Instructional Design Framework for Construction Materials Training

The construction industry is suffering, in part, from a lack of training programs offered to the construction workforce. Unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction workforce training has the potential to improve industry training but there is a dearth of studies that present details of this integration process. To address this gap, a training framework was developed to educate material stakeholders on material properties, selection, and installation. This framework is based on andragogical and Universal Design for Learning (UDL) principles. An assessment method evaluates training agendas to improve upon instructional design before training implementation. This method assesses the proposed training framework by enumerating the occurrences of Bloom’s Taxonomy verbs to determine how closely the proposed training’s goals and objectives followed Bloom’s guidelines. This study culminates by establishing linkages from educational theory to proposed training modules. The module template is presented in a goals and objectives format so that organizations can best implement and test this training framework.

НАУКОВА ПРОЄКТНА ДІЯЛЬНІСТЬ ЯК ПЕРЕДУМОВА ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ З ЕЛЕКТРИЧНОЇ ІНЖЕНЕРІЇ

Purpose. Determination of the role of scientific project activity in the formation of professional competencies of applicants for higher education in the field of electrical engineering.Methodology. The method of scientific projects is used to form the professional competencies of applicants for higher education in the specialty “Electricity, electrical engineering and electromechanics”.Findings. The implementation of project scientific activities using the base of engineering and scientific projects to improve energy efficiency motivates applicants for higher education to acquire new knowledge, creates the preconditions for the development and implementation of a modern educational program in the field of electrical engineering, contributes to the integration of a new structure into the university system – an energy-innovative hub of knowledge.Originality. In the work design methods and teaching technologies in the field of electrical engineering were further developed, which provide the use of the university base of scientific and engineering projects on energy efficiency and participation in the implementation of projects of applicants for higher education, which allows to form professional (scientific-research) competencies of applicants and to develop modern educational program.Practical value. The research results can be used to update educational programs in electrical engineering and to support the development of energy efficiency at the university when creating an energy-innovative knowledge hub that will allow organizing a complex interaction of the components “education – science (innovation) – business (entrepreneurship) – state”.

Typecasting in the Recruitment of Full Professors

The recruitment of full professors is critical for the formation of academia. The professorship is critical not only for the prosperity of the HEIs, but especially so for the establishment, development and communication of the discipline. In this chapter, we analyze the initial step of the typecasting process in the recruitment of full professors. We use a few cases to illustrate how the intellectual and social organization of the field of education science(s) is manifested in publicly posted job advertisements. The analysis shows that the field is characterized by heterogeneity and no longer has a basis in one single discipline. New relations between research, teaching, and society can be observed, as well as a narrowing of authority of the professorship but an increase of responsibilities.

Pathways towards Enhancing HEI’s Role in the Local Social İnnovation Ecosystem

Social innovation as a potential way of looking for new ways to combat the most challenging social problems is underdeveloped in Croatia and Europe. This chapter assesses the contribution of specific Higher education institute (HEI) to developing a social innovation ecosystem in the Zagreb agglomeration area (and beyond) in several dimensions: (a) research and evidence that informed social innovations (SI) and wider policies; (b) education; (c) creating networks and advocating, and (d) community engagement. Additionally, the introduction of the service-learning program is presented to illustrate that contribution. The capacity of the higher education institutions in fostering the development of the social innovation ecosystem is discussed through the prism of the local and national education, science and public (social) policy development in Croatia.

The Relevance of K.H. Ahmad Dahlan's Tajdid Thoughts on Islamic Education During The Covid-19 Pandemic

<p class="abstrak">The purpose of this study was to examine <em>Tajdid</em> K.H. Ahmad Dahlan's concept of Islamic education and its relevance during the Covid-19 pandemic. The advancement of science and technology in the modern era, in accordance with the emergence of research on the relevance of K.H. Ahmad Dahlan in the development of educational learning in Indonesia, is referred to as research in the context of Islamic education science (<em>Tajdid</em>). This research data is derived from library references in the form of scientific references and searches of references to research works, both manually and digitally, that focus on discussing K.H. Ahmad Dahlan's thoughts in Islamic education. The study's findings demonstrate that <em>Tajdid</em> K.H. Ahmad Dahlan's concept is in line with the advancement of Islamic education.</p><p class="abstrak"><em>Tujuan penelitian ini adalah menganalisis konsep pemikiran Tajdid K.H. Ahmad Dahlan terhadap pendidikan Islam dan relevansinya di masa pandemi Covid-19. Perkembangan ilmu pengetahuan dan teknologi diera modern ini, sejalan dengan munculnya penelitian tentang relevansi pemikiran K.H. Ahmad Dahlan dalam pengembangan pembelajaran pendidikan di Indonesia, dalam perspektif ilmu pendidikan Islam disebut dengan pembaharuan (Tajdid). Data penelitian ini bersumber dari referensi kepustakaan berupa jurnal ilmiah maupun penelusuran terhadap referensi-referensi karya penelitian, baik secara manual maupun digital yang fokus membahas pemikiran K.H. Ahmad Dahlan dalam pendidikan Agama Islam. Hasil penelitian membuktikan bahwa konsep Tajdid K.H. Ahmad Dahlan sesuai dengan pembaharuan dengan peningkatan pendidikan Islam. </em></p>

ANALISIS KONSEP DASAR ISLAM PADA PEMBELAJARAN SAINS DI MADRASAH IBTIDAIYAH KELAS IV (FISIKA & BIOLOGI)

