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1
Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.
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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.
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Sefer, Jasmina. "Thematic curriculum approach." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.
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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.
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Sefer, Jasmina. "A model for curriculum development and student evaluation." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 79–95. http://dx.doi.org/10.2298/zipi0204079s.
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The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.
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Demiris, G. "Interdisciplinary Innovations in Biomedical and Health Informatics Graduate Education." Methods of Information in Medicine 46, no. 01 (2007): 63–66. http://dx.doi.org/10.1055/s-0038-1628134.
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Summary Objectives: Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. Methods: A case study of the “gerontechnology” research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores “smart home“ technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. Results: The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. Conclusion: Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.
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Qu, Zejing, Wen Huang, and Zhengjun Zhou. "Applying sustainability into engineering curriculum under the background of “new engineering education” (NEE)." International Journal of Sustainability in Higher Education 21, no. 6 (August 12, 2020): 1169–87. http://dx.doi.org/10.1108/ijshe-11-2019-0342.
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Purpose The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.
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Karakus, Memet, and Melis Yesilpinar Uyar. "The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education." Journal of Education and Learning 7, no. 2 (December 21, 2017): 65. http://dx.doi.org/10.5539/jel.v7n2p65.
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The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life.
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Mardiana, Dina, Abd Rahim Razaq, and Umiarso Umiarso. "Development of Islamic Education: The Multidisciplinary, Interdisciplinary and Transdisciplinary Approaches." Al-Hayat: Journal of Islamic Education 4, no. 1 (June 9, 2020): 58. http://dx.doi.org/10.35723/ajie.v4i1.97.
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In the ideal level, Islamic education must touch on 3 (three) aspects. "Knowing" realm understanding value Islamic religion, "doing" realm practicing the values Islamic religion, "being" go through a period of life following values Islamic religion. However, the development of the 21-st Century, which provides open access to all information from cyberspace, has not been fully implemented in the field of Islamic education so that it gives a challenge for the world of Islamic education in implementing the concept of "being" optimally in the process of learning. This article aims to describe and analyze the development of the Islamic education curriculum through 3 (three) approaches: multidisciplinary, interdisciplinary, and transdisciplinary. This article uses a qualitative approach to the type of literature study research. A literature study that is in line with the research theme leads this research to the conclusion. First, the Common Core State Standards (Kurikulum Inti) emerge as a form of balance standardization between the aspects of ideal learning and skills needs in the 21st-century. Second, the difference between multidisciplinary, interdisciplinary, and transdisciplinary approaches lies in the "starting point" of each approach. Multidisciplinary emerge as the form of concepts and skills desired by each discipline (explicitly), interdisciplinary in the form of shared concepts and skills, as long as a scientific discipline (implicitly) and transdisciplinary in the form of real reality in life where students being both subject and object in gaining that knowledge. Third, the similarity between multidisciplinary, interdisciplinary and transdisciplinary approaches lies to balance between accountability, relevance, and development of the 21st-century; all three are integral parts of the Core Curriculum; all three involve more than one scientific discipline in discussing a theme/issue and; all three have aspects of evaluation/assessment during the learning process.
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Petrun Sayers, Elizabeth L., Christopher A. Craig, Emily Skonicki, Grace Gahlon, Susan Gilbertz, and Song Feng. "Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach." Sustainability 13, no. 14 (July 20, 2021): 8074. http://dx.doi.org/10.3390/su13148074.
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Management education holds promise for addressing deficiencies in interuniversity science, technology, engineering, and mathematics (STEM), as well as sustainability curricula. Accordingly, we designed, developed, implemented, and longitudinally evaluated interdisciplinary STEM-based curricula in the United States. Students in five sections of business management courses and two sections of STEM courses received a STEM-based sustainability intervention (i.e., an interdisciplinary STEM and sustainability module). To assess student outcomes following the intervention and examine the feasibility of cognitive mapping as a student learning assessment tool, we implemented a pre- and post-course modified cognitive mapping assessment in treatment and comparison courses. To interpret the results, we ran descriptives, correlations, paired sample t tests, and principal component analysis. The t tests suggest that when all coding categories are considered, those participating in curricular interventions listed significantly more sustainability terms. The principal component analysis results demonstrate that treatment courses improved variability explained by 7.23% between pre- and post-tests but declined by 8.22% for comparison courses. Overall, linkages became stronger between parent code categories for treatment courses and weaker for comparison courses. These findings add to existing research related to cognitive mapping and demonstrate the ability of the method to capture changes in student outcomes after exposure to STEM-based sustainability curriculum.
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Makrakis, Vassilios, and Nelly Kostoulas-Makrakis. "Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development." Journal of Teacher Education for Sustainability 14, no. 2 (December 1, 2012): 5–40. http://dx.doi.org/10.2478/v10099-012-0007-7.
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Abstract This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities
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Nguyen Tien, Trung, Thao Trinh Thi Phuong, and Giang Pham Anh. "Mathematics textbook analysis based on the realistic mathematics education theory and some recommendations." Journal of Science Educational Science 65, no. 7 (July 2020): 136–49. http://dx.doi.org/10.18173/2354-1075.2020-0085.
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Writing and evaluating textbooks under the Vietnam new general education curriculum (2018) is a topic of interest to society as well as researchers. This study aims to evaluate the practical elements in current Mathematics textbooks (according to the previous Mathematics Education Curriculum). In order to conduct research, the author offers two frameworks for analyzing textbooks, basically built on the approach to Realistic Mathematics Education theory (RME). This study found that real contexts, real tasks, historical-cultural images, integrated or interdisciplinary elements are presented quite a lot in current Math textbooks. However, it is also necessary to innovate, update, supply real tasks, and pay attention on the structure and level of real tasks, cultural, historical and integrated elements in the mathematics textbooks in order to implement and develop the new math Mathematics Education Curriculum in Vietnam new general education curriculum. The new textbook analytical framework mentioned in this research can also be used to evaluate the “practicality” of the new mathematics textbooks.
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Fuentes, Brenda, Francisco Soto Mas, Erika Mein, and Holly E. Jacobson. "An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language." Colombian Applied Linguistics Journal 13, no. 2 (November 27, 2011): 60. http://dx.doi.org/10.14483/22487085.3768.
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Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults
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Schroeder, M. S., N. G. Creamer, H. M. Linker, J. P. Mueller, and P. Rzewnicki. "Interdisciplinary and Multilevel Approach to Organic and Sustainable Agriculture Education at North Carolina State University." HortTechnology 16, no. 3 (January 2006): 418–26. http://dx.doi.org/10.21273/horttech.16.3.0418.
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There is an increasing demand for education in organic and sustainable agriculture from undergraduates, graduate students and extension agents. In this paper, we discuss highlights and evaluations of a multilevel approach to education currently being developed at North Carolina State University (NCSU) that integrates interdisciplinary training in organic and sustainable agriculture and the related discipline of agroecology through a variety of programs for undergraduate students, graduate students, and extension agents. These educational programs are possible because of a committed interdisciplinary faculty team and the Center for Environmental Farming Systems, a facility dedicated to sustainable and organic agriculture research, education, and outreach. Undergraduate programs include an inquiry-based sustainable agriculture summer internship program, a sustainable agriculture apprenticeship program, and an interdisciplinary agroecology minor that includes two newly developed courses in agroecology and a web-based agroecology course. Research projects and a diversity of courses focusing on aspects of sustainable and organic agriculture are available at NCSU for graduate students and a PhD sustainable agriculture minor is under development. A series of workshops on organic systems training offered as a graduate-level course at NCSU for extension agents is also described. Connecting experiential training to a strong interdisciplinary academic curriculum in organic and sustainable agriculture was a primary objective and a common element across all programs. We believe the NCSU educational approach and programs described here may offer insights for other land grant universities considering developing multilevel sustainable agriculture educational programs.
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Mulbah Trye, Jr, Adventor. "Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (May 29, 2020): 48–56. http://dx.doi.org/10.46606/eajess2020v01i01.0005.
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Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation of learning activities. Furthermore, the integrated curriculum should be designed to include faith aspects in learning through intra-disciplinary, multidisciplinary, interdisciplinary and trans-disciplinary approaches. The paper further expounds on the meaning and significance of an integrated curriculum for Christian educators. The case is post-civil war Liberia and the major question of the paper is, how can an integrated curriculum bridge the gap of the missing link of faith integration in curriculum development in Liberia? Consequently, a proposed model is provided for Christian education stakeholders in Liberia. The model can be applicable across Christian educators worldwide.
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Orlovic Lovren, Violeta, Marija Maruna, and Svetlana Stanarevic. "Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade." International Journal of Sustainability in Higher Education 21, no. 2 (January 31, 2020): 315–35. http://dx.doi.org/10.1108/ijshe-09-2019-0260.
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Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.
