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Journal articles on the topic 'History – Study and teaching – Methodology'
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1
Первушин, Михаил Викторович. "On the methodology of teaching church history." Церковный историк, no. 1(1) (June 15, 2019): 270–83. http://dx.doi.org/10.31802/chist.2019.1.1.021.
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Статья посвящена вопросам методологии, встающим перед современными исследователями в области гуманитарного знания, в частности проблемам междисциплинарных связей в церковно-исторической науке и опасности редукционизма. Процесс широкой дифференциации научных дисциплин неразрывно связан с образованием в XIX веке. Такое положение обеспечило бурное развитие науки. Примером служат исторические дисциплины Московского университета. Целый ряд учёных историков высказывался за широкое взаимодействие наук при изучении истории. Задачей исторической науки стало избежать редукционизма, уйти от обособленного, узко понимаемого исторического исследования, практиковать его многонаправленность, то есть интегральность. Освободиться истории от однонаправленности помогает филология. Историк, осмысливающий природу социальной информации, которую он воспринимает через исторический источник (как правило, текст), и, с другой стороны, литературовед, исследующий природу информации, воспринимаемой посредством того же текста, выходят за пределы узкопрофессиональных исследовательских целей и задач, и сближение их исследовательских подходов представляется весьма перспективным. Теории и методология, заимствованные из литературоведения, оказали существенное влияние на современное состояние исторического знания. Чем более широким кругом компетенций будет обладать специалист, тем более качественные исследования он сможет осуществлять в рамках конкретной научной области. The article is devoted to methodological issues facing contemporary researchers in the field of humanities, in particular the problems of interdisciplinary links in church-historical scholarship and the dangers of reductionism. The process of wide differentiation of scientific disciplines is inseparably connected with education in XIX century. This situation ensured a rapid development of science. The historical disciplines of Moscow University serve as an example. A number of historians advocated a broad interaction of the sciences in the study of history. The task of historical science was to avoid reductionism, to move away from isolated, narrowly understood historical research, to practice its multidirectionality, i.e. integrality. Philology helps history to free itself from one-sidedness. The historian, who comprehends the nature of social information, which he perceives through a historical source (usually a text), and, on the other hand, the literary scholar, who studies the nature of information perceived through the same text, go beyond narrow professional research goals and objectives, and the convergence of their research approaches seems very promising. The theories and methodology borrowed from literary studies have had a significant impact on the current state of historical knowledge. The broader the range of competences a professional possesses, the better research he/she will be able to carry out within a particular scientific field.
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Bozorova, Nazokat M. "METHODOLOGY FOR USING LOCAL SOURCES IN TEACHING HISTORY IN SECONDARY SCHOOLS." JOURNAL OF LOOK TO THE PAST 4, no. 7 (July 30, 2021): 29–33. http://dx.doi.org/10.26739/2181-9599-2021-7-5.
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oday it has been scientifically proven that the use of the latest methods in the study of history leads to very good results. The use of local sources is becoming more and more important, especiallywhen teaching history in schools. Since the use of local sources in the classroom helps to increase the interest of students in a particular period of history, to expand their imagination. At the same time, it helps to develop a creative spirit in students. This article describes a methodology for using local sources in history teaching
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Lamar Prieto, Covadonga. "Sobre cómo enseñar la historia del español de California a hablantes de herencia por medio de Siri: metodología y procedimientos." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 107–14. http://dx.doi.org/10.7821/naer.2016.7.192.
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<p class="AbstractText">This article reports results from a study in which two groups of college level students were exposed to interactions with Apple’s Siri in order to foster dialogue about their dialectal features. In this paper, the methodology and procedural challenges behind one of the activities that the participants completed are studied. These activities had been designed to present to them the historical dimensions of the Historical California Spanish dialect, or Californio Spanish, and pursue two different outcomes for the participants: 1) to foster the interest in discovering a dialectal past, and 2) to increase linguistic self-esteem, as a result of an external validation provided by technology.</p>
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Bernāts, Guntars, and Andrejs Mūrnieks. "THE CHALLENGES, RISKS AND PROSPECTS OF THE REALISATION OF THE MUSIC METHODOLOGY MODULE OF ONE – YEAR EDUCATION PROGRAMME." Education. Innovation. Diversity. 1, no. 2 (May 26, 2021): 24–30. http://dx.doi.org/10.17770/eid2021.1.5428.
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The reform of teachers’ education commenced by the Ministry of Education and Science provides an opportunity to obtain a qualification as a teacher within one year, encompassing studies based in a working environment for those who already have higher education. The goal of the research is to identify the challenges, risks and perspectives of the realization of the module “Music methodology” of the study course “Integrated methods in Teaching Culture Understanding and Self-expression in Art” within the one-year study programme “Skolotājs”. The research compared study course plans in music teaching and choir work methodology at two Latvian higher education institutions, as well as at two foreign higher education institution, where a qualification as a music teacher at a comprehensive school can be attained. The research was undertaken based on an analysis of theoretical sources, providing an understanding about a synthesis of varying contemporary methodological approaches. It encompasses the acquisition of a knowledge of cultural history and the history of music, the style and future directions of popular music, desirably not just theoretically but practically as well, in the education of the students. The actualization of such study courses as music teaching methodology, the research process in music teaching, music history and stylistics, the psychology of music, conducting, choir/vocal ensemble work, methodology and music project management are important for the high quality and integrated acquisition of music teaching methodology.
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Kim, Nayoung. "Games Development Methodology as a Teaching Tool for Elementary School: Case Study of Developing History Learning Game." Journal of Korea Game Society 15, no. 2 (April 30, 2015): 53–62. http://dx.doi.org/10.7583/jkgs.2015.15.2.53.
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Mubarak, Amin Ali Al. "Exploring the Problems of Teaching Translation Theories and Practice at Saudi Universities: A Case Study of Jazan University in Saudi Arabia." English Linguistics Research 6, no. 1 (March 9, 2017): 87. http://dx.doi.org/10.5430/elr.v6n1p87.
