scholarly journals ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

2019 ◽  
Vol 2 (1) ◽  
pp. 47-69
Author(s):  
Lotta Brantefors
Keyword(s):  
Human Rights ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Human Rights Education ◽  
Democratic Values ◽  
Human Beings ◽  
Learning Content ◽  
Teaching Content ◽  
Education Act

Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education.  Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics?

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Siti Anisa Maesaroh ◽  
Leni Marlena
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Probit Regression ◽  
Face To Face ◽  
Learning Content ◽  
Probability Of Success ◽  
Virtual Face ◽  
Grade 11

[English]: The purpose of this study is to predict the probability of successful mathematics online learning using two platforms; Zoom Meeting and Google Classroom, towards students’ learning outcomes. The sample used was sixty-four grade 11 students. Data was collected through a test on matrix topics and then analyzed using probit regression. The results of the analysis show that the student's probability of success to achieve better learning outcomes using Zoom Meeting is 12.46% higher than Google Classroom. In this case, Zoom Meeting can be used as a virtual face-to-face platform, so that the teaching and learning process can be more communicative and interactive compared to Google Classroom, where its use is limited to the delivery of learning content only. Therefore, online learning using Zoom Meeting in mathematics is more recommended because it has a higher chance of improving students’ learning outcomes. [Bahasa]: Penelitian ini bertujuan memprediksi peluang keberhasilan pembelajaran daring matematika menggunakan platform Zoom Meeting dan Google Classroom terhadap hasil belajar siswa. Sampel yang digunakan sebanyak 64 siswa kelas XI. Pengambilan data dilakukan dengan tes hasil belajar pada materi matriks kemudian dianalisis menggunakan regresi probit. Berdasarkan hasil analisis, diperoleh peluang sukses siswa terhadap hasil belajar menggunakan platform Zoom Meeting 12,46% lebih tinggi dibandingkan dengan Google Classroom. Zoom Meeting merupakan platform yang dapat digunakan sebagai sarana tatap muka maya, sehingga pembelajaran dapat lebih komunikatif dan interaktif dibandingkan dengan Google Classroom yang penggunaannya dibatasi untuk penyampaian konten pembelajaran saja. Dengan demikian, pembelajaran daring menggunakan Zoom Meeting lebih direkomendasikan karena berpeluang lebih tinggi untuk meningkatkan hasil belajar matematika siswa.

scholarly journals Ensino e aprendizado sobre dignidade e Direitos Humanos a partir da pandemia da Covid-19

2020 ◽  
Vol 8 (2) ◽  
pp. 133-142
Author(s):  
Ana Maria Klein
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Entire Planet

A violação dos Direitos Humanos no Brasil persiste apesar do reconhecimento constitucional da dignidade humana e dos Direitos Humanos. A educação é uma via importante para formar sujeitos de direitos capazes de olhar para esta realidade e atuar na sua transformação. O Brasil conta com planos e diretrizes que orientam o desenvolvimento da Educação em Direitos Humanos em todos os níveis e modalidades educacionais. Este tipo de educação pressupõe caminhos metodológicos capazes de promover a reflexão e a problematização da realidade. A pandemia da Covid-19 que afetou e afeta todo o planeta durante o ano de 2020 nos confronta diariamente com a necessidade de garantir os Direitos Humanos das pessoas em nome da sua dignidade. Este artigo propõe-se a refletir sobre as possibilidades de ensino e aprendizagem a partir da problematização do contexto de pandemia em sala de aula.    Teaching and learning about dignity and Human Rights from the Covid-19 pandemic The violation of Human Rights in Brazil persists despite the constitutional recognition of human dignity and Human Rights. Education is an important way to form persons under law capable of looking at this reality and acting on its transformation. Brazil has plans and guidelines that guide the development of Human Rights Education at all levels and educational modalities. This type of education presupposes methodological paths capable of promoting reflection and problematizing reality. The Covid-19 pandemic that affected and still affects the entire planet during the year 2020 confronts us daily with the need to guarantee the people’s human rights on account of their dignity. This chapter aims to reflect on the possibilities of teaching and learning by problematizing the context of the pandemic in the classroom. Keywords: Human Rights Education. Human dignity. Covid Pandemic-19.

scholarly journals ‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education

2021 ◽  
Vol 4 (2) ◽  
pp. 69-84
Author(s):  
Tuija Kasa ◽  
Matti Rautiainen ◽  
Mia Malama ◽  
Arto Kallioniemi
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Student Teachers ◽  
Professional Education ◽  
National Curriculum ◽  
Human Rights Education ◽  
Societal Change ◽  
Teachers Perceptions ◽  
Data Content ◽  
Literature Curricula