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Smilowitz, Stephen T., Elizabeth O’Toole, Diana L. Morris, Todd Fennimore, Cynthia Booth-Lord, Elizabeth Smilovich-Fine, David M. Rosenberg, and Patricia A. Thomas. "CAPTURING IMPACT ON STUDENTS PARTICIPATING IN AGING IN PLACE: A PROGRAM TO ENHANCE GERIATRIC EDUCATION." Innovation in Aging 3, Supplement_1 (November 2019): S761. http://dx.doi.org/10.1093/geroni/igz038.2798.
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Abstract Curricula to enhance healthcare students’ geriatric training has been lacking. Therefore, we developed AIP, an interprofessional (IP) community-based curriculum, in which IP student teams visit community-dwelling older adults. Using established instruments did not capture personal and professional changes experienced by students. Thus, an additional method using qualitative analyses of students’ six post-visit reflections over 15 weeks was employed to evaluate students ‘experiential learning. A grounded theory approach was used to describe students’ growth in geriatric proficiencies related to participation in the January-April 2017 AIP program . By program completion, 21 students had submitted 111 reflective essays. An interdisciplinary panel reviewed a sample of reflections and developed an initial coding system, which was then systematically applied to the whole via QSR-NVivo. Seventy-three distinct codes across 111 student essays generated 2515 occurrences. Prevalent themes, revealed by frequency analysis, and themes with remarkable trendlines yielded fifteen central themes. Students became attuned to their client’s life-world (n=185) as demonstrated by four central themes: 1) isolation, loneliness, and depression (n=44); 2) risks of fall (n=19); 3) loss of function/control (n=98); and, 4) importance of socializing in care (n=24). This attunement informed interactional intentionality (n=284), which shaped interactions with their client (n=207). From these authentic encounters, students described learning about 1) myself; 2) current and future practice; 3) team dynamics; and 4) my client as an older person. Systematic analysis of student reflections revealed student growth attributable to AIP. This evaluation approach should be further assessed in geriatric curricula.
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ÜNVEREN, Dilek, and Gülreyhan KARAKUŞ. "An Alternative Approach in Constructivist Mentoring for Textual Analysis in Turkish Courses." International Education Studies 13, no. 2 (January 29, 2020): 71. http://dx.doi.org/10.5539/ies.v13n2p71.
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This article grounds on Jean Piaget’s cognitive development theory, particularly aiming to provide a leading approach in Turkish language classes by focusing on children’s learning process. In Turkey, Piaget’s theory is applied in Turkish language curricula since 2005. Language classes play a fundamental role in improving cognitive skills positively, affecting the overall success of students in cognitive ability evaluation tests. This article is based upon Piaget’s cognitive development theory being an effective learning system for improving critical thinking and personal development skills. It proposes a realist approach to systemize textual analysis in language classes in order to increase academic success, as well as leaving space for individuality and creativity for learners by enhancing the power of analytical thinking and using interdisciplinary links to enhance knowledge. In light of this aim, the article analyses four rudiment text pillars - ‘time, plot, setting, and character’ to provide a systematic representation for the connection and interaction between these pillars in order to build an alternative constructivist method for language classes.
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Yankeelov, Pamela, Anna Faul, Joe D'Ambrosio, and and Samantha G. Cotton. "INTERDISCIPLINARY CURRICULUM FOR THE CARE OF OLDER ADULTS: CREATING NETWORKS OF COLLABORATIVE LEARNERS." Innovation in Aging 3, Supplement_1 (November 2019): S294. http://dx.doi.org/10.1093/geroni/igz038.1082.
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Abstract Serving older adults with multiple chronic conditions and variable social, emotional, or physical support effectively within the primary care setting requires an interdisciplinary approach to care. Our GWEP program has developed an interprofessional education center that educates and prepares students and professionals from social work, medicine, nursing, dentistry, pharmacy, and community health partners, to function within a transformed integrated patient-centered geriatric primary care and community-based service delivery system. Learners from multiple disciplines attend a face-to-face Interdisciplinary Case Management Experience (ICME) session lasting 2.5 hours. Sessions include learners from each discipline and, if possible, at least one community practitioner in small groups of 6–8 learners at each table facilitated by 1 faculty member. Approximately 1,200 learners have received the curriculum. To evaluate the program, Kirkpatrick’s Training Evaluation Model was used to determine if learners were satisfied with the content, skilled, and confident in their abilities to utilize the curriculum. Learners completed a satisfaction survey after taking each module, along with an interdisciplinary geriatric care knowledge test and self-efficacy test before and after taking each module to measure learning outcomes. Analysis showed that learners, irrespective of discipline, were satisfied with the program. All disciplines showed a significant increase from pre- to posttest for all 5 online modules achieving a mean post-knowledge score of 85% across all 5 online training modules. All disciplines experienced significant differences in their self-efficacy with working on interdisciplinary teams from pre to post ICME. Implications for future interprofessional curriculum will be discussed.
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Jiji, Latif M., Irvin Sam Schonfeld, and George A. Smith. "Capstone interdisciplinary team project: a requirement for the MS in sustainability degree." International Journal of Sustainability in Higher Education 16, no. 2 (March 2, 2015): 187–99. http://dx.doi.org/10.1108/ijshe-02-2013-0015.
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Purpose – This paper aims to describe experience gained with a required six-credit year-long course, the Capstone Interdisciplinary Team Project, a key component of the Master of Science (MS) in Sustainability degree at the City College of New York. A common feature of sustainability problems is their interdisciplinary nature. Solutions to sustainability problems often require professionals with different training and backgrounds to work as a team. A sustainability curriculum should provide students with the skills needed to competently participate in an interdisciplinary team. Design/methodology/approach – Instructors drawn from different departments and divisions of the college developed a pool of sustainability-focused Capstone projects and acted as mentors to teams of students with diverse undergraduate backgrounds. Students attended workshops designed to provide training in teamwork, research and report preparation. An independent evaluator designed an evaluation protocol to assess the course’s impact both while it was implemented and after the course was concluded. Findings – Early experience with the program strongly indicates that the Capstone project requirement is an effective learning tool. However, identifying qualified mentors, developing suitable projects, assembling teams and administering the Capstone course are demanding tasks. Although students often experience difficulties in the early stages of their work, they ultimately express satisfaction and appreciation for the skills learned in the course. Practical implications – The inclusion of a capstone team project in a graduate sustainability curriculum is strongly recommended. Adopting such a course requires significant effort and sustained faculty engagement. Originality/value – Although there is considerable experience with undergraduate engineering Capstone course requirements, little is known about interdivisional capstone requirements at the level of master’s degree in Sustainability. This paper details new and relevant experience helpful to the implementation of such a requirement.
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Dos Anjos, Marineuza Matos. "Pedagogical workshops and the problem-based approach as interdisciplinary strategy: an experience in higher education." South Florida Journal of Development 2, no. 2 (May 17, 2021): 2119–30. http://dx.doi.org/10.46932/sfjdv2n2-077.
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Contemporary teacher training education reflects the specter of an education that today is guided by the demands placed in the context of a globalized economy. The logic of teaching in higher education curricula is still found, often guided by obsolete pedagogical practices. As the current paradigms are sometimes not enough to think about formation, it is necessary to analyze through another bias. Therefore, one should reflect not only on the prism of the theoretical contributions offered by scientific and technological knowledge; but in a way that also encompasses contributions from other fields such as Pedagogy, Sociology and Philosophy. With this perspective in mind, the research presents a structured teaching experience in the Problem Based Approach (PBA) and in the use of Pedagogical Workshops. The investigation took place at the Bahia State University (UNEB- Brazil) in the Pedagogy Course. The objectives were: 1) the proposition of learning situations that promote the active participation of students in solving real and everyday problems; 2) the combination of individual and group work; 3) the discussion of contents and how to approach them in an interdisciplinary way; and 4) arouse interest in attitudes of investigation, action, reflection, appreciation, and evaluation. The work portrays an experience analysis based on qualitative methods and uses as data collection the records in class diaries and the application of open questionnaires.
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Khorram-Manesh, Amir, Michael Ashkenazi, Ahmadreza Djalali, Pier Luigi Ingrassia, Tom Friedl, Gotz von Armin, Olivera Lupesco, et al. "Education in Disaster Management and Emergencies: Defining a New European Course." Disaster Medicine and Public Health Preparedness 9, no. 3 (March 17, 2015): 245–55. http://dx.doi.org/10.1017/dmp.2015.9.