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The current study deals with the problems of teaching translation from the following perspectives: the significance of translation teaching, the history of translation teaching, teaching materials and teaching methods. The researcher specifically focuses on discovering the problems faced by teachers at the University of Jazan in Saudi Arabia in teaching translation theories and practice. The researcher used a descriptive method in this study to determine the problems faced by teachers in teaching translation. The researcher also distributed a questionnaire to investigate the problems the teachers encountered when teaching translation theories and practice and the questionnaire contained 12 questions. This research did not only reveal the problematic issues encountered but also proposed some practical measures to remedy them. The findings and suggestions would facilitate teachers and relevant authorities to improve the translation teaching methodology in Jazan Universityand the result must not be generalized.
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Suryana, Nananng. "LEARNING LOCAL AND NATIONAL HISTORY TO DEVELOP HEROIC VALUES." Historia: Jurnal Pendidik dan Peneliti Sejarah 13, no. 1 (July 26, 2017): 119. http://dx.doi.org/10.17509/historia.v13i1.7704.
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This study was motivated by the writer’s concern on the accumulating phenomena of social deviation in adolescent life. The writer’s think education were not able to develop the best character in students life. The historical teaching is a part of education have function as to develop a character, because in history be foundthe best value from the event and the historical figure. That is called a heroism value, a concept which we can to study about the best value in history from the event and the hero. The hero in history is the individual to prefoundly different if he had deternining an issue or event whose consequences would have been profoundly between if had not acted as he did. This concept still relevance in the adolescent fhenomena in Indonesia. Historical Education, especially a heorism teaching, is one of an effective media for chacater development. Historical education bases the heroes to build bravevy, casrifice, leadership, and responsibility character. Based on the introductory statement above, the research problem of this study would be stated as followed: “Are there any significant differences in students’ awareness in history before and after the teaching and learning of history according to the multiculturalism in local, national, global perspectives?”. The methodology used in this study was both quantitative and qualitative paradigms, with quasi-experimental design and data compiled by interview technique among lower secondary school students in Sumedang municipality. The research findings are firstly, that the influence of local history teaching towards the develop of heroism value are significant. Second, the influence of national history teaching towards the develop of heroism value is positively significant. Third, that the influence of local and national history teaching and learning towards the develop of heroism value is significant.
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Leor Pastor, Manel. "Una aproximación a la literatura española para alumnos chinos." Triangle, no. 9 (September 21, 2012): 1. http://dx.doi.org/10.17345/triangle9.1-73.
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Considering the growing interest and approach in China to the courses of E/LE, the current study analyses the existing materials in market for teaching the History of Spanish Literature to foreign students and it also reects on Chinese culture of learning and on the knowledge that has Chinese students have about Western culture. From the data collected, the paper tries to provide some guidelines to develop a methodology structured by task-based communicative approach, respecting the instructions of the Plan Curricular del Instituto Cervantes and the Common European Framework of Reference for Languages for conducting a course on the History of Spanish Literature adressed to Chinese students. Finally, the study proposes a teaching unit that establishes synergies between the two methods of teaching, the Western communicative approach and Chinese culture of learning, with the aim of meeting the specic needs of students who are adressed to, and with the aspiration of oering a methodology that helps students to understand better the new culture they are facing.
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Jumardi, Jumardi. "Pengaruh Pendekatan Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Sejarah Siswa." Jurnal Pendidikan Sejarah 3, no. 1 (January 30, 2014): 1. http://dx.doi.org/10.21009/jps.031.01.
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Abstract
The aim of the study is to reveal the empirical data about the effect of learning approach and and learning styles on the outcome of history learning of SMA Negeri 35 Jakarta The methodology used is the experimental method with a 2x2 factorial design.. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The history learning outcome of the students who take the teaching methods CTL was higher than students who take conventional teaching methods . 2) The history learning outcome between students who have a visual learning style was higher than students who have auditory learning style. 3) There is an interaction effect between learning approach and learning style of the history learning outcome. 4) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style higher than students who take conventional teaching approach and have a visual learning style . 5) The history learning outcome of the students who take the teaching approach of CTL and auditory learning style is lower than students who take conventional teaching approach and have auditory learning styles. 6) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style was higher than students who take the teaching approach of CTL and have auditory learning styles. 7) The history learning outcome of the students who take conventional teaching approach and have a visual learning style is lower than students who take conventional teaching approach and have auditory learning styles
Keywords : Learning approach, learning style and history learning outcome.
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M. Dorozhkin, Evgenij, Maxim R. Moskalenko, Marina B. Larionova, Ekaterina A. Kazantseva, and Natalia E. Loginova. "PECULIAR FEATURES OF TEACHING HISTORY TO ECONOMIST STUDENTS IN RUSSIAN UNIVERSITIES." Humanities & Social Sciences Reviews 7, no. 4 (October 12, 2019): 1366–71. http://dx.doi.org/10.18510/hssr.2019.74190.
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The purpose of the article: The article is aimed at studying of key issues of the set of methods and methodology of teaching history to students of the direction "Economics"; identifying of key aspects of the history course, competent understanding whereof is important for development of professional competencies of future economists, is of special attention.Materials and methods: The leading approach to the study of this problem is the analysis of key problem issues of the history course, a competent understanding of which is important for the formation of professional competencies of economists.Results of the research: The article shows that in the history of economics there are a lot of controversial, controversial issues on which quite superficial, subjective judgments and conclusions can occur in the journalistic, and sometimes academic literature. A number of similar questions are considered, the features of their study with students are revealed. The work identifies key aspects of the course of history, a competent understanding of which is important for the formation of professional competencies of future economists. The recommendations of the methodological and methodological plan for their study are proposed to increase the effectiveness of training future economists.
Applications: This research can be used for the universities, teachers, and students.
Novelty/Originality: In this research, the model of peculiar features of teaching history to economist students in Russian universities is presented in a comprehensive and complete manner.
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Eliane de Oliveira Basso, Silvia, Maria Luisa Furlan Costa, and Patrícia L.L. Mertzig Gonçalves de Oliveira. "EDUCAÇÃO A DISTÂNCIA E OLIMPÍADA NACIONAL DE HISTÓRIA DO BRASIL: O ÊXITO DA MODALIDADE EM UM PROGRAMA INOVADOR." Colloquium Socialis 2, no. 3 (September 1, 2018): 32–36. http://dx.doi.org/10.5747/cs.2018.v02.n3.s045.
