Latshaw, Sandra; Honeycutt, Karen
Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course. Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided. University of Nebraska Medical Center (UNMC) CLS Program in Omaha. After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.
The basic purpose of the IAEA safeguards system is 'timely detection of diversion of significant quantities of nuclear material'. Safeguards implementation is regulated by the IAEA Statute and individual safeguards agreements. The IAEA Inspectorate and its scope are described together with the technical objectives and the concept of verification. Effective implementation of safeguards requires cooperation between the IAEA and the state concerned. To this end, agreements require that the State should establish and maintain a system of accounting for and control of nuclear material subject to safeguards. The IAEA safeguards system has demonstrated a flexibility capable of responding to the verification demands of Member States. Is is capable of safeguarding nuclear materials, facilities, equipment and non-nuclear material. The IAEA is in the process of strengthening safeguards in its verification of declared activities
Alston, W [International Atomic Energy Agency, Department of Safeguards, Division of Operations A, Vienna (Austria)
The basic purpose of the IAEA safeguards system is `timely detection of diversion of significant quantities of nuclear material`. Safeguards implementation is regulated by the IAEA Statute and individual safeguards agreements. The IAEA Inspectorate and its scope are described together with the technical objectives and the concept of verification. Effective implementation of safeguards requires cooperation between the IAEA and the state concerned. To this end, agreements require that the State should establish and maintain a system of accounting for and control of nuclear material subject to safeguards. The IAEA safeguards system has demonstrated a flexibility capable of responding to the verification demands of Member States. Is is capable of safeguarding nuclear materials, facilities, equipment and non-nuclear material. The IAEA is in the process of strengthening safeguards in its verification of declared activities
Journal of Dental Education, 1981
Presented are the curricular guidelines for Neuroanatomy developed by the Section on Anatomical Sciences of the American Association of Dental Schools for use by individual educational institutions as curriculum development aids. Included are recommendations for primary educational goals, prerequisites, scope, content, behavioral objectives,…
Bauch, Garland T.
Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings
Foshee, Cecile M; Mehdi, Ali; Bierer, S Beth; Traboulsi, Elias I; Isaacson, J Harry; Spencer, Abby; Calabrese, Cassandra; Burkey, Brian B
Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) R ecognize : elicit awareness; (2) A ppreciate : question assumptions and take multiple perspectives; (3) P ractice : try new/changed perspectives; and (4) R eflect : articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.
María Mercedes Callejas Restrepo
Full Text Available The 21st century sets out new challenges to universities and university professors,who have to debate on the quality of education, the requirements on the teaching and learning, and the proposed curricula for the professional and disciplinary training in the university. In this context, research groups from four Colombian universities have developed a project in order to articulate therelationshipswithin the training of university professors, through the research of their practices and processes of curricular innovation. With such a goal the conformation of pedagogical collectives is promoted, and a reflective process about their pedagogical styles is generated (Callejas&,Corredor, 2002. Action research as a methodology and strategy of professional evelopment is proposed (McKernan, 1999, observation-reflection, planning-action, and then back to observation-reflection.Video recordings of classes, individual and group observation of the recordings, and individual and group interviews that favor reflection processes about the dimensions of the pedagogical style are performed. The analysis of the practice is guided by a complex, investigative and comprehensive vision of the curriculum that articulates theory and practice. The critical recognition that teachers do about their own pedagogical style favors the evolution of their ideas and guides them to start a process of curricular innovation.
Wilson, Christopher James
We describe specific curricular decisions employed at Butler University that have resulted in student achievement in the actuarial science major. The paper includes a discussion of how these decisions might be applied in the context of a new actuarial program.
... DEPARTMENT OF THE TREASURY Feasibility of Including a Volunteer Requirement for Receipt of Federal... Internal Revenue Code. Taxpayers may claim a lifetime learning credit for 20 percent of up to $10,000 of expenses for tuition and required fees per taxpayer for a maximum credit of $2,000. The lifetime learning...
Teresa L Larkin
Full Text Available Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.