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ABSTRACTObjectiveUnremitting natural disasters, deliberate threats, pandemics, and humanitarian suffering resulting from conflict situations necessitate swift and effective response paradigms. The European Union’s (EU) increasing visibility as a disaster response enterprise suggests the need not only for financial contribution but also for instituting a coherent disaster response approach and management structure. The DITAC (Disaster Training Curriculum) project identified deficiencies in current responder training approaches and analyzed the characteristics and content required for a new, standardized European course in disaster management and emergencies.MethodsOver 35 experts from within and outside the EU representing various organizations and specialties involved in disaster management composed the DITAC Consortium. These experts were also organized into 5 specifically tasked working groups. Extensive literature reviews were conducted to identify requirements and deficiencies and to craft a new training concept based on research trends and lessons learned. A pilot course and program dissemination plan was also developed.ResultsThe lack of standardization was repeatedly highlighted as a serious deficiency in current disaster training methods, along with gaps in the command, control, and communication levels. A blended and competency-based teaching approach using exercises combined with lectures was recommended to improve intercultural and interdisciplinary integration.ConclusionThe goal of a European disaster management course should be to standardize and enhance intercultural and inter-agency performance across the disaster management cycle. A set of minimal standards and evaluation metrics can be achieved through consensus, education, and training in different units. The core of the training initiative will be a unit that presents a realistic situation “scenario-based training.” (Disaster Med Public Health Preparedness. 2015;9:245-255)
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Charli-Joseph, Lakshmi, Ana E. Escalante, Hallie Eakin, Ma José Solares, Marisa Mazari-Hiriart, Marcia Nation, Paola Gómez-Priego, César A. Domínguez Pérez-Tejada, and Luis A. Bojórquez-Tapia. "Collaborative framework for designing a sustainability science programme." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 378–403. http://dx.doi.org/10.1108/ijshe-09-2014-0125.
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Purpose The authors describe the challenges and opportunities associated with developing an interdisciplinary sustainability programme in an emerging economy and illustrate how these are addressed through the approach taken for the development of the first postgraduate programme (MSc and PhD) in sustainability science at the National Autonomous University of Mexico (UNAM). The purpose of this paper is to outline an approach that has a potential for application in other parts of Latin America and perhaps more broadly in other world regions sharing some of the same challenges and opportunities as found in Mexico. Design/methodology/approach The implemented collaborative framework enabled a transformation of disciplinary research and teaching at UNAM into a postgraduate programme designed to generate cutting-edge educational and research capabilities. The approach to curriculum and programme design emphasized the process and methodological framework for curriculum development as much as the outcome itself. It entailed three primary elements: theory on collaborative processes; the curriculum design approach; and a formative and summative evaluation. Findings Several of the challenges faced were related to the nature of the institution (mainly because of the complexity of its organization and the emphasis in maintaining disciplinary boundaries), as well as to the curriculum development and design approach (acceptance of a competency-based programme appropriate for the MSc but considered restrictive for the PhD). The experience the authors relate in this paper exemplifies how to cope with such challenges. The approach enabled the emergence of a shared vision that was appropriated by all the participants. This ultimately empowered them in the presentation of the curriculum to their disciplinary peers. Furthermore, the approach facilitated the creation of a programme that remained salient along the process, while increasingly gained legitimacy and credibility among the academic community. Social implications In Mexico, the number of sustainability practitioners and scientists is still insufficient, and there is a clear lack of capacities in key themes and tools. UNAM combines a strong scientific tradition and a foundational mandate to serve both the country and humanity and is, thus, a natural platform for developing a higher education programme in sustainability science. The approach taken in the development of UNAM’s programme has useful lessons for the development of similar programmes in other developing nations facing similar educational and institutional challenges. Originality/value This model not only resulted in an innovative and novel programme in sustainability education but also, in the process, strengthened the competencies of diverse stakeholders through a systematic collaborative framework that fosters sustainability as a social learning process. Such experience illustrates the advantages of implementing a collaborative approach to enable the emergence of a critical mass capable to handle the diversity presupposed by a curriculum in sustainability science. It also shows how such a collaborative process can be implemented to overcome the limited resources, lack of experience in sustainability education and strong disciplinary focus that hampers the advancement of higher education in institutions similar to UNAM.
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Kapralos, Bill, Stephanie Fisher, Jessica Clarkson, and Roland van Oostveen. "A course on serious game design and development using an online problem-based learning approach." Interactive Technology and Smart Education 12, no. 2 (June 15, 2015): 116–36. http://dx.doi.org/10.1108/itse-10-2014-0033.
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Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.
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O'Rafferty, Simon, Hannah Curtis, and Frank O'Connor. "Mainstreaming sustainability in design education – a capacity building framework." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 169–87. http://dx.doi.org/10.1108/ijshe-05-2012-0044.
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Purpose – The purpose of the paper is to advance the understanding of the role design education plays in sustainable development. It presents a capacity building framework that can be accommodated in various levels of design curriculum development. The framework allows for a macro-view on the key clusters of competencies for ecodesign while allowing for alignment with quantitative and qualitative approaches to evaluation and assessment. The proposed framework does not intend to be universally prescriptive, and it should provide a context for the development bespoke educational programmes and activities. Design/methodology/approach – The research utilises a variety of data sources and methods to provide answers to the research questions. Empirical data were collected through the course of a two-year programme of capacity building with design educators in Wales. This two-year programme incorporated a series of workshops and scoping discussions with teaching staff. Additional data were collected through a literature review and best practice scanning. Thus, the research did not follow a linear process. Instead, it was performed according to an iterative process, evolved by interaction between a theoretical foundation (capacity building, ecodesign education) and empirical material (workshops, literature review). Findings – Design education may need to situate itself away from the traditional art or engineering setting to facilitate greater interdisciplinary learning. This repositioning of design education will allow for multidisciplinary relationships with other schools and communities such as social science, business or planning. There will be a role for the promotion of international design institutes that provide a more concentrated experience of the value of design and design education. Research limitations/implications – This paper sought to explore the context of capacity for sustainable development as it relates to design education. It briefly highlighted some gaps in the literature on capacity building for ecodesign education along with proposing a conceptual framework of key competencies. The intention is to initiate a discussion on the means by which these can be integrated into mainstream design education, lifelong learning and entrepreneurship training. Originality/value – There is no similar framework presented in the literature. Much of the research originates from original research conducted with four universities in a unique programme of capacity building. The paper provides the basis for deeper insights into the interdisciplinary perspectives required. This is something the authors hope to report on this year.
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Cytrin, Yitzhak. "Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System." Journal of Education and Training Studies 6, no. 5 (March 31, 2018): 92. http://dx.doi.org/10.11114/jets.v6i5.3150.
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This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed.The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process.Historical research and the education system have different goals. The historian strives to clarify “historical questions”, meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student’s worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the “toolbox” that the education system believes will serve as a basis for the student’s preparation to be a useful individual in society and for himself.In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the “historical story” alongside the “cognitive-critical” approach must be the primary “pedagogy” when instilling students with teaching skills.Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.
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Harford, J. "The UICC Cervical Cancer Initiative: A comprehensive program for cervical cancer prevention worldwide including a fellowship program." Journal of Clinical Oncology 27, no. 15_suppl (May 20, 2009): 1547. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.1547.
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1547 Background: HPV vaccines and new screening tools have the potential to make cervical cancer largely a disease of the past. The UICC Cervical Cancer Initiative (CCI) is a comprehensive program that aims to increase awareness and education, and support screening, vaccination, and treatment via four key components: advocacy; public information; professional education; and pilot projects. CCI is global in scope, but emphasis is placed on resource-poor settings where mortality and morbidity rates from cervical cancer and HPV-related infections are highest. Lack of appropriate professional knowledge has recurrently been identified as one of the major hindrances to national cancer control programs and lack of access to diagnosis and treatment. Methods: A comprehensive educational package developed by a task force of experts will serve as a basis for train the trainer courses. CCI curriculum materials are practical and reader-friendly with an interdisciplinary approach. UICC has developed a dedicated fellowship program to support the implementation of the CCI. Special attention is given to south-to-south knowledge transfer by encouraging workshops within regions and in local languages. Professional education is one of the key components of UICC projects in Tanzania and Nicaragua, which aim to showcase the impact of comprehensive education on cervical cancer control. The fellowships support these efforts via opportunities for appropriate training of health practitioners, policy-makers, educators, researchers, and technicians. Results: See www.uicc.org for information about study grants, training workshops, technology transfer, and training for nurses, investigators, and pathologists. Expert reviewers ensure each project is judged according to preset criteria. Conclusions: Knowledge transfer between professionals and a lay audience is critical for long-term sustainability. The UICC cervical cancer curriculum supported by a dedicated fellowship program and a train the trainer approach is one route to achieving success. Key factors include: identification of host institutions and reviewers, continual funding, evaluation and implementation plans per trainee, as well as a sharing best practice forum. No significant financial relationships to disclose.
