scholarly journals Representações do conceito de Ecologia: análise de livros didáticos e concepção de alunos de Ciencias Biológicas

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Liduina Lima Pires Barbosa ◽  
Andréa Pereira Silveira
Keyword(s):  
Biological Sciences ◽  
University Students ◽  
Primary Schools ◽  
Basic Education ◽  
Point Of View ◽  
State University ◽  
Environmental Sciences ◽  
Biology Students ◽  
Faculty Of Education ◽  
Definition Of

Resumo: A Ecologia é uma ciência que possui diferentes definições, sendo as mais utilizadas as de Haeckel e Krebs, contrastantes do ponto de vista temporal e conceitual. Por isso propomos: i) registrar as definições de Ecologia presentes nos livros didáticos utilizados na Universidade Estadual do Ceará, Faculdade de Educação de Itapipoca UECE/FACEDI e nas escolas do ensino básico de Itapipoca-Ceará e ii) acessar as representações do termo Ecologia partilhada pelos discentes de Biologia da FACEDI que já cursaram as disciplinas de Ecologia e aqueles que ainda não as cursaram. Com uma abordagem quanti-qualitativa descritiva documental, analisamos 35 livros, 15 universitários e 20 livros do ensino básico. Para verificar quais conceitos são compreendidos pelos licenciandos utilizamos um questionário, respondido por 97 estudantes universitários e analisado pelo método de análise conteúdo. Registramos que a maioria dos livros (27) trazia apenas a definição de Haeckel e utilizavam o termo Ecologia como sinônimo de Ciências Ambientais; apenas sete livros traziam as duas definições e um trazia apenas o conceito de Krebs. Esses dados demonstram que a definição de Krebs é menos difundida do que a de Haeckel, e isso se soma a uma limitação conceitual ao considerar Ecologia como sinônimo de Ciências Ambientais, embora ambas tenham escopo distintos. Registramos também que as percepções de Ecologia partilhada pelos alunos estão mais próximas da definição de Haeckel. Concluímos que a inconsistência conceitual amplamente difundida nos livros didáticos é também partilhada pelos alunos, especialmente aqueles que ainda não cursaram as disciplinas de Ecologia.Palavras-Chave: Ensino de Ecologia. Transposição Didática. Haeckel. Krebs.  REPRESENTATIONS OF THE CONCEPT OF ECOLOGY: ANALYSIS OF DIDACTIC BOOKS AND CONCEPTION OF STUDENTS OF BIOLOGICAL SCIENCES Abstract: Ecology is a science that has different definitions the most used are those of Haeckel and Krebs, contrasting from a temporal and conceptual point of view. Therefore, we propose to: i) record the definitions of ecology present in the textbooks used at the State University of Ceara, the Faculty of Education of Itapipoca UECE/FACEDI and at the primary schools of Itapipoca-Ceara and ii) access the representations of the term Shared Ecology by the FACEDI Biology students who have already studied Ecology and those who have not yet studied them. With a descriptive quantitative-qualitative approach, we analyzed 35 books, 15 university students and 20 books of basic education. To verify which concepts are understood by the licensees we use a questionnaire, answered by 97 university students and analyzed by the content analysis method. We note that most of the books (27) contained only Haeckel's definition and used the term Ecology as synonymous with Environmental Sciences; Only seven books had the two definitions and only one contains only Krebs. These data demonstrate that the definition of Krebs is less widespread than that of Haeckel, and this adds to a conceptual limitation when considering Ecology as synonymous with Environmental Sciences, although both have a different scope. We also note that the perceptions of Ecology shared by students are closer to Haeckel's definition. We conclude that the conceptual inconsistency widely diffused in textbooks is also shared by the students, especially those who have not yet studied the subjects of Ecology.Keywords: Teaching Ecology. Didactic Transposition. Haeckel. Krebs.

scholarly journals Indonesian University Students’ Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic

2021 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Maila Dinia Husni Rahiem
Keyword(s):  
University Students ◽  
New Technology ◽  
Phenomenological Approach ◽  
State University ◽  
Education Students ◽  
Financial Barriers ◽  
Self Development ◽  
Faculty Of Education ◽  
Qualitative Phenomenological ◽  
Remote Learning