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The tools of distance education have been used in numerous teaching, research and extension experiences, corroborating with the quality of teaching that can be achieved with this modality. This study aims to analyze the National History Olimpic of Brazil (NHOB), an extension program maintained at the State University of Campinas, as a successful experiment in use of educational technologies to promote innovation in teaching and the possibility of research. The methodology adopted is a case study, with a qualitative approach, in a historicist perspective. We conclude that the NHOB program has reached thousands of students across the country, encouraging study and research in history, because it increases the possibilities of information and communication technologies, making them efficient means of knowledge.
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KUPATADZE, Ketevan, Giorgi BEGADZE, and Michael GVERDTSITELI. "HISTORY OF CHEMISTRY AND SCIENTIFIC TOURISM AS A MEANS TO INCREASE STUDENTS MOTIVATION TO LEARN CHEMISTRY." Periódico Tchê Química 12, no. 24 (August 20, 2014): 24–32. http://dx.doi.org/10.52571/ptq.v11.n22.2014.24_periodico_22_pgs_24_32.pdf.
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The present article discusses the problems related with the motivation of students to learn chemistry. The problems mentioned are common for Georgia and other countries. As a case study, the article will discuss the methodology of teaching chemistry as an introductory course at Ilia State University. The methodology is orientated on realization of some important didactic principles in teaching process which is very effective tool for increasing students’ motivation to learn. Introducing foremost historical facts about the well-known chemists is very interesting for students as well. Such information helps students to get more insights about this complex discipline and chemistry becomes more interesting for them. The article also proposes the tools how to link chemistry education process with history, scientific tourism and other sciences. At the end, there will be demonstrated the results of the experiment carried out by the authors. The outcome of the pedagogical experiment has made it clear, that such a method of teaching chemistry affects positively on students motivation and changes their attitude towards the subject.
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van Els, Theo J. M., and Mathieu F. Knops. "The history of the teaching of foreign languages in the low countries." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 289–316. http://dx.doi.org/10.1075/hl.15.1-2.14els.
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Summary The history of foreign language teaching in the Low Countries has not received a great deal of attention so far. The Low Countries cannot be said to be exceptional in that respect. Very little study has been made of the many primary and secondary sources that have come down to us from the Renaissance. What we do know of the history of Dutch FLT, shows no fundamental differences with what is known about FLT developments elsewhere. That conclusion holds true for the major issues of what aspects of language should be taught in FLT and how these should be taught, and for the particular role played in these matters by linguistics. The Netherlands, however, might turn out to be an extremely interesting country for the study of the history of FLT. It is a country in which there has always been a great deal of FLT and the country is internationally recognized for the quality of its FLT. On the other hand, there is virtually no Dutch contribution to the great developments in the field, especially with regard to reaching methodology.
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Brooks, Sarah B. "Secondary teacher candidates’ experiences teaching about religion within a history curriculum." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 180–91. http://dx.doi.org/10.1108/ssrp-05-2019-0032.
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Purpose The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course? Design/methodology/approach This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship. Findings Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion. Originality/value This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.
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Mensah, Felicia Moore. "Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education." American Educational Research Journal 56, no. 4 (February 2019): 1412–56. http://dx.doi.org/10.3102/0002831218818093.
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This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education.
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Osipov, Igor D. "History of Russian philosophy at Leningrad-Petersburg university." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, no. 2 (2021): 247–55. http://dx.doi.org/10.21638/spbu17.2021.205.
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The article analyzes the features of the establishment of Russian philosophy as an academic discipline at Leningrad-Petersburg University. In this regard, the work deals with the methodological principles and guidelines for courses in the history of Russian philosophy by professors P. F. Nikandrov and A. A. Galaktionov, ideological and philosophical foundations of their study guides, and the novelty of their approach to studying Russian philosophy. It is emphasized that this stage of the study of Russian philosophy at the Leningrad University can be characterized as critical; it made it possible to study in detail the concepts of many previously unknown thinkers to the general reader. The article examines the specificity of teaching Russian philosophy at the Department of the History of Russian Philosophy chaired by professor Alexandr F. Zamaleev. The conceptual frameworks that formed the basis of the new educational research paradigm are revealed. They were based on a comprehensive analysis of Russian philosophy in the context of the development of Russian spiritual culture, which made it possible to identify certain theoretical features in Russian philosophy: anthropologism, moralism, historicism, epistemological realism, etc. Significant attention in the article is given to the analysis of the methodology for the course “Political Thought in Russia” at St. Petersburg University, its structure and basic methodological guidelines are determined. It is argued that teaching Russian political thought was based on taking into account the traditions of statehood and political consciousness that developed in Russian society. The conclusion is made that in the process of the formation of Russian philosophy as a scientific and academic discipline at Leningrad-Petersburg University, objective difficulties arose in rethinking the methodology of historical and philosophical science as well as developing a new paradigm of socio-humanitarian and philosophical knowledge.
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Azize, Joseph. "Assessing Borrowing." Aries 20, no. 1 (January 22, 2020): 1–30. http://dx.doi.org/10.1163/15700593-02001001.
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Abstract The history of esoteric currents cannot be intrinsically closed to scholarly research and query. Here, we shall examine just one question: that of methodology in examining the sources of esoteric systems. We shall take but one case study: that of Tobias Churton’s recent book-length efforts to “deconstruct” George Ivanovich Gurdjieff and his teaching. Like others before him, he traces diverse aspects of Gurdjieff’s teaching to different sources, viewing Gurdjieff as a synthesiser, who disguised his debt to Western Esotericism and presented it as his “Fourth Way”. How can such a theory be evaluated? Is it possible to draw up a canon of principles for assessing borrowing? In evaluating borrowing, does the whole of a teaching possess a significance over and above the parts? What is the significance of the phenomenon of borrowing? After noting some results of research on inter-cultural borrowings in ancient mythology, I make suggestions for sound methodology.
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Pearson, David. "Bookbinding History and Sacred Cows." Library 21, no. 4 (December 2020): 498–517. http://dx.doi.org/10.1093/library/21.4.498.