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Parmar, Jasneet, Sharon Anderson, Lisa Poole, Wendy Duggleby, Jayna Holyroyd-Leduc, Suzette Brémault-Phillips, Pollard Cheryl, and Anwar Haq. "Caregiver-Centered Care Health Workforce Competencies: Developing Consistent Support for Family Caregivers." Innovation in Aging 4, Supplement_1 (December 1, 2020): 15. http://dx.doi.org/10.1093/geroni/igaa057.050.
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Abstract Family caregivers [FCGs] are the backbone of the health system. They provide over 80% of the care for people with dementia, chronic illnesses and impairments. Despite evidence of their contributions and consequences of caregiving, support for FCGs has not been a health system priority. Education to prepare health providers to effectively identify, engage, assess, and support FCGs throughout the care trajectory is an innovative approach in addressing inconsistent system of supports for FCGs. We report on development and validation of the Caregiver-Centered Care Competency Framework to help with curricular design and subsequent evaluation of effectiveness of care providers working within healthcare settings to engage and support FCGs. We used a three round modified Delphi approach. An expert panel of 42 international, national, and provincial stakeholders agreed to participate. In the first 2 rounds, multi-level, interdisciplinary participants, rated the indicators in terms of importance and relevance. In the 3rd round consensus meeting, participants validated the six competency domains, including indicators in small group sessions. Thirty-four experts (81%) participated in the round 1, 36 (85.7%) in round 2, and 42 people (100%) in round 3. There was stable consensus across all three rounds, 96.07% of participants rated the indicators as essential or important (Round 1, 95.81%; Round 2, 94.15; Round 3, 98.23%). FCG research has been primarily focussed on educating FCGs to provide care. These competencies will shape the design of educational curricula and interdisciplinary training programs aimed at supporting the health and social care workforce to provide caregiver-centered care.
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Sağdıç, Mustafa. "Türkiye’de Sosyal Bilgiler Eğitiminde Disiplinlerarası Öğretim Yaklaşımının Tarihsel Gelişimi / Historical Development of Interdisciplinary Teaching Approaches in Social Studies Education in Turkey." Journal of History Culture and Art Research 8, no. 2 (July 1, 2019): 390. http://dx.doi.org/10.7596/taksad.v8i2.2121.
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<p><strong>Abstract</strong></p><p>The object of this study is to assess the interdisciplinary teaching approach in social studies education, based on the historical development in Turkey. In the study, the curriculum programs of the Republican period, the national education council decisions and the related <em>tebligler</em> journals were examined with document analysis method. The study is carried out according to qualitative research techniques. The obtained documents were subjected to content analysis. Findings based on descriptive analysis technique were discussed with local and foreign literature and specific evaluations were made and some suggestions related to social studies programs were put forward. Social studies classes in primary schools in Turkey in 1962 as the first "Society and Country Studies" are combined in a course titled. In 1968, the name "Social Studies" was adopted for this course. In middle schools, this combination was realized in 1971. In 1985, the Social Studies course was removed from the middle school and replaced by <em>National History</em>, <em>National Geography,</em> and <em>Citizenship </em>courses. In 1998, these lessons were combined as Social Studies, covering the 4th to 7th-grade classes. In 2005, a constructivist approach was adopted and a new social studies program was announced. However, it is observed that the subjects of different disciplines cannot be adequately related to each other in the course programs until 2005 and an interdisciplinary approach cannot be implemented sufficiently. For the first time in social studies program updated in 2018, all areas of social sciences such as history, geography, law, economics, sociology, anthropology, political science, ethnography, archeology, and psychology could be handled with an interdisciplinary approach. It is suggested that the interdisciplinary approach in the future curriculum should be determined by identifying the current problems of society.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı Türkiye’de sosyal bilgiler eğitiminde disiplinlerarası öğretim yaklaşımını tarihsel bir bakış açısı ile değerlendirmektir. Araştırmada cumhuriyet dönemindeki öğretim programları, millî eğitim şura kararları ve ilgili tebliğler dergileri doküman analizi yöntemi ile incelenmiştir. Araştırma problemine yanıt bulmak için amaca yönelik doküman analizi yöntemi kullanılmıştır. Elde edilen bulgular ilgili literatür ışığında tartışılarak güncel öğretim programlarına ilişkin bazı öneriler geliştirilmiştir. Türkiye’de ilkokul düzeyinde ilk disiplinlerarası müfredat girişimi 1962 yılında tarih, coğrafya ve yurttaşlık bilgisi derslerinin Toplum ve Ülke İncelemeleri adlı bir ders ile birleştirilmesi ile başlamıştır. 1968 yılında bu dersin adı Sosyal Bilgiler olarak değiştirilmiştir. Ortaokullarda ise bu birleştirme 1971 programı ile gerçekleştirilmiştir. 1985 yılında ortaokul düzeyinde sosyal bilgiler dersi programdan kaldırılmış, yerine Millî Tarih, Millî Coğrafya ve Vatandaşlık Bilgisi dersleri getirilmiştir. 1998 yılında Sosyal Bilgiler dersleri programa tekrar konulmuş ve 4. Sınıftan başlayarak 7. Sınıf dahil öğretim kademelerinde okutulmuştur. 2005 yılında ise yapılandırmacılığın etkisiyle ilkokuldan üniversiteye kadar tüm programlarda bir güncelleme faaliyeti başlamış ve bu kapsamda Sosyal Bilgiler öğretim programı da yenilenmiştir. Bu süreç aynı zamanda disiplinler arası öğretim açısından bir dönüm noktası olmuştur. 2005 yılı öncesindeki öğretim programlarında da disiplinler arası öğretime zaman zaman kuvvetli vurgu yapılmış olmasına rağmen gerek program geliştirme sürecinde gerekse uygulamada disipliner yaklaşımın çok daha baskın olduğu görülmektedir. 2005 yılı itibariyle öğretim programlarında ünite ve konu bazlı program yaklaşımı yerine öğrenme alanı ve kazanım ekseninde öğretim programları ele alınmış ve disiplinler arası bir yaklaşım ile programlar hazırlanmıştır. Hali hazırda Türkiye’deki güncel sosyal bilgiler programlarında Tarih, Coğrafya, Sosyoloji, Ekonomi, Hukuk, Etnografya, Arkeoloji, Psikoloji ve Siyaset Bilimi gibi sosyal bilimlerin çok farklı alanlarından elde edilen bilgiler disiplinler arası, bütünleşik bir yaklaşımla ele alınmıştır. Ancak disiplinler arası öğretiminin sürdürülebilmesi için ülkenin toplumsal sorunlarının belirlenmesi, bu sorunların bir öncelik sırasına konulması, toplumun tüm kesimleri ile tartışılması ve de en önemlisi program geliştirme sürecine imkânlar çerçevesince tüm paydaşlarının dâhil edilmesi gerekir.</p>
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Ostuzzi, Francesca, and Maya Hoveskog. "Education for flourishing: an illustration of boundary object use, peer feedback and distance learning." International Journal of Sustainability in Higher Education 21, no. 4 (May 6, 2020): 757–77. http://dx.doi.org/10.1108/ijshe-09-2019-0271.
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Purpose Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors’ wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC). Design/methodology/approach An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey. Findings Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education. Research limitations/implications This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed. Originality/value Various tools and methods for use in education have been developed that support a new view of sustainability –sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap.
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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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Mykhailets, V. V. "Directions of independent work in vocal education." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 53, no. 53 (November 20, 2019): 56–74. http://dx.doi.org/10.34064/khnum1-53.04.
