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Journal articles on the topic 'Cross curricular projects'
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Youngman, Angela. "Cross-curricular projects: A pop-up shop." Primary Teacher Update 2011, no. 3 (December 2011): 28–29. http://dx.doi.org/10.12968/prtu.2011.1.3.28.
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Stefani, Lorraine. "Cross-curricular projects for level 1 students." Biochemical Education 22, no. 1 (January 1994): 14. http://dx.doi.org/10.1016/0307-4412(94)90149-x.
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Fontno, Tiffeni. "Book Review: 25 Projects for ART Explorers." Reference & User Services Quarterly 58, no. 3 (June 22, 2019): 188. http://dx.doi.org/10.5860/rusq.58.3.7046.
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Reading stories to children may often isolate a story’s purpose into narrow elements. Christina M. Kirker’s 25 Projects for Art Explorers expands storytelling by creating cross-curricular, literature-based art projects utilizing popular children’s literature to encourage art appreciation and creative release.
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Garrett, Gemma. "SciberBrain: dialogue sans fronti–res." Biochemist 34, no. 4 (August 1, 2012): 42–43. http://dx.doi.org/10.1042/bio03404042.
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Back in May, we were delighted to learn that our most recent bid to the Monsanto Fund had been successful, awarding us a further US$150 000 to support our SciberBrain and Dialogue in Science projects throughout 2012–2013. The grant will make a huge difference to the future development of these projects. It will allow us to reach more age groups and respond to emerging needs and gaps in provision, including cross-curricular resources and activities to address discussions on controversial scientific issues. It will also support our expansion of the project to developing countries, beginning with a pilot in Uganda.
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Avramides, Katerina, Jade Hunter, Martin Oliver, and Rosemary Luckin. "A method for teacher inquiry in cross-curricular projects: Lessons from a case study." British Journal of Educational Technology 46, no. 2 (November 27, 2014): 249–64. http://dx.doi.org/10.1111/bjet.12233.
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Bolderman, Leonieke, Peter Groote, Euan Hague, Jellina Timmer, Hanneke Boode, and Sake Jager. "Implementing a cross-course design for online international exchange in geography courses." Journal of Virtual Exchange 3 (November 17, 2020): 59–72. http://dx.doi.org/10.21827/jve.3.35838.
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In 2017, the University of Groningen (UG) in The Netherlands and DePaul University in the USA (DePaul) connected undergraduate students in geography courses using an Online International Exchange (OIE) assignment involving videoconferencing. Whereas many international OIE projects are designed on joint alignment principles connecting similar courses and developing similar aims and assignments, this project had a cross-course setup with diverging learning outcomes. In the UG course, OIE was a pretravel activity primarily aimed at developing disciplinary skills. DePaul implemented OIE as an intercultural awareness assignment. Through reflection on the design process and thematic analysis of student reflections, we conclude that the OIE introduced students in the DePaul course to international perceptions and encouraged self-reflection, whilethe OIE stimulated disciplinary skills and introduced intercultural awareness to the UG course. Moreover, OIE stimulated cross-cultural project management skills, increasing awareness of differing educational and urban contexts and thereby training the students in global citizenship. Therefore, this cross-course OIE shows that adapting OIE design to local curricular needs using pre-existing courses can enhance and deepen disciplinaryspecific learning outcomes through cross fertilization, and may create unexpected new learning outcomes. This expands the potential application and benefits of OIE for the internationalization of higher education.
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Chen, Pujun, Anastasia Goncharova, Matthias Pilz, Dietmar Frommberger, Junmin Li, Olga Romanova, and Yueru Lin. "International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument." International Journal for Research in Vocational Education and Training 8, no. 4 (August 14, 2021): 16–43. http://dx.doi.org/10.13152/ijrvet.8.4.2.
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Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.
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Valente, José Armando, and Maria Elizabeth Bianconcini de Almeida. "Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas." education policy analysis archives 28 (June 22, 2020): 94. http://dx.doi.org/10.14507/epaa.28.4295.
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Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.
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González González, Mª Teresa. "Teacher Teams in Compulsory Secondary Education: Possibilities and Uncertainties." education policy analysis archives 15 (October 15, 2007): 20. http://dx.doi.org/10.14507/epaa.v15n20.2007.
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This paper is about the constitution of teacher teams in the Educación Secundaria, something proposed in the Ley Orgánica de Educación (LOE, 2006). First, a discussion of the disadvantages of organizing high schools by academic departments is presented, namely, the tendency of teachers to communicate mainly with those colleagues working in the same curricular area, the difficulties involved in the development of curricular projects that translate into globally coherent school experiences meaningful and relevant for the students, and the repercussions of such structures on the caring and support for students. Against this background, it is suggested that one of the alternatives to counteract the effects of departmentalization entails the creation of teacher teams. The new possibilities of coordination offered by teams are then commented, as they are seen as appropriate instruments to articulate the work and reflection of their members on cross curricular issues. Finally, some uncertainties and complexities of this new structure are discussed, namely, the possibility of it being applied only at a formal level, the difficulties involved in the coexistence of teams and departments, or the risk of overlooking the ”instituto” as a globally oriented educational institution.
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Ortega-Sánchez, Delfín, and Alfredo Jiménez-Eguizábal. "Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers." Sustainability 11, no. 22 (November 13, 2019): 6370. http://dx.doi.org/10.3390/su11226370.
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Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.
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Morari, Marina. "8. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (April 1, 2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.
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AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences.There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity.In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.
