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Literatura académica sobre el tema "Concept of function in the school curriculum"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 5 de febrero de 2022

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Artículos de revistas sobre el tema "Concept of function in the school curriculum"

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Salminen, Jessica. "On concept of function at Middle Years Programme school in Espoo." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (2014): 79–103. http://dx.doi.org/10.31129/lumat.v2i1.1084.

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School in Espoo, Finland, follows the Finnish national core curriculum but approaches teaching according to Middle Years Programme. The language of instruction is English. Material for teaching functions that would fulfill these criteria is not readily available. Therefore, such material was tailored especially for the needs of the school. The development of the material led the researcher to ponder, how students eventually grasp the idea of function and how the concept of function should be approached in teaching in the future. The data was gathered in spring 2012. Out of 63 ninth graders in

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Rowan, Thomas E., and Hilde Howden. "Implementing The Standards: Patterns, Relationships, and Functions." Arithmetic Teacher 37, no. 3 (1989): 18–24. http://dx.doi.org/10.5951/at.37.3.0018.

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In the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). function is viewed as both a concept and a process. As a concept, it is the study of regularity and quantification of phenomena, which is the essence of mathematics. As a process, students apply the concept to analyze relationships throughout the curriculum by using tables, graphs, verbal and mathematical rules, and models to represent them.

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Anthony, Kenneth V., and Melissa Baneck. "Preservice Teachers’ Perceptions of the Pedagogical Function of Heroes and Hero Stories." International Education Studies 13, no. 12 (2020): 1. http://dx.doi.org/10.5539/ies.v13n12p1.

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Teachers serve as gatekeepers to the implementation of curriculum in their classroom (Thornton, 2005). Their beliefs about a topic and the wider political environment can influence what they teach. To this end, our goal was to investigate whom preservice teachers identify as heroes and why, which heroes should be included in the curriculum, and how this might influence instruction of the NCSS theme Individual Development and Identity. This study was an exploratory study using the qualitative methods of an open-ended survey and focus group. We were guided by the research question: How do preser

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Taylor, Linda J. C., and Jeri A. Nichols. "Graphing Calculators Aren't Just for High School Students." Mathematics Teaching in the Middle School 1, no. 3 (1994): 190–96. http://dx.doi.org/10.5951/mtms.1.3.0190.

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Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and fu

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Satianov, Pavel, Michael Fried, and Miriam Amit. "Broken-Line Functions with Unbroken Domains." Mathematics Teacher 92, no. 7 (1999): 574–77. http://dx.doi.org/10.5951/mt.92.7.0574.

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Although we no longer doubt the legitimacy of split domains as a function, students still have difficulty perceiving a graph having a shape like that of Euler and d'Alembert's string as the graph of a single function rather than of several joined functions (Vinner 1989). Given the centrality of the function concept in the school curriculum (NCTM 1989; Amit and Koren 1993), one cannot underestimate the importance of exposing students to this type of function. A method of introducing students to this concept while furnishing the teacher with material that has its own intrinsic interest (Satianov

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Cenușe, Elena Ramona. "Competențele – expresie a rezultatelor școlare." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 93–99. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p93-99.

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In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational tar

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Salokun, S. Olu. "Positive Change in Self-Concept as a Function of Improved Performance in Sports." Perceptual and Motor Skills 78, no. 3 (1994): 752–54. http://dx.doi.org/10.1177/003151259407800314.

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This study investigated the relationship between improvement in Total Positive Self-concept scores and increase in sports skills before and after training of 10 weeks for 45 minutes daily by 12- to 14-yr.-old junior high school and 16- to 18-yr.-old senior high school boys and girls. The 288 subjects were selected using a stratified (intact class) random technique. Subjects were randomly assigned to different sports, 96 to field-hockey and 96 to athletics (32 to discus, 32 to long jump, and 32 to sprints). 96 control subjects were randomly selected from one class of each age bracket. Analysis

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Hurwitz, Marsha. "Sharing Teaching Ideas: We Have Liftoff! Introducing the Logarithmic Function." Mathematics Teacher 92, no. 4 (1999): 344–45. http://dx.doi.org/10.5951/mt.92.4.0344.

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The Curriculum and Evaluation of Standards for School Mathematics (NCTM 1989) targeted the concept of function as one that should receive increased attention. A function can be defined as a rule that assigns to every input value exactly one output value. To make it easier for novices to recognize a function, we should select the rule, the input, and the output to be straightforward.

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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth." Mathematics Teacher 89, no. 5 (1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.

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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept o

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Avramovic, Zoran. "The concept and institutions of education for democracy." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 159–75. http://dx.doi.org/10.2298/zipi0204159a.