The concept of learning that is arranged in the world of education is very influential in order to arrive at the goals that have been determined. The application of learning must be structured in such a way that the expected learning process runs. The Learning Process Design (RPP) is a benchmark for an educator when carrying out learning, the RPP that is formed must have conformity to the learning content carried out by the educator and here the author designs a lesson plan for class IV Madrasah Ibtidaiyah. The writing method uses a literature review of several trusted sources of scientific articles. The results obtained in this paper are the implementation of the basic concepts of Islam in Science subjects (Physics and Biology) which in the lesson plans are developed materials that combine Science subjects with religious science and combine the two, so that students are not only required in the cognitive domain but students also know Science from spiritual aspect and being able to be grateful for what they have and can apply the meaning of the verse that has been written in the Qur'an Surah Al-An'am: 99 teaches humans about the natural resources that God has given to humans and how to manage them. Keywords: Basic Concepts of Education, Science Learning, Madrasah Ibtidaiyah

Psychological Assessment: a systematic review of the literature / Avaliação psicológica: uma revisão sistemática da literatura

Psychological assessment is a practical application of professional psychologists working in different areas of health, education, safety, traffic and so on. as well as it can be applied in different contexts and at different moments of human development. Given the above, this article aimed to conduct a literature review to understand the paths built by psychological assessment in their contexts, ramifications and future possibilities, through a search in sources such as books, articles published in journals indexed in the main scientific databases from Brazil and the world, in order to promote a compilation of the main findings of science on the subject, in the light of different views and areas of psychology, education science and human health in general. To this end, a literature review was carried out, from scientific sources such as books, articles, dissertations, theses and monographs, in specialized websites and in scientific databases such as Scielo, Scopus, Lilacs, among others. Inclusion and exclusion criteria were used, filtering texts in Portuguese or English that were relevant to the theme. Theoretical data were analyzed and discussed between the authors and their views. Based on the research, it is possible to conclude that psychological assessment is a tool that directs the psychologist's therapeutics and praxis in educational, clinical, criminal contexts, among others. It is understood from the data in the literature that psychological assessment needs theoretical and practical knowledge, aligning and directing the procedure and guiding the correct diagnosis. Being the psychologist's responsibility, psychological assessment needs ethical procedures based on the professional psychologist's code of ethics, for collective and individual well-being in professional practice.

Online versus face-to-face learning in introductory university physics following COVID-19

The use of technology in higher education science classrooms rose significantly in the advent of the COVID-19 pandemic. In many universities, academic programs including introductory physics classes were taken online. Some institutions adopted online learning but also maintained face-to-face (F2F) laboratories when COVID-19 restrictions began to ease. Here, the effectiveness of the online learning approach in comparison with F2F learning is explored. The percentage difference in performance for students who took the online introductory physics course, Physics for Scientists and Engineers, versus that of students simultaneously taking the same course F2F is reported. This is done both across different sections taught by different instructors, and for the same course taught online versus F2F by the same professor. Furthermore, a short survey was conducted to assess the student learning experience and opinion about online and F2F learning. The results show equal or better overall performance for online learning with 4.2% higher performance when comparing results across different sections taught by different instructors. A similar 6.1% performance improvement was seen when comparing results across different sections taught by the same instructor. In contrast with the performance outcomes, the survey results indicate that about 72% of students prefer F2F compared to online learning. The findings provide a useful reference as many institutions and programs transition back to more standard F2F or hybrid learning modes. The benefits and drawbacks of each mode are discussed in the specific context of student preferences and challenges faced in online learning during COVID-19.

A história do fogo na formação dos professores de Química

A literatura descreve uma crise no ensino de ciências evidenciada pelos altos índices de analfabetismo científico. Uma das razões apontadas é o fato de alunos e professores apresentarem noções distorcidas do que é ciência. Visando combater tais deficiências, neste trabalho testamos uma metodologia que utiliza a história da ciência para ensinar sobre aspectos da natureza da ciência (NdC). Elaboramos um estudo de caso a partir da obra Ensaio sobre o fogo, publicada em 1790 pelo filósofo suíço Marc-Auguste Pictet, e aplicamos essa atividade em duas turmas de licenciatura em química do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). A metodologia empregada, chamada História Interrompida, constrói-se com base numa narrativa linear com questões que interrompem a história e fomentam a participação dos alunos em debates sobre aspectos da NdC ligados ao caso. As aulas foram gravadas em vídeo e as falas dos alunos analisadas segundo referencial de Análise de Conteúdo, tomando aspectos previstos da NdC como categorias a priori. Todas as categorias previstas registraram ocorrências e, além destas, identificamos outras que surgiram de maneira espontânea nas falas dos alunos. Esses resultados reforçam a potencialidade de discussões explícitas sobre NdC na formação de professores.The history of fire in the training of chemistry teachersAbstractSpecialized literature describes a crisis in science education evidenced by high rates of scientific illiteracy. The problem would in part derive from students and teachers with naive perceptions of science. In this work we present the testing of a didactic strategy that uses history of science to approach features of nature of science (NoS) in classroom. We started by elaborating a case study based on the 1790 book An Essay on fire, by the Swiss philosopher Marc-Auguste Pictet. Then we applied the methodology in two pre-service chemistry teacher education classes at São Paulo Federal Institute of Education, Science and Technology (IFSP). Such methodology is known as Interrupted Story. It comprises a linear narrative which is interrupted at some points by questions that try to encourage students to participate in debates on NoS topics related to the case. We videotaped the classes and took some foreseen aspects of NoS as a priori categories to proceed the analysis of the students' speeches according to a Content Analysis framework. All the predicted categories registered occurrences. Furthermore, we identified other categories that arose spontaneously in the students' debates. Such results reinforce the potential of explicit discussions about NoS in teachers’ education.Keywords: History of chemistry; Nature of science; Interrupted story; Fire; Pictet.