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Sleurs, Willy. "Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives." Australian Journal of Environmental Education 22, no. 1 (2006): 91–97. http://dx.doi.org/10.1017/s0814062600001713.
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AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.
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Baker, Nancy J., Madison Cutler, and Elizabeth Sopdie. "Perceived Influence of Medical Students’ Community Health Assessment Projects." Family Medicine 52, no. 8 (September 2, 2020): 586–91. http://dx.doi.org/10.22454/fammed.2020.381413.
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Background and Objectives: To achieve overall health, physicians must understand how community and population health impacts individual health. Although several US medical schools have incorporated community health assessment project requirements into traditional curricula, examples in longitudinal integrated clerkships are unknown. This study was designed to assess alumni perceptions of the influence of community health assessment projects, a core component of the University of Minnesota Rural and Metropolitan Physician Associate Program’s (RPAP/MetroPAP) 9-month longitudinal integrated curriculum. Methods: This 2018 study consisted of a descriptive cross-sectional survey of 480 RPAP/MetroPAP alumni who completed 457 community health assessment projects between 2004/2005 and 2016/2017. The authors administered a 14-item survey requesting date and location of RPAP/MetroPAP 9-month placement, name of project, source of project idea, and perception of project influence on professional activities. Quantitative data were collected using 4-point Likert scales. We collected qualitative data with open text boxes. Results: The survey response rate was 42.29% (203/480). A key finding was alumni perceived project ideas arising from community partners had greater impact on their acquisition of several community engagement skills. One-half reported projects influenced their professional activities, evidenced by ongoing community engagement, interest and participation in public health and preventive health initiatives, efforts to learn about specific health issues, social determinants of health and patient advocacy. Conclusions: This exploratory study suggests medical student community health assessment projects enhance community engagement and soliciting project ideas from community partners increases student acquisition of community engagement skills.
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Maldonado, Daniel Teixeira, and Marcos Garcia Neira. "O lugar da cultura negra, afro-brasileira e indígena nas aulas de Educação Física." Caderno de Educação Física e Esporte 19, no. 3 (September 1, 2021): 1–7. http://dx.doi.org/10.36453/cefe.2021.n3.26982.
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OBJETIVO: Analisar como professores e professoras de Educação Física em atuação na Educação Básica abordam os conhecimentos da cultura negra, afro-brasileira e indígena. MÉTODOS: Do ponto de vista metodológico, procedeu-se a pesquisa bibliográfica em periódicos científicos da Educação Física e da Educação e em capítulos de livros, entre os anos de 2009 e 2019, por conta da disseminação de experiência pedagógicas publicadas na literatura da área. RESULTADOS: Foram analisados 34 relatos publicados entre os anos 2009 e 2019, em cinco periódicos científicos indexados no Qualis da Educação Física ou da Educação, que possuem no seu escopo a intencionalidade de disseminar experiências pedagógicas, além de 16 livros que apresentam capítulos relacionados com o cotidiano do componente curricular. A interpretação dos dados foi realizada por meio da análise cultural Muitos docentes de Educação Física desenvolveram projetos educativos tematizando práticas corporais da cultura negra, afro-brasileira e indígena e problematizando os aspectos sociais, históricos, políticos e econômicos que atravessam essas manifestações da cultura corporal. CONCLUSÃO: É possível observar experiências político-pedagógicas em uma perspectiva antirracista na Educação Física.ABSTRACT. The place of black, afro-brazilian and indigenous culture in School Physical Education ClassesOBJECTIVE: Analyze how Physical Education teachers who teach in Basic Education and publish their educational experiences mention developing the knowledge of black, afro-brazilian and indigenous culture in their classes. METHODS: From a methodological point of view, bibliographical research was carried out in scientific journals of Physical Education and Education and in book chapters, between 2009 and 2019, due to the dissemination of pedagogical experience published in the literature in the area. RESULTS: 34 reports published between the years 2009 and 2019 were analysed, in five scientific journals indexed in the Physical Education or Education qualifications, which have in their scope the intention of disseminating knowledge about the structuring of the teaching pedagogical work, in addition to 16 books that present chapters related to the daily life of the curricular component. Data interpretation was performed through cultural analysis. We can say that many Physical Education teachers developed educational projects focusing on diverse body practices of black, afro-brazilian and indigenous culture and problematizing the social, historical, political and economic aspects that cross these manifestations of body culture. CONCLUSION: It is possible to observe political-pedagogical experiences in an anti-racist perspective in School Physical Education classes.
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Orsini-Puente, Marta. "Cross-curricular subjects: a classroom experience in edu-communication." Comunicar 12, no. 24 (March 1, 2005): 99–104. http://dx.doi.org/10.3916/c24-2005-15.
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This paper relates an experience of the project «Education and communication» concerning values teaching from a cross-curricular perspective, as proposed by the Bolivian Educational Reform. Cross-curricular values in the curriculum arise from local, national and international needs. The second part names several basic points for working cross-curricular topics in each subject, the development of attitudes reflecting the chosen values and extracurricular activities. Finally, it relates the experience and offers some worksheets. En este artículo se pretende dar a conocer una experiencia realizada por el proyecto «Educación y comunicación» sobre formación en valores desde la transversalidad, propuesta por la reforma educativa boliviana. Los temas transversales que impregnan el currículum escolar surgen de las problemáticas y necesidades detectadas a niveles local, nacional y mundial. En una segunda parte se señalan algunos puntos básicos para trabajar la transversalidad desde los contenidos de cada asignatura, desde el desarrollo de actitudes, que reflejen los valores elegidos y desde actividades extracurriculares. Por último, se relata la experiencia y se ofrecen algunas guías de trabajo.
