systemic learning
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2021 ◽  
Vol 20 (5) ◽  
pp. 775-789
Author(s):  
Hiroyoshi Kinoshita ◽  
Ryosuke Utani

This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of “Ions and Atoms.” Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. Keywords: lower-secondary school science, scientific concepts, learning progressions (LPs), systemic learning


Author(s):  
Marina Sukhomlinova ◽  

The academic lecture is considered to be one of the basic genres of modern English-language academic discourse. The study of the compositional structure of the lecture text is extremely important, since a correctly arranged composition contributes to a better presentation of the topic by the lecturer and systemic learning of the material by the students. The purpose of this research was to identify the compositional features of the text of the English-language academic lecture. To achieve this goal, eight English-language lectures on the humanities were selected and carefully analysed. In the course of the analysis, phases of the lecture were singled out, the hierarchy of its elements was revealed, and the composition matrix of the lecture text was built. The main compositional elements of the lecture are as follows: the pre-text part (title complex), the text part (introduction, body, and conclusion) and the aftertext part (references and expression of gratitude for attention). As a result, the author proved that the lecture text has a matrix structure, whose elements are nonuniform, each being designed to perform its own specific function. The compositional-semantic structure of the lecture captures the movement from the “old” knowledge to the “new”. Further, English-language lectures demonstrate both strong and weak positions. This means that some elements in the text are more important than others. At the same time, the strong position does not have to be rigidly connected with the structure of the text. The following are regarded as strong positions: title of the lecture, names of its subsections, beginning and end of subsections, introductory and closing parts of the lecture, conclusions, semantic repetitions of key information, questions-and-answers part, and in-text references.


Author(s):  
Vladimir Donici ◽  

The dynamics of science development and the accumulation of an enormous amount of information impose upon corrections in physics didactics, from the perspective of optimization of the teaching and learning process and the improvement of the content assimilation by the pupils. In this article is proposed the method of systemic learning of physics theories, which uses the idea of learning algorithmization, creation of mental models, which would allow for the realization of the theory acquisition with a minimal effort consumption by both pupils and teachers. In support of this position, it is presented a model of study and systematization of thermodynamics, with the use of certain criteria from the general plan of physics theory study, promoted by experts in this field.


2021 ◽  
pp. 98-115
Author(s):  
Michael Herczeg ◽  
Alexander Ohlei ◽  
Toni Schumacher ◽  
Thomas Winkler

2021 ◽  
Vol 1 (1) ◽  
pp. 59-74
Author(s):  
Kazuma Matoba

‘Global social witnessing’ was originally proposed by Hübl and Ury (2017) and was developed as a practice of “contemplative social cognition” (Singer et al., 2015). Though ‘global social witnessing’ is applied in various contexts by group facilitators of contemplative practice (Cmind, 2014), the concept has not yet been subjected to thorough research and has not yet arrived at a common scientific understanding and definition, which needs to be addressed throughout the research methodology of applying this concept. This paper aims to propose ‘global social witnessing’ as an educational tool for awareness-based systems change by highlighting its philosophical and psychological foundations in search of its ethical implications for bearing witness, a term often used in psychotherapy (Orange, 2017). This body of work draws on Emmanuel Levinas’s philosophy of relational responsibility, and focuses on transformative, systemic learning. As a consequence, this exploration will hopefully generate further research questions that can serve as focal points for interdisciplinary projects of awareness-based systems change (e.g., philosophy, sociology, psychology, education, neuroscience, and physics).


2021 ◽  
Vol 107 ◽  
pp. 05005
Author(s):  
Vasyl Porokhnya ◽  
Vladyslav Penev

As a result of research, the concept of a flexible evolutionary model is proposed, which with the help of machine learning allows obtaining the most successful strategy for the development of human capital. The proposed conceptual and methodological approach to machine learning of the process of assessing human capital of enterprises, taking into account the cognitive psychology of man and reflective attitudes in the human environment, can increase the effectiveness of decision-making in the field of human capital development management. The training involves indicators of return on investment in the individual, in the types of components of human capital, which are characterized by properties (creativity, competence, purposefulness, communication, motivation), where between their varieties there are appropriate reflective relationships. The main difficulty of this approach to the choice of alternative solutions for finding options for the use of human capital is the correct selection of indicators of significance (return) of contributions to the development of types of human capital, on the basis of which cycles occur of systemic learning. This approach can simplify the search for and developments of human capital development strategies, present alternative ways, and simplify management decisions.


2021 ◽  
Vol 1 ◽  
pp. 127-137
Author(s):  
Svetlana Doronina ◽  

Introduction. The author analyzes the problems and prospects of studying the phenomenon of childhood, justifies the specific features and advantages of philosophical approaches, makes an attempt to explicate the optimal methods and strategies of scientific inquiry, correlating with epistemological, ontological, axiological goals and assumptions of the modern paradigm, within which this phenomenon is problematized and reflexively comprehended. The purpose of the work is to identify the specific features of studying the phenomenon of childhood in the context of the philosophical approach. Methods. The author makes use of general scientific research methods such as analysis and synthesis, serving as philosophical tools. Theoretical reconstruction and comparative analysis, as well as the hermeneutic method of reading texts were used to reveal the peculiarities of studying the phenomenon of childhood, its problems and prospects. Scientific novelty of the study. The study highlights the specific features of studying the phenomenon of childhood; the advantages of philosophical methods and approaches focused on understanding and describing the object under study, creating an integrative idea about it; the author determines development prospects associated with eliminating asymmetric methods of interaction in scientific discourse, and forming interdisciplinary ties. Results. During the research, the author identifies the current problems of studying the phenomenon of childhood philosophically, as well as the prospects for their solution related to the need to form an integrative idea of childhood in the context of interdisciplinary synthesis, using philosophical methods and approaches which make it possible to integrate children’s experience into research discourse, without going beyond the framework of scientific strategies. Conclusions. The philosophical study of the phenomenon of childhood covers a wide range of problems, the solution of which involves searching for answers related, first, to the epistemological and methodological aspects of learning childhood experience; secondly, with ontological, existential and axiological contexts of research. Strategies of philosophical research are aimed at systemic learning the phenomenon of childhood, at tracing the relations between methods, epistemological, ontological, axiological and other assumptions on which cognition is based, and the formation of conceptual ideas about childhood, participating in the constitution of the “adult – child” relations, educational practices in society and culture.


2020 ◽  
Vol 10 (11) ◽  
pp. 299
Author(s):  
Johannes Heuzeroth ◽  
Alexandra Budke

This explorative, qualitative study examines the use and effectiveness of resources of multilinguality, with particular regard to the development of causal links in geography classes. Contentual and linguistic strategies of multilingual pupils in creating causal links were collected and evaluated systematically. This was done by means of a qualitative content analysis of oral, cooperative lesson sequences. A model on how to deal with multilingual, systemic learning settings is presented as a resulting hypothesis.


2020 ◽  
Vol 90 (3) ◽  
pp. 397-418 ◽  
Author(s):  
JASON MARGOLIS

In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and processors of information they likely would not otherwise have. Teacher leaders, in roles that are neither inflexible or ill-defined, can carve out intentional spaces on the edge of chaos to promote professional learning and communication in ways that solely school teachers or solely school leaders may not. In these spaces, productive complexity, agency, and systemic learning can coevolve.


2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.


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