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Background. The modern practice of teaching and training the specialists of higher education, in particular, choral performance specialists, introduces new requirements to the content of education and organization of the educational process, emphasizing the importance and necessity of using the independent work of students in nowadays conditions. In this connection, there is a need to determine the directions of the independent work of students and to systematize this type of work in the educational process. Objectives. The purpose of the article is to define and theoretically substantiate all aspects of the independent work of students in the process of the vocal education for the further formation of their professional skills. Methods. To solve this task, the following methods were used: studying the state of the problem in the practice of the present (analysis of curricula content and educational and methodical literature); the analysis of academic progress and performing activity of the vocal students; the research and generalization of pedagogical experience. Results. In the vocal training, the independent work of students involves organizing their educational activities both during practice in the classroom and in the process of working outside the classroom in such a way as to get the intended result. Planning the independent work on solo singing allows finding the concrete ways of the development of vocal skills and criteria for evaluation in the professional training of a specialist. The essence of organization of the independent work of students in the process of learning singing is concluded in the creation and implementation of a specific system of tasks, which takes in account general didactic principles and the interdisciplinary interactions arising in the educational process in the formation of vocal abilities and skills. The planning of this work is carried out on the basis of both the focused activity of the teacher, who poses the necessary tasks and controls the results of their implementation, as well as the organization of the student’s own extra-curricular work, containing moments of introspection and self-assessment of the achieved results. So, the organization of the independent work of students in the process of singing education should be carried out necessarily taking into account the person-oriented approach. The independent work on solo singing is considered as a specific form of the educational activity of the student and is characterized by a number of the following psychological and pedagogical peculiarities. First, it is a continuation and extension of the vocal-performing activity in classroom organized expediently by the teacher, which stimulates students to the further professional work in the lessons-free time. In this case, the educational and cognitive activity of the student during his/her individual classes is called to act as a kind of the algorithm for the independent work on the preparation of the vocal concert program. Secondly, the student’s independent work on solo singing should be understood by him/her as a chosen and internally motivated activity, which includes: a) the awareness of the goals of his/her activities; b) the adoption or setting of a vocal-performing or vocal-methodical task; c) the self-organization in the distribution of the educational load in time; d) the adjustment of own work on the basis of self-control and self-esteem. Thirdly, the students’ independent work on solo singing should be a highly organized form of the educational activity, and the methods of its execution should be conditioned by the level of development a number of student’s personal qualities. These include: self-regulation, which involves a certain level of the self-awareness; an adequate self-esteem; active thinking; independence; time management skills; purposefulness; the complex of will qualities, as well as the so-called substantive self-regulation. An important indicator of the formation of the student’s substantive self-regulation is the availability of skills related to the definition of the goal and the final results of the proposed tasks. In determining the tasks for the independent work of students, it is necessary to cover several aspects: the complexity on theoretical and practical levels; the necessity to include tasks with increasing complexity, as well as use of interdisciplinary connections. The tasks for self-mastering of material should adhere to the following principles: 1) the principle of minimizing the level of the complexity and amount of scientific information, vocal exercises and compositions; 2) the principle of coherence of the content of the educational material for the independent work with the previously presented scientific information, studied vocal material during individual classes; the reflection in the content of essential information on the topic being studied, interdisciplinary connections, stylistic diversity of the vocal music; 3) the principle of the correspondence of the volume and the complexity of the selected vocal material to the real possibilities and individual characteristics of the students and to the time interval allocated in accordance with the curriculum; 4) the principle of the content-technological continuity between the forms and methods of independent study of the material by the students, the self-examination of vocal knowledge, skills and abilities. Also, the article deals with: a) the ways of organizing the independent work of students on solo singing; b) the plan of the independent work on a vocal composition; and c) the conditions for the effectiveness of the students’ independent work. Conclusion. So, the independent work on solo singing is considered as a specific form of the educational work of the student and is characterized as an activity that is purposeful, internally motivated, structured and adjusted by the student himself/herself. Its implementation involves a sufficient level of self-awareness, self-discipline, personal responsibility, and creativity of the learner, which allows one to consider the independent activities of students as a process of self-improvement and self-knowledge. Independent work is a necessary component of the vocational training of the singer and a specific form of his educational activity, which is characterized by certain psychological and pedagogical features, namely: - it organically complements and continues the vocal and performing activity during the individual lessons in the classroom, contributing to the unveiling of the student’s creative potential and its formation as a thinking artistic personality; - independent work should be perceived by a student as a chosen and internally motivated activity, since the development of the motivational sphere stimulates the growth of his professional interest in vocal performance and nurtures his/her ability to develop strategies for forming a system of vocal skills, hence, the strategies of success.
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Çoban, Okan, and İbrahim Akşit. "2005 ve 2017 Sosyal Bilgiler Öğretim Programlarının Öğrenme Alanı, Kazanım, Kavram, Değer ve Beceri Boyutları Açısından Karşılaştırılması / Comparison of 2005 and 2017 Social Studies Curriculum in Terms of Learning Area, Acquisition, Concept, Value and Skill." Journal of History Culture and Art Research 7, no. 1 (March 31, 2018): 479. http://dx.doi.org/10.7596/taksad.v7i1.1395.
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<p><strong>Abstract</strong></p><p>Basics of the lessons, those are taught in our education system in the schools are the related lesson's curriculum. To sum up the curriculum, it can be said that it is a guideline of answers of questions that are desired to be taught for a lesson like; (what) why, how, who and when should we teach. Essential components which are subject to this curriculum are; the general terms of education, purpose of the lesson, vision of the lesson, main approach of the lesson or the philosophy of the lesson, content of the lesson and its acquisitions, method and techniques that can be used in the lesson and teaching approaches and measurement and evaluation. Besides those main components, it can be witnessed that value that is predicted to be gained with the classification of the learning field (theme) about the particular lesson and the ability and concepts are the parts of this curriculum. The curriculum is the essential resource for the teacher because the teacher is obliged to prepare his daily and annual lecture programme according to this programme. Furthermore, the teacher can complete the missing information that he acquired during the induction programme or the changing content for later, and by this education, programme teacher can complete the information that is related to the various situations. In our country, curriculums are prepared by Ministry of National Education and serviced to the teachers. Social studies is a lesson that is taught at the level of elementary and secondary school. In a narrow range, first content that is imputed to the social studies curriculum that is created in 1965 had been taught under different lesson names both before and after the particular date. Since from the social studies curriculum that is fixed in 1998 till today, the name of the lesson has not changed. However, changes in the individual, social, political and technological etc. needs and developments, Ministry of National Education has gone reformation on social studies curriculum after 1998, on 2005 and 2017. Furthermore, Ministry of National Education, after the program that is fixed on 2005, had increased the branches of social studies which constitutes the social studies lectured contents and had accepted an interdisciplinary approach. The purpose of this research is to compare the dimension of concept and accusation, theme, ability and value in the social studies education programs that are created in 2005 and 2017. In this qualitatively structured research, a method of document review is used. Purposed sampling that is used in this research, on the direction of the purpose of the research, Ministry of National Education's documents that are inspected for the last two social studies curriculums are constituted. Besides, for supporting the data of this research, guidebooks for social studies teachers that are published by various publishing houses are imposed on. Each item has been evaluated separately by using descriptive analysis technique in this research. As a result of this research, in the 2005 Social Studies curriculum, two learning areas were removed. Apart from the addition of a learning field called "Effective Citizenship" which includes the acquisitions of these learning areas added in the 2017 curriculum, there is no significant difference in the theme dimension between the two curriculums. While 15 basic abilities taking part in the social studies curriculum which are fixed on 2005, 26 basic abilities have taken part in the program which are fixed on 2017. While evaluating the value perspective of 2005-fixed social studies curriculum has 20 pieces of values, the social studies curriculum which is fixed on 2017 has 18 values. While in 2005 social studies curriculum place of concept teaching and basic concepts that is predicted to be gained is clearly stated, on the other hand in 2017 social studies curriculum, importance of concept teaching is described with few paragraphs. While in 2007 program clear decrease in the number of acquisition is observable there are no observable structural changes on the perspective of the content. While 174 acquisitions are held on 2005 fixed social studies curriculum, on 2017 social studies curriculum there are 132 acquisitions are maintained. In addition, despite the fact that in the 2005 social studies curriculum there were 7 acquisitions about Kemalism, 2017 Social studies curriculum includes only one acquisition. The real success of the curriculums is revealed only by the reflection of the practice. Therefore, other researchers can examine the extent to which practitioners can apply the scale of acquisition, concept, value and skill in the classroom.