... expands it to include Lake Charles, LA; consolidates and expands a VTS Special Area in Puget Sound, WA... requirements. The changes made by this rule will align regulations with the current operating procedures of the... compliance system and also expands the VTS Port Arthur area to include Lake Charles, LA. The Coast Guard...
Linley, Jodi L.; Nguyen, David J.
This chapter examines curricula as important microsystems for LGBTQ college students. The authors explore sociocultural influences on curricula and discuss strategies for creating positive curricular experiences for LGBTQ students.
Watanabe, Naoyuki; Padhy, Ajit Kumar; Oku, Shinya; Sasaki, Yasuhito
The number of positron emission tomography (PET) machines has been increasing in regions of East-, Southeast-, and South-Asia as well as in Latin America including Mexico. This study was performed to assess the potential requirement of PET machines in 19 countries which already use PET in the aforementioned regions. Data on the number of PET machines and internationally available characteristics of the restrictive countries such as the land area, the total population, the gross national income (GNI), and the average life span of inhabitants were obtained from IAEA, UN, WB, and WHO. Correlation between the number of PET machines and the characteristics of each country was evaluated. The potentially required number of PET machines, which was obtained by adjusting the number of PET machines with statistically significant, correlative characteristics of each country, standardized on the state of Japan, were compared. The number of PET machines could be significantly correlated to the GNI of a country and the average life span of its inhabitants (P < 0.05). Based on Japan, most of the countries in the regions would require considerably more PET machines. With installation of the potentially required number of PET machines in each of the countries, the number of PET machine per 10 6 population would increase by 1.1- to 12-fold, in comparison with the current situation. With regards to the potentially required number of PET machines, most of the countries in these regions may require a considerable increase of PET machines. Nevertheless, some countries in the Asia seem to require outside assistance such as international support in order to introduce PET and enhance the efficacy of their health services
Jesús F. Escanero Marcén
Full Text Available Uno de los objetivos del Proceso de Bolonia de adaptación al Espacio Europeo de Educación Superior, es elaborar curricula basados en competencias. En este contexto, se plantea la conveniencia de adoptar modelos curriculares integrados. El artículo hace una revisión histórica de las experiencias de integración curricular llevadas a cabo a nivel internacional y español. En este último casose analizan dos documentos clave, la Declaración de Granada y el Libro Blanco de la Conferencia Nacional de Decanos de Medicina que abogan claramente por la integración curricular. Tras discutir las razones para la integración se describen las diferentes etapas a seguir en un proceso de integración de acuerdo con el modelo de Harden.
Angelos, J; Arens, A; Johnson, H; Cadriel, J; Osburn, B
The challenges of producing and distributing the food necessary to feed an anticipated 9 billion people in developed and developing societies by 2050 without destroying Earth's finite soil and water resources present extremely complex problems that lack simple solutions. The ability of modern societies to adequately address these and other food-related problems will require an educated workforce trained not only in traditional food safety, security, and public health, but also in other areas including food production, sustainable practices, and ecosystem health. To help address the need for such an educated workforce, a curricular framework was developed to assist those tasked with designing education and training for future food systems workers. One sentence summary: A curricular framework for education and training in food safety and security was developed that incorporates One Health concepts. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
Full Text Available Our paper aims at investigating the most adequate methods for developing effective educational tools in entrepreneurial education. Entrepreneurship education should take place during the entire life of an entrepreneur, but the basic knowledge and skills related to this field are acquired starting from the elementary school, and improved during all the educational levels. Through entrepreneurship education, policymakers aim to prepare young people for succeeding on the entrepreneurial path. However, there are few scientific papers that aimed at discussing the available educational tools in Romania which play a role in forming entrepreneurs. Starting from the identified educational needs of young Romanian people under 35, including entrepreneurs and students, which were surveyed based on a questionnaire, we advance several key improvement areas for Romanian business curricula, and suggest critical paths to obtain desired results. The recommendations that we deliver through this paper are based on respondents’ opinions regarding their preference for certain aspects related to educational tools used in entrepreneurial education: learning materials used in universities in order to create an entrepreneurial mindset, the use of learning materials outside of the university curricula, and entrepreneurial skills that should be developed during school. A comparative perspective, examining curricular specificities in most entrepreneurial cultures of Europe, based on information obtained from Entrepreneurship Eurobarometer and Doing Business Indicators, is also included in our study. The main limitations, which arise from the subjective perspective of young entrepreneurs, as well as from the reduced sample volume, are thus corrected. The conclusions of our analysis provide a valuable starting point for educational policies promoting entrepreneurial skills enhancement in the Romanian business students’ population.
