Implementasi Pembelajaran Bahasa Inggris Berbasis Tematik Terpadu Bagi Siswa Sekolah Dasar

This study aims to determine how integrated thematic-based English learning is for elementary school students. The method used is a qualitative research method with descriptive analysis techniques with library research by examining the implementation of integrated thematic-based English learning for elementary school students. Data collection is done by reducing documents in the form of reports, news and research articles both nationally and internationally related to the topic of this research article. The results showed that the integration between student experience and previous knowledge possessed by children with English learning presented in a theme, will help children to gain knowledge, skills, and attitudes holistically. The theme developed is of course taking into account the children's knowledge, interests, and environment. Each skill in English is also not taught separately but is learned in an integrated manner with other skills. Therefore, the concept of learning English as a foreign language in accordance with the concept of an integrated thematic approach will be able to provide the value of knowledge, skills, and attitudes as a whole whose process is in line with the characteristics of children at the elementary school level.

Ditching Discovery-Creation for Unified Venture Creation Research

Extending earlier critiques, I suggest that continued use of Shanian discovery and Alvarez-Barnean creation views and their respective standpoints on “opportunities” would constrain future entrepreneurship research. Instead, I suggest venture creation be recognized as the field’s true core, with or without the opportunity concept. Within a big tent of venture creation research, researchers with different knowledge interests and varying convictions regarding the roles of agency and structure in venture creation can partake in our most valuable contribution to the broader domain of economic and organizational studies: insights into the journey from non-existence to existence of new ventures.

A Moving Dune, A Stunning View: Visitors’ Recollections of a Ranger-Led Hike at Indiana Dunes National Park

Located 50 miles from Chicago, at Indiana Dunes National Park, thousands interact with rangers annually, many taking part in ranger-led hikes. The study focused on visitor recollections of a ranger-led hike that provided opportunities to learn about landscape change, recent events, and associated scientific findings. Interpreters are encouraged to co-construct audience-centered experiences, making space in interactions for visitors’ knowledge, interests, and previous experience. Researchers observed six ranger-led hikes incorporating audience-centered design elements and recruited a convenience sample of twenty-one visitors for participation in a pre-hike survey to gather responses about interest and knowledge before the hike and their willingness to participate in a follow up post-hike phone interview. After ranger-led hikes, researchers conducted fifteen interviews using a phenomenological approach to glean visitors’ recollections of the experience. Our findings confirm that visitors arrive with background knowledge, scientific interests, and curiosity. Months after the park experience, they were able to give examples of dune formation and change over time, the human effect on the landscape, and findings from recent events and scientific study at Mount Baldy. Interviewees recalled and reflected on rangers’ facilitation and use of props, as well as visual details and feelings evoked by the physical conditions. The results offer a rare look at what sticks with visitors after their participation in a ranger-led hike.

Learning to survive: Wicked problem education for the Anthropocene age

This article addresses major lacunae in higher education from the standpoint of Anthropocenic survival. Wicked problems transcend national, cultural and disciplinary boundaries. Eco-survival, international migration, destabilized global markets, shifts in the balance of strategic power, population pressures, cultural imperialism, post-secular quests for meaning-in-life, ambivalence of bio-scientific progress, to name a selection, are global. The case is put that features of a postmodern orientation to the academic curriculum—transdisciplinarity, transnationalism, wicked problem engagement—are better equipped to meet the fuzzy knowledge interests of tomorrow’s world than traditional mono-disciplinary curricula. However, both subject-based and transdisciplinary approaches can coexist with profit in the education of tomorrow’s global citizens. A paradigm shift in how we educate for survival is proposed here.

En økologisk musikkforståelse

Music is conceptualized in a myriad of ways according to musicological traditions, epistemologies, cultural contexts, knowledge interests, and more. How music is conceived takes form when people are engaged in an ‘artful practice’ that weaves together music, words, acts, objects, meanings, perceptions and people. This article considers how the materiality of music, musical structures, musical semantics and, not least, how music(king) is practiced within a specific historical, cultural and practical context, determines how it is conceived and conceptualized.

The concept of "lexical competence" in modern methodology of teaching foreign languages

The article examines the process, conditions and stages of acquisition of lexical competence by students in the process of learning foreign languages. One of the basic conditions of lexical competence is the work of students with authentic materials. The criteria of using authentic audio- and videomaterials, that will positively influence the process of learning grammatical and lexical elements of a foreign language by students, are investigated. The purpose of this article is the search and approbation of the most effective methods and means of learning English using authentic English videomaterials that will contribute to the successful development of lexical competence in students. The topicality of the research lies in the fact that the main task for students in the process of learning a foreign language is the acquisition of lexical competence, which is a component of communicative competence. The object is the lexical competence and the subject of the study is the process of the acquisition of lexical competence with the help of the authentic materials. The problem concerning the Ukrainian system of education is that the students possess a number of competences (theoretical knowledge), but are not able to apply them into practice (in the context of our study, students are not able to freely operate foreign language units and use them in real-life situations). The work of students with properly selected authentic materials (according to the students' age, level of knowledge, interests, topic and objectives of a lesson) facilitates students' acquisition of lexical competence and stimulates them to motivational activity.

THEORY IN COLLABORATIVE INDIGENOUS ARCHAEOLOGY: INSIGHTS FROM MOHEGAN

There is little doubt that Indigenous, collaborative, and community-based archaeologies offer productive means of reshaping the ways in which archaeologists conduct research in North America. Scholarly reporting, however, typically places less emphasis on the ways in which Indigenous and collaborative versions of archaeology influence our interpretations of the past and penetrate archaeology at the level of theory. In this article, we begin to fill this void, critically considering archaeological research and teaching at Mohegan in terms of the deeper impacts that Indigenous knowledge, interests, and sensitivities make via collaborative projects. We frame the collaboration as greater than the sum of its heterogeneous components, including its diverse human participants. From this perspective, the project produces new and valuable orientations toward current theoretical debates in archaeology. We address these themes as they relate to ongoing research and teaching at several eighteenth- and nineteenth-century sites on the Mohegan Reservation in Uncasville, Connecticut.