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Abstract Book history has increasingly developed a cohesive view of the printing, selling, owning, reading and use of books, but bookbinding continues to struggle to find its place in the teaching and perception of the disciple. This is counter-intuitive, and a missed opportunity, in a world in which we talk so much about the book as a material object. This paper examines the reasons, and challenges many of the assumptions or beliefs that remain endemic in binding history. It offers examples of ways in which a different approach to binding studies is needed, while considering debates about the relative usefulness of methodologies based around decoration, or structure. It sets out a philosophy, or methodology, for the study of bindings in a book-historical context, with some basic questions which we should bring to any binding before us.
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Robertson, Carmen. "Utilising PEARL to Teach Indigenous Art History: A Canadian Example." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 60–66. http://dx.doi.org/10.1017/jie.2012.9.
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This article explores the concepts advanced from the Australian Learning and Teaching Council (ALTC)-funded project, ‘Exploring Problem-Based Learning pedagogy as transformative education in Indigenous Australian Studies’. As an Indigenous art historian teaching at a mainstream university in Canada, I am constantly reflecting on how to better engage students in transformative learning. PEARL offers significant interdisciplinary theory and methodology for implementing content related to both Canadian colonial history and Indigenous cultural knowledge implicit in teaching contemporary Aboriginal art histories. This case study, based on a third-year Indigenous art history course taught at University of Regina, Saskatchewan in Canada will articulate applications for PEARL in an Aboriginal art history classroom. This content-based course lends itself to an interdisciplinary pedagogical approach because it remains outside the traditional disciplinary boundaries accepted in most Eurocentric-based histories of art. Implementing PEARL both theoretically and methodologically in tandem with examples of contemporary Indigenous art allows for innovative ways to balance course content with the sensitive material required for students to better understand and read art created by Indigenous artists in Canada in the past 40 years.
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РОМАНИШИН, Ігор. "TEACHER EDUCATOR’S PERCEPTIONS OF THE ELT METHODOLOGY COURSE CONTENT SUFFICIENCY: ACTION RESEARCH." Освітні обрії 50, no. 1 (March 27, 2020): 102–10. http://dx.doi.org/10.15330/obrii.50.1.102-110.
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In the article, the author describes the procedures and results of the implementation of the pedagogical technology – the design and delivery of the three-hour session ‘Introduction to Communicative Language Teaching and the History of Method’ to the second-year pre-service English teachers at Vasyl Stefanyk Precarpathian National University, Ukraine aimed at enhancing students’ understanding of basic ELT concepts and becoming prepared for the new methodology content to be covered in the spring term of the academic year of 2019/2020. The study is based on the material of the experimental Core Curriculum “English Language Teaching Methodology. Bachelor’s Level” implemented within the framework of the joint project of the British Council Ukraine and the Ministry of Science and Education of Ukraine “New Generation School Teacher”. The author applied the research methods of comparison, generalisation, synthesis, induction and deduction, as well as carried out the classroom action research using such instruments for qualitative and quantitative data collection as teacher classroom observations, student surveys, and student self-assessment checklists. The analysis of the obtained results demonstrates that the suggested pedagogical technology (materials, activities, methods/techniques, interaction of the subjects of educational process, etc.) helped the teacher educator and students to reach the objectives of the experimental study. The results of the study might be useful for the wider community of pre-service English language teacher educators in Ukraine and beyond.
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Kozhina, Tatyana Nikolaevna, and Nataliya Borisovna Malinina. "Current Problems of General Education on Teaching History for the Study of Social, Humanitarian and Legal Disciplines at University." Development of education, no. 2 (8) (June 10, 2020): 60–63. http://dx.doi.org/10.31483/r-75646.
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The relevance of improving the criteria for assessing competencies obtained in the course of learning history by schoolchildren, estimating the quality and relevance of knowledge, skills and abilities is emphasized. The purpose of the article is to identify pupils’ basic skills, as well as the possibility of making cognitive queries for mastering the disciplines of the social and humanitarian cycle of university training and building a civic position. Methods of research: analysis of the results of the State Final Certification on history at schools of the Chuvash Republic, methodological seminars of teachers who teaches history, monitoring. The authors emphasized that in order to develop criteria for the acquisition of socio-legal, humanitarian disciplines by first-year students and those who are pursuing a specialist's degree at higher educational institutions of the Chuvash Republic firstly it is necessary to analyze the results of mastering social and humanitarian disciplines by students, secondly, to compare them with the typical results of those who pass the State Final Examination on history, thirdly, to conduct an empirical interview with students in order to identify their cognitive needs. Results of the research. The most acute problems associated with the study of the history course by schoolchildren, the theory and methods of teaching history were identified, the task for developing a methodology for students’ monitoring cognitive queries on the history at humanitarian universities. The suggestions in the areas of improving teaching history at school for the development of students' competencies for higher humanitarian and legal education are proposed.
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Corell Domenech, Mavi. "”La naturaleza viva debe ocupar el primer plano”. Un estudio sobre el Diccionario de Pedagogía (1936) de editorial Labor y la enseñanza de las ciencias físico-químicas y naturales." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 451. http://dx.doi.org/10.5944/hme.14.2021.29250.
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We present the study of one of the great projects of the Barcelona publisher Editorial Labor, namely the Diccionario de Pedagogía (1936), from a new perspective: the analysis of entries on the teaching of scientific subjects. The axis of the methodologies proposed by the work is the study of living things in their natural environment from an ecological perspective, both outside the classroom via excursions and inside through aquaria, terraria, herbaria and school kitchen gardens. These methodologies can be seen to have been be influenced by New Education principles, the English Nature Study movement and the Spanish Institución Libre de Enseñanza. Coordinated by Luis Sánchez Sarto, the Diccionario de Pedagogía recorded the state of pedagogy and education worldwide, counting on a hundred or so anonymous authors most of whom were German, Austrian, American or Spanish. John Dewey, Vilhelm Rasmussen and Georg Kerschensteiner are the dictionary’s pedagogical references in science teaching. In our article, we present arguments suggesting that Margarita Comas Camps and Rafael Candel Vila were the authors of the dictionary’s two entries on teaching methodology.
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Shevchenko, Iryna. "Implementation of methodology of content and language integrated learning (CLIL) in the process of teaching the History of the English language for future English teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 368–72. http://dx.doi.org/10.33310/2518-7813-2019-65-2-368-372.