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Davies, Mark, and Neil McLean. "Alternatives to alcohol—a cross-curricular biotechnology project." Journal of Biological Education 23, no. 2 (June 1989): 73–75. http://dx.doi.org/10.1080/00219266.1989.9655032.
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Sherwood, Gwen. "Integrating quality and safety science in nursing education and practice." Journal of Research in Nursing 16, no. 3 (May 2011): 226–40. http://dx.doi.org/10.1177/1744987111400960.
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Worldwide, health care delivery systems are applying new quality and safety science in response to startling reports of negative patient outcomes. Many health care professionals lack the knowledge, skills and attitudes to change the systems in which they work, calling for radical redesign of nursing education to integrate new safety and quality science. This paper describes the transformation underway in nursing education in the United States to integrate quality and safety competencies through the Quality and Safety Education for Nurses (QSEN) project. A national expert panel defined the competencies and surveyed US schools of nursing to assess current implementation. To model the changes needed, a 15-school Pilot Learning Collaborative completed demonstration projects and surveyed graduating students to self-assess their achievement of the competencies. A Delphi process assessed level and placement of the competencies in the curriculum to offer educators a blueprint for spreading across curricula. Specialty organisations are cross-mapping the competencies for graduate education, educational standards have incorporated the competencies into their essentials documents, and a train the trainer faculty development model is now helping educators transform curriculum. Two key questions emerge from these findings: Are any of these projects replicable in other settings? Will these competencies translate across borders?
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Vizcarra, María Teresa, Teresa Nuño, Gema Lasarte, María Pilar Aristizabal, and Amaia Alvarez Uria. "La perspectiva de género en los títulos de Grado en la Escuela Universitaria de Magisterio de Vitoria-Gasteiz." REDU. Revista de Docencia Universitaria 13, no. 1 (March 28, 2015): 297. http://dx.doi.org/10.4995/redu.2015.6448.
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<p>Este artículo describe una experiencia educativa innovadora centrada en el tratamiento que se está dando a la formación en género en los nuevos grados de la Escuela Universitaria de Magisterio de Vitoria-Gasteiz (en adelante EUMVG). La orientación elegida para introducir la perspectiva de género responde a los resultados de una investigación previa, realizada por la entonces dirección de la EUMVG dentro de una convocatoria impulsada por el Vicerrectorado de Calidad y Mejora de la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) en 2009. La convocatoria recibía el nombre de Plan de implementación y Seguimiento de Acciones de Mejora (PISAM), a la que se presentaron tres acciones de mejora, recibiendo subvención la que atendía al diagnóstico de la situación de la Igualdad en dicha escuela. Gracias a esa primera aproximación, se vio la necesidad de introducir la coeducación en los nuevos planes de estudio, y se concretó en esta propuesta que se presenta a continuación, en la que se trabaja la formación en género de manera transversal, a través de trabajos modulares y mediante actividades complementarias de formación y sensibilización integradas en las asignaturas troncales de los Grados de Educación Infantil y Primaria. Este artículo recoge la experiencia acumulada durante los primeros cursos de grado. El paso siguiente sería elaborar las herramientas de investigación que permitan estudiar en qué medida se han satisfecho las insuficiencias detectadas por aquellas alumnas y alumnos que conformaron la comunidad de la que partió la necesidad de implementar las políticas de igualdad en la docencia.</p><p><strong>ABSTRACT</strong></p><p>The gender perspective in the curricula of Degree in the Teacher Training School of Vitoria-Gasteiz.</p><p>This research describes an innovative educational experience focused on the treatment given to a gender based training that is being conducted in the new degrees of the University College of Teacher Training of Vitoria-Gasteiz. The path choosen to introduce the gender perspective is based on the results of a previous research carried out by the present school management team. This research is within the Implementation and Monitoring of the Improvement Actions´ Plan (PISAM) of the University of the Basque Country (UPV/EHU) in 2009, which has been chosen among other projects because of its proposal about doing a diagnosis related to the gender achievements of the mentioned University College. The research underlined the need to introduce the coeducation in the new curricula, and it was specified in this proposal. This project works on gender training as a cross curricular subject, using modular assignments and complementary activities to train and raise students´ awareness that are integrated in the core subjects of the Pre-school and Primary Education Degrees. This article gathers the results obtained in the first and second curses of the grade. The next step will be to elaborate the research tools that will enable to analyse whether the needs detected by the students have been satisfied. These students formed the community who marked the beginning of this.</p>
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Perera, Chamila Roshani, and Chandana Rathnasiri Hewege. "Integrating sustainability education into international marketing curricula." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 123–48. http://dx.doi.org/10.1108/ijshe-03-2014-0041.
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Purpose – The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula. Design/methodology/approach – Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices. Findings – The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula. Research limitations/implications – The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines. Practical implications – Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented. Originality/value – Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.
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Höfer, Thilo, and Astrid Beckmann. "Supporting mathematical literacy: examples from a cross-curricular project." ZDM 41, no. 1-2 (August 6, 2008): 223–30. http://dx.doi.org/10.1007/s11858-008-0117-9.
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Baďurová, Barbora. "Possibilities of Applying the Thematic Contents of Environmental Education in Ethical Education in Slovakia." Studia Ecologiae et Bioethicae 18, no. 4 (December 21, 2020): 17–28. http://dx.doi.org/10.21697/seb.2020.18.4.02.