Milanovic, Ivana; Eppes, Tom A.; Girouard, Janice; Townsend, Lee
This paper presents a retention-oriented approach to the educational value stream within the STEM undergraduate area. Faced with several strategic challenges and opportunities, a Flex Advantage Plan was developed to enhance the undergraduate engineering technology programs and better utilize the curricular flexibilities inherent in the current…
Whitcomb, Tiffany L; Wilson, Ronald P
Rigorous curricular review of post-graduate veterinary medical residency programs is in the best interest of program directors in light of the requirements and needs of specialty colleges, graduate school administrations, and other stakeholders including prospective students and employers. Although minimum standards for training are typically provided by specialty colleges, mechanisms for evaluation are left to the discretion of program directors. The paucity of information available describing best practices for curricular assessment of veterinary medical specialty training programs makes resources from other medical fields essential to informing the assessment process. Here we describe the development of a rubric used to evaluate courses in a 3-year American College of Laboratory Animal Medicine (ACLAM)-recognized residency training program culminating in a Master of Science degree. This rubric, based on examples from medical education and other fields of graduate study, provided transparent criteria for evaluation that were consistent with stakeholder needs and institutional initiatives. However, its use caused delays in the curricular review process as two significant obstacles to refinement were brought to light: variation in formal education in curriculum design and significant differences in teaching philosophies among faculty. The evaluation process was able to move forward after institutional resources were used to provide faculty development in curriculum design. The use of a customized rubric is recommended as a best practice for curricular refinement for residency programs because it results in transparency of the review process and can reveal obstacles to change that would otherwise remain unaddressed.
Arranz, Nieves; Ubierna, Francisco; Arroyabe, Marta. F.; Perez, Carlos; Fernandez de Arroyabe, J. C.
This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, the authors have used Ajzen's model of planned behaviour, including curricular and extracurricular activities, analysing their effect on university students'…
... Blood Components, Including Source Plasma; Correction AGENCY: Food and Drug Administration, HHS. ACTION..., Including Source Plasma,'' which provided incorrect publication information regarding a 60-day notice that...
Sutton Trust, 2014
This Research Briefing analyses Office for National Statistics data and finds children from the most advantaged households benefit from significantly more spending on extra-curricular activities and private tutoring than their poorer peers. The brief also includes the Trust's annual polling on private tuition and new polling on parents and…
Huang, Lei; Cai, Qiaoling; Cheng, Liming; Kosik, Russell; Mandell, Greg; Wang, Shuu-Jiun; Xu, Guo-Tong; Fan, Angela P
discussed faculty training, and 15 studies discussed the application of various instructional methods. Other issues that were also addressed include enhancing research, improving patient-doctor communication, developing interpersonal and teamwork skills, cultivating independent lifelong learning habits, and improving problem-solving capabilities. The medical schools in our study have adopted various comprehensive curricular changes, moving from a knowledge-based to a competency-based model, and from traditional standards to international standards. Many institutions face challenges when implementing curricular reforms, such as what to integrate and how to do so, the unintended omission of important material, ensuring coordination between different organizations and departments, and the training of faculty.
... control requirements N.J.A.C. 7:27-16.18. Leak detection and repair N.J.A.C. 7:27-16.19. Application of cutback and emulsified asphalts N.J.A.C. 7:27-16.21. Natural gas pipelines N.J.A.C. 7:27-16.22. Emission... compound leaks N.J.A.C. 7:27B-3.15. Procedures for the direct detection of fugitive volatile organic...