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The paper comprises three sections: (a) the concepts and institutions of democracy, (b) the concept of education for democracy, and (c) the role of school in democratic education. The concept of 'open society' is critical to the strategy of education for democracy. In addition to general conditions for establishing and functioning of democracy, the author points to some of its basic institutions: structured social groups, political parties, leader elections. The concept of 'education' is considered from the standpoint of goals - social, national and individual. It is pointed to tolerance as a

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Tesis sobre el tema "Concept of function in the school curriculum"

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Broughton, Ann Watson. "The concept of the spiritual in secondary school worship and its potential relationship with the function of art in contemporary society." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337757.

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Botta, Eliane Saliba. "O ensino do conceito de função e conceitos relacionados a partir da resolução de problemas /." Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/91063.

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Orientador: Lourdes de la Rosa Onuchic<br>Banca: Miriam Godoy Penteado<br>Banca: Norma Suely Gomes Allevato<br>Resumo: Este trabalho de pesquisa se refere ao ensino e à aprendizagem do conceito de função, no Ensino Fundamental e Médio, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas e, também, fazendo uso de análise de erros e concepções errôneas. Duas questões básicas que podem resumir o propósito deste trabalho são as seguintes: (1) É possível antecipar a introdução do conceito de função para as diversas séries do Ensino Fundamental

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Botta, Eliane Saliba [UNESP]. "O ensino do conceito de função e conceitos relacionados a partir da resolução de problemas." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/91063.

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Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-31Bitstream added on 2014-06-13T20:47:29Z : No. of bitstreams: 1 botta_es_me_rcla.pdf: 43109398 bytes, checksum: 287c00d1e14e5484c6368c75353434c3 (MD5)<br>See-Sp<br>Este trabalho de pesquisa se refere ao ensino e à aprendizagem do conceito de função, no Ensino Fundamental e Médio, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas e, também, fazendo uso de análise de erros e concepções errôneas. Duas questões básicas que podem resu

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McElreath, Debra. "A Primary School Curriculum To Enhance Self-Concept, Decision-Making, and Locus of Control." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/10.

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The curriculum developed in this project was designed to meet the needs of primary students in the areas of self-concept, decision-making, and locus of control. It provides activities that enhance these areas in the hope of positively influencing school achievement. The related literature and research review attempts to show the interrelationships between self-concept, school achievement, decision-making, and locus of control.The project consists of 10-15 minute activities that do not require lengthy teacher preparation or numerous materials. The activities take into consideration Piaget's and

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Carson, Jamie Ann. "The Ecology of School Change: An Australian Primary School's Endeavor to Integrate Concept-based, Experiential Environmental Learning Throughout Core Curriculum." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195402.

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This longitudinal study has examined an Australian primary school's change processes as it has striven to transcend government-mandated environmental education in New South Wales. Woodridge Primary School initiated "Environment Woodridge", a comprehensive reform effort, in March of 2003. Since then the staff have worked to integrate programmatic, concept-based, experiential environmental learning throughout core curriculum.Eight years of change processes have been examined through three visits to the school over the span of three years. Woodridge Primary School is a friendly place where col

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Besener, Paul Robert. "Self-concept as a measure of success in the military environment." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001429.

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This piece of research is an attempt to evaluate the relationship between military 'success' and the psychological preparedness of recruits in terms of their self-concepts and locus of control orientations. The new recruit is forced to adapt to the military environment which will, in turn, attempt to change him into an effective soldier. It was noticed by the researcher, who was involved in military training at the time, that a number of recruits, even some with seemingly limited potential, coped well, while others who seemed to have the ability failed to cope adequately. Recruits completed qu

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Cochran, Kyle M. "Math and math-in-school changes in the treatment of the function concept in twentieth century secondary algebra textbooks /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8235.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Pienaar, Etienne. "Learning about and understanding fractions and their role in the high school curriculum." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86269.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Many learners, even at high school level, have difficulty with fractions and computations involving fractions. A report from the Department of Basic Education (DBE, 2012c: 15) has highlighted that the lack in basic fraction sense was one of the areas of concern that contributed to the low achievement in matriculation mathematics examinations in 2012. Fractions play an important role in our ever-advancing technological society. Many occupations today rely heavily on the ability to compute accurately, proficiently, and insightfull

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Ronda, Erlina R., and res cand@acu edu au. "A Framework of Growth Points in Students’ Developing Understanding of Function." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp55.29082005.

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This research developed a framework describing students’ developing understanding of function. The research started with the problem: How might typical learning paths of secondary school students’ developing understanding of function be described and assessed? The following principles and research questions guided the development of the framework. Principle 1. The framework should be research-based. Principle 2. The framework should include key aspects of the function concept. Principle 3. The framework should be in a form that would enable teachers to assess and monitor students’ developin

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Brown, Joseph C. "A case study of a school implementing a constructivist philosophy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001765.