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The text deals with the possibilities of the utilisation of cross-curricular themed Environmental education in the school subject, “Ethical education in Slovakia”, especially in lower secondary education. The text partly stems from work on the project APVV-14-0176 “Didactic Means Facilitating the Implementation of Selected Cross-Curricular Topics in the Teaching of Ethical Education at the Second Level of Primary School”, and offers a brief overview on how the topics of ethical education may overlap with environmental education. To achieve this goal, the first part of the text briefly characterises ethical education in Slovakia, and introduces its key figures and principles, as well as the elements of environmental education in ethical education, and a brief summary of the content of the cross-curricular topic, “Environmental Education in the Current National Curriculum” follow. The suggestions for implementation of environmental education in ethical education in Slovakia, form the last part of the paper, where the author also describes some problem areas of the subjects. The author concludes that it is also possible to apply environmental themes in current ethical education; however, it requires some creativity, critical thinking, suitable teaching materials, and competent, dedicated teachers.
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PAEK, Kyong-Mi. "THE CREATIVE CULTURAL PRACT ICE OF SHARING ECOTOPIAN VISIONS THROUGH A COLLABORATIVE ART PROJECT / KŪRYBINĖ KULTŪRINĖ EKOTOPINIŲ VIZIJŲ DALIJIMOSI PRAKTIKA KOLABORACINIAME MENO PROJEKTE." Creativity Studies 10, no. 1 (July 3, 2017): 43–58. http://dx.doi.org/10.3846/23450479.2017.1337049.
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Today’s environmental challenges have prompted educators to explore ways to promote environmental sustainability. Contemporary artists working in ecological realms have presented distinct ways of understanding ecological concerns and proposed creative solutions to environmental challenges through ingenious means that reach people beyond scientific realms. Despite recognition of those creative cultural practices as invaluable educational resources, such efforts have not been a significant part of art curricula. This article aims to expand art’s potential role via reports on a recent curriculum development study of an on-campus collaborative art project in which practising artists known for their bioregional orientations were invited to inspire engineering students. This intracase analysis of developing group projects is followed by a cross-case analysis, which focuses on the distinguishing features that emerged from students’ responses to group activities. The findings are discussed to provide implications for the creative cultural practice of sharing ecotopian visions through art in the context of interdisciplinary learning.
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Howe, Edward, and Andres Ruberg. "DigiPen: Secondary School Project-Based Learning in Game Design, Digital Arts and Life Skills." Canadian Journal of Action Research 20, no. 2 (April 30, 2019): 28–47. http://dx.doi.org/10.33524/cjar.v20i2.462.
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This action research investigates DigiPen, an innovative locally developed secondary school course where students are actively engaged in project-based learning while studying how to work effectively in teams focused on digital game design. Students apply art, math, physics, and computer science knowledge and learn important life skills. DigiPen exemplifies the new British Columbia curriculum with cross-curricular integrated approaches to learning. This mixed-methods study identified five themes: career, life skills, leadership, teamwork, and inclusion. Students indicated DigiPen played a significant role in their higher education choices and career paths. DigiPen shows great promise for providing meaningful project-based learning experiences for students.
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Gómez-Gasquet, Pedro, Mª José Verdecho, Raúl Rodriguez-Rodriguez, and Juan José Alfaro-Saiz. "Formative assessment framework proposal for transversal competencies: Application to analysis and problem-solving competence." Journal of Industrial Engineering and Management 11, no. 2 (April 6, 2018): 334. http://dx.doi.org/10.3926/jiem.2504.
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Purpose: In the last years, there is an increasing interest in the manner that transversal competences (TC) are introduced in the curricula. Transversal competences are generic and relevant skills that students have to develop through the several stages of the educational degrees. This paper analyses TCs in the context of the learning process of undergraduate and postgraduate courses. The main aim of this paper is to propose a framework to improve results. The framework facilities the student's training and one of the important pieces is undoubtedly that he has constant feedback from his assessments that allowing to improve the learning. An applying in the analysis and problem solving competence in the context of Master Degree in Advanced Engineering Production, Logistics and Supply Chain at the UPV is carried out.Design/methodology/approach: The work is the result of several years of professional experience in the application of the concept of transversal competence in the UPV with undergraduate and graduate students. As a result of this work and various educational innovation projects, a team of experts has been created, which has been discussing some aspects relevant to the improvement of the teaching-learning process. One of these areas of work has been in relation to the integration of various proposals on the application and deployment of transversal competences. With respect to this work, a conceptual proposal is proposed that has subsequently been empirically validated through the analysis of the results of several groups of students in a degree.Findings: The main result that is offered in the work is a framework that allows identifying the elements that are part of the learning process in the area of transversal competences. Likewise, the different items that are part of the framework are linked to the student's life cycle, and a temporal scope is established for their deployment.Practical implications: One of the most noteworthy practical implications is that the proposed framework includes a tool that allows a clear measurement of the student's evolution throughout his / her formative life cycle. In this way the student has a more consistent and robust vision of his / her training and the academic directors of the titles can have a vision of the impact of the decisions on the learning processes.Originality/value: The analysis of transversal competences is usually presented in the context of a subject. In this paper we propose an approach to cross-curricular competences but in the scope of the student's complete life cycle. The consideration of the entire formative process as well as the identification of the relevant elements that are part of this process are the most original aspects of the work.
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Coates, David, and Paul Taylor. "Expanding Economic and Industrial Understanding through History and Technology in an English Primary School." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 45–50. http://dx.doi.org/10.2304/csee.1996.1.1.45.
