Instrumentalization vs Instrumentation of Microlearning in a Math Class

The study aims to innovate the teaching and learning process of mathematics with a group of elementary school students from a rural population of Colombia, where the use of information and communications technology resources, as well as internet access in limited. The teachers implement microlearning so that children learn to solve arithmetic problems. The experience is descriptive with a non-probabilistic convenience sampling, developed from the creation and application of a virtual learning object whose pedagogical strategy was the use of microlearning. The study shows that the use of information and communications technology resources assist the students to learn mathematics. It also develops the office content, skill to interpret, know and solve mathematical problems from everyday situation to students

Towards a New Popular Theatre (?). Reflections After the Completion of UBUmaterial Performative Archive on Instagram

The article describes the building of UBUmaterial performative archive on Instagram during the COVID-19 lockdown by Papalangki Theatre Company in Greece (2020–2021). Through an innovative format, UBUmaterial started as the attempt of three actors-narrators isolated due to pandemic to rehearse and somehow present Ubu Roi by Alfred Jarry. However, exploring the Instagram and play’s potentialities, the three actors soon would be transformed into narrators of their own effort, using their households and adopting a commenting stance on their everyday situation. Thus, the dramaturgy of UBUmaterial’s posts (videos) integrated most of the traditional popular theatre’s features and strategies. After a reflection on the contemporary meaning of “popularity” in theatre/performance, the article suggests that UBUmaterial (as well as other digital forms of theatre) may be considered a form of modern popular theatre.

Modelling the Renal Excretion of the Mycotoxin Deoxynivalenol in Humans in an Everyday Situation

The dietary exposure to the mycotoxin deoxynivalenol (DON) can be assessed by human biomonitoring (HBM). Here, we assessed the relation between dietary DON intake and the excretion of its major metabolite DON-15-glucuronide (DON15GlcA) through time, in an everyday situation. For 49 volunteers from the EuroMix biomonitoring study, the intake of DON from each meal was calculated and the excretion of DON and its metabolites was analyzed for each urine void collected separately throughout a 24-h period. The relation between DON and DON15GlcA was analyzed with a statistical model to assess the residence time and the excreted fraction of ingested DON as DON15GlcA (fabs_excr). Fabs_excr was treated as a random effect variable to address its heterogeneity in the population. The estimated time in which 97.5% of the ingested DON was excreted as DON15GlcA was 12.1 h, the elimination half-life was 4.0 h. Based on the estimated fabs_excr, the mean reversed dosimetry factor (RDF) of DON15GlcA was 2.28. This RDF can be used to calculate the amount of total DON intake in an everyday situation, based on the excreted amount of DON15GlcA. We show that urine samples collected over 24 h are the optimal design to study DON exposure by HBM.

From what Makes Students Dislike Mathematics towards its Effective Teaching Practices

This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.

Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils

The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables), through the chi-square independence test and Cramer’s V test (nominal) and the linearity test and Goodman’s and Kruskal’s Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented.

Effort-focused praise between friends: Effects on mindset and motivation of giver and receiver

We examined the effects of effort-focused versus ability-focused praise between friends on individual mindset and motivation, and investigated the effects on the person receiving praise as well as on the praiser. We conducted a scenario-based experiment focusing on an everyday situation based on cooking. The participants were 271 undergraduates who were randomly assigned to six groups, comprising a 2 (receiving or offering praise) × 3 (effort-focused praise, abilityfocused praise, or no praise) design. The results show that both receiving and offering effort-focused praise positively and significantly affected a growth mindset and also had an indirect positive effect on persistence following failure; however, ability-focused praise affected neither mindset nor persistence. Our findings suggest that in daily friendship-based interactions, praise focused on effort over ability encourages adaptive outcomes for both the praised individual and the person offering the praise; therefore, students need to not only praise each other but also pay attention to the type of praise offered.

ТРАНСФОРМАЦИЯ АУТЕНТИЧНЫХ ТЕКСТОВ В ИГРОВОЙ КОНТЕНТ НА УРОКАХ РКИ В СРЕДНИХ КЛАССАХ АРМЯНСКОЙ ШКОЛЫ / TRANSFORMATION OF AUTHENTIC TEXTS INTO GAME CONTENT IN THE MIDDLE YEARS PROGRAMME OF THE RUSSIAN LANGUAGE TEACHING IN ARMENIA

The article introduces the use of authentic everyday situation texts for middle school students at Armenian schools. It contains specific examples of game activities for authentic texts in accordance with communicative situations and the language knowledge. The author emphasizes the entertaining nature of the post-reading tasks, which provide students with active speech practice and contribute to the development of communicative skills, as well as increase motivation. Authentic texts are presented as a tool that not only enriches the students’ background knowledge, introduces the culture of other people, but also allows them to develop skills and abilities to work with information, create their own texts and present them to the audience. The relevance of the topic is associated with the use of non-educational texts in the framework of game content for the school audience.

Phenomenology of Religious Experience

In the Christian tradition, a spiritual experience is a phenomenon that in some sense remains controversial. Nonetheless, spiritual experience in Christianity refers to the personalization of the faith in Christ that transcends the normal. This is, however, critically contested and regrettably unexplored. It lends credence to why contemporary research on religious experience reveals that Christian spiritual experiences have the element of supernatural intervention by the Holy Spirit, although supernatural must not be confused with spectacular. It might be spectacular, as in the case of Paul on the road to Damascus (Acts 9). Drawing upon extensive contemporary research, content analysis, and literature on religious experience, this study adopts descriptive methodology as techniques. The study situates religious experience as occurrence in an everyday situation of Christians through which they derive a clear inner realization of “the truth.” Findings reveal a significant implication for collective research on religious and spiritual experiences for Christians.

User Involvement in Research on Aging and Health: Creating Knowledge and Technologies With Older Adults

Although, user involvement is largely recognized as instrumental when developing relevant knowledge, services as well as products - aging populations are still likely to be sparsely involved in such processes. Surprisingly, many gerontechnologies are still developed based on a technological perspective rather than a gerontological perspective. Consequently, age-related changes as well as needs, actual use or perceptions of older adults are disregarded or neglected. Similar problems apply to public and private environments with potentially negative implications on accessibility. The present symposium includes four presentations that address user involvement, by capturing older adults’ and aging populations’ use as well as perceptions of emerging technologies, successful development of gerontechnologies, and a multigenerational mass-experiment on housing accessibility in later life. The first study from Germany captures the everyday situation of smartphone use as well as aspects of user experience, affect and social context among older adults. The second study addresses perceptions and attitudes of three generations in Sweden related to continuous technological advancement of products intended to support active and healthy aging. The third presentation will describe the iterative development process of the 2020 mass-experiment – the Housing Experiment -- involving older adults, stakeholders in the housing sector, teachers and pupils in Sweden. The fourth presentation from Canada explores the benefits, challenges, and solutions to support older adult engagement in research that leads to the successful development of technologies for and with older adults. Finally, our discussant will further elaborate on the respective study findings and summarize the symposium.