Log in

Relevant bibliographies by topics / History of education and educational sciences

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'History of education and educational sciences'

Author: Grafiati

Published: 14 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'History of education and educational sciences.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "History of education and educational sciences"

1

Montagutelli, Malie. "VINOVSKIS (Maris A.). – History & Educational Policymaking." Histoire de l'éducation, no. 93 (January 1, 2002): 149–51. http://dx.doi.org/10.4000/histoire-education.938.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Locher, Fabien. "L’enseignement de l’histoire des sciences en France sous la Troisième République." Histoire de l'éducation, no. 114 (May 1, 2007): 217–19. http://dx.doi.org/10.4000/histoire-education.1286.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Locher, Fabien. "Les sciences et les techniques dans l’enseignement supérieur français (XIXe-XXe siècles)." Histoire de l'éducation, no. 122 (April 1, 2009): 35–52. http://dx.doi.org/10.4000/histoire-education.1939.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Locher, Fabien. "HULIN (Nicole). – L’enseignement et les sciences. L’exemple français au début du XXe siècle." Histoire de l'éducation, no. 113 (January 1, 2007): 180–81. http://dx.doi.org/10.4000/histoire-education.1402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lembré, Stéphane. "LEBEAUME (Joël). L’enseignement ménager en France. Sciences et techniques au féminin, 1880-1980." Histoire de l'éducation, no. 139 (December 20, 2013): 99–102. http://dx.doi.org/10.4000/histoire-education.2741.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Depaepe, Marc. "A Comparative History of Educational Sciences: The Comparability of the Incomparable?" European Educational Research Journal 1, no. 1 (2002): 118–22. http://dx.doi.org/10.2304/eerj.2002.1.1.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Waquet, Françoise. "Les cours polycopiés : identité d’un objet pédagogique (Paris, Faculté de droit, Sciences Po, 1900-1970)." Histoire de l'éducation, no. 158 (November 17, 2022): 97–121. http://dx.doi.org/10.4000/histoire-education.7893.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Heurdier, Lydie. "De nouvelles sources offertes aux chercheurs en sciences sociales : les archives de la politique d’éducation prioritaire." Histoire de l'éducation, no. 156 (December 31, 2021): 215–26. http://dx.doi.org/10.4000/histoire-education.6891.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Klein, Boris. "BÖDEKER (Hans Erich), BÜTTGEN (Philippe), ESPAGNE (Michel) (dir.), Göttingen vers 1800. L’Europe des sciences de l’homme." Histoire de l'éducation, no. 135 (July 1, 2012): 107–9. http://dx.doi.org/10.4000/histoire-education.2537.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.

Full text

Abstract:

The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "History of education and educational sciences"

1

Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Erdal, Erinc Ayca. "History And Education In The Inonu Era: Changes And Continuities On Perceptions Of History And Its Reflections On Educational Practices." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615073/index.pdf.

Full text

Abstract:

This research aimed to put forth changes and continuities in the formation of the official history and its dissemination through education, with particular emphasis to history courses in high schools during the Early Republican Era with reference to the ministerial decisions, parliamentary discussions, history textbooks and also history and educational congresses held during Atat&uuml<br>rk and In&ouml<br>n&uuml<br>eras. 1930s for the Turkish Republic was a time span when the core principles of the regime were formulized to ensure that they were publicly comprehended and posesed. Correspondingly, formal and informal educational institutions were established for the dissemination of these principles, i. e. official ideology. Among them, Turkish History Association played an important role in formulation of official history which was one of the major means to install Turkish identity and a collective memory to the nation. In this respect, history courses and especially textbooks served instilling Republican understanding of history. The presidency of Ismet In&ouml<br>n&uuml<br>were the years when the regime was consolidated and intoleration to the opposing views was decreased. This also affected the official perception of history, by dissolving the clear break from the recent past and reconciling it with the modernization process of Ottoman-Turkish history while paying attention to the ccontinuities.