This study aimed to analyze what university students in Indonesia like and dislike about the emergency remote learning process, which was implemented due to the COVID-19 pandemic. The case of Indonesia reveals what the majority of higher education in developing countries faced during the COVID-10 period. This research used a qualitative phenomenological approach. This study's participants were 80 social studies in education students at the Faculty of Education at a state university in Jakarta, Indonesia. The inquiry consisted of a thorough study of participants' diaries of day-to-day learning and reflective essays and an online focus group of discussions. The results revealed what students liked about learning from home during the COVID-19 crisis, which was grouped into three overarching themes of flexibility and efficiency, self-care and self-development, and learning new technology. Whereas, what students did not like was grouped into three main themes: lack of structure, technological difficulties, and financial barriers. By knowing what students like and dislike, we can try to reduce aspects that are not liked and may become obstacles to learning; and further improve the activities and features that students enjoy. As a result, the quality of remote learning in this pandemic could be enhanced, and students' ability to study in any circumstances could be increased.

scholarly journals Difficulties Faced by Iraqi University Students of English in Writing Composition from the Students' Point of View

2018 ◽  
Vol 1 (123) ◽  
pp. 13-22
Author(s):  
داليا حسين يحيى
Keyword(s):  
University Students ◽  
Basic Education ◽  
Point Of View ◽  
English Department ◽  
College Of Basic Education ◽  
Writing Composition ◽  
Efl Students ◽  
Second Year

          The majority of EFL students face difficulties in writing composition which reflect negatively on their exam results.           The researcher has noticed this problem and decided to trace the difficulties they face in order to put an end to them or at least to minimize them. To fulfill the aim of the research, a sample of (100) second year students of English Department / College of Basic Education / Diyala University have been selected as the subjects of this research. A scaled questionnaire as an instrument of measurement is used in this research to be an investigatory tool. The results of this research proves that the hypothesis of this study is verified and accepted which reads that Iraqi students of English face challenges in writing composition.           Then, the conclusion have been made on the basis of the findings, and the recommendations have been drawn.

TRABAJO AUTÓNOMO Y EL DESEMPEÑO ACADÉMICO EN LA CARRERA DE EDUCACIÓN BÁSICA.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Carlota Ordoñez Villao ◽  
Margot García Espinoza
Keyword(s):  
Basic Education ◽  
State University ◽  
Academic Activities ◽  
Palabras Clave ◽  
Students Attitudes ◽  
Faculty Of Education ◽  
Education Academic ◽  
Teaching Learning ◽  
Santa Elena

En esta investigación se analiza la importancia del trabajo autónomo (T.A) como factor determinante del proceso de enseñanza aprendizaje en el aula de clases. El estudio se sitúa en la Universidad Estatal Península de Santa Elena, Facultad de Ciencias de la Educación, Carrera de Educación Básica, período 2012-2013. Se ha utilizado la observación y descripción para evaluar las características académicas de los estudiantes; la encuesta a 143 miembros del cuerpo académico, permite concluir que para mejorar la calidad educativa se requiere contar con estrategias para el logro del aprendizaje autorregulado, revelando además, que en su mayoría, los educandos no organizan de manera adecuada sus actividades académicas. Entre los factores que afectan este sistema se pueden identificar costumbres y actitudes predominantes ante la modalidad de T. A. De igual manera se concluye con la implementación de una guía académica para desarrollar un aprendizaje de calidad, donde se insertan, estrategias, técnicas y bitácoras, que faciliten el proceso de apropiación y optimización del conocimiento.   Palabras clave: Trabajo Autónomo, Educación Básica, Guía Académica.   ABSTRACT   This research examines the importance of autonomous work as a determinant of teaching-learning process in the classroom. The study was conducted at the State University of Santa Elena Peninsula, Faculty of Education Basic Education Career, during the years 2012 and 2013. The academic performance of the students has been assessed using observation and description. A survey conducted to 143 faculty members reveals that in order to improve the quality of education, self-regulated strategies should be implemented. Additionally, the findings suggest that the majority of learners do not properly organize their academic activities. Factors that affect this system can be identified as predominant forms of study habits and the students’ attitudes toward autonomous work. Similarly, it can be concluded that the implementation of an academic guide might improve the quality of learning. Such academic guide could include strategies, techniques and blogs that help to optimize the process of gaining knowledge.   Key words: Autonomous work, Basic Education, Academic Guide.   Recibido: noviembre 2014Aprobado: enero 2015

