formative experience
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Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 774-782
Author(s):  
Guadalupe Del Rosario Martínez Aguilera

 Este trabajo buscó descubrir de qué manera la clase de educación física puede favorecer la manifestación de las inteligencias múltiples en la resolución de problemas en 27 alumnos de ocho a nueve años de un grupo de cuarto grado de una escuela primaria. Mediante el método cualitativo en la aplicación de una secuencia didáctica de siete sesiones se recogieron datos mediante una evaluación formativa utilizando entrevistas, observación y el cuaderno de educación física que los niños utilizaron a lo largo de la intervención donde expresaron parte de su experiencia y aprendizajes que adquirieron en la clase de educación física. Como resultado se observa que los alumnos expresan de manera específica los aprendizajes obtenidos en la secuencia didáctica en donde se manifiestan las inteligencias múltiples para la resolución de problemas permitiendo conseguir los objetivos de la secuencia didáctica. Se concluye la importancia de fortalecer una clase de educación física inclusiva mediante el enfoque de las inteligencias múltiples en donde los alumnos puedan expresar sus habilidades y capacidades para lograr los aprendizajes esperados de educación física, se enfatiza la necesidad de trabajar las competencias didácticas en los docentes para planificar escenarios aptos y estimulantes que permitan en el alumnado lograr un desarrollo integral.  Abstract. This work sought to discover how physical education class can favor the manifestation of multiple intelligences in problem solving in eight- to nine-year-old elementary school students. Through the qualitative method in the application of a didactic sequence of seven sessions, data was collected through a formative evaluation using interviews, observation and the physical education notebook that the children used throughout the intervention where they expressed part of their experience and learning that acquired in physical education class. As a result, it is observed that the students express in a specific way the learning obtained in the didactic sequence where multiple intelligences are manifested for solving problems, allowing to achieve the objectives of the didactic sequence. The importance of strengthening an inclusive physical education class through the approach of multiple intelligences is concluded where students can express their abilities and capacities to achieve the expected learning of physical education, the need to work on didactic skills in teachers is emphasized to plan suitable and stimulating scenarios that allow students to achieve development.


2021 ◽  
Vol 27 ◽  
pp. 509-513
Author(s):  
Eleonora Imbierowicz

This War of Mine, a critically acclaimed game by 11 bit studios, is the first game to be on the list of supplementary school readings in Poland. The game released in 2014 is an anti-war narrative built around the story of a group of civilians trying to survive the war in Pogoren, city based on wartorn Sarajevo. The game is unique in its mechanics as well as in its serious treatment of death and suffering, but can also be played for pleasure and in that matter is not moralistic, but entertaining. It is an ideal game to offer young people, both as a means of developing their sensitivity and as an encouragement to seek pleasure in experiencing narratives. However, it also fits with other school readings on the cruelty of war, and thus there is a risk it will be used as other texts have been — as a story to make teenagers think about war as a formative experience which makes one a true Pole.


2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Wilson Krüger Mariano ◽  
Andres Chiappe

El desarrollo de las habilidades del siglo XXI se menciona actualmente como uno de los objetivos clave que deben alcanzar los sistemas educativos en todo el mundo, para que los ciudadanos en su conjunto puedan adaptarse adecuadamente al mercado laboral y en general, a la sociedad del futuro. El propósito de esta revisión es, dado el explosivo y creciente interés en este tema, identificar las diversas definiciones de las llamadas habilidades del siglo XXI para luego reconocer las relaciones que se puedan encontrar entre estas habilidades y los entornos de aprendizaje STEAM, los cuales recientemente han sido propuestos como escenarios capaces de desarrollarlas. El estudio se desarrolló como una revisión sistemática de literatura a partir de procesos de abstracting y lectura en profundidad de 153 artículos científicos publicados en revistas indexadas en Scopus y Scielo. Los resultados del estudio sugieren que, para conducir el desarrollo de las habilidades del siglo XXI, conviene tener en cuenta al momento de diseñar entornos de aprendizaje STEAM, asuntos como el cambio en la evaluación hacia una experiencia más formativa, la inclusión de ambientes colaborativos y sociales, la aplicación de estrategias de aprendizaje basadas en la investigación y la gamificación y el juego, entre otras. The development of the so-called 21st century skills is currently mentioned as one of the key objectives that education systems must achieve throughout the world, so that citizens as a whole can adapt adequately to the labor market and in general, to the future society. The purpose of this review is, given the explosive and growing interest in this topic, to identify the various definitions of the skills of the 21st century and then to recognize the relationships that can be found between these skills and STEAM learning environments, which recently have been proposed as suitable scenarios for developing them. The study was developed as a systematic literature review based on abstracting and in-depth reading of 153 scientific articles published in journals indexed in Scopus and Scielo. The results of the study suggest that, in order to guide the development of 21st century skills, it is convenient to consider when designing STEAM learning environments, issues such as the change in the assessment towards a more formative experience, the inclusion of collaborative and social environments, the use of research-based learning strategies and gamification and games, among others.