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The primary purpose of Ukrainian higher education system is to create professional communicative competences of future philologists, i.e. the ability to solve communicative tasks in the sphere of their future professional activity. Many graduates aspire to work not only at secondary educational establishments, but also in big transnational companies, where the office language is English. Therefore, the increasing pressure of globalization changes our images of education, and good knowledge continues to provide the employment of future graduates. That is why learning English with the purpose of further development of future career is becoming extremely important. And the accent of learning the English language is being replaced to immediacy and clearness of communication. Decreasing class hours, giving a great amount of hours to individual work requires from teachers to change the traditional methodology of learning English and turn to contemporary world experience. CLIL methodology of studying the English language is becoming more widespread in the world teaching practice. The article is dedicated to the problem of implementation of content and language integrated learning (CLIL) in the process of teaching the History of the English language for the 4th year students of higher educational establishments of Ukraine. Advantages of the presented methodology are represented. The main advantages of CLIL methodology are encouraging to study the English language, the development of creative mental abilities of students, purposeful mastering of the History of the English language. The importance of the presented methodology is in the fact that learners acquire knowledge in the History of the English language which they will use in their future professional activity.
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McPherson, Michael. "History of Economic Thought, Methodology, and Heterodox Approaches: Worldly Philosopher: The Odyssey of Albert O. Hirschman." Journal of Economic Literature 51, no. 4 (December 1, 2013): 1185–87. http://dx.doi.org/10.1257/jel.51.4.1183.r2.
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Michael McPherson of The Spencer Foundation reviews, “Worldly Philosopher: The Odyssey of Albert O. Hirschman” by Jeremy Adelman. The Econlit abstract of this book begins: “Explores the life and economic work of Albert O. Hirschman. Discusses Hirschman's early life in the Weimar Republic; Hirschman's education and early relationship with politics; Hirschman's journey to Paris; Hirschman's move to the London School of Economics and involvement in the Spanish Civil War; Hirschman's return to France and the outbreak of World War II; Hirschman's emigration to the United States; Hirschman's involvement in the U.S. Army; the aftermath of World War II; the Cold War and Red Scare; Hirschman's years in Colombia; Hirschman's Yale University years and The Strategy of Economic Development; the RAND Corporation; travel and research; the upheaval of the late 1960s; crisis and hope in Latin America; Hirschman and the Institute for Advanced Study; Hirschman's relationship with the human body; Hirschman during the late 1970s and early 1980s; Hirschman's study of the ethics of social science; Hirschman's work in retirement; and Hirschman's final years. Adelman is Walter Samuel Carpenter III Professor of Spanish Civilization and Culture and Director of the Council for International Teaching and Research at Princeton University.”
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Griffiths, Jo. "Bridging the school placement gap with peer micro-teaching lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 227–38. http://dx.doi.org/10.1108/ijlls-11-2015-0035.
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Purpose – An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach – In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings – Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value – The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led.
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Miller, Richard, Katrina Liu, and Arnetha F. Ball. "Critical Counter-Narrative as Transformative Methodology for Educational Equity." Review of Research in Education 44, no. 1 (March 2020): 269–300. http://dx.doi.org/10.3102/0091732x20908501.
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Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.
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Brown, Sarah Drake, and Richard L. Hughes. "“It’s not something we thought about”: teachers’ perception of historiography and narratives." Social Studies Research and Practice 13, no. 1 (May 21, 2018): 16–30. http://dx.doi.org/10.1108/ssrp-09-2017-0054.
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Purpose The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching. Design/methodology/approach The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis. Findings The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge. Originality/value Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.
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Janíková, Marcela, and Jiří Sliacky. "Determinanty expertního výkonu v tělesné výchově pohledem učitelů." Studia sportiva 12, no. 2 (January 3, 2019): 136–46. http://dx.doi.org/10.5817/sts2018-2-13.
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In the paper, we deal with determinants of expert teaching in Physical Education from the expert-teachers’point of view. Our research study aims at highlighting how expert-teachers perceive the importance of various determinants of expert teaching in Physical Education. The research sample includes five expert-teachers (three female and two male) from schools in Brno they sorted determinants of expert teaching in Physical Education using Q-methodology. It was shown, that the researched teachers perceived following determinants as most important for expert teaching in Physical Education: teachers’ organizational skills, teachers’ improvisational skills, teachers’ experiences, teachers’ skills to motivate pupils, and teachers’ commitment to the teaching profession. Contrary, following determinants was seen as not very important: teachers’ demonstrating of subject matter, the number of pupils, teachers’ “sport-history”, teachers’ subjectively perceived limits and teachers’ using of punishments.
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Walk, Meghann. "Situated information literacy: history instruction at a high school early college." Reference Services Review 43, no. 2 (June 8, 2015): 292–308. http://dx.doi.org/10.1108/rsr-08-2014-0036.
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Purpose – This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction. Design/methodology/approach – The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts. Findings – This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically. Research limitations/implications – This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition. Practical implications – The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction. Originality/value – This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
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김은정 and CHOI, SUNG KYU. "A Study on Selection and Perception Change to Language Teaching Methodology of Teachers in Kindergarten of School for Hearing Impairment based in Life History." Study of Education for Hearing-Language Impairments 8, no. 1 (June 2017): 1–23. http://dx.doi.org/10.24009/ksehli.2017.8.1.001.
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Cheung, Cherry Wun Mei, and Caleb Kwong. "Constructing a historical case for the teaching of business and management subjects." Journal of Entrepreneurship in Emerging Economies 8, no. 3 (September 5, 2016): 355–77. http://dx.doi.org/10.1108/jeee-03-2015-0025.
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Purpose Our study explores the use of historical cases in assisting students to understand some of the managerial issues faced by entrepreneurial multinational organisations. We argue that historical cases can be an effective tool to acquire management skills, with its main advantage being its ability to induce critical thinking which allows strategic decisions to be made in a variety of contexts. Of course there is the question of relevancy of using past behaviour to guide the future. Design/methodology/approach To answer this main criticism, we review the use of history in the study of business and management disciplines, before examining the way in which a historical case related to the entrepreneurial history of colonial Hong Kong can be constructed for the teaching of an international management subject. We then examine the impact of the use of such a historical case in the understanding and satisfaction of teaching. Findings We discuss the ways in which a historical case can be constructed. We found that overall students enjoy learning through a historical case. Originality/value This is the first paper examining how a historical case of multinational enterprises can be constructed for the teaching of international management.