</p><p><strong><br /></strong></p><p><strong>Öz</strong></p><p>Eğitim sistemimizde okullarda okutulan derslerin temeli, öğretim programlarıdır. Öğretim programının kısaca bir ders ile ilgili öğretilmek istenilenleri (neyi) niçin, nasıl, kim ve ne zaman öğretelim gibi soruların cevaplarını barındıran bir rehber olduğu söylenebilir. Öğretim programında yer verilen temel öğeler genel olarak eğitimin genel amaçları, dersin amaçları, dersin vizyonu, dersin temel yaklaşımı ya da felsefesi, dersin içeriği ve sınırlılıkları (kazanımlar), derste kullanılabilecek yöntem-teknikler ile öğretim yaklaşımları ve ölçme-değerlendirmedir. Ayrıca bu temel öğelerin yanında ilgili derse ait içeriğin sınıflandırıldığı öğrenme alanları (tema) ile derste kazandırılması öngörülen değer, beceri ve kavramlara yer verildiği de görülür. Bu araştırmada programın içerik boyutunu oluşturan öğrenme alanı/tema, beceri, değer, kavram ve kazanım boyutları ele alınmıştır. Öğretim programı, öğretmeninin temel başucu kaynağıdır çünkü öğretmen günlük veya yıllık ders planını öğretim programına göre hazırlamak zorundadır. Ayrıca öğretmen branşına ait aldığı hizmet öncesi eğitimde almadığı ya da daha sonra değişen içerik ve durumlara ilişkin bilgileri de yine öğretim programı sayesinde tamamlayabilir. Ülkemizde öğretim programları Milli Eğitim Bakanlığı (MEB) tarafından hazırlanır ve öğretmenlere ulaştırılır. Sosyal bilgiler, ilkokul ve ortaokul düzeyinde okutulan bir derstir. İlki 1965 yılında hazırlanan sosyal bilgiler öğretim programına atfedilen içerik, dar kapsamda, hem öncesinde hem sonrasında farklı ders adları adı altında okutulmuştur. 1998 yılında hazırlanan sosyal bilgiler öğretim programından günümüze kadar dersin adı değişmemiştir. Fakat bireysel, toplumsal, siyasi ve teknolojik vb. ihtiyaç ve gelişmeler zaman içinde değiştiğinden Millî Eğitim Bakanlığı 1998 yılından sonra 2005 ve 2017 yıllarında sosyal bilgiler öğretim programında değişikliğe gitmiştir. Ayrıca bakanlık 2005 yılında hazırlanan programdan itibaren sosyal bilgiler ders içeriğini oluşturan sosyal bilim dallarını artırmış ve disiplinler arası bir yaklaşım benimsemiştir. Bu araştırmanın amacı ülkemizde 2005 ile 2017 yıllarında hazırlanan sosyal bilgiler öğretim programlarının öğrenme alanı/tema, kazanım, kavram, değer ve beceri boyutları açısından karşılaştırılmasıdır. Nitel olarak yapılandırılan araştırmada doküman incelemesi tekniği kullanılmıştır. Amaçlı örneklemin kullanıldığı bu çalışmada, araştırmanın amacı doğrultusunda bakanlığın hazırladığı son iki sosyal bilgiler öğretim programı incelenen dokümanları oluşturur. Ayrıca araştırma verilerinin desteklenmesi için farklı yayınevleri tarafından hazırlanan sosyal bilgiler dersi öğretmen kılavuz kitaplarında da faydalanılmıştır. Betimsel analiz tekniğinin kullanıldığı araştırmada her bir boyut ayrı ayrı değerlendirilmiştir. Araştırmanın sonucunda 2005 sosyal bilgiler öğretim programından iki öğrenme alanının çıkartıldığı ve 2017 sosyal bilgiler öğretim programına, çıkartılan bu öğrenme alanları kazanımlarını da içeren, “Etkin vatandaşlık” adlı bir öğrenme alanı eklenmesi haricinde iki program arasında tema boyutunda farklılığın olmadığı tespit edilmiştir. 2005 yılında hazırlanan sosyal bilgiler öğretim programında 15 temel beceriye verilirken 2017 programında ise 26 temel beceriye yer verilmiştir. 2005 yılında hazırlanan sosyal bilgiler öğretim programında 20 adet değere yer verilirken 2017 programında 18 adet değer vardır. 2005 sosyal bilgiler öğretim programında kavram öğretiminin yeri ve kazandırılması öngörülen temel kavramlar açık bir şekilde ifade edilmesine karşın 2017 programında kavram öğretiminin önemi birkaç cümlelik bir paragrafta değinilmiştir. 2017 yılı programında kazanım sayısında belirgin bir azalma gözlenirken kazanımların içeriği açısından belirgin bir yapısal değişiklik yoktur. 2005 sosyal bilgiler öğretim programında 174 adet kazanım olmasına karşın 2017 programında 132 kazanım vardır. Ayrıca 2005 sosyal bilgiler programında Atatürkçülük ile ilgili 7 adet kazanıma yer verilmesine karşın 2017 programında sadece bir kazanıma yer verilmiştir. Kâğıt üzerinde hazırlanan öğretim programlarının gerçek başarısı/durumu ancak uygulamaya yansıması ile ortaya çıkar. Bu nedenle diğer araştırmacılar, uygulayıcıların sınıfta kazanım, kavram, değer ve beceri boyutlarını ne ölçüde uygulayabildiğini inceleyebilir.</p>
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Pacis, Margarita, and Robert VanWynsberghe. "Key sustainability competencies for education for sustainability." International Journal of Sustainability in Higher Education 21, no. 3 (February 18, 2020): 575–92. http://dx.doi.org/10.1108/ijshe-12-2018-0234.
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Purpose The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating classrooms that contribute directly to the sustainability movement. Design/methodology/approach This paper is a review of literature with a specific focus on Glasser's (2018b) promising use of the tree as an analogy and metaphor for KSCs. Findings Some, for example, Glasser and Hirsh (2016) claim significant progress in identifying a KSC framework (Wiek et al., 2011) However, the authors raise concerns about the impasse that the literature has demonstrated because these stand in the way of the co-creation of sustainable societies by adjusting how we learn and interact with the world. The authors argue that we must realize and disrupt the destructive actions that form their usual approach and replace them with sustainable habits (Glasser, 2018a), and this requires the emergence of a new class of sustainability practitioners with the skills, attitudes and dispositions that are consistent with being wise, future-oriented, interdisciplinary and global decision-makers (Biasutti, 2015; Biasutti and Frate, 2016; Corney and Reid, 2007; McNaughton, 2012; Scoullos, 2013). Research limitations/implications Using Glasser’s metaphor, the authors assert a process through which the future sustainability practitioner might shift their values and understanding such that their habits and norms shift to create a new, sustainable way of being. The practitioner might demonstrate the competencies of implementing transformative change, modelling sustainable behaviour and wise decision-making. The competency of “empathy, mindfulness and social learning” implies critical reflection on one’s actions in comparison to their social context. Thus, reflection at this stage (tree branches and fruits) could create transformation that shifts one’s values and commitments (tree roots); the cyclical process could potentially begin again. Practical implications An adaptive and flexible framework of KSC could provide learning benefits by building the capacity for learners to think critically and tackle complex sustainability problems in novel ways (Brown, 2017; Glasser and Hirsh, 2016; Sterling et al., 2017; United Nations Educational, Scientific and Cultural Organization (UNESCO) 2017; Vare and Scott, 2007). Innovation and knowledge generation are possible since the KSC could teach “students how to think, rather than what to think, while letting [them] apply this thinking to real-world sustainability problems” (Wiek and Kay, 2015, p. 29). Through the KSC, people could also learn how to transform knowledge into action in their communities (Sterling et al., 2017, p. 160) and create real-world change. This is important, since unsustainable habits that comprise the “business-as-usual” case must be replaced with life-affirming actions and facilitate a new way of being in the world. After all, “[g]ood ideas with no ideas on how to implement them are wasted ideas” (Scott, 2013, p. 275). Social implications The authors have asserted that the implementation of the KSC could have social benefits because its associated pedagogies aim to actively involve learners in transforming society. The sequence sees the individuals’ reflecting upon and evaluating one’s growth vis-à-vis KSC and promotes the development of learning and other habits that betters ones’ competencies (Rieckmann, 2012). Such reflection and empathy are more likely to be inherent to people who contribute to their own learning about the need to be truly compassionate for each other and the planet (Glasser and Hirsh, 2016). In achieving this level of empathy, it is a relatively simple matter then to understand that technology and policy alone are not adequately able to facilitate large-scale and positive change; unsustainability is a problem created by human action and therefore must be counteracted with theories of and solutions to unsustainable behaviours. Integrating a responsive KSC tool into higher education could help build the capacities, capabilities, competencies and eventually mastery and habits of mind and body that give rise to sustainable well-being societies. Originality/value The authors summarize and critique the KSC literature with an eye to creating a flexible and adaptive tool for individuals to chart their own path towards being a sustainability practitioner. The conceptual work herein is the first of its kind, and it will assist program who wish to accentuate contextual factors and individual learning objectives into their design.
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Kaelani, Kaelani. "Strategi Pengembangan Pendidikan Islam." Eduprof : Islamic Education Journal 2, no. 1 (March 25, 2020): 101–27. http://dx.doi.org/10.47453/eduprof.v2i1.33.
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Islamic Education Development Strategy Based on Interdisciplinary Approaches: Philosophical, Paedagogical, Psychological and Sociological. Indonesian Muslims, now is the time to think about how to anticipate and accommodate the development of science and technology in this post-modern era which is increasingly sticking out, which sometimes confuse humans themselves. This clearly has an impact on the perspective of the paradigm of human thinking in life, both at the upper middle and lower levels, especially for groups of people whose educational level is still relatively low, including the educated or the younger generation. To anticipate this, the community still believes that the path of education is considered very dominant or is obliged to form a moral human (integrating faith and science and technology in students), maturing students or call it: humanizing humans according to the human nature given by Allah SWT. Seeing the urgency of such a substantive existence of education for society now and in the future, for this reason the author is touched to conduct research based on an interdisciplinary approach: opinions of experts in education, science and technology and the environment. In this study, the authors used an analysis-descriptive-argumentative approach. Therefore, the writer contemplatively-ijtihadi will try to make a kind of strategic effort in developing alternative Islamic schools, meaning an effort to find or make a strategy from institutional, curriculum, process and Islamic evaluation while still paying attention to science and technology and the environment. So that it is truly a strategy to develop Islamic schools that are taqorrub-accommodative to quality education (Islamic schools) which are kaffah-feasable and acceptable.
