problems and minus attention in the calculus itself. But one needs to be careful to not go to the extreme of this teaching-learning process. The teaching of Algebra using computational software must not mean the teaching of a sequence of commands and its syntaxes. On the other hand, it must not mean to memorize a sequence of definitions and theorems. So we propose a equilibrium point based on our experience with students of engineering that attended in our lessons of Algebra with Scilab software.RESUMOO ensino de álgebra, especialmente álgebra linear (AL), para estudantes de engenharia, vem mudando seu foco desde a populariozação dos computadores pessoais. Diversos softwares especializados têm sido desenvolvidos e tornado possível prestar mais atenção ao pensamento algébrico para a solução de problemas do que ao cálculo em si. Mas é necessário ter-se cuidado para não ocupar os extremos nesse processo de ensino-aprendizagem. O ensino de álgebra usando softwares não deve significar ensinar uma sequência de comandos e suas sintaxes. Também não deve significar memorizar uma sequência de definições e teoremas. Assim, propõe-se um ponto de equilíbrio baseado na experiência com estudantes de engenharia que participaram das aulas de AL utilizando o Scilab.

The Use of Educational Technology in Biology: A Case Study

1973 ◽  
Vol 2 (2) ◽  
pp. 133-138
Author(s):  
Mary E. Lynch
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Process ◽  
College Level ◽  
Multimedia Program ◽  
Teaching Learning ◽  
Positive Effect ◽  
Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

The teaching-learning process of judo techniques improved using knowledge of errors. Tai-otoshi as a case study

2014 ◽  
Vol 14 (3) ◽  
pp. 841-851
Author(s):  
Iván Prieto Lage ◽  
Alfonso Guttiérrez-Santiago ◽  
Miguel Ángel Prieto Lage
Keyword(s):  
Learning Process ◽  
Teaching Learning

Musing on Unanswered Questions

2020 ◽  
pp. 1-20
Author(s):  
Meta Lee Van Sickle ◽  
Merrie Koester
Keyword(s):  
Learning Process ◽  
Grey Matter ◽  
Science Educator ◽  
The Other ◽  
Grant Writing ◽  
Habits Of Mind ◽  
Vocal Performance ◽  
Long Time ◽  
Teaching Learning ◽  
Steam System

Out of a conversation between two long-time colleagues—each a science educator and practicing artist—emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes?” Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art; however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.

Musing on Unanswered Questions

2017 ◽  
pp. 1-20
Author(s):  
Meta Lee Van Sickle ◽  
Merrie Koester
Keyword(s):  
Learning Process ◽  
Grey Matter ◽  
Science Educator ◽  
The Other ◽  
Grant Writing ◽  
Habits Of Mind ◽  
Vocal Performance ◽  
Long Time ◽  
Teaching Learning ◽  
Steam System

Out of a conversation between two long-time colleagues—each a science educator and practicing artist, emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes? Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art, however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.

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