APA, Harvard, Vancouver, ISO, and other styles

3

Phillips, Aaron. "High School Students' Experiences with Social Studies Inquiry and Technology in Two History Classrooms." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787901.

Full text

Abstract:

<p> This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes. </p><p>

APA, Harvard, Vancouver, ISO, and other styles

4

Petkov, Marin M. "Using a serious game to motivate high school students to want to learn about history." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159573.

Full text

Abstract:

<p> Serious games are games, whose primary goal is not entertainment, but instead education (Michael & Chen, 2005). They have the capability of presenting the educational material into a way that is more engaging than traditional classroom instruction. The researcher has decided to develop a serious game called National Pastime. National Pastime is an online role playing game with the main goal of motivating high school students to learn about the Japanese internment camps that were established in the United States during World War II. The game intends to improve the students' motivation with its engaging story and gameplay.</p>

APA, Harvard, Vancouver, ISO, and other styles

5

Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.

Full text

Abstract:

Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007<br>With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.

APA, Harvard, Vancouver, ISO, and other styles

6

Freels, Jeffrey W. "Exploring the utility of microblogging as a tool for formal content-based learning in the community college history classroom." Thesis, George Mason University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027464.

Full text

Abstract:

<p>The emergence of social media technologies (SMT) as important features of life in the twenty-first century has aroused the curiosity of teachers and scholars in higher education and given rise to numerous experiments using SMT as tools of instruction in college and university classrooms. A body of research has emerged from those experiments which suggests that SMT may be useful in promoting student learning and improving academic outcomes. However, as of yet the evidence from that research is scant and inconclusive. The study described here was designed to contribute to that body of research by investigating whether or not requiring students to use a microblog—Twitter in this case—in a community college history course would help students display higher levels of attainment of content-based course learning outcomes on traditional types of assessments. Student activity on Twitter and performance on traditional types of assessments were quantitatively tracked and evaluated according to a number of specialized rubrics, the results of which were integrated into a series of hierarchical regression analyses. Qualitative data was also collected in the form of open-ended questionnaires in order to provide insight into how students perceived of and used Twitter as an instructional tool. Data obtained through both methodologies were integrated into the final analysis. The results of this study suggest that microblogs can be an effective platform for teaching and learning when the instructor is experienced in the use of the medium, deliberate in how it is used, and highly engaged during use. </p>

APA, Harvard, Vancouver, ISO, and other styles

7

Fredriksson, Knöös Ida, and Ida Andersson. "Schools' democracy mission in history education." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27581.

Full text

Abstract:

Detta examensarbete har haft som syfte att undersöka hur historielärare tolkar och undervisar i skolans demokratiuppdrag med fokus på de demokratiska värderingar som ska utvecklas. Genom en intervjustudie med tre historielärare undersöker vi enligt våra frågeställningar hur lärarna tolkar uppdraget och hur de uttalat anser sig arbeta med det (explicit arbete). Genom tre lektionsobservationer undersöker vi även hur lärarna arbetar med uppdraget outtalat eller omedvetet (implicit) baserat på teorier om hur demokratiska värderingar kan utvecklas genom historiemedvetande och historisk empati i historieundervisningen. I observationerna tittar vi då efter aktiviteter och stoff som låter eleverna resonera kring historiska aktörer, deras val och handlingar samt bakgrund till och konsekvenser av dessa. Vi undersöker också om aktörernas levnadsvillkor diskuteras och om jämförelser mellan dåtid, nutid och framtid görs för att utveckla ett historiemedvetande som, enligt de teoretiker vi lutar oss mot anser är väsentligt för att utveckla den historiska empatin. Den historiska empatin är sedan i sin tur grundläggande för att demokratiska värderingar ska kunna utvecklas.Studiens resultat visar att alla de lärare vi intervjuat kopplar demokratiuppdraget till praktiska demokratiska färdigheter samt kunskapen om demokrati, men ingen av lärarna tar upp utvecklingen av värderingar. Trots att ingen av lärarna tar upp de demokratiska värderingarna som en del av demokratiuppdraget i intervjun kan vi se att samtliga ägnar lektionstid åt att diskutera aktörers val och handlingar i förhållande till deras levnadsvillkor. Enligt våra teorier är det en indikation på att lärarna anser sig arbeta med demokratiuppdragets praktiska och teoretiska del, men att de omedvetet även arbetar med värderingar i historieundervisningen.