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The article describes a joint History-Technology project undertaken with 10- and 11-year-old pupils in an English primary school with a view to developing the cross-curricular theme of Economic and Industrial Understanding. It involved lecturers from higher education, teachers from primary schools and employees of the Rover Car Company cooperating to produce materials for use in the classroom setting on the topic of the Car Industry. There is a discussion of the principles of EIU, the project in operation, the links to the specific aims of EIU and the role of EIU in relation to History and Design and Technology in the new National Curriculum.
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Bramhall, Mike D., and Chris Short. "Education for Professional Engineering Practice." Industry and Higher Education 28, no. 3 (June 2014): 193–99. http://dx.doi.org/10.5367/ihe.2014.0203.
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This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more effectively. Sheffield Hallam University (SHU) led the project with Loughborough and London South Bank Universities as partners. Project advisers included Imperial College London and Coventry University. The four collaborative project objectives were to: develop an approach to interdisciplinary cross-year integration and professional team practice, project management, learning, teaching and assessment; develop cross-year student support systems to aid the above; develop the assessment of professional skills; and evaluate and disseminate the project outcomes to the wider STEM community. The activity allowed partners to trial and test a rounded implementation in each institution involving academic taught material, practical laboratory-based project work, together with an appropriate support structure for operation across a range of undergraduate courses.
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Jacobs, Walter R., Thomas J. Reynolds, and Gregory P. Choy. "The Educational Storytelling Project: Three Approaches to Cross-Curricular Learning." Journal of College Reading and Learning 35, no. 1 (September 2004): 50–66. http://dx.doi.org/10.1080/10790195.2004.10850167.
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Krajčovičová, Beáta, and Martin Cápay. "Project based education of computer science using cross-curricular relations." Procedia - Social and Behavioral Sciences 47 (2012): 854–61. http://dx.doi.org/10.1016/j.sbspro.2012.06.747.
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Williamson, Jane, and Priya Dalal. "Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum." Australian Journal of Indigenous Education 36, S1 (2007): 51–58. http://dx.doi.org/10.1017/s1326011100004701.
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AbstractAttempts to Indigenise the curriculum run the risk of implying the application of an “impoverished” version of “Aboriginal pedagogy” and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between “Indigenous knowledge, standpoints or perspectives” and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators.This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its initial phases. This is followed by a discussion of current research that has been concerned to identify material that can support the renegotiations of curricula endorsed by Nakata’s work. The research findings indicate that it is possible to identify a number of pedagogical approaches that can assist that process. Such approaches recognise various levels of engagement beyond the “intellectual”; they insist on a consistent unsettling of Western authority; they acknowledge Indigenous positions/positioning; and require critical self-reflection.
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Weber, Curt M., and Sharon Roy. "The Impact Of Sustainability On Global Trade: A Cross-Curricular Project." American Journal of Business Education (AJBE) 3, no. 10 (October 1, 2010): 25–38. http://dx.doi.org/10.19030/ajbe.v3i10.485.
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One of the challenges in higher education is leading students in the application of information from one course to learning material in subsequent coursework. The authors have devised a joint project for courses in Logistics and Administrative Law to assist students in correlation of material in courses of two business majors, with emphasis on sustainability and college-identified core competencies. Goals and construction of the project are discussed, with post-project feedback from students participating in the project, and assessment by the authors.
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Hanisch, Anna, Astrid Rank, and Günther Seeber. "How Green are European Curricula? A Comparative Analysis of Primary School Syllabi in Five European Countries." European Educational Research Journal 13, no. 6 (January 1, 2014): 661–82. http://dx.doi.org/10.2304/eerj.2014.13.6.661.
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The authors conducted a cross-national curriculum analysis as part of a European Union Comenius project regarding the implementation of an online tool to foster environmental education (EE) in primary schools. The overall goal was to determine the extent and intensity that EE is embedded in the syllabi of five European countries. To this end, the authors developed a categorical analysis framework and undertook a content analysis. In addition to the general goals and contents of EE, they researched in particular the inclusion of the topics ‘waste’, ‘water’ and ‘energy’ in primary school curricula. The results highlight differences and commonalities with regard to goals, contents and methodological requirements, and they confirm the relevance of EE in European school curricula.
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Spodniaková Pfefferová, Miriam, Stanislav Holec, Janka Raganová, and Martin Hruška. "Cross-curricular approaches in Inquiry-based Science Teaching." International Journal of Information and Communication Technologies in Education 5, no. 3 (December 1, 2016): 34–43. http://dx.doi.org/10.1515/ijicte-2016-0011.
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Abstract One of the most important goals of science education is to develop understanding of natural systems. It is impossible to comprehensively understand the functioning of natural systems only by knowledge of one subject (physics, chemistry, biology, etc.). Therefore the application of the cross-curricular approach in teaching of science subjects is required. Besides the scientific knowledge the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science lessons that provide possibilities to show students how science works. The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem and then presented their findings and experiences at national or international events. Cosmic Web Site represents an example of the activity that encourages students to learn various topics of physics as well as to use their knowledge and skills obtained at computer science lessons. The feedback from the teachers involved in Chain Reaction that was gained with the help of evaluation questionnaires indicates a positive impact of the used approach to the development of students’ skills and motivation to learn science subjects.
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Smith, David. "Cross-Curricular Spiritual and Moral Development: Reflections on the Charis Project." Journal of Christian Education os-42, no. 2 (June 1999): 27–34. http://dx.doi.org/10.1177/002196579904200205.
