scholarly journals Sociocultural Perspectives of Science and Learning: Contributions on Pedagogical Practices on STEM teachers in Service

2020 ◽  
Vol 8 (10) ◽  
pp. 47
Author(s):  
Milena Alcocer Tocora ◽  
Carola Hernandez Hernandez
Keyword(s):  
Training Program ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Sociocultural Perspectives ◽  
Evaluation Strategies ◽  
Critical Hermeneutic ◽  
Postgraduate Training Program ◽  
Multiple Case ◽  
Science Teacher Training ◽  
And Mathematics

This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways:  i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way. 

Meanings of Interdisciplinarity Attributed by Mathematics Teachers’ Educators and Teachers of the Municipal Schools of São Paulo

2021 ◽  
Vol 23 (8) ◽  
pp. 168-190
Author(s):  
Wanusa Rodrigues da Silva ◽  
Felipe Augusto Mesquita Comelli ◽  
Ana Lúcia Manrique
Keyword(s):  
Mathematics Teachers ◽  
Education Programme ◽  
Sao Paulo ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
São Paulo ◽  
Structured Interviews ◽  
Data Collection And Analysis ◽  
Municipal Schools ◽  
And Mathematics

Background: within the scope of public educational policies, the research focuses on the recontextualisation of the principle of interdisciplinarity of the Programa Mais Educação São Paulo (More Education Programme) for mathematics teachers’ pedagogical practices. Objective: to discuss the meanings attributed to interdisciplinarity by mathematics teachers’ educators and teachers. Design: we used Basil Bernstein’s curriculum theories and the theory of the pedagogic device, exploring the concepts of pedagogical recontextualisation and pedagogical practice. We conducted qualitative research of a deductive-interpretative nature. Settings and Participants: the subjects are mathematics teachers’ educators involved in implementing the programme and mathematics teachers working in the Interdisciplinary Cycle in the municipality of São Paulo. Data collection and analysis: we used semi-structured interviews, as they allow the production of singular meanings of the subjects’ perspectives on the process of recontextualisation of the principle of interdisciplinarity. Data analysis was performed by theme/category-based content analysis. Results: as the discourse of interdisciplinarity is moved to pedagogical practice, educators and teachers reveal conceptual and methodological gaps to carry out interdisciplinary work in schools. When working from an interdisciplinary perspective, they opt for integrative projects, which has already been carried out through the methodology of the generating themes. Conclusions: we clarify the need to invest in an interdisciplinary teacher education model to change the logic of a fragmented school disconnected from contemporary issues. We argue that in this globalised world we live in, permeated by complex issues, we can no longer be restricted by the boundaries of an area of knowledge.

scholarly journals Formação Continuada para Professores de Física e de Matemática: Possibilidade de Integração de Recursos Tecnológicos na Prática Pedagógica

2018 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Marli Teresinha Quartieri ◽  
Maria Madalena Dullius ◽  
Italo Gabriel Neide ◽  
Teresinha Aparecida Faccio Padilha ◽  
Raiza Betania Halmenschlager
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Physics Classes ◽  
And Mathematics ◽  
Planned Activities ◽  
Mathematics And Physics

O uso de recursos tecnológicos ainda merece estudos e pesquisas, em especial para que seja efetivamente integrado na prática pedagógica dos docentes da Educação Básica. Este artigo pretende socializar resultados de um curso de formação continuada ofertado a professores de Física e de Matemática que teve o intuito de integrar recursos tecnológicos nas aulas destas disciplinas. Durante os encontros foram problematizadas e exploradas atividades, com o uso de tablets e computador, envolvendo conteúdos da Física e da Matemática, bem como planejadas atividades pelos participantes. A pesquisa de cunho qualitativo apresenta características de estudo de caso. Os instrumentos de coleta de dados foram questionários, filmagens das discussões de todos os encontros e relatórios de atividades desenvolvidas pelos participantes em suas aulas. Os resultados apontam que o compartilhamento de experiências, os momentos de planejamento em conjunto e as atividades exploradas proporcionaram confiança e segurança para a integração dos recursos tecnológicos nas aulas, pois os participantes desenvolveram atividades, em sua prática pedagógica, usando estas ferramentas. Os professores foram unânimes em comentar a produtividade do uso de recursos tecnológicos nas aulas de Matemática e Física. Destaca-se que o curso também proporcionou momentos de conhecimentos em relação aos conteúdos explorados.Palavras-chave: Formação Continuada. Recursos Tecnológicos. Ensino de Física e Matemática.AbstractThe use of technological resources still deserves studies and research, especially in order to be effectively integrated into the pedagogical practice of Basic Education teachers. This article aims to socialize results of a continuing education course offered to Physics and Mathematics teachers, which was designed to integrate technological resources in Physics and Mathematics classes. Throughout the meetings, several activities were explored and problematized through the use of tablets and computers, involving subjects from Physics and Mathematics. In addition, the participants also planned activities. This qualitative research can be characterized as a case study. The data collection instruments were questionnaires, filming from the discussions of all meetings, and reports on the activities developed by the participants on their classes. The results show that the sharing of experiences, the moments of joint planning and the explored activities provided trust and security for the integration of technological resources on classes, because the participants developed activities in their pedagogical practices using such tools. Teachers were unanimous in commenting about the productivity of the use of technological resources in Mathematics and Physics classes. It is noted that the course also provided moments of knowledge related to the subjects explored.Keywords: Continuing Education. Technological Resources. Physics and Mathematics Education.

scholarly journals Students’ Length Measuring Estimation Skills Related to The Daily Life Objects

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Ömer F. Çetin ◽  
◽  
Himmet Akkuşçi ◽  
Keyword(s):  
Secondary School ◽  
Daily Life ◽  
Research Process ◽  
Structured Interview ◽  
Seventh Graders ◽  
Class Level ◽  
Multiple Case ◽  
And Mathematics ◽  
State Schools