Stratton, Terry D; Rudy, David W; Sauer, Marlene J; Perman, Jay A; Jennings, C Darrell
As medical education grapples with organizational calls for centralized curricular oversight, programs may be compelled to respond by establishing highly vertical, stacked governance structures. Although these models offer discrete advantages over the horizontal, compartmentalized structures they are designed to replace, they pose new challenges to ensuring curricular quality and the educational innovations that drive the curricula. The authors describe a hybrid quality-assurance (QA) governance structure introduced in 2003 at the University of Kentucky College of Medicine (UKCOM) that ensures centralized curricular oversight of the educational product while allowing individualized creative control over the educational process. Based on a Lean production model, this approach draws on industry experiences that strategically separate institutional accountability (management) for a quality curriculum from the decision-making processes required to ensure it (production). In so doing, the authors acknowledge general similarities and key differences between overseeing the manufacture of a complex product versus the education of a physician-emphasizing the structured, sequential, and measurable nature of each process. Further, the authors briefly trace the emergence of quality approaches in manufacturing and discuss the philosophical changes that accompany transition to an institutional governance system that relies on vigorous, robust performance measures to offer continuous feedback on curricular quality.
This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.
Artz, Jerry L.
This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace; most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and cultural competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars; self learning tools in data analysis, statistics and model building; a new course developed with assistance from 3M personnel focusing on topics directly related to technological industries; high performance team problem solving training/coaching for faculty; workshops for students and faculty relative to importance of cultural competencies in the workplace; and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported. *Thanks to: NSF GOALI CHE-99010782
... 32 National Defense 1 2010-07-01 2010-07-01 false What requirement for access to a nonprofit participant's records do I include in a TIA? 37.920 Section 37.920 National Defense Department of Defense... What requirement for access to a nonprofit participant's records do I include in a TIA? Your TIA must...
The Model, or Additional, Protocol to the Model Safeguards Agreement, INFCIRC/153, contains, inter alia, provisions for expanded declarations from Member States to the IAEA. These provisions include earlier design information declarations and information on fuel cycles activities, such a mining and milling, that were not previously part of safeguards. The session discusses the extent of the expanded declarations and provides examples of the forms that will be used to provide the information to the Agency. (author)
Shroyer, A Laurie; Lu, Wei-Hsin; Chandran, Latha
Undergraduate medical education (UME) programs are seeking systematic ways to monitor and manage their educational performance metrics and document their achievement of external goals (e.g., Liaison Committee on Medical Education [LCME] accreditation requirements) and internal objectives (institution-specific metrics). In other continuous quality improvement (CQI) settings, summary dashboard reports have been used to evaluate and improve performance. The Stony Brook University School of Medicine UME leadership team developed and implemented summary dashboard performance reports in 2009 to document LCME standards/criteria compliance, evaluate medical student performance, and identify progress in attaining institutional curricular goals and objectives. Key performance indicators (KPIs) and benchmarks were established and have been routinely monitored as part of the novel Drivers of Dashboard Development (3-D) approach to curricular CQI. The systematic 3-D approach has had positive CQI impacts. Substantial improvements over time have been documented in KPIs including timeliness of clerkship grades, midclerkship feedback, student mistreatment policy awareness, and student satisfaction. Stakeholder feedback indicates that the dashboards have provided useful information guiding data-driven curricular changes, such as integrating clinician-scientists as lecturers in basic science courses to clarify the clinical relevance of specific topics. Gaining stakeholder acceptance of the 3-D approach required clear communication of preestablished targets and annual meetings with department leaders and course/clerkship directors. The 3-D approach may be considered by UME programs as a template for providing faculty and leadership with a CQI framework to establish shared goals, document compliance, report accomplishments, enrich communications, facilitate decisions, and improve performance.
... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What requirements must I include in my SAP, COP, or GAP regarding air quality? 285.659 Section 285.659 Mineral Resources MINERALS MANAGEMENT SERVICE... must I include in my SAP, COP, or GAP regarding air quality? (a) You must comply with the Clean Air Act...