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Ramadan, Awatef A. Ben. "A Case Study: Enhancing the Learning Process and the Quality of the Students' Work in Online Courses Using Multiple High Impact Practices and Civic Strategies." International Journal of Higher Education 10, no. 2 (February 22, 2021): 308. http://dx.doi.org/10.5430/ijhe.v10n2p308.
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Background: Employing High Impact Practices (HIPs) in the curriculum will keep the students engaged and will boost their learning outcomes. Study Aim: Explore the students’ feedback on two HIPs practices and measure the impact of the studied HIPs on the course’s outcomes. Methodology: Two HIPs strategies were applied to the graduate students of an advanced online eight –week course. A cross-sectional study by conducting an online Survey-Monkey survey to assess the studied HIPs. The interventions were the group leadership and scaffolding the course’s final project strategies. Results and Discussion: 53% (n=17) of students responded. 53% very liked and liked the leadership group HIP. 82% found the leadership group HIP helpful to present and establish discussions with their classmates. 76.5% either strongly agreed or agreed that the group leadership HIP helped them as presenters and discussion moderators, as well as in handling the weekly assignments. 52.94% agreed and strongly agreed that the leadership HIP helped them, as an audience, to understand the curriculum and assisted them in handling the weekly assignments and projects. 94.12% agreed or strongly agreed that the dissemination of the final project's sections on the weekly assignments helped them understand and write the final project effectively. The average final project grades of the class under study was 97% in comparison to 90% of the same course the instructor taught in Spring 2018.Conclusion: Introducing HIPs strategies will make the students feel that they owned the learning process and enhanced their creativity, self-confidence, and self-efficacy skills.
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Peciuliauskiene, Palmira, and Dalius Dapkus. "The Promotion of Cross-Curricular Problem Solving Abilities of Pre-Service Science Teachers through Cooperative Learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 109. http://dx.doi.org/10.17770/sie2015vol1.297.
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<em>Inquiry-based science teaching (IBST) can be realized with a help of different educational technologies. An educational project carried out at Lithuanian University of Educational Sciences used a framework of cross-curricular (biology, chemistry and physics) learning content, learning concepts (learning through cooperation, PBL) and learning method (a nine phase cycle of project activities with self-evaluation at the end of each phase). A case study of application of cross-curricular relationships while teaching pre-service science (biology, chemistry and physics) teachers at Lithuanian University of Educational Sciences was carried out. Quantitative and qualitative methods were used, together with observation of activities of 120 respondents (pre-service teachers) in learning through cooperation. The results revealed that PBL based on cross-curricular content provided suitable conditions for reaching higher levels of problem solving abilities. </em>
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Idowu, Oladele Oladimeji. "Evaluation of the Demand-Driven Agricultural Extension Curricula among Alumni from Selected Universities in Nigeria." Journal of Agricultural Extension 25, no. 2 (May 4, 2021): 1–17. http://dx.doi.org/10.4314/jae.v25i2.1.
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The study assessed demand-driven agricultural extension curricula by alumni from universities in Nigeria partnering with Sasakawa Africa Fund for Extension Education (SAFE) on such curriculum for at least seven years. Using a cross-sectional research design and cluster sampling technique, 227 alumni were randomly selected from a population of 520. Data were collected through structured questionnaire on socio-economic characteristics, mode of study, areas of specialization operationalized as close-ended questions and rating of programme components on a 5 -point Likert type scale of poor (1) fair (2) good (3) very good (4) excellent (5) with 70 items. Data entry and analysis were done with SPSS 25 using percentages, mean score and multiple regression analysis. Adult education approaches, supervised enterprise projects, students’ supervision, academic advice, information sharing, and participation in research projects had highest positive rating; while fund raising, scholarship, opportunity for enrolling and be part of a professional scientific network, linkage & involvement with Sasakawa Africa Association (SAA) field activities, laboratories and variety of subjects offered had highest negative rating. Socio-economic characteristics of alumni were significantly correlated and explained 49 percent of the variation in programme rating. The study recommends that there is need to review the curricula covered in this study and mechanisms for compliance with the Sasakawa methodology should be reinvigorated.
Keywords: alumni, demand-driven, agricultural extension, university curricula.
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Hademenos, George J. "Toying Around in Physics: A Cross-Curricular Project for Advanced Physics Classes." Physics Teacher 44, no. 6 (September 2006): 384–87. http://dx.doi.org/10.1119/1.2336146.
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Lake, Danielle, Kathleen Flannery, and Morgan Kearns. "A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome." Innovative Higher Education 46, no. 3 (February 18, 2021): 337–56. http://dx.doi.org/10.1007/s10755-020-09539-1.
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AbstractThis mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education. Building upon prior DT studies, it examined three interlocking research questions: What DT practices are being implemented across the curriculum? What kinds of outcomes do faculty observe? What are the significant relationships between particular practices and observed outcomes? Thirty-five courses were examined via a faculty survey adapted from Liedtka and Bahr (2019), and a semi-structured interview created by Lake, Ricco, and Whipps (2018). In alignment with liberal arts educational practices, the most frequently utilized DT practices included working in teams that recognize diverse contributions and engaging in active listening in order to find shared meaning. Consistent with expectations for project- and team-based courses, faculty felt such practices yielded valued outcomes, concluding DT practices built trust across teams and increased the quality of solutions. Relationships between practices and outcomes revealed the utilization of more ethnographic tools was associated with a lower frequency of expanding relationships and resources, and that a greater focus on design criteria to find an ideal solution hampered efforts towards trust building. These findings suggest DT requires time and trust which can be constrained by the imposed deadlines of semester-based projects. The survey and interviews pointed to both similarities and differences between disciplines in DT practices. Future research investigating design thinking pedagogy should include faculty, students, and stakeholders with multiple touchpoints for assessment to identify learning experiences that build change-making capacities and yield genuinely valuable and viable real world projects.