Abstrak
Strategi Pengembangan Pendidikan Islam Berdasarkan Pendekatan Interdisipliner: Filosofis, Paedagogis, Psikologis dan Sosiologis. Umat Islam Indonesia, sekarang sudah saatnya untuk memikirkan bagaimana upaya untuk mengantisipasi dan mengakomodasi perkembangan ilmu pengetahuan dan teknologi di era pasca-modern ini yang semakin hari semakin mencuat, yang terkadang manusia sendiri confuse dibuatnya. Hal ini jelas berdampak kepada perspektif paradigma berpikir manusia dalam kehidupannya, baik pada level menengah ke atas maupun ke bawah, lebih-lebih kepada kelompok manusia yang tingkat pendidikannya masih relatif rendah, termasuk juga kalangan terpelajar atau generasi mudanya. Untuk mengantisipasi hal tersebut masyarakat masih mempercayakan bahwa jalur pendidikan dianggap sangat dominan atau berkewajiban untuk membentuk manusia yang bermoral (mengintegrasikan imtaq dan iptek pada diri siswa), mendewasakan siswa atau sebut saja : memanusiakan manusia sesuai dengan fitrah insaniah yang diberikan Allah SWT. Melihat urgensi yang demikian substantif dari eksistensi pendidikan bagi masyarakat sekarang dan masa depan, untuk itu penulis terketuk hatinya mengadakan penelitian Berdasarkan Pendekatan Interdisipliner:Filosofis, Paedagogis, Psikologis dan Sosiologis] yang bersumber pada Al-Qur’an dan Al-Hadits, yang diintegrasikan dengan pendapat para ahli pendidikan, iptek dan evironment. Dalam penelitian ini penulis menggunakan pendekatan metode analisis-deksriptif-argumentatif. Maka dari itu penulis secara kontemplatif-ijtihadi akan mencoba untuk membuat semacam upaya strategis dalam mengembangkan sekolah-sekolah Islam-alternatif, artinya suatu upaya mencari atau membuat strategi dari mulai kelembagaan, kurikulum, proses dan evaluasi yang Islami dengan tetap memperhatikan sisi iptek dan environment. Sehingga betul-betul merupakan suatu strategi pengembangan sekolah-sekolah Islam yang taqorrub-akomodatif kepada pendidikan (sekolah Islami) yang bermutu secara kaffah-feasable dan acceptable
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Harms, Sheila, Anita Acai, Bryce JM Bogie, Meghan M. McConnell, Ben McCutchen, Robyn Fallen, JoAnn Corey, and Natasha Snelgrove. "One Room Schoolhouse: A Novel Intervention for Inspired Academic Half-Day Learning in Distributed Campus Settings." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110294. http://dx.doi.org/10.1177/23821205211029462.
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Introduction: Some studies on academic half days (AHDs) suggest that learning in this context is associated with a lack of educational engagement. This challenge may be amplified in distributed campus settings, where geographical disadvantages demand reliance on videoconferencing or considerable time spent travelling to in-person learning events. Concerns about the educational effectiveness of AHDs by learners within our distributed campus setting led to the development and evaluation of the One Room Schoolhouse (ORS), a unique, evidence-informed, community-based curriculum that partially replaced the AHD sessions delivered at the main campus. It was hypothesized that creating an AHD experience that was clinically reflective of the community in which residents practiced and where residents were given the autonomy to implement novel pedagogical elements would result in better test scores and improved learner satisfaction among ORS learners. Methods: The ORS was implemented at McMaster University’s Waterloo Regional Campus in 2017. Residents across training cohorts (N = 9) engaged in co-learning based on scenarios co-developed from clinical experiences within the region. The learning approach relied on multiple, evidence-informed pedagogical strategies. A multi-method approach was used to evaluate the ORS curriculum. Between-subject analyses of variance were used to compare scores on practice exams (COPE and PRITE), in-training assessment reports (ITARs), and objective structured clinical exams (OSCEs) between learners who took part in the ORS and learners at the main campus. A semi-structured focus group probing residents’ experiences with the ORS was analyzed using interpretive description. Results: ORS learners significantly outperformed learners at the main campus on the November OSCE ( p = .02), but not on the COPE, PRITE, ITARs, or September OSCE ( p’s < .05). Qualitative themes suggested advantages of the ORS in inspiring learning, engaging learners, and improving self-confidence in knowledge acquisition. These findings are aligned with the broader literature on learner agency, social development, and communities of practice. Conclusion: While the quantitative data only showed a significant difference between the 2 curricula on 1 measure (ie, the November OSCE), the qualitative findings offered an opportunity for educators to reimagine what medical education might consist of beyond the confines of a “traditional” AHD. Creating opportunities to enhance personal agency when acquiring knowledge, inspiring engagement about patient-related problems, and incorporating interdisciplinary learning through community engagement were critical pedagogical elements that were attributed to the success of the ORS.
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Nunes, Simara Maria Tavares, Fernanda Welter Adams, Scarlet Dandara Borges Alves, and Dayane Graciele dos Santos. "As feiras de ciências da UFG/RC: construindo conhecimento." Cadernos CIMEAC 6, no. 1 (July 27, 2016): 91. http://dx.doi.org/10.18554/cimeac.v6i1.1502.
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As Feiras de Ciências da Universidade Federal de Goiás/Regional Catalão (UFG/RC) são eventos de grande relevância, repercutindo de maneira significativa em todo o conjunto de escolas e colégios públicos e privados do município de Catalão e Região. O objetivo primordial deste evento é o de despertar e estimular o interesse de alunos de Ensino Médio, Profissional ou Tecnológico, Fundamental e Educação Infantil de escolas das redes pública e privada pelas Ciências (em geral, em todas as áreas do Conhecimento). Aliás, os grandes diferenciais desta Feira de Ciências são a abrangência de todos os níveis de escolaridade, oportunizando inclusive aos alunos da Educação Infantil e Ensino Fundamental 1 a oportunidade de vivenciar a pesquisa e divulgar seus resultados ao público e a abrangência de área de conhecimento. Outros importantes objetivos são estreitar as relações Universidade-Escola, o que tem sido bem sucedido e permitir que as escolas mostrem na Feira de Ciências os seus projetos em andamento, de forma a valorizar os trabalhos que as escolas já realizam, divulgando-os durante o evento, de modo a dar visibilidade aos trabalhos cotidianos de professores e alunos dentro das escolas. Os estudantes são responsáveis pela execução e apresentação dos trabalhos durante o período de realização da Feira de Ciências. No dia da exposição dos trabalhos, cada um deles é avaliado por uma comissão composta por professores da Universidade, egressos dos programas de pós-graduação da Unidade e professores da Educação Básica com título de Mestre; a avaliação obedece a critérios previamente divulgados como criatividade e inovação; relevância do trabalho; aspecto interdisciplinar; clareza e objetividade na apresentação do trabalho, dentre outros. Tem-se trabalhado desde sempre com a interdisciplinaridade e com o propósito de se agregar todas as áreas do conhecimento. Dentre os resultados alcançados pelas atividades das Feiras de Ciências da UFG/RC, tem - se a participação efetiva da comunidade no evento; professores estimulados a desenvolver atividades de enriquecimento curricular; alunos motivados apresentando um número significativo de projetos para a Feira de Ciências; alunos com desenvoltura para a execução e apresentação de trabalhos científicos e/ou culturais.Palavras-chave: Feiras de Ciências; Formação cidadã; Metodologia diferenciada de ensino. ABSTRACT: The Science Fairs of Federal University of Goiás / Regional Catalão (UFG / RC) are highly relevant events impacting significantly on the entire set of public and private schools in Catalão and Region. The primary objective of this event is to arouse and stimulate the interest of high school, Technology, Fundamental Education and Early Childhood students of public and private schools for Science (all knowledge areas). By the way, the great advantages of this Science Fair is the scope of all levels of education, providing opportunities to Early Childhood and fundamental education students to experience research and disseminate their results to the public, beyond the scope of knowledge area. Other important objectives are to strengthen the University-School relations, which have been successful and allow schools to show in the Science Fair its ongoing projects in order to value the work that schools already perform, publicizing them during the event in order to give visibility to the daily work of teachers and students. Students are responsible for implementing and the presentation of the work in the Science Fair. In the exhibition day of the works, each one of them is evaluated by a committee composed for University teachers, Post-Graduation Egresses of the Unit and Basic Education teachers with master's degree; the evaluation is based on criteria previously published as creativity and innovation; relevance of the work; interdisciplinary aspect; clarity and objectivity in the presentation of the work, among others. It has been working always with interdisciplinary approach and with the purpose to aggregate all knowledge areas. Among the results achieved by the activities of the Science Fairs of UFG / RC, has the effective participation of the community in the event; Teachers encouraged to develop activities for curriculum enrichment; motivated students presenting a significant number of projects in the Science Fair; Students with ease for the execution and presentation of scientific and /or cultural work.Keywords: Feira de Ciências; Citizenship; Differentiated methodology of teaching.