Osorio, Carlos Agustin Muniz
A general consensus exists that the present worldwide state of the natural environment is in crisis. Tied to this crisis, the social dimension presents a discouraging picture in aspects like violence and poverty. The predominant neoliberal economic system---ecocidal and genocidal---just as the production system that sustains it, affects this crisis. Puerto Rico, in its political and economic relationship with the United States of America, is not exempt of this situation. Education arises as an alternative to transform this reality. Science education has the potential to address these socio-environmental problems in a creative way. From a scientific educational framework, we conceptualized, designed and disseminated diverse approaches and tools that integrate socio-ecological and environmental aspects, as well as issues related to violence, conflict and peace. The central research questions were: At present, what are some of the main characteristics of the social-ecological and environmental global and local (glocal) issues and what relation do they have with formal education?; What is the ethical responsibility of science education when, facing social-ecological and environmental situations and issues concerning peace?; What educational foundations justify the "Praxis Educativa Ecopacifista de Enriquecimiento Curricular" as an alternative to the situations and issues considered?; What didactic tools do we propose?; What curricular design and revision processes do we propose? What dissemination processes do we propose? The nature of our methodology is qualitative and is centered around curricular design. It includes a research-theoretical dimension, a practical-research dimension, and systematizing of learning elements. We emphasize the conceptualization of the theoretical-philosophical and methodological dimensions of the ecopacifist approach and its fundamental principles. We highlight the praxis, integrating creativity, intelligence and talent development
Hauer, Karen E; Boscardin, Christy; Fulton, Tracy B; Lucey, Catherine; Oza, Sandra; Teherani, Arianne
The new UCSF Bridges Curriculum aims to prepare students to succeed in today's health care system while simultaneously improving it. Curriculum redesign requires assessment strategies that ensure that graduates achieve competence in enduring and emerging skills for clinical practice. To design entrustable professional activities (EPAs) for assessment in a new curriculum and gather evidence of content validity. University of California, San Francisco, School of Medicine. Nineteen medical educators participated; 14 completed both rounds of a Delphi survey. Authors describe 5 steps for defining EPAs that encompass a curricular vision including refining the vision, defining draft EPAs, developing EPAs and assessment strategies, defining competencies and milestones, and mapping milestones to EPAs. A Q-sort activity and Delphi survey involving local medical educators created consensus and prioritization for milestones for each EPA. For 4 EPAs, most milestones had content validity indices (CVIs) of at least 78 %. For 2 EPAs, 2 to 4 milestones did not achieve CVIs of 78 %. We demonstrate a stepwise procedure for developing EPAs that capture essential physician work activities defined by a curricular vision. Structured procedures for soliciting faculty feedback and mapping milestones to EPAs provide content validity.
The Department of Energy is responsible for the safe management and cleanup of the DOE complex. As part of the cleanup and closure of the Plutonium Finishing Plant (PFP) located on the Hanford site, the nuclear material inventory was reviewed to determine the appropriate disposition path. Based on the nuclear material characteristics, the material was designated for stabilization and packaging for long term storage and transfer to the Savannah River Site, or a decision for discard was made. The discarded material was designated as waste material and slated for disposal to the Waste Isolation Pilot Plant (WIPP). Prior to preparing any residue wastes for disposal at the WIPP, several major activities need to be completed. As detailed a processing history as possible of the material including origin of the waste must be researched and documented. A technical basis for termination of safeguards on the material must be prepared and approved. Utilizing process knowledge and processing history, the material must be characterized, sampling requirements determined, acceptable knowledge package and waste designation completed prior to disposal. All of these activities involve several organizations including the contractor, DOE, state representatives and other regulators such as EPA. At PFP, a process has been developed for meeting the many, varied requirements and successfully used to prepare several residue waste streams including Rocky Flats incinerator ash, hanford incinerator ash and Sand, Slag and Crucible (SS and C) material for disposal. These waste residues are packed into Pipe Overpack Containers for shipment to the WIPP
Luis Manuel Jiménez Castro
Full Text Available Un enfoque curricular estructura, visua-liza y organiza el proceso educativo. Sin embargo, a pesar de su importancia, el sistema educativo costa-rricense no identifica unas características prácticas claras de un enfoque curricular, por medio del cual el educador pueda ubicar el tipo de estudiante que debe formar.Se desea sistematizar y aportar por medio de una revisión bibliográfica, del enfoque curricular cen-trado en la persona, una alternativa que favorezca la formación de las personas de manera integral, que promueva la crítica, la búsqueda de soluciones a problemas comunales y en general al avance de la sociedad a través del bien común.