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Libros sobre el tema "Concept of function in the school curriculum"

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Palmason, Ann. The Bush School music curriculum: A spiral concept curriculum K-8. Bush School, 1985.

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Winter, John Andrew. A study to identify any differences in curriculum and ethos between a designated community secondary school and asecondary school without an identified community function. typescript, 1986.

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Vasakos, Thomas. The function concept in high-school students and acts of understanding: Obstacles related to function definition. 1994.

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A "Hands on" approach to teaching... pattern and function. Hands On, 1990.

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Porfírio, Luciana Cristina, and Iara Santana dos Santos. Ensinando com tecnologias digitais nos primeiros anos escolares. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-426-5.

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The study sought to investigate the limits and possibilities of the use of TDIC as pedagogical resources for the teaching and learning process in the early years of elementary school from a broad literature focused on its use as a tool for teaching work in which the importance of using TDIC in the early years of elementary school and in the initial and continuing training of teachers. To this end, the methodology used in the research were bibliographic sources of qualitative nature from the socialhistorical cultural perspective, i.e., one that seeks to understand a given phenomenon from a give

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Capítulos de libros sobre el tema "Concept of function in the school curriculum"

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Cui, Yunhuo, and Xuemei Xia. "Developing School-Based Curriculum as a Concept in China." In Curriculum Reform and School Innovation in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-8630-4_2.

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Cheriyan, Mary George, and Lucille Puay Lan Yap-Chua. "Designing a Concept-Based Curriculum: The Raffles Girls’ School (RGS) Experience." In Education Innovation Series. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_9.

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McCallum, William. "Coherence and Fidelity of the Function Concept in School Mathematics." In The Legacy of Felix Klein. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99386-7_6.

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Kairė, Sandra, Lilija Duoblienė, and Irena Zaleskienė. "Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_3.

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AbstractThe contemporary world is marked by numerous new challenges: growth of inequality, migration, development of new technologies, climate change. All of them create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social consciousness and the development of social responsibility, University of New York Press, New York,1997; Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) emphasized the importance of education for social responsibility in school and classroom and defined it as personal investment in the well-being of others. Vallaeys (GUNI Report of Higher Education in the World 5:88–96, 2014) discussed social responsibility as a matter of university mission and function. Berman (Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) related the concept of social responsibility to the development of social consciousness that meant balancing on personal self-realization and personal achievement with equal focus on social self-realization and collective achievement. In particular, a person becomes conscious that personal development (i.e. How will I lead my life?) is interrelated with the development of others (i.e. What does the way I lead my life mean for the life of others?). In this case, social responsibility embraces cultural values and creates empowerment, cooperation, compassion, and respect.

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Benelli, Caterina. "Memorie autobiografiche come patrimonio di comunità." In Studi e saggi. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.09.

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We live in a historical period in which it is necessary and urgent to know and relate to stories. Today, the social function of memory is stronger and more evident than ever. The concept of memory, as well as that of recollection, is widely used, but those who resort to it are not always able to fully grasp its meaning. As a matter of fact, the educational function of memory is also expressed through narration. There is no narration and writing of oneself that does not bring within the testimony of a historical time, of a social group and of a precise epoch that reveals unusual nuances and situations, eager to be discovered and to become part of the social heritage. The oral and written narration allows narrators to feel part of a community, to feel in a "warm" place, in a comfortable area and part of a community rich in mutual interest and able to guarantee the rights of all and a reciprocal recognition. Addressing the question of the memory of a community in an era of fragility, of borders, of spaces shared more and more virtually and less physically, means to contrast isolation and the relational distance between people. Life stories provide us with descriptions and observations of how we live in a place, in a territory, in a family, in a school, in a company, in any situation in which human beings have exchanged stories and have learned from each other. The intent to collect the memories of the community, through life stories, autobiographies, arises from the need to look at the traces left by those who preceded us to better understand and face the future, that is, to pay attention to micro-stories. This contribution aims at reflecting on the educational and social value of autobiographies as important instruments for observation, investigation, analysis and restitution of new insights on the community through the educator’s role as a facilitator with autobiographical skills.

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Flores Garcia, Rebeca. "Transformations of the Concept of Linear Function in Technological High Schools." In Advances in Educational Technologies and Instructional Design. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2026-9.ch012.

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The results shown in the following chapter come from a research that shows some of the transformations of the concept of linear function observed from its definition in mathematics when facing the written, intended and enacted curriculum. This study was developed in technological high school level, with the participation of three teachers of mathematics, who were teaching the course called Functions and Algebraic Thinking. A case study was considered as a practical research method to carry out the investigation, adopting various processes to gather evidence to describe, verify or create theory. Different sources of evidence were used to gather and analyze information, such as: the official program of the course, three textbooks, class recordings and the application of a questionnaire. The results show transformations in both, the concept of function and the concept of linear function, pointing out, in this way, an educational problem that should be solved by modifying not only the concept, but also the teaching and learning of it.