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Hart, Joanne Louise. "Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (May 31, 2019): 50–66. http://dx.doi.org/10.21153/jtlge2019vol10no2art827.
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Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.
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Kling, Joyce, Sanne Larsen, and Simon Francis Thomsen. "The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students." Education Research International 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/7273824.
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Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.
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Cheung, Ruby S. H., Anna N. N. Hui, and Alan C. K. Cheung. "Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity." ECNU Review of Education 3, no. 4 (November 25, 2020): 632–58. http://dx.doi.org/10.1177/2096531120967447.
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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
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Siguencia, Luis Ochoa, Martín Gómez-Ullate García de León, and Renata Ochoa-Daderska. "MANAGING CROSS-CULTURAL ONLINE COMMUNICATION IN MULTICULTURAL PROJECT TEAMS: THE CASE OF CULTOUR+ PROJECT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 598. http://dx.doi.org/10.17770/sie2016vol2.1419.
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The paper aims to present the process and partnership building in multicultural project teams through the use of information and communication technologies (ICT) taking into account the Cultour+ communication project management plan to build virtual teams. CULTOUR+ is a Strategic Partnership (SP) of universities, local governments, SMEs and NGOs, that following the mainlines of the Higher Education Modernization Agenda, will offer high quality and innovative courses and tools, integrating innovation, international mobility and cross-border cooperation to enhance capacity building in higher education curricula in the fields of cultural tourism and hospitality, cultural management and shared cultural heritage. This paper aims to enhance the effective use of ICT in project work by analyzing the way it fits in with various project activities having as an example the Cultour+ project. This approach may facilitate the choice of appropriate tools by each project team and show how ICT can support key processes like leadership, management, communication and co-operation within other European project teams.
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Román Velez, Víctor Manuel, and Raisa Macías Sera. "REDISEÑO CURRICULAR DE LA CARRERA DE MERCADOTECNIA DESDE UNA PERSPECTIVA INTERCULTURAL: ALGUNOS APUNTES." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 27. http://dx.doi.org/10.33936/cognosis.v3i2.1368.
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Esta investigación aborda la importancia de incorporar elementos culturales en el proyecto de Rediseño Curricular de la Carrera de Mercadotecnia de la Universidad Laica Eloy Alfaro de Manabí. El análisis de la literatura y el diagnóstico de campo constataron las falencias existentes en cuanto a las relaciones profesionales resultantes de incomprensiones culturales y aceptación de la diversidad los cuales son temas actuales a tono con el desarrollo de las ciencias sociales. Un enfoque desde una perspectiva intercultural y multicultural presente en la nación ecuatoriana y en calidad de rasgo significativo de las relaciones económicas y de mercado a nivel mundial por ende necesario propicia un nivel adecuado de competencia de los estudiantes de Mercadotecnia. Se hace énfasis en el desempeño profesional en la esfera de la mercadotecnia que está vinculada a una concepción multicultural, intercultural y transcultural.
PALABRAS CLAVE: Intercultural; Multicultural; Diseño Curricular; Mercadotecnia.
CURRICULAR REDESIGN OF THE MERCADOTECNIA CAREER FROM AN INTERCULTURAL PERSPECTIVE: SOME NOTES
ABSTRACT
This paper addresses the important issue of multiculturalism from the Curriculum Redesign Project of the School of Marketing, exposing the huge value to the professional education of marketing, in keeping with the current development of social sciences. It is an approach from a scientific perspective of multiculturalism present in the Ecuadorian nation and as a significant feature of economic relations and market world wide. Professional competence in the field of marketing is closely linked with a multicultural, intercultural and cross- cultural understanding.
KEYWORDS: Intercultural; Multicultural; Curricular design; Marketing.
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Gardner, Daniel S., Ellen Tuchman, and Robert Hawkins. "A CROSS-CURRICULAR, PROBLEM-BASED PROJECT TO PROMOTE UNDERSTANDING OF POVERTY IN URBAN COMMUNITIES." Journal of Social Work Education 46, no. 1 (January 2010): 147–56. http://dx.doi.org/10.5175/jswe.2010.200800094.
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Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.
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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.
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Nicholls, Jennifer, and Marcia Thorne. "Queensland Teachers’ Relationship With the Sustainability Cross-Curriculum Priority." Australian Journal of Environmental Education 33, no. 3 (November 2017): 189–200. http://dx.doi.org/10.1017/aee.2018.1.
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AbstractSustainability is a Cross-Curriculum Priority (SCCP) in the Australian Curriculum and is intended to be integrated into teaching and learning where deemed appropriate by teachers. This article explores teachers’ knowledge, understanding, and beliefs about curriculum priorities and the situational context of teaching and learning in Queensland schools. In this article we discuss the ways in which teachers describe their relationship with sustainability education and the SCCP. Data were collected from interviews with 26 Queensland teachers, teaching across all year levels from early childhood to Year 12, as part of two different PhD research projects. Queensland teachers participating in both studies indicated strong support for the inclusion of sustainability within formal curriculum; however, this strong support did not translate into practice in most cases. As a result of curriculum and policy pressures, teachers indicated that despite their belief that Education for Sustainability (EfS) is important, few believe they have the time or support for teaching EfS. The current educational context teachers have described offers limited opportunity for teachers to integrate sustainability in ways that are meaningful and relevant to their students. The SCCP did not influence planning or teaching decisions, and many teachers were unaware of its existence. Data from both studies question the adequacy of current educational policy and curriculum documents for supporting teachers to engage with sustainability education.