This research aims to explore the secondary school sixth and seventh graders’ length measuring estimation skills developing activities related to the daily life objects. The study is in a qualitative multiple case study model. The universe of the research consisted of the sixth and seventh graders. The sample of the research consisted of 85 students, who were studying at a secondary school in sixth and seventh classes in 2 (two) state schools determined with the purposive sampling method in the 2018-2019 educational year. The maximum variety was ensured for the class level, gender, and mathematics achievement scores; voluntariness for the easily accessible situation. The data were obtained with the scales and semi-structured interview forms prepared during the research process and analyzed descriptively. The research results suggest that the length measuring estimation skills of the secondary school sixth and seventh graders relevant to the daily life objects can be developed with the activities that will develop the students’ prior knowledge and skills.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

scholarly journals Designing the structure and the content of the programs of the postgraduate training taking into account the experience of the European Doctor

2021 ◽  
Author(s):  
Г.У. Матушанский ◽  
О.Р. Кудаков ◽  
Г.В. Завада ◽  
А.Р. Гатиятова
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Positive Experience ◽  
Doctoral Studies ◽  
Research Activities ◽  
Postgraduate Training Program ◽  
Student Training ◽  
The Cost ◽  
Graduate Student Training ◽  
Educational Component

Целью работы является проектирование индивидуальных образовательных маршрутов исследовательской составляющей аспирантской подготовки в России на базе учета позитивного опыта европейской докторантуры. Достижения российской аспирантуры и европейской докторантуры рассматривались с помощью метода сравнительного анализа. В основу указанного проектирования положены системный и компетентностный подходы, использовались методы моделирования и проектирования. При построении образовательных маршрутов аспирантов использовался метод структурных графов. В результате проведенного исследования выявлен позитивный опыт организации зарубежной докторской подготовки и дан вариант проектирования структуры и содержания программы подготовки аспирантов. На примере университетов ряда стран предложены введение зачетных единиц на исследовательскую часть образовательной составляющей отечественной аспирантской программы подготовки, а также оценка стоимости определенных видов исследовательских действий. Разработаны варианты образовательных маршрутов исследовательской части подготовки аспирантов по естественно-математическому, инженерно-техническому и социально-гуманитарному направлениям. Результаты исследования дают возможность на основе введения зачетных единиц в исследовательскую часть аспирантской подготовки выработать критериальную систему оценки готовности аспирантов к итоговой аттестации. Разработанные варианты образовательных маршрутов позволяют более продуктивно осуществлять реализацию в целом аспирантской подготовки. The aim of the work is to design the structure and content of postgraduate programs in Russia at the third level of higher education based on the positive experience of European doctoral studies. Achievements of European and Russian doctoral studies were examined using the comparative analysis method. The design of the structure and content of postgraduate training programs is based on a systematic approach, modeling and design methods were used. The method of structural graphs was used to build educational routes for graduate students. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. Variants of educational routes have been developed for the research part of postgraduate training in natural-mathematical, engineering-technical and social-humanitarian areas. The results of the study allow, on the basis of the introduction of credits in the research part of postgraduate training, to develop a criteria-based system for assessing the readiness of graduate students for final certification. The developed educational route options allow for more productive implementation of postgraduate training as a whole.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Computational Participation as a Portal to Collaborative STEM

2019 ◽  
pp. 334-347
Author(s):  
Ramya Sivaraj
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Stem Learning ◽  
Experiential Learning Theory ◽  
Digital Platforms ◽  
Sociocultural Perspectives ◽  
Innovative Solution ◽  
Problem Solving Strategies ◽  
Solution Design ◽  
And Mathematics

This chapter explores computational participation as an integrative portal, offering a model for integration across individual disciplines, with an emphasis on the transformative potential of innovative digital practices to engage learners in collaborative science, technology, engineering, and mathematics (hereafter “STEM”) learning. Drawing on sociocultural perspectives and Dewey's experiential learning theory, computational participation in STEM is examined with respect to how learners meaningfully engage with problem-solving strategies, innovative solution design, and multiple iterations of testing. Utilizing examples of interactive digital platforms, such as Scratch and Hypothes.is, this chapter makes a case for how computational participation in STEM creates opportunities for collaborative learning in the virtual and real world, while maintaining a central focus on real world issues. Integrating computational participation in STEM, consequently, supports active, experiential learning, where STEM learners are able to develop transferable conceptual understandings, along with application of skills, such as creativity, critical thinking, communication, and collaboration.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Contribution of Psychopedagogy to the Inclusion of ICT in the Pedagogical Environment

2009 ◽  
pp. 812-824
Author(s):  
Maria A. Mamede-Neves
Keyword(s):  
Distance Education ◽  
Virtual Classroom ◽  
Knowledge Structures ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Teaching Environment ◽  
Fourth Segment ◽  
Physical Presence ◽  
Pedagogical Environment ◽  
The Web

This chapter aims at critically analyzing distance education and the interactions between ICT, teaching, and knowledge structures based on the contributions of psychopedagogy. The first section examines the innovations currently taking place in the field of psychopedagogy, in which the concept of the physical classroom is being replaced by that of the virtual classroom. The second and third sections analyze, respectively, the learning through ICT and the incorporation of the Web in the pedagogical practices, their possibilities, and limitations. A fourth segment regards the use of the Web by the youngsters and analyses the possible reasons for its great significance and use among youngsters. The conclusion of this chapter stresses the need to acknowledge the value of the interrelationship between the culture of physical presence and cyberculture in the teaching environment, as well as the need for teachers to change their mentality and to become effectively enabled to add ICT to their pedagogical practice.

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