Lynch, Paul J.
Focuses on managed Internet use as a curricular challenge and alternate solution to blocking software. Suggests that by making curricular choices for students and directing the medium towards curricular goals, teachers can manage students' time and provide a safe environment where students can communicate and collaborate on projects. (AEF)
Angelos, John A; Arens, Amanda L; Johnson, Heather A; Cadriel, Jessica L; Osburn, Bennie I
Educating students in the range of subjects encompassing food safety and security as approached from a One Health perspective requires consideration of a variety of different disciplines and the interrelationships among disciplines. The Western Institute for Food Safety and Security developed a subject matter outline to accompany a previously published One Health in food safety and security curricular framework. The subject matter covered in this outline encompasses a variety of topics and disciplines related to food safety and security including effects of food production on the environment. This subject matter outline should help guide curriculum development and education in One Health in food safety and security and provides useful information for educators, researchers, students, and public policy-makers facing the inherent challenges of maintaining and/or developing safe and secure food supplies without destroying Earth's natural resources.
John A. Angelos
Full Text Available Educating students in the range of subjects encompassing food safety and security as approached from a One Health perspective requires consideration of a variety of different disciplines and the interrelationships among disciplines. The Western Institute for Food Safety and Security developed a subject matter outline to accompany a previously published One Health in food safety and security curricular framework. The subject matter covered in this outline encompasses a variety of topics and disciplines related to food safety and security including effects of food production on the environment. This subject matter outline should help guide curriculum development and education in One Health in food safety and security and provides useful information for educators, researchers, students, and public policy-makers facing the inherent challenges of maintaining and/or developing safe and secure food supplies without destroying Earth's natural resources.
Vos, Susan S; Sabus, Ashley; Seyfer, Jennifer; Umlah, Laura; Gross-Advani, Colleen; Thompson-Oster, Jackie
Objective. To illustrate a method for integrating co-curricular activities, quantify co-curricular activities, and evaluate student perception of achievement of goals. Methods. Throughout a longitudinal course, students engaged in self-selected, co-curricular activities in three categories: professional service, leadership, and community engagement. Hours were documented online with minimum course requirements. Students reflected on experiences and assessed goal attainment. Assignments were reviewed by faculty and feedback was given to each student. Results. From 2010 to 2016, there were 29,341 co-curricular hours documented by 756 students. The most popular events were attending pharmacy organization meetings and participating in immunization clinics. More than half of the students agreed they were able to meet all of their professional goals (mix of career and course goals) while 70% indicated goals were challenging to meet. Conclusion. This method for integrating co-curricular activities using a continuing professional development model demonstrates a sustainable system for promoting professional development through experience and self-reflection.
Journal of Dental Education, 1981
AADS curricular guidelines suggest objectives for these areas of dental auxiliary radiology: physical principles of X-radiation in dentistry, related radiobiological concepts, principles of radiologic health, radiographic technique, x-ray films and intensifying screens, factors contributing to film quality, darkroom, and normal variations in…
Ebadi, Seyed Hossein; Keshtiaray, Narges; Aghaei, Asghar; Yousefy, Alireza
Present-day curricular designs have to take the pupils' psychological needs in account, thus becoming melodies of mental health and happiness for the next generation. Emphasizing the findings from previous investigations using the research synthesis methodology, the present study has been conducted aiming at achieving some integrative knowledge…
Jinks, Jerry L.
Presented is an environmental education model based on an interdisciplinary curricular structure. The model consists of three two-dimensional matrices organizing objectives, strategies, and content. Each matrix lists environmental concepts along one axis and the disciplines along the other. One interpretation of the model is presented as a…
This interim report on 1 project at the Berkeley Center for Research and Development in Higher Education deals with the construction of a theoretical model of the curricular-instructional subsystem. The relationship between student unrest and the poor quality of education in American colleges has long been evident to educational researchers. The…
Full Text Available Extra-curricular activity of modern youth, including university students, is considered to reduce. Students are thought to demonstrate consumer’s attitude, unwillingness to participate in any social activity, and as a result, the level of soft skills acquired by university students is decreasing. The study of social activity of 100 Bachelor graduates from TPU, including the program “Electrical engineering”, indicated the role of the university in creation of conditions for competence development during training of students according to individual educational trajectory and development of their social (extra-curricular activity.