APA, Harvard, Vancouver, ISO, and other styles

8

Herring, Mark Y. "Minerva at Large: A Study of the Leadership Styles and Educational Philosophies of the Department of Education Secretaries." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etd/2729.

Full text

Abstract:

In 1979, President James E. Carter signed into law the thirteenth Cabinet-level office, the Department of Education. Although the United States has had a department, bureau, or office of education since 1867, the newly established Department of Education gave education a seat at the Cabinet table. Since that time, four individuals have served as secretaries: Shirley M. Hufstedler, Terrel H. Bell, William J. Bennett, and Lauro F. Cavazos. Examined in this study were the importance of leadership styles and educational philosophies as exhibited by the four secretaries. A tertiary concern viewed the role of the federal government in education. Leadership styles were determined along the political taxonomy of leadership (transactional or transformational) developed by Burns in 1978. Educational philosophies were examined under the traditional guise given them in most textbooks (Realism, Idealism, Pragmatism, etc.). Two views of government and education were also studied, limited and unlimited. The study was qualitative rather than quantitative. A content analysis was performed on the secretaries speeches, monographs, articles, addresses, and annual reports. Interviews were also conducted with the secretaries or their proxies. Conclusions of the study called into question the appropriateness of the federal Department of Education and its role as a reform agent in the schools and the ability of a given leader to lead at a federal level of responsibility. Educational philosophies were found to be nearly exact predictors of polices formulated and pursued and may act as good barometers for predicting what direction future secretaries may follow. The historical understanding of limited government may be lost on future secretaries, given the proliferation of federal programs by the government.

APA, Harvard, Vancouver, ISO, and other styles

9

Westerberg, Andreas. "Medieteknik och historieundervisning : diskurser om teknik i klassrummet under 1980-talet och åren kring 2010." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88522.

Full text

Abstract:

The present study analyzes attitudes made manifest when media technology is used in teaching at Swedish upper secondary schools. It examines discourses related to the subject of history by comparing contemporary circumstances with those of the mid-1980s, making research in both educational history and history education indispensible to its execution. The study considers the impact of technology on human interaction as an essentially social construction. Furthermore, it addresses questions about the role media technology plays in current discourses, about the actors that are manifested in these discourses and about their didactic implications. Since the investigation focuses on discourse, it is an interpretive work. Analytical tools have been borrowed from the field of discourse theory to facilitate a broad understanding of discourse and communication. The analysis is conducted in order to reconstruct chains of analogy and nodal points of communication in media technology and teaching, with specific attention paid to matters related to the subject of history. Secondary school policy documents, curricula relevant to each period, teacher´s periodicals and interviews with history teachers are combined to reconstruct discourses on technology in education. Interviews were conducted with six history teachers, three of whom taught in the 1980s, while the remainder began teaching in the past fifteen years. The periodicals studied are Lärarnas tiding and Skolvärlden, including every issue published in the years 1983, 1985, 1987, 2008, 2010 and 2012. Four discourses on media technology in education have been reconstructed from this material. Two of the discourses are relevant to the mid-eighties, and have been called the discourse on the school of the future and the discourse on film, junk culture and education, respectively. The discourses reconstructed from the years around 2010 are named the discourse on the contemporary school and the discourse on good teaching. These discourses generally nurture an optimistic belief in what media technology can mean to school and teaching. The reasons for using technology in the classroom are based on notions of what is required from society or what is relevant to the students. The roles of media technology in education are affected by several groups of actors, including government officials, marketers, school leadership and teachers. The process was however never significantly affected by formal policy. One aspect central to a positive view of media technology in education was that it would improve the quality of teaching, especially in the case of history, characterized by storytelling and lecturing. Certain didactic considerations became visible in the study of these discourses, which risked being shallow and trend sensitive, insofar as it might be difficult for teachers to find suitable forums for peer-to-peer subject specific reflections on media technology.