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T., Arun Kumar, Sangeeta A., Rashmi R., Jyothi S., Anbu N. Aravazhi, and Rajeswari . "Formative assessment and documentation of history taking in pediatrics: a comparative study." International Journal of Contemporary Pediatrics 5, no. 2 (February 22, 2018): 621. http://dx.doi.org/10.18203/2349-3291.ijcp20180567.
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Background: Medical educators have valid concerns over the deteriorating documentation skills of medical students after obtaining a pediatric history. Formative assessment enhances learning by providing feedback to the learners. Though formative assessments are popular in medical education, data to establish their educational benefits are lacking. This study was conducted to assess the areas of concern in pediatric history taking and to determine the effect of formative assessment on documentation skills.Methods: This comparative study involved 80 MBBS students of eighth semester during pediatric clinical postings of one-month duration. At the end of first session, students interviewed a standardized patient and documented the history in a case record. Marks were awarded based on the check list. Feedback was imparted based on the case record. Students’ perception was collected through the questionnaire. The same teaching learning methodology was carried out in the second session. Data obtained from the questionnaire and marks scored was analysed.Results: Documentation of growth and development (1.89 + 0.59), immunization history (2.01 + 0.53) were the concern areas identified in our study. Among 80 students, the low achievers in the first and second session was 66 and 13 respectively. The perception of students about their repertoire of interviewing skills was statistically significant (p <0.05). Formative evaluation had a statistically significant effect on the knowledge and performance of students, particularly low achievers (p <0.05).Conclusions: Formative assessment process identified the areas of concern in pediatric history taking and enhanced the documentation skills following immediate feedback. It had a beneficial effect on the students’ confidence, enthusiasm, learning and performance.
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Heryatun, Yayu, and Emeliya Sukma Dara Damanik. "CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 65–80. http://dx.doi.org/10.46244/geej.v8i1.1240.
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This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.
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Rodrigues, Eliandra Gleyce Dos Passos. "Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA." Revista Discente Ofícios de Clio 5, no. 9 (January 8, 2021): 148. http://dx.doi.org/10.15210/clio.v5i9.17193.
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O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.
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Marolla Gajardo, Jesús, Marta María Salazar, and Alexandro Maya. "Enseñar historia en tiempos de pandemia: un estudio de caso en una escuela chilena." Revista Española de Educación Comparada, no. 38 (March 27, 2021): 90. http://dx.doi.org/10.5944/reec.38.2021.28996.
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The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile; we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers on how they develop their educational practice in a setting of pandemic. The methodology followed is of qualitative nature under a case study design. The results stand out concerning the interrelation that is generated. On the one hand, it interrelates in the complexity that teaching during the pandemic implies with the context of inequalities that the school faces highlighting the efforts of educational innovation to generate significant learning for and the students. Amongst the main conclusions there are the efforts made by teachers to generate educational innovation in the complex context of the pandemic, where the school and all the social problems that arise are inserted. Teachers have found the spaces and raised new perspectives of teaching that promote historical empathy and education for citizenship in students.
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Róg, Tomasz. "POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ." Neofilolog 2, no. 43/2 (September 4, 2019): 153–67. http://dx.doi.org/10.14746/n.2014.43.2.2.
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Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.
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Rizqi, Yoga Fernando, Djono Djono, and Susanto Susanto. "The Readiness of Private Vocational School Students in Pringsewu Regency in Learning Local History Teaching Materials KH Gholib's Struggle." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 378. http://dx.doi.org/10.20961/shes.v3i2.46288.
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<p><em>By utilizing the development of technology and communication in the 21st century, it is hoped that it can meet the needs of students related to local-based history learning. With the current development of technology and communication, we have felt the impact such as the emergence of various applications with features that can be used to compile and shape teaching materials with digital displays, such as products that have been compiled with the theme KH. Ghalib's struggle. The application used is Flip PDF Professional 2.4.9.18. By utilizing this technology, it is hoped that it can improve students' readiness to study history, especially those based locally. The methodology used in this research is descriptive qualitative. This method is carried out by distributing questionnaires containing questions about the readiness of Pringsewu Private Vocational School students. The findings in two private schools in Pringsewu Regency, namely SMK Nurul Huda and SMK KH Ghalib, show the readiness of students in learning local history teaching materials. Based on the results of the study, it can be concluded that by utilizing technological and communication advances it can trigger student readiness to learn, especially local-based history learning.</em></p>
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Rizqi, Yoga Fernando, Djono Djono, and Susanto Susanto. "The Readiness of Private Vocational School Students in Pringsewu Regency in Learning Local History Teaching Materials KH Gholib's Struggle." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 175. http://dx.doi.org/10.20961/shes.v3i2.46238.
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<p><em>By utilizing the development of technology and communication in the 21st century, it is hoped that it can meet the needs of students related to local-based history learning. With the current development of technology and communication, we have felt the impact such as the emergence of various applications with features that can be used to compile and shape teaching materials with digital displays, such as products that have been compiled with the theme KH. Ghalib's struggle. The application used is Flip PDF Professional 2.4.9.18. By utilizing this technology, it is hoped that it can improve students' readiness to study history, especially those based locally. The methodology used in this research is descriptive qualitative. This method is carried out by distributing questionnaires containing questions about the readiness of Pringsewu Private Vocational School students. The findings in two private schools in Pringsewu Regency, namely SMK Nurul Huda and SMK KH Ghalib, show the readiness of students in learning local history teaching materials. Based on the results of the study, it can be concluded that by utilizing technological and communication advances it can trigger student readiness to learn, especially local-based history learning.</em></p>
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Егорова, Надежда, Nadezhda Egorova, Юрий Удодов, and Yurii Udodov. "HISTORY OF GEOGRAPHICAL RESEARCH IN THE KEMEROVO REGION." Bulletin of Kemerovo State University. Series: Biological, Engineering and Earth Sciences 2017, no. 1 (June 25, 2017): 37–42. http://dx.doi.org/10.21603/2542-2448-2017-1-59-65.