This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Earlier studies suggested that DHRE in Finnish teacher education is unsystematic, implicit, and dependent on the teacher’s individual interests. These studies highlight a sense of national exceptionalism, where DHRE is assumed to be self-evident. In 2019, we conducted a survey of student teachers (n=300) in one university. Data content analysis reveals that student teachers now see DHRE as relevant and timely, and by no means self-evident. Student teachers believe that DHRE needs to be explicit and part of their professional education. Although the Finnish national curriculum addresses DHRE explicitly, there is a lack of implementation and explicit DHRE teacher education. We contend that the data reflects societal change, and that the notion that democracy and human rights are self-evident needs to be challenged in Finland.

Hakikat dan Konsep-Konsep Dasar Psikologi Pendidikan, Belajar dan Pembelajaran Serta Faktor-Faktor yang Mempengaruhinya

2014 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
Rusdi Rusdi
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Business Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Human Beings ◽  
Psychological Knowledge ◽  
Actual Teaching

Is a must for every educator who is responsible, that he was in carrying out his duties,act in a manner consistent with the \"state\" of the students. In this context, the role of psychology as a scienceknowledge which seeks to understand human beings, with the goal to be able to treat it with moreright. Therefore, the psychological knowledge of students in the educational process is necessary andimportant for every educator; so that every educator should be a requirement to have knowledgeon educational psychology. The central issue in educational psychology is a matter of learning andlearning. This is not surprising, because the actual teaching and learning is a follow implementationin business education. In seeking to educate, children students learn and the teachers do the teachingto the students. The quality of students' learning outcomes are determined by the learning process that caninfluenced by many factors, both internal and external.

Human rights education and the plight of vulnerable groups with specific reference to people with albinism in Tanzania

2020 ◽  
Vol 20 (2-3) ◽  
pp. 137-155
Author(s):  
John Cantius Mubangizi ◽  
Ines Kajiru
Keyword(s):  
Human Rights ◽  
Legal Framework ◽  
Sub Saharan Africa ◽  
Vulnerable Groups ◽  
Human Rights Education ◽  
Specific Reference ◽  
Human Beings ◽  
High Prevalence ◽  
The World ◽  
Sub Saharan

Although all human beings are vulnerable, some are more vulnerable than others, for example, people with albinism. Similarly, although albinism occurs in all parts of the world, it is more prevalent in some societies than in others. For example, Tanzania, in common with other countries in sub-Saharan Africa, has a high prevalence of albinism. Apart from being subjected to blatant discrimination and abuse, people with albinism suffer atrocious attacks sometimes resulting in death. This paper explores the nature and extent of discrimination and human rights violations of people with albinism in Tanzania in the context of the relevant legal framework available for their protection. Using people with albinism in Tanzania as a proxy, the paper argues that there is a need for human rights education not only to empower vulnerable people to defend and protect their rights but also to sensitize societies to respect and not violate the rights of such people. The paper concludes with several recommendations that apply to people with albinism in Tanzania as much as they would apply to any vulnerable group anywhere else in the world.

Human Rights Education as Democratic Education

2019 ◽  
Vol 27 (4) ◽  
pp. 694-718
Author(s):  
Lotta Brantefors ◽  
Britt Tellgren ◽  
Nina Thelander
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Level Of Education ◽  
Childhood Education ◽  
Life Conditions ◽  
Education Act ◽  
Four Levels

This article examines the teaching traditions of children’s human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts’ concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) – a democratic curriculum emphasis.

Human Rights Education in Social Work in Africa

2020 ◽  
Vol 32 (1) ◽  
Author(s):  
Corlie Giliomee ◽  
Antoinette Lombard
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Human Rights Education ◽  
Social Work Educators ◽  
Curriculum And Pedagogy ◽  
Learning Content ◽  
The Social ◽  
Work Education

Social work is a human rights profession and assumes that human rights are embedded in social work practice and education. However, in Africa where human rights violations are rife, with severe implications for social work practice and education, thus far, a human rights focus in social work education has not yet received the attention it deserves. A critical analysis of human rights education in social work in Africa in the context of decolonisation and development shows the interrelatedness of human rights and human development, which, in turn, informs the learning content of the social work curriculum and pedagogy of human rights in social work. Social work educators in Africa are encouraged to take up the challenge of adopting and integrating a pedagogy that will fast-track the infusion of human rights values in the social work curriculum.

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