Science as a Path to Creative Work: to the History of Philosophical Discussions at Leningrad State University in the 1950s–1960s

2021 ◽  
pp. 147-156
Author(s):  
Igor D. Osipov ◽  
◽  
Aleksandr E. Rybas ◽  
Keyword(s):  
Philosophy Of Science ◽  
Dialectical Materialism ◽  
Point Of View ◽  
State University ◽  
Trace Back ◽  
Philosophical School ◽  
Science Philosophy ◽  
History Of ◽  
The 1950S ◽  
Definition Of

The article examines the philosophical discussions at the Faculty of Philosophy of Leningrad State University during the Khrushchev “thaw”, initiated by the need to study the phenomenon of science and resulted in the organization of the Leningrad philosophical school. Having analyzed the issues brought up by the Leningrad philosophers and the research methodology they used, the authors conclude that this school mainly developed problems of science philosophy. Therefore, the definition of the Leningrad school as an ontological one (as op­posed to the Moscow gnoseological school), which is widespread in Russian his­torical and philosophical literature, is far from being correct. Moreover, it makes it difficult to see the relevance of the philosophical achievements of the Lenin­grad thinkers since it provokes to consider their ideas exclusively in the context of the disputes around the definition of matter, which took place among the theo­rists of dialectical materialism in Soviet times. On the contrary, considering the works written by the Leningrad philosophers in the 1950s–1960s from the point of view of the current philosophy of science allows us to better understand the philosophical innovations and original ideas of the Leningrad school. Particular attention is paid to the analysis of the views of V.I. Svidersky and V.A. Shtoff, the founders of the Leningrad school of philosophy of science. The authors also consider the works of A.D. Aleksandrov, rector of Leningrad State University (1952–1964), and those of the deans of the Faculty of Philosophy of Leningrad State University V.P. Tugarinov (1951–1960) and V.P. Rozhin (1960–1969), who contributed to the popularization of scientific-philosophical doctrines at the uni­versity and helped to organize candid discussions. The views of some other Leningrad philosophers of science, e.g. A.S. Mamzin, L.O. Reznikov, G.A. Pod­korytov, V.P. Bransky, A.S. Carmin, are mentioned as well to trace back the de­velopment of the Leningrad school.

scholarly journals Life-purpose orientations of today’s university students of a multicultural region

2019 ◽  
Vol 70 ◽  
pp. 01005
Author(s):  
Irina Cheremisova ◽  
Elena Zakharova ◽  
Ekaterina Nikulova
Keyword(s):  
Empirical Study ◽  
University Students ◽  
Average Level ◽  
State University ◽  
Spiritual Values ◽  
Undergraduate Training ◽  
Life Purpose ◽  
Environmental Sciences ◽  
Main Technique ◽  
Almost All

You The article presents an empirical study of the life-purpose orientations of thirdand fourth-year students of various directions of undergraduate training: “Psychology”, “Environmental sciences”, “Economics”, “Law” of the Volga Humanitarian Institute (branch) of Volgograd State University. The study used the Life-Purpose Orientations Test (LPO technique) of D.A. Leontiev as the main technique. The results of respondents in this sample correspond to the average level of indicators on all scales. In addition, students were offered the author’s questionnaire “What is valuable to you?” An analysis of the answers led to the conclusion that spiritual values are a priority for almost all students and “Family” is the most significant value.

scholarly journals Evaluation of Teacher and Student Misbehaviours in Primary Schools from Prospective Teachers' Point of View

2018 ◽  
Vol 8 (6) ◽  
pp. 11 ◽  
Author(s):  
Alpaslan Gözler
Keyword(s):  
Prospective Teachers ◽  
Primary Schools ◽  
Structured Interview ◽  
Point Of View ◽  
Central Anatolia ◽  
Classroom Teachers ◽  
Study Group ◽  
State University ◽  
Qualitative Research Design ◽  
Voluntary Basis

The aim of this study was to evaluate teacher and student misbehaviours and the methods teachers use with regard tostudent misbehaviours in primary schools from prospective classroom teachers' point of view. The study usedphenomenological method, a qualitative research design, since thorough data collection was performed based onpersonal experiences. The study group consisted of junior (3rd grade) students registered for the 2017-2018 academicyear in the classroom teaching programme provided by a state university in the Central Anatolia region. 52prospective classroom teachers participated in the study, on a voluntary basis. While forming the study group, it wasintentionally preferred that prospective classroom teachers took the School Experience course. To collect data, asemi-structured interview form was prepared by the researcher. The form included 4 questions on demographiccharacteristics and 3 questions on the research topic. Data obtained from the study was analyzed by using descriptiveanalysis, which is widely used in qualitative studies. Certain conclusions were made based on the results obtainedfrom the research. Some of these conclusions can be stated as follows: 1. Some of the most common studentmisbehaviours in primary schools, according to prospective classroom teachers, are quarrelling with friends, talkingwithout taking permission, complaining, chatting among themselves, and wandering around the classroom. 2. Someof the most common teacher misbehaviours in primary schools, according to prospective classroom teachers, areextreme yelling, constant use of a particular method, discriminating students over one another, and cancelling playand physical activity lesson.

scholarly journals Materialism, empathy and willingness to help as correlates of university and faculty selection

2016 ◽  
Vol 7 (2) ◽  
pp. 20-32
Author(s):  
Sabina Kołodziej
Keyword(s):  
University Students ◽  
Business Students ◽  
Private University ◽  
Individual Characteristics ◽  
State University ◽  
Difficult Situation ◽  
Life Success ◽  
Willingness To Help ◽  
Positive Feelings ◽  
Definition Of

The article presents results of two studies on the issue of individual characteristics as factors related to the choice of the type of university or faculty. The study 1 is focused on the level of materialism as well as the definition of a life success formulated by private and state university students. The study 2 analyses the propensity to help other people and the level of empathy among pedagogics and business students. Studies were conducted with DSM (Górnik-Durose, 2002) scale measuring materialism and designed life- success questionnaire (study 1) or IRI scale developed by Davis (1980) measuring the level of empathy (study 2). The sample amounted to 92 respondents in both studies. Results show that private university students are characterized by a higher level of materialism than public university students. Students from private university, in comparison with state university students, also score higher success in life of a person with higher income. According to the results of study 2, students of pedagogics declare higher willingness to help than business students and are characterized as experiencing more positive feelings for other people who are in a difficult situation

scholarly journals The Ethos of Intractable Interethnic Conflict: Research Approaches and Prospects

2020 ◽  
Vol 17 (1) ◽  
pp. 29-50
Author(s):  
Elena O. Golynchik
Keyword(s):  
Social Psychology ◽  
Collective Memory ◽  
Point Of View ◽  
Alternative View ◽  
State University ◽  
Intractable Conflict ◽  
System Justification Theory ◽  
Russian Scientific ◽  
Interethnic Conflict ◽  
Definition Of

The present article deals with the concept of ‘ethos’ as applied to intractable interethnic conflicts - this topic has hardly ever been addressed in Russian scientific literature. The ethos of conflict is defined as a system of social beliefs and myths shared by a large group of people involved in a long-term intractable conflict and closely connected with the history of the conflict that dominates in this society, i.e. the collective memory of it. The concept of ‘intractable interethnic conflict’ was introduced into Russian psychology by T.G. Stefanenko, who began to study the phenomenology of such conflicts at the Department of Social Psychology of Lomonosov Moscow State University. Following the line, the article introduces the reader to modern research in this area. In the first part of the work, the author gives a definition of an intractable conflict, analyzes D. Bar-Tal’s theory of the ethos of conflict and describes methods for studying it applied in foreign social psychology. The author also describes the content of eight topics, around which the beliefs that make up the ethos of conflict are grouped. The second part of the article deals with the critics of contemporary ethos of conflict researches and new approaches to this phenomenon. The following three current trends in studying the ethos of conflict are highlighted: the first one is associated with an attempt to explain the ethos of conflict stability within the categories of J. Jost’s system justification theory (SJT); the second one is based on the assumption that the beliefs of members of a conflicting group are not uniform; therefore, it is important to study not only the prevailing social point of view on the conflict but also alternative views of minor or even outsider groups (rather opposing the ethos), because it is often an alternative view that can help out of a seemingly insoluble situation; and the last one is connected with research at the intersection of the phenomenology of the ethos of conflict and collective memory.

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

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