APA, Harvard, Vancouver, ISO, and other styles

10

Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa." Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.

Full text

Abstract:

<p>The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.</p>

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "History of education and educational sciences"

1

Ferguson, Rebecca. Educational visions: The lessons from 40 years of innovation. Ubiquity Press, 2019.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

William, Dawson John. Natural history in its educational aspects. s.n., 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

McIntyre, Alexander. A short history of education. Copp, Clark, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gakureki no shakaishi: Kyōiku to Nihon no kindai. Heibonsha, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Amano, Ikuo. Gakureki no shakaishi: Kyōiku to Nihon no kindai. Shinchōsha, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Documentary research in education, history, and the social sciences. RoutledgeFalmer, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ridhoi, Ronal, Arif Subekti, Francis M. Navarro, and Hariyono. Embracing New Perspectives in History, Social Sciences, and Education. Routledge, 2022. http://dx.doi.org/10.1201/9781003295273.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Association nationale des docteurs ès sciences (France). Journée. Histoire du doctorat: Sciences, médecine, pharmacie / Association nationale des docteurs ès sciences, journée du 17 novembre 1995. ANDÈS, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences, 1999. The Ministry, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Learning to be modern: Japanese political discourse on education. Westview Press, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "History of education and educational sciences"

1

Pegg, Jerine M., Dawn Wiseman, Carol A. M. Brown, and Marie-Claire Shanahan. "Science Education in Alberta: A Complex History of Shifting Educational Influences." In Science Education in Canada. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06191-3_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Williams, P. John. "Technology Education: History of Research." In Encyclopedia of Earth Sciences Series. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_21-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

de Vries, Marc J. "Technology Education: An International History." In Encyclopedia of Earth Sciences Series. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_8-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Schmidt, Colin T., Philippe Cottier, and Christophe Choquet. "Learning with the Artificial Sciences." In History of Computing in Education. Springer US, 2004. http://dx.doi.org/10.1007/1-4020-8136-7_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Matthews, Michael R. "Feng Shui: Educational Responsibilities and Opportunities." In Science: Philosophy, History and Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62616-1_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Olesko, Kathryn M. "Science Education in the Historical Study of the Sciences." In International Handbook of Research in History, Philosophy and Science Teaching. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_60.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Peters-Burton, Erin E. "Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology." In Science: Philosophy, History and Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62616-1_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hawkins, Thomas. "A Berlin Education." In Sources and Studies in the History of Mathematics and Physical Sciences. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6333-7_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Reiss, Michael J. "The Use of Natural History Dioramas for Science Education." In Natural History Dioramas – Traditional Exhibits for Current Educational Themes. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00175-9_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.

Full text

Abstract:

AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "History of education and educational sciences"

1

Udovkina, T. V., I. YU Rojba, and O. F. Lobazova. "Cultural and educational tourism in spiritual and moral education youth." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-02-2020-03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

V'yunov, P. N. "Educational management as a strategy for the development of education: historical aspect." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

Full text

Abstract:

The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

APA, Harvard, Vancouver, ISO, and other styles

4

Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Škorić, Jovana, and Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.

Full text

Abstract:

In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At the end of paper, there is a room for potential challenges, as well as barriers in the implementation of the above-mentioned paradigms in the educational system.

