Review of The Self in Growth, Teaching, and Learning: Selected Readings.

1966 ◽  
Vol 11 (5) ◽  
pp. 269-269
Keyword(s):  
Teaching And Learning ◽  
The Self

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals Students' self analysis of contributions to online asynchronous discussions

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Jamie Loveless
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Online Discussion ◽  
The Self ◽  
Asynchronous Discussions

<span>This paper presents an example of an approach that involves both the student and the instructor in the evaluation of an online discussion in a context of teaching and learning. According to this approach, the student conducts a self analysis of his or her contributions to the discussion, using criteria supplied in advance of the discussion. One student's four part self analysis of his contribution to an online discussion is presented to illustrate the approach. The self analysis focused on the number and length of postings, claims and grounds, and on knowledge construction, and was designed to engage students in higher levels of thinking. The approach to self analysis is discussed in terms of its modification for use in other contexts and implications for practice are presented.</span>

scholarly journals Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

2021 ◽  
Vol 18 (1) ◽  
pp. 55
Author(s):  
Norhafizah Che Zainal ◽  
Mohd Hazwan Mohd Puad ◽  
Nor Fazlida Mohd Sani
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
The Self ◽  
School Teachers ◽  
Education Society ◽  
Correlational Design ◽  
Teachers And Students ◽  
Media Applications ◽  
The Relationship

Today, cybersecurity is a growing issue in our education society to ensure a safe teaching and learning process for teachers and students. Reports and studies demonstrated that teachers and students are moderately aware of the cybersecurity threat surrounding them that could affect the learning curve and other fatal impacts. This study aims to identify the role of self-efficacy in the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. The researchers used a correlational design with a quantitative approach by using a questionnaire instrument to collect data from teacher respondents. A total of 350 teachers in took part in this survey voluntarily, distributed using social media applications in the midst of the Covid-19 pandemic. The researchers used the IBM SPSS Statistics to analyze the data descriptively and inferentially. The levels of knowledge, attitude, self-efficacy, and environment behavior of Malaysian school teachers towards cybersecurity awareness are low. Self-efficacy acts as a moderator in influencing the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. Strategies and programs need to be initiated by stakeholders to increase the self-efficacy of cybersecurity that could assist the positive change of environment behavior among teachers for teaching and learning benefit.

scholarly journals An Education for Life: The Process of Learning the Alexander Technique

2020 ◽  
Vol 9 (3) ◽  
pp. 190-198
Author(s):  
Charlotte Woods ◽  
Lesley Glover ◽  
Julia Woodman
Keyword(s):  
Lived Experience ◽  
Teaching And Learning ◽  
The Self ◽  
Self Management ◽  
Alexander Technique ◽  
Therapeutic Benefits ◽  
Hands On ◽  
Self Development ◽  
Management Method ◽  
Primary Focus

The Alexander technique is an educational self-development self-management method with therapeutic benefits. The primary focus of the technique is learning about the self, conceptualized as a mind–body unity. Skills in the technique are gained experientially, including through hands-on and spoken guidance from a certified Alexander teacher, often using everyday movement such as walking and standing. In this article the authors summarize key evidence for the effectiveness of learning the Alexander technique and describe how the method was developed. They attempt to convey a sense of the unique all-encompassing and fundamental nature of the technique by exploring the perspectives of those engaged in teaching and learning it and conclude by bringing together elements of this account with relevant strands of qualitative research to view this lived experience in a broader context.

Peningkatan Cognitive Engagement Siswa dalam Pembelajaran dengan Pendekatan POE (predict-observe-explain) dan Multimedia Interaktif yang Dikembangkan Sendiri

2018 ◽  
Vol 7 (2) ◽  
pp. 21-31
Author(s):  
Ismi Hafsari Idris ◽  
Syamsurizal Syamsurizal ◽  
Damris Muhammad
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Junior High ◽  
Cognitive Engagement ◽  
Higher Order Thinking ◽  
Higher Order ◽  
The Self

Students’ cognitive engagement in teaching and learning process is an important factor for successful learning. Improvement of students’cognitive engagement was investigated through a teaching and learning process using POE (predict-observe-explain) approach and self-developed interactive media. The objective of this study is to improve students’ cognitive engagement in teaching and learning process at junior high school. The development of interactive multimedia uses Animate CC and Four D and its validation were explained. The self-developed interactive multimedia was used with POE approachin teaching and learning process at junior high school. This three steps predict-observe-explain approach is used and students higher order thinking and total participants showing higher order thinking characteritics were analysed. It was found that the self-developed interactive multimedia isto contribute to the students’ active cognitive engagement.

Gaming in Education

2021 ◽  
pp. 85-101
Author(s):  
Allison LaFalce Acevedo
Keyword(s):  
Teaching And Learning ◽  
Self Determination Theory ◽  
The Self ◽  
Learning Theories ◽  
Game Based Learning ◽  
Technology In The Classroom ◽  
Content Acquisition ◽  
The Future ◽  
The Difference ◽  
Gamified Learning

This chapter addresses student motivation, engagement, and content acquisition through the use of gaming, digital game-based learning, and gamification, as well as clarifying the difference between terms related to gaming that are often mistakenly used interchangeably. The chapter will utilize current literature, explain theories linked to gaming in education, and offer a method for using gaming to impact the future of teaching and learning. The aim of this chapter is to provide an overview of how the use of gaming for emerging realities and the implementation of gaming during remote learning can be supported. Learning theories such as the theory of gamified learning, the self-determination theory, and the theory of flow demonstrate the link between learning, motivation, and goal-setting, as well as providing a basis for teacher education on the link between theory and the use of gaming in the future of technology in the classroom.