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ROZVADOVSKA, TETYANA. "SOCIALLY ORIENTED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 77–84. http://dx.doi.org/10.25128/2415-3605.20.2.11.
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The concept of Service-Learning has been presented in the article. The essence and features of Service-learning have been determined. The difference between Service-Learning, volunteering and practice have been indicated. Service- Learning at the university is aimed at solving community problems, but does not involve the acquisition of professional skills and is not a part of the course in the structure of the curriculum. Practice involves the acquisition of professional skills, but is not always aimed at solving community problems. Service-Learning is defined as an educational approach that unionizes the content of academic learning with the solution of real problems of the community. Service-Learning is the delivery of a service to the community within the context of an educational program of study. Typical features of Service - Learning are: Service - meeting of real needs of the community by working together with that community; Learning - implementing in the curriculum of students (students using their academic knowledge in fieldwork for meeting real needs and real problem solving in the community). The article has presented possibilities of introduction of Service-Learning in educational process of university. The stages and cross-cutting processes of development and implementation of a Service-Learning project have been characterized. The content of project activity in the context of Service-Learning have been idefined and detailed: motivation; diagnosis; design and planning; project implementation; closure. The content of cross-cutting processes in the system of Service-Learning has been revealed: reflection; ongoing record, systematization and communication; process evaluation or monitoring. Foreign and domestic practices of Service-Learning in the conditions of universities and non-formal education have been analyzed. The advantages of Service-Learning are determined not only for specialties with a certain social component (social work, educational, pedagogical sciences), but also for other specialties. Opportunities of extrapolation of experience of Service-Learning in universities of Italy, Slovakia, and Malaysia in Ukraine have been identified. Prospects for the transformation of forms and methods of Service-Learning in Ukraine Universities have been determined experimentally. The author investigates feasibility of implementation of Service-Learning in Ukrainian Universities. The feasibility has been defined by means of questionnaires. Survey analysis shows that the vast majority of students are willing to participate in projects or initiatives that address problems and meet community needs. Also, the vast majority of students think that such projects should be implemented in the curriculum.
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Minhas, Wasif, and Jo Perret. "A UAE case study: experiential learning through effective educational partnerships." Journal of Applied Research in Higher Education 9, no. 2 (April 10, 2017): 304–12. http://dx.doi.org/10.1108/jarhe-09-2014-0078.
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Purpose One of the largest higher education institutes (HEI) in the United Arab Emirates (UAE) and another public sector organization (PSO) responsible for promoting heritage, history and culture in the tourism sector formed an informal partnership in 2012. The purpose of this paper is to give Emirati students an opportunity to undertake projects based on their heritage, communities and develop their skills by experiencing “learning by doing.” Design/methodology/approach Projects briefs were provided by the PSO and followed the curriculum requirements of first year bachelor programs. In February 2013, faculty from different departments within the HEI met with PSO representative to explore how both organizations could collaborate. The conversation also focused on how the PSO could take advantage of readily available resources of creativity and innovation at the HEI. An innovative, cross-discipline, joint-marketing project was developed in line with the curriculum and PSO needs. By June, 2013, all students had undertaken projects which led toward developing recommendations and materials to promote the brief from PSO of “Raising Awareness” and “Increasing Visitor Numbers.” Findings Students from different disciplines produced different elements to meet the brief; however, they all followed a similar approach of research, analysis and evaluation. Although such projects are difficult to manage, staff found they had a profound effect on students’ motivation, personal development and overall learning experience. Originality/value This case study provides an insight into how experiential learning can be fostered through educational partnerships in the UAE context and beyond. It also highlights the importance of technology and informal relationships between partnering institutions.
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Bradshaw, Pete, and Sarah Younie. "Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity." Teacher Development 20, no. 5 (August 10, 2016): 599–613. http://dx.doi.org/10.1080/13664530.2016.1204354.
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Keshwani, Jennifer, and Krista Adams. "Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 1 (May 30, 2017): 41–61. http://dx.doi.org/10.24908/ijsle.v12i1.6664.
Full textAbstract:
Traditional engineering curricula often do not provide opportunities for students to experience working with non-technical collaborators on real projects. Such interactions may help engineering students develop relevant communication skills. In this study, junior level engineering students collaborated with junior level elementary education students to develop afterschool STEM clubs for elementary children. The study sought to identify the effects of a cross-disciplinary, project-based service-learning experience on: a) the development of a deeper understanding of engineering as a discipline and b) the development of skills necessary to communicate technical information to a non-technical audience. This paper describes the learning outcomes achieved by engaging undergraduate engineering students in cross-disciplinary working relationships. The results suggest that the cross-disciplinary experience affected learning in the knowledge, skills, attitudes and identity of student participants. Student learning was assessed through analysis of questionnaire responses and student reflections. The results also confirmed that simply knowing technical information does not correlate with the ability to communicate that same information. Students reported that they gained experience communicating technical content with non-technical audiences and developed leadership skills. Opportunities to learn communication skills were identified through student comments in course questionnaires and end of the semester focus group discussions.