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Flores Garcia, Rebeca. "Transformations of the Concept of Linear Function in Technological High Schools." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch021.

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The results shown in the following chapter come from a research that shows some of the transformations of the concept of linear function observed from its definition in mathematics when facing the written, intended and enacted curriculum. This study was developed in technological high school level, with the participation of three teachers of mathematics, who were teaching the course called Functions and Algebraic Thinking. A case study was considered as a practical research method to carry out the investigation, adopting various processes to gather evidence to describe, verify or create theory. Different sources of evidence were used to gather and analyze information, such as: the official program of the course, three textbooks, class recordings and the application of a questionnaire. The results show transformations in both, the concept of function and the concept of linear function, pointing out, in this way, an educational problem that should be solved by modifying not only the concept, but also the teaching and learning of it.

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"The Administrator's Role in Personalized Learning." In Evaluation of Principles and Best Practices in Personalized Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4237-8.ch004.

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Schools would not be able to function effectively without administrators. They ensure that teachers instruct, that parents are happy with how their child is being taught, and that the child is being treated fairly. They also work with community members to ensure the children are safe and are being taught concepts that will be useful to them as they enter the job market. School administrators also get the blame if something is not done correctly; consequently, it is vital when making a change to the academic curriculum and wanting to incorporate a new service-delivery model like personalized learning that the school administrator works closely with all the stakeholders and gets everyone on board so changes can be made. This chapter describes how to accomplish this task effectively.

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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.

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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.

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Jukić, Renata. "Hidden Curriculum and School Culture as Postulates of a Better Society." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch058.

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When considering the role of school as the most widespread institution among all social organizations, one cannot avoid the question of its educational role in the development of each individual, but also of its function as an instance of transfer of socially desirable values. In following the sociological and pedagogical perspectives, it is necessary to ask oneself which mechanisms within the school enable the adoption of attitudes and building of the value system in children and young people, how much can be systemized, prescribed, and controlled by pedagogical experts and teachers, to what extent they are aware of the entire process, which part of it belongs to intentional education, and which part belongs to the field of the hidden, implicit curriculum, and what the role of the institution (school) culture in the formation of value patterns in the contemporary society is. This chapter explores this hidden curriculum.

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Actas de conferencias sobre el tema "Concept of function in the school curriculum"

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Bartnicka, Joanna, Katarzyna Mleczko, Agnieszka Zietkiewicz, Cristina Herrera, Constanza Valenzuela, and Peter Dieter. "FUNCTIONAL EVALUATION AS A NEW CURRICULUM CONCEPT AT HEALTH SCIENCES SCHOOLS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1084.

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Suhartini, Ratna, I. Wayan Susila, and Tri Rijanto. "The Concept Model of Implementing a 4-Year Fashion Design Vocational School Curriculum." In International Joint Conference on Arts and Humanities (IJCAH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.049.

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Meagher, Michael S., Jennifer Lovett, and Allison McCulloch. "Middle school students’ development of an understanding of the concept of function." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-373.

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Nie, Raorong. "Discussion and Research of the Concept of Function Teaching under the New Curriculum Standard." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.231.

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Nocar, David, and Tomáš Zdráhal. "ICT TOOLS USED IN TEACHING AND LEARNING CONCEPT OF FUNCTION IN SCHOOL MATHEMATICS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1003.

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"Improvement and Exploration of Junior Middle School Chemistry Experiment Teaching under the Concept of New Curriculum Standard." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.175.

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Barakat, Nael. "The Ultimate Experience in Learning Robotics: Building Robots in a Robotics Course." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67003.

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Most engineering schools currently include a curriculum component that introduces students to the field of robotics. Multiple methods and techniques are used by engineering educators to help students gain familiarity and interest in robotic systems and their applications. However, very rarely the students get the opportunity to gain the ultimate experience of applying acquired knowledge of the field through building an actual robot. This is because building a robot during a college course involves multiple challenges including robotic systems high complexity and the requirement of combining mu

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Yao, Yinhua, and Tingting Yang. "Exploration on the Construction of General Education Curriculum System Under the New Business Concept in School of Business." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.031.

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge

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Ķestere, Iveta, and Baiba Kaļķe. "Learning National Identity Outside the Nation-State: the Story Of Latvian Primers (Mid-1940s – Mid-1970s)." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.03.

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In order to understand how the concept of national identity, currently included in national legislation and curricula, has been formed, our research focuses on the recent history of national identity formation in the absence of the nation-state “frame”, i.e. in Latvian diaspora on both sides of the Iron Curtain – in Western exile and in Soviet Latvia. The question of our study is: how was national identity represented and taught to next generations in the national community that had lost the protection of its state? As primers reveal a pattern of national identity practice, eight primers publi

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