The Self in Growth, Teaching, and Learning--Selected Readings.

1966 ◽  
Vol 35 (2) ◽  
pp. 171
Author(s):  
Evaretta S. Rutherford ◽  
Don E. Hamachek
Keyword(s):  
Teaching And Learning ◽  
The Self

scholarly journals Teaching and learning robotic surgery at the dual console: a video-based qualitative analysis

2021 ◽  
Author(s):  
Hélène Cristofari ◽  
Minoa Karin Jung ◽  
Nadja Niclauss ◽  
Christian Toso ◽  
Laure Kloetzer
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Video Recording ◽  
The Self ◽  
Academic Hospital ◽  
Operating Team ◽  
Video Recordings ◽  
Robotic Assisted Surgery ◽  
Potential Opportunity ◽  
Efficient Environment

AbstractRobotic-assisted surgery (RAS) involves training processes and challenges that differ from open or laparoscopic surgery, particularly regarding the possibilities of observation and embodied guidance. The video recording and the dual-console system creates a potential opportunity for participation. Our research, conducted within the department of visceral surgery of a big Swiss, public, academic hospital, uses a methodology based on the co-analysis of video recordings with surgeons in self-confrontation interviews, to investigate the teaching activity of the lead surgeon supervising a surgeon in training at the dual console. Three short sequences have been selected for the paper. Our analysis highlights the skills-in-construction of the surgeon in training regarding communication with the operating team, fluency of working with three hands, and awareness of the whole operating site. It also shows the divergent necessities of enabling verbalization for professional training, while ensuring a quiet and efficient environment for medical performance. To balance these requirements, we argue that dedicated briefing and debriefing sessions may be particularly effective; we also suggest that the self-confrontation video technique may be valuable to support the verbalization on both the mentor’s and the trainee’s side during such debriefing, and to enhance the mentor’s reflexivity regarding didactic choices.

scholarly journals UM ESPAÇO ESCOLAR CRIATIVO E ECOFORMADOR COMO POSSIBILIDADE DE CRIAR, INVENTAR, DESCOBRIR E TRANSFORMAR SABERES E FAZERES

2020 ◽  
pp. 23-35
Author(s):  
Gláucia Nogara ◽  
Jullie Sellau Koppe ◽  
Silvia Adriany Kochan Marcon ◽  
Silvia Laís Cordeiro ◽  
Vera Lúcia Simão
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Qualitative Approach ◽  
The Self ◽  
The Other ◽  
Social Commitment ◽  
Design Methodologies ◽  
De Se ◽  
Integral Development

A escola é um lugar de possibilidades por apresentar diferentes formas de ensinar a aprender. Diante das incertezas proeminentes da pandemia do Covid-19, o uso de metodologias de projeto como meio de se aprender de forma significativa torna-se um diferencial muito importante diante do compromisso educacional e social para com os estudantes. A partir de então, o objetivo deste artigo relatar sobre a construção de um espaço na Escola Municipal Professor Didio Augusto, União da Vitória Paraná com proposta criativa e ecoformadora, visando ao protagonismo infantil e ao desenvolvimento do eu, do outro e do meio. Metodologicamente, decidiu-se pelo uso da pesquisa documental e bibliográfica, amparadas na abordagem qualitativa, dando ênfase a uma disciplina apresentada no Mestrado Profissional de Educação Básica – PPGEB da UNIARP.  Entre os autores utilizados, destacam-se Torre e Zwierewicz (2009), Moraes (2011), Torre e Pujol (2013), Velasco (2015). Entre os resultados, espera-se promover o desenvolvimento integral das crianças a partir da organização de espaços de interações e brincadeiras, motivados pelas perspectivas da criatividade e da ecoformação. Palavras-chave: Escola. Criatividade. Ecoformação. Espaço. PCE.   ABSTRACT: The school is a place of possibilities, presenting different ways of teaching and learning. In the view of the prominent uncertainties of the Covid-19 pandemic, the use of design methodologies as a mean of learning in a meaningful way becomes a very important differential in the educational and social commitment to students. From then on, the objective of this paper is to report the construction of a space at the Professor Didio Augusto Municipal School, at União da Vitória, Paraná, with a creative and ecoforming proposal, aiming at children's protagonism and the development of the self, the other and the environment. Methodologically, it was decided to use documentary and bibliographic research, supported by the qualitative approach, emphasizing a discipline presented in the Professional Master of Basic Education - PPGEB of UNIARP. Among the authors used, Torre and Zwierewicz (2009), Moraes (2011), Torre and Pujol (2013), Velasco (2015) stand out. Among the results, it is expected to promote the integral development of children through the organization of spaces for interactions and games, motivated by the perspectives of creativity and eco-training. Keywords: School. Creativity. Ecoformation. Space. PCE

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