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<p>The article describes the main stages of development of geographical knowledge about nature, economy and population in theKemerovoregion. The stage of initial accumulation of geographical knowledge and the development of the mineral riches of the plains and mountain areas of the region was defined. The article features the contribution of the explorers to the study of the physiographic features of the Kuznetsk region, the contribution of scientific research in academic and interdisciplinary expeditions to expand the knowledge about the territory. It defines the role of geologists in the discovery, exploration and in the study of the region and the Kuznetsk coal basin. The author has selected special Lutugin and Soviet stages in the development of geological knowledge, including that about the Kuznetsk coal basin (Kuzbass). The article specifies the contribution of scientists to the study of the relief, climate and inland waters, including the contribution of botanists, zoologists, soil scientists of theTomskandNovosibirskuniversities in the study of soil-vegetation cover of theKemerovoregion. The emphasis is on physical-geographical and economic-geographical research, the role of the Department of geography, Geology and geography teaching methodology in these studies. In conclusion, a retrospective of the main stages of geographical research of the territory of theKemerovoregion and their event content was constructed.</p>
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Chen, Xiangming. "Theorizing Chinese lesson study from a cultural perspective." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 283–92. http://dx.doi.org/10.1108/ijlls-12-2016-0059.
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Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.
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Prasetya Santosa, Yusuf Budi, and Fahmi Hidayat. "Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok." SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah 2, no. 2 (June 22, 2020): 94–104. http://dx.doi.org/10.31540/sindang.v2i2.863.
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The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.
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Sadyikova, Albina R., Eleonora K. Nikitina, Andrey V. Korzhuev, and Yuliya B. Ikrennikova. "Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences." Higher Education in Russia 28, no. 2 (March 8, 2019): 79–93. http://dx.doi.org/10.31992/0869-3617-2019-28-2-79-93.
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Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.
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Lohana, Chander Kumar, and Nafisa Samir. "Risk Management of Osteoporosis in Postmenopausal Women; A Study of Women In a Teaching Hospital." Global Journal of Health Science 8, no. 11 (March 1, 2016): 36. http://dx.doi.org/10.5539/gjhs.v8n11p36.
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<p><strong>BACKGROUND: </strong>Postmenopausal females are susceptible to osteoporosis due to clinical manifestations. It not only causes morbidity; but, is considered to strikingly decline quality of life among patients. Among different developing regions, the prevalence rate of osteoporosis among postmenopausal women is alarming in the face of poor management and awareness about its risk factors.</p><p><strong>AIM:</strong> The aim of this study was to investigate the incidence of osteoporosis and its known risk factors among postmenopausal women appearing for bone mineral density in Karachi.</p><p><strong>METHODOLOGY: </strong>This descriptive cross-sectional study was undertaken from the period of “March 2006 to March 2007” in “Aga Khan University hospital”, Karachi. A total of 245 females, who came to the radiology department at Aga Khan Hospital for DXA scan, were recruited. All the relevant data was collected through questionnaires. Data analysis was undertaken by using SPSS version 11.5 to generate frequencies and proportion percentages.</p><p><strong>RESULTS: </strong>The study demonstrated that 99 females (40%) amongst all subjects were osteopenic, 114 females (47%) were osteoporotic; whereas, 32 females (13%) were normal. A decline was observed in bone mineral density with advancing age and duration of menopause. The distribution of osteoporosis was observed to be common in women, who had more children, low BMI, history of prior fractures, history of premature menopause, and were avoiding exercise.</p><p><strong>CONCLUSION:</strong> This study confirmed a high frequency of osteoporosis and osteopenia in postmenopausal women. Therefore, early screening is required to detect the decrease in bone mineral density among postmenopausal females to prevent fragility fracture. There is an imperative requirement for vast public awareness in this regard.</p>
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Dashevskaya, Zoya M. "THE FORMATION OF THE HISTORICAL AND LITURGICAL RESEARCH AREA IN RUSSIAN ACADEMIC SCHOLARSHIP IN THE LATE 19TH – EARLY 20TH CENTURY. A COMPARATIVE ANALYSIS OF METHODOLOGICAL APPROACHES OF N.V. POKROVSKY AND I.A. KARABINOV." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 1 (2021): 30–49. http://dx.doi.org/10.28995/2073-6339-2021-1-30-49.
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n the second half of the 19th century – especially in the period following the introduction of the Academic Constitution of 1869, and in the 1880s and continuing until the forced closure of Theological Academies after the Revolutionary coup – the historical and liturgical research area in Russian academic science experienced a period of its formation and flourishing. The subject of the article is a comparison of approaches to the study of the worship service history and analysis of the formation of the research methodology for teaching Liturgics by professors N.V. Pokrovsky and I.A. Karabinov of the St. Petersburg Theological Academy, where they taught the history of Christian worship from the 1880’s until its forced closure in 1918. Analysis and juxtapos- ing of academic courses in Liturgics allows defining the boundaries and content of the discipline in the period of its formation as well as considering the evolu- tion in research methodology and, more broadly, the formation of the Russian historical and liturgical scientific school. A comparison of the courses reveals the authors attitudes towards histori- cal sources material and its studies. Their own ideas about the provenance of various rites used in church worship characterize their views on the develop- ment of the liturgical tradition, expressing their approaches to its study and thereby form our picture of the establishment of historical Liturgics as a field of researchable knowledge.
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Widener, Jeffrey M., Travis Gliedt, and Ashlee Tziganuk. "Assessing sustainability teaching and learning in geography education." International Journal of Sustainability in Higher Education 17, no. 5 (September 5, 2016): 698–718. http://dx.doi.org/10.1108/ijshe-03-2015-0050.
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Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education? Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability. Findings The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts. Research limitations/implications This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs. Originality/value Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.
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Reddy, Peddolla Sushma, Vidya Biju, and Inuganti Bhavana. "Identifying Medication Errors in a Tertiary Care Teaching Hospital: A Prospective Observational Study." Journal of Drug Delivery and Therapeutics 9, no. 6-s (December 15, 2019): 103–6. http://dx.doi.org/10.22270/jddt.v9i6-s.3766.