2021 ◽  
Vol 19 (3) ◽  
pp. 1-8
Author(s):  
Kauana Possamai ◽  
Pedro Henrique Monticelli da Luz ◽  
Rogério Santos Pereira ◽  
Isadora Vieira Prates ◽  
Fabiane Castilho Teixeira Breschiliare

OBJETIVO: Apresentar a proposta de planejamento e a construção de uma prancha de equilíbrio para o ensino das Práticas Corporais de Aventura para alunos dos anos finais do ensino fundamental, no contexto do ensino remoto. MÉTODOS: Foi elaborado a partir da Disciplina Estágio Supervisionado em Educação Física Escolar II, desenvolvida no 2° semestre de 2020, do curso de Licenciatura em Educação Física da Universidade Federal de Santa Catarina. texto considera a análise conjuntural da Educação Física no ensino remoto e da unidade educativa que serviu de base para se estruturar este planejamento. A proposta de intervenção foi pensada buscando considerar os conteúdos yoga e meditação que estavam sendo trabalhados pela professora da turma. RESULTADOS: Destaca-se que o conteúdo Práticas Corporais de Aventura surgiu a partir de um levantamento prévio feito com os estudantes sobre conteúdos que tinham interesse em aprender. Foi planejado um conjunto de cinco módulos de conteúdos para duas turmas do nono ano da escola-campo. CONCLUSÃO: Conclui-se que essa experiência pedagógica proporcionou aos envolvidos um conjunto de aprendizados significativos para o incremento da prática pedagógica docente. E que, a ausência do contato mais efetivo com os estudantes e com a realidade da escola-campo impactou a experiência formativa dos graduandos em Educação Física.ABSTRACT. The body practices of adventure in physical education classes during remote teaching: planning to move with the balance board.OBJECTIVE: To present the proposal for planning and building a balance board for teaching Adventure Body Practices to students in the final years of elementary school, in the context of distance education. METHODS: It was developed from the Discipline Supervised Internship in School Physical Education II, developed in the 2nd semester of 2020, of the Licentiate Degree in Physical Education at the Federal University of Santa Catarina. The text considers the conjunctural analysis of Physical Education in remote education and the educational unit that served as the basis for structuring this planning. The intervention proposal was designed seeking to consider the yoga and meditation contents that were being worked on by the class teacher. RESULTS: It is noteworthy that the Corporal Practices of Adventure content emerged from a previous survey made with students about content they were interested in learning. A set of five content modules was planned for two classes in the ninth year of the field-school. CONCLUSION: It is concluded that this pedagogical experience provided those involved with a set of significant learnings for the increment of the teaching pedagogical practice. And that the lack of more effective contact with students and with the reality of the school-field impacted the formative experience of undergraduates in Physical Education.


Author(s):  
Lidia Borghi ◽  
Claudio Cassardo ◽  
Elisa Mingarelli ◽  
Elena Vegni

The contribution focuses on how dreams can be investigated as social phenomena in a manner which illuminates the role of the individual in a particular group and elucidates unconscious group processes in an organization. The article presents an experience of adopting Lawrence’s social dreaming (SD) matrices in a new a specific field: an Italian prison which has shifted in the last two decades from a punitive to a rehabilitative mission. The aim of the experience was twofold: i) to help jail workers, through a formative experience, gaining a deeper understanding of how the new prison environment influences their emotional experience and work functioning; ii) to collect the emotional climate, the feelings, and the critical issues among the prison staff, in order to gain insights for the authorities responsible for the regulation of correctional facility. The experience of SD included 4 matrices, involving a total of 12 participants: 7 prison officers and 5 educators. The main thematic areas emerged from the matrices are related to: trust, competence, professional identity, separateness and privacy, safety, and to the gender differences. All the themes are presented and discussed, along with dreams and free associations. The present work is, to our knowledge, the first attempt to apply the tool of social dreaming to the context of correctional facility all over the world. The described experience might serve as an example of the applicability of this mode of analytic exploration to institutions or organizations, and the contribution opens to reflection and some implications.


2021 ◽  
pp. 628
Author(s):  
Gustavo Adolfo Maldonado Martínez ◽  
Jaime Cuenca Amigo

Resumen: El presente artículo parte de la necesidad por reflexionar en torno al impacto de la mercantilización en la valoración y producción social de los espacios para el ocio. A través de distinciones y precisiones conceptuales entre espacio, lugar y ocio, este trabajo pretende analizar dos consecuencias importantes de la mercantilización en la valoración del espacio social: la producción del espacio a través de la mercantilización produce valor mercantil. El espacio en sentido social se torna entonces en un contenedor de relaciones sociales mediadas por la mercancía, y esto es apreciable en los espacios para la ocupación del tiempo de ocio. Sin embargo, pretendemos sustentar aquí que el ocio es un posible agente de emancipación y productor de valor en otros sentidos. Los espacios también han de contener valor no necesariamente en sentido mercantil, y es ahí donde es posible un punto de encuentro con el valor del ocio y los espacios para este. Así, se persigue la idea de que el ocio puede fungir como resistencia, diferenciándose del común malentendido de situarlo como actividad ligada irremediablemente al consumo. En cambio, nos inclinamos por proponerlo como experiencia formativa capaz de potenciar las capacidades humanas por medio de su desarrollo. Se busca así plantear alternativas en torno a la posibilidad de encontrar por medio de la experiencia de ocio resquicios de emancipación y resistencia para hacer frente a la mercantilización y el consumo y proponer formas de desarrollo local que sean cauce de desarrollo humano y comunitario.   Palabras clave: Espacio, lugar, tiempo de ocio, valor, mercancía.   Abstract: This article is based on the need to reflect on the impact of commodification on the valuation and social production of leisure spaces. Through conceptual distinctions and clarifications between space, place and leisure, this paper aims to analyse two important consequences of commodification on the valuation of social space: The production of space through commodification produces market value. Space in a social sense then becomes a container for commodity-mediated social relations, and this is visible in the spaces for the occupation of leisure time. However, we intend to argue here that leisure is a possible agent of emancipation and producer of value in other senses. Spaces also have to contain value not necessarily in a mercantile sense, and this is where a meeting point with the value of leisure and spaces for leisure is possible. Thus, we pursue the idea that leisure can function as resistance, as opposed to the common misunderstanding of situating it as an activity irremediably linked to consumption. Instead, we are inclined to propose it as a formative experience capable of enhancing human capacities through its development. In this way, we seek to propose alternatives around the possibility of finding, through the experience of leisure, loopholes for emancipation and resistance in order to confront commercialisation and consumption and to propose forms of local development that are a channel for human and community development.   Key words: Valuable leisure, human development, recreation, re-creation.


Author(s):  
A. K. Kalieva ◽  
S. Zh. Omirbek

There is a significant increase in the number of children who do not have developed writing and reading skills among primary school students. "Specific" violation of written speech, that is, dysgraphy, is a serious obstacle to the development of the school curriculum by primary school students, which does not allow at a certain point in time to fully master the educational program in a number of academic subjects, so the identification and correction of dysgraphy is one of the urgent problems. The article examines the writing process from a neuropsychological point of view and highlights the special stages of the writing process. The definitions given by the authors in connection with the violation of the writing process are analyzed, the classification of dysgraphy is briefly described, the importance of timely detection of violations of written speech and the development of appropriate correctional work taking into account the neuropsychological approach is emphasized, modern manifestations and promising areas of the study of dysgraphy are considered based on the analysis of theoretical sources. Defining the concept of "innovation", the significance of one of the innovative approaches to the correction of dysgraphy – the use of cerebellar stimulation-is described, that is, the models of performing exercises in the" balametrics " complex are shown. The article describes the methodology and results of the ascertaining and formative experience conducted on the basis of the analysis of errors that occur in the writing of primary school students studying in the Kazakh language.


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Edivânia Cristina Dos Santos Reis ◽  
Nayara Evellyn Santos Fontes ◽  
Rodrigo De Souza Santos

In the second term of 2020, the Education Post-Graduation Program of the Federal University of Sergipe offered a discipline called Fundamentals of Education, mandatory to the Mastership course. The purpose of the discipline was to discuss some relevant themes to the academic formation. This group chose the theme “Education, Media and Media Processes”, elaborating a presentation that constituted relevant positions and reflections for subjects involved in the discipline. Therefore, the concepts of Media-Education, Teacher Education, Emergency Remote Education were approached. Thus, the work aims to analyze the contributions of the disciplines to the use of media in education. This work was carried out with interactive media activities, oral questionnaires, writings and collective debates. After the activities in the class, it was reported that there is still an evident lack of training for teachers in the use of the media.


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