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Chen, Sufen, Ian C. Hsu, and Chien-Ming Wu. "Evaluation of undergraduate curriculum reform for interdisciplinary learning." Teaching in Higher Education 14, no. 2 (April 2009): 161–73. http://dx.doi.org/10.1080/13562510902757203.
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Thompson, Nicholas J., Michael Nguyen, Kerianne C. Fullin, Kay Maas, Christine Groth, and Diane Ames. "Evaluation of an interdisciplinary group education curriculum for hypertension." Journal of Interprofessional Education & Practice 21 (December 2020): 100376. http://dx.doi.org/10.1016/j.xjep.2020.100376.
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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.
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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
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Makaklı, Elif Süyük. "STEAM approach in architectural education." SHS Web of Conferences 66 (2019): 01012. http://dx.doi.org/10.1051/shsconf/20196601012.
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Architecture practice is reshaped by new technological developments such as virtual reality, augmented reality, 3D printing, computational design, robotics, etc. Future architects are expected to deliver spatial solutions, to understand changing living conditions and to discover the different future by responsing technological improvements. In architecture schools, students should explore and investigate design practice with different production methods, systems and materials by using various technologies in collaborations with interdisciplinary partners and industry. The study aims to understand the STEAM concept which is considered as a promising education approach and formulated; science, technology, engineering, math and then adds an ‘A’ for arts which represents the creative thinking and design approach. The STEAM concept and its place in the architectural education are discussed. The discipline of architecture is an intersection of technology, art and science. The architecture schools' curriculum reflects the interdisciplinary STEAM nature throughout the history. Virtual Reality (VR) is created through interdisciplinary technology and has the potential to prepare the students to future, to develop analytical and abstraction abilities.
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Desha, Cheryl, Savindi Caldera, and Deanna Hutchinson. "Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development." International Journal of Sustainability in Higher Education 22, no. 5 (July 9, 2021): 1186–224. http://dx.doi.org/10.1108/ijshe-01-2020-0024.
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Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation. Practical implications The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes. Originality/value Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.
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Bajada, Christopher, and Rowan Trayler. "A fresh approach to indigenous business education." Education + Training 56, no. 7 (September 2, 2014): 613–34. http://dx.doi.org/10.1108/et-07-2014-0079.
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Purpose – The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses. Design/methodology/approach – The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. Findings – This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly. Originality/value – This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities.
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Rahardjo, Maria Melita. "How to use Loose-Parts in STEAM? Early Childhood Educators Focus Group discussion in Indonesia." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 1, 2019): 310–26. http://dx.doi.org/10.21009/jpud.132.08.
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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education.
Keywords: Early Childhood Educators, Loose-part, STEAM
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Sconce, Chris, and John Howard. "Curriculum evaluation — a new approach." Nurse Education Today 14, no. 4 (August 1994): 280–86. http://dx.doi.org/10.1016/0260-6917(94)90138-4.
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Williams, Kerry G., and Joseph Kolupke. "Psychology and Literature: An Interdisciplinary Approach to the Liberal Curriculum." Teaching of Psychology 13, no. 2 (April 1986): 59–61. http://dx.doi.org/10.1207/s15328023top1302_1.
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An interdisciplinary team-taught course dealing with the application of three major psychological theories to the interpretation of major literary works is described. Two important features of the course were: (a) the use of literature as the basis for extended theoretical analysis of human behavior, and (b) the application of a more sophisticated approach to the psychological interpretation of literary works. Student reactions over 2 years indicate that these objectives are being realized. This course has been a highly successful component of an integrated liberal arts curriculum.
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Cai, WeiWei, and Gopal Sankaran. "Promoting Critical Thinking through an Interdisciplinary Study Abroad Program." Journal of International Students 5, no. 1 (January 1, 2015): 38–49. http://dx.doi.org/10.32674/jis.v5i1.441.
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This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches – theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was accomplished through carefully selected site visits, activities, and assignments. Students’ experiences, reflections, and applications were assessed through formative and summative evaluation.
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Nagler, Alisa, Saumil M. Chudgar, Mariah Rudd, Shari A. Whicker, Jane P. Gagliardi, Aditee Narayan, Mitchell T. Heflin, David C. Gordon, and Kathryn M. Andolsek. "GME Concentrations: A Collaborative Interdisciplinary Approach to Learner-Driven Education." Journal of Graduate Medical Education 7, no. 3 (September 1, 2015): 422–29. http://dx.doi.org/10.4300/jgme-d-14-00599.1.
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ABSTRACT Background Graduate medical education (GME) programs may struggle to provide the knowledge, skills, and experiences necessary to meet trainee career interests and goals beyond a clinical focus. Sponsoring institutions can partner with programs to deliver content not included in typical clinical experiences of GME programs. Objective To perform a needs assessment and to develop, implement, and measure acceptability and feasibility of an institution-wide GME Concentrations curriculum. Methods In response to the needs assessment, GME leadership developed 4 concentrations: (1) Resident-as-Teacher; (2) Patient Safety and Quality Improvement; (3) Law, Ethics, and Health Policy; and (4) Leaders in Medicine. We formed advisory committees that developed curricula for each concentration, including didactics, experiential learning, and individual project mentoring. Participants completed pre- and postassessments. We assessed feasibility and evaluated participant presentations and final projects. Results Over the course of 3 years, 91 trainees (of approximately 1000 trainees each year) from 36 GME programs (of 82 accredited programs) have participated in the program. The number of participants has increased each year, and 22 participants have completed the program overall. Cost for each participant is estimated at $500. Participant projects addressed a variety of education and health care areas, including curriculum development, quality improvement, and national needs assessments. Participants reported that their GME Concentrations experience enhanced their training and fostered career interests. Conclusions The GME Concentrations program provides a feasible, institutionally based approach for educating trainees in additional interest areas. Institutional resources are leveraged to provide and customize content important to participants' career interests beyond their specialty.
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Dima, Alina-Mihaela, and Georgeta-Madalina Meghisan-Toma. "Reserch on implementing education for sustainable development." Proceedings of the International Conference on Business Excellence 12, no. 1 (May 1, 2018): 300–310. http://dx.doi.org/10.2478/picbe-2018-0027.
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Abstract The current research aims to identify the main directions to implement sustainability in education through curriculum; interdisciplinary/ transdiciplinary approach; business environment; entrepreneurship and innovation. In order to fulfil the objectives of the current study, a questionnairebased survey was sent by email to UNESCO Chairs from Balkan Region and the responses were analysed using descriptive statistics and factor analysis. According to the results, UNESCO chairs are working towards the main goals for higher education in the EU through some instruments: Establishing the main directions for a quality education; Establishing the relevant directions towards the implementation of sustainability in education through curriculum; Establishing the relevant directions towards the implementation of sustainability in education by an interdisciplinary/ transdisciplinary approach; Establishing the relevant directions towards the implementation of sustainability in education in collaboration with the business environment; Establishing the main directions in the field of education for entrepreneurship and innovation.
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SHOBOKSHI, O., and M. Y. SUKKAR. "An approach to medical curriculum evaluation." Medical Education 22, no. 5 (September 1988): 426–32. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00778.x.
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Lowry, Alex. "Transform Spatial: Making the Case for Spatial Thinking in Higher Education." Crossing the Border: International Journal of Interdisciplinary Studies 4, no. 1 (October 17, 2017): 59–78. http://dx.doi.org/10.3126/ctbijis.v4i1.18431.
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This white paper argues in favor of an interdisciplinary approach to curriculum design that places greater emphasis on spatial thinking in order to prepare students in higher education for life and careers in the 21st century. While part one of the paper outlines and supports various claims regarding spatial thinking, the second part of the paper proposes an intervention, and introduces the transformed curriculum of a compulsory first-year composition course that emphasizes spatial thinking and experiential learning. Crossing the Border: International Journal of Interdisciplinary Studies Vol.4(1) 2016: 59-78
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Yeşilpınar Uyar, Melis, Tuba Demirel, and Ahmet Doğanay. "DEVELOPMENT OF PRE-SERVICE TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 728–41. http://dx.doi.org/10.33225/jbse/18.17.728.
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In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers’ understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers’ understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants’ lack of skills and knowledge about the subjects related to “nature of scientific models, nature of observations and values guiding scientists in their work and social lives” included in the content of nature of science. In addition, it was revealed that the pre-service teachers’ lack of readiness made the implementation process difficult. Key words: curriculum development, interdisciplinary curriculum, nature of science, teacher education.