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Background: Medication error is defined as any avertable event that may cause or lead to inappropriate medication use or patient harm while the medication is in the control of the health care professional, patient and consumer. Medication errors may occur at any stage of the medication use process including ordering, transcription, dispensing, administering and monitoring.
Objective: The objective of the study is to assess the medication errors in a tertiary care hospital and to categorize them based on their nature and type.
Methodology: A prospective observational study was conducted over a period of 3 months in a tertiary care teaching hospital. This study was carried out among 240 inpatients, admitted in General Medicine department of the hospital, who were selected randomly. During the study, inpatients case records were reviewed, which includes patient’s case history, diagnosis, medication order sheets, progress chart, laboratory investigations. The data collected were analyzed for identifying medication errors such as prescribing errors and administration errors. Each reported medication error was assessed using the National Coordinating Council for Medication Error Reporting and Prevention (NCCMERP) proposed index for categorizing medication errors.
Results: A total number of 240 inpatients were enrolled in the study, out of which 82 patients have developed medication errors. The overall percentage of observed medication error was 34.16%. In our study medication errors were found more in males (70.7%) than in the females (29.3%). Prescribing errors (62.19%) were the most frequently occurring type of error, which was followed by administration errors (37.8%). In our study, we found that medication errors were more with antibiotics (37) followed by NSAIDs (19). 96 prescriptions were found having drug interactions. Conclusion: This study concludes that the overall incidence of medication error was found to be 34.16%. Most of the medication errors are clinically significant and it can prevent by working together in a health care team.
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Shepherd, Dan. "Teaching about American slavery and its connections to Christianity and the Bible." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 225–37. http://dx.doi.org/10.1108/ssrp-04-2019-0021.
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Purpose A reluctance of social studies teachers to address religious matters prevents students from understanding the intersection of two important American institutions: slavery and Christianity. The continuing importance of religion in American life and the tension centered around race relations in this country make instruction in the connections between these two institutions invaluable. Evidence for the rich spiritual experience of enslaved African Americans is both ample and easily accessed; conversely, the misuse of Christianity by the oppressors and the biblical support for abolition commonly referenced during that period can be easily explored. The paper aims to discuss these issues. Design/methodology/approach In addition to these historical matters, modern results of the intersection of slavery and religion prove beneficial for study. While slavery itself is an irredeemable wound on American history, one that has repercussions even to this day, the encouraging impact of Christianity in the lives of enslaved African American and their progeny is worth noting. Findings Finally, this topic lends itself to progressive and engaging learning activities that are cooperative, project-based and authentic. Originality/value The teaching of history, which wrongly has a reputation for being lifeless and dull, can be improved and energized with this content of two topics still vital in America today: race and religion.
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Imran, Mohammed, Syed M. Fatmi, Chintan Doshi, and Darshan Kharadi. "Formative assessment of the communication skills related to drug delivery systems on standardized patients through group objective structured clinical encounters in second year medical students." International Journal of Basic & Clinical Pharmacology 7, no. 11 (October 23, 2018): 2072. http://dx.doi.org/10.18203/2319-2003.ijbcp20184313.
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Background: Choosing an appropriate Drug Delivery System (DDS) influences the acceptability, adherence and better outcome of the therapy in the patients. The present study was planned to evaluate the second year MBBS students on standardized patients (SP) using Group Objective Structured Clinical Encounters (GOSCE) after content delivery by traditional power point class versus experiential teaching methodology.Methods: DDS practical class was held in two larger groups after adding two odd sub-groups (1+3) as ‘A’ (64 students) and even sub-groups (2+4) as ‘B’ (66 students). The formative GOSCE evaluation was done 2 weeks after the classes by the trained physician examiners as per the Medical Council of Canada pre-determined scoring instruments.Results: The average magnitude of change in GOSCE scoring is extremely statistical significant on t-test (P< 0.0001) in favour of experiential teaching methodology for all the skills. The statistical significant percentage of students were able to extract the treatment history in respect of eliciting problem, reasons for non-compliance, methods of intake, explain the technique and showed the courteous professional behaviours.Conclusions: The clinical cases as SP in pharmacology teaching for developing competency based communication skills and GOSCE are the appropriate methodology for evaluation of large student group for experiential DDS training.
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Harmes, Marcus. "Education in the apocalypse: disaster and teaching on British television." History of Education Review 49, no. 2 (April 28, 2020): 165–79. http://dx.doi.org/10.1108/her-08-2019-0033.
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PurposeThe purpose of the study is to examine educational history through television's portrayal of educational activity in post-apocalyptic society. The paper examines how and why television drama set after a catastrophe is in dialogue with, but rejects, both contemporary government discourse of “protect and survive”.Design/methodology/approachThe paper treats television programmes as historical artefacts made during periods of heightened anxiety about nuclear and bacteriological war. This paper follows established methods for interpreting educational history by examining the representation of schooling and the discursive construction of teachers and their practices via television. This paper proceeds by tight selection of sections from two texts, examining them as documentary evidence of education in later-20th-century Britain and representations of specific types of schooling that were found in real-world Britain in the period, namely, the minor public school and educational television.FindingsTelevision drama showing education during and after an apocalyptic event was a reaction to and critique of official assurances that life would continue after a large-scale catastrophe. The representations of schooling reflect the preoccupations of the writers and depict the intersection of schooling, teachers and students with contemporary anxieties in a period where global war and large-scale catastrophe were prominent fears in popular consciousness. Representations of schooling enabled a twofold critique of education. One is critique of the industrial and civil society that had called formal schooling into existence, questioning the value of what in the 1970s and 1980s was being taught in schools. The second is the subversion of the assurances contained in “disaster” education, which promised that disaster would be a temporary setback and underlying social structures and institutions would survive. This paper suggests these sources of educational history present the need to unlearn old knowledge, urge the recourse to self-teaching and question the reliance on a television to teach.Originality/valueThis paper endorses educational, historical and popular cultural research that has found meaning and importance in popular television as a reflection of actual educational practice. Efforts to educate a civilian population about civil defence have received some scholarly attention; however, so far, the way educational practice is portrayed in television that shows the end of the world as we know it has received limited attention. These sources yield valuable insights regarding the interaction between education, disaster and popular consciousness.
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Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.
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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.