APA, Harvard, Vancouver, ISO, and other styles

6

Bregu, Edit. "History of Albanian Military Education Until 1945." In 3rd International Conference on Future of Social Sciences and Humanities. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.fshconf.2021.06.05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

He, Enxing. "Resolution of Objective Conflicts of History Education." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Krivosheev, Vladimir A., and Marina G. Minyakova. "MUSEUM OF NATURAL HISTORY OF THE REGIONAL STATE BUDGET NON-TYPICAL EDUCATIONAL ORGANIZATION “THE PALACE OF CREATIVITY OF CHILDREN AND YOUTH” AND ITS ROLE IN THE CONTINUOUS ENVIRONMENTAL EDUCATIONAL PROCESS." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-119-120.

Full text

Abstract:

The article provides data on the Museum of Natural History “Palace of Creativity for Children and Youth” and its role in the environmental education process. Museums of natural sciences are considered as a qualitatively new step in the multilevel system of environmental education at the present stage of development of society.

APA, Harvard, Vancouver, ISO, and other styles

9

Barata, Jorge, and Fernando Neves. "The History of Aviation Education and Training." In 49th AIAA Aerospace Sciences Meeting including the New Horizons Forum and Aerospace Exposition. American Institute of Aeronautics and Astronautics, 2011. http://dx.doi.org/10.2514/6.2011-407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Zemtsov, Boris, and Tatiana Suzdaleva. "History as a Science." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.166.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "History of education and educational sciences"

1

Maier, Anna, and Deanna Niebuhr. California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education. Learning Policy Institute, 2021. http://dx.doi.org/10.54300/806.436.

Full text

Abstract:

The historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver a whole child education. This brief examines key elements of the new law. It then lays out evidence-based principles of high-quality community schools implementation that are grounded in the four researchbacked pillars included in statute and aligned with the science of learning and development. It concludes with a discussion of the technical assistance needed for high-quality implementation.

APA, Harvard, Vancouver, ISO, and other styles

2

Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3884.

Full text

Abstract:

The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.

APA, Harvard, Vancouver, ISO, and other styles

3

Maksimenko, L. A., and G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Blaxter, Tamsin, and Tara Garnett. Primed for power: a short cultural history of protein. TABLE, 2022. http://dx.doi.org/10.56661/ba271ef5.

Full text

Abstract:

Protein has a singularly prominent place in discussions about food. It symbolises fitness, strength and masculinity, motherhood and care. It is the preferred macronutrient of affluence and education, the mark of a conscientious diet in wealthy countries and of wealth and success elsewhere. Through its association with livestock it stands for pastoral beauty and tradition. It is the high-tech food of science fiction, and in discussions of changing agricultural systems it is the pivotal nutrient around which good and bad futures revolve. There is no denying that we need protein and that engaging with how we produce and consume it is a crucial part of our response to the environmental crises. But discussions of these issues are affected by their cultural context—shaped by the power of protein. Given this, we argue that it is vital to map that cultural power and understand its origins. This paper explores the history of nutritional science and international development in the Global North with a focus on describing how protein gained its cultural meanings. Starting in the first half of the 19th century and running until the mid-1970s, it covers two previous periods when protein rose to singular prominence in food discourse: in the nutritional science of the late-19th century, and in international development in the post-war era. Many parallels emerge, both between these two eras and in comparison with the present day. We hope that this will help to illuminate where and why the symbolism and story of protein outpace the science—and so feed more nuanced dialogue about the future of food.

APA, Harvard, Vancouver, ISO, and other styles

5

Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

Full text

Abstract:

From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.

APA, Harvard, Vancouver, ISO, and other styles

6

Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, 2021. http://dx.doi.org/10.31812/123456789/4620.

Full text

Abstract:

In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.

APA, Harvard, Vancouver, ISO, and other styles

7

Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, et al. Comparison of ontology with non-ontology tools for educational research. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4432.

Full text

Abstract:

Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.

APA, Harvard, Vancouver, ISO, and other styles

8

Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.

Full text

Abstract:

The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.

APA, Harvard, Vancouver, ISO, and other styles

9

Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

Full text

Abstract:

This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!