Cyphert, Dale; Wurtz, M. Susan; Duclos, Leslie K.
As business organizations grow increasingly virtual, traditional principles of organizational communication require examination and modification. This article considers the curricular implications of the growing business uses of virtual world technology through three different lenses--students as employee-users, students as strategic designers and…
Robert Alfredo Alfredo Pilozo Cedeño
circumstances, economic science professional must demonstrate the skills acquired in their learning process, through the application of their knowledge to identify the most frequent problems that are revealed in the functioning of economic - financial systems and design of solution that do not contradict the allocation of resources in the pursuit of human development, which at the same time stimulate the efficient business performance. Among the qualities inherent to this professional is the ability to anticipate the possible economic and financial relevant contradictions for an organization in any specific situation, as well as its readiness to present and defend routes proposed to facilitate its solution with a solid basis of alignment with organizational goals and current and future assessment of the possible outcomes in different scenarios. Having a profile that articulates with the structuring of the curriculum, programs of subjects and social requirements to the Economist on regional, national and international context is a valid purpose justifying the curriculum development in order to achieve a relevant training process, to define the profile of specific, basic and transversal skills that characterize the performance of the Economist.KEYWORDS: curricular improvement; evaluation; competences
María Ángeles PASCUAL SEVILLANO
Full Text Available RESUMEN: La enseñanza en la diversidad requiere ante todo de una innovación curricular que apueste por un proceso y contexto educativo que se adapte al individuo. Introducir en la enseñanza los intereses provocados de la propuesta de los ejes transversales no significa desplazar las materias curriculares, sino diseñar los objetivos y contenidos propios de las áreas curriculares para que puedan adquirirse y desarrollarse desde la transversalidad, permitiendo así un mayor acercamiento y contextualización con la realidades cada estudiante y con los conflictos y problemas del mundo contemporáneo y, a la vez dotándolos de un valor funcional inmediato respecto a la comprensión y posible transformación de esa realidad y de esos conflictos. En este sentido los aspectos que tratan de incorporarse no son algo añadido, pero si novedoso desde el momento en que se introduce una nueva perspectiva, y se evita el riesgo, a veces tan mencionado, de que la transversalidad aparezca sutilmente desdibujada. Los ejes transversales bajo este nuevo planteamiento implicarán una importante transformación de las áreas curriculares de acuerdo con las expectativas de los tiempos presentes y la adecuación a las posibilidades de comprensión del alumnado. Esto será así, si los enfoques transversales, que constituyen el centro de las actuales preocupaciones sociales de las áreas curriculares, se convierten en el núcleo en torno a los cuales gira la programación de las áreas curriculares, las cuales se convertirán entonces en los instrumentos necesarios para la consecución de las finalidades deseadas.ABSTRACT: The Education in the diversity requires of a curricular innovation that bet on a process and educational context that is adapted to the individual. To introduce in the teaching the provoked interest of the proposal of the transverse shafts does not mean to displace the curricular matters, and yes to design the objectives and own contents of the
Full Text Available The main objective of the study is the determination of students’ satisfaction regarding curricular activities. The study has been accomplished using the qualitative and quantitative research, using the bibliographic study, various secondary sources and different primary sources. The study is developed with a marketing research and accomplished using the survey method. 699 students from four universities have been questioned. Due to a comparative study the University of Applied Sciences Worms, University of Applied Sciences Wiesbaden Rüsselsheim, University of Applied Sciences Frankfurt am Main and Nürtingen-Geislingen University have been analysed and their similarities and differences have been identified. The collected data, based on the established sample, is evaluated through univariate and bivariate analysis. In accordance with the evaluated sample, specific gaps from each region are identified regarding the curricular offer of the analysed universities. As a result to the conducted study, recommendations for the University of Applied Sciences Worms regarding the student’s satisfaction concerning the curricular offer are presented.
Cooray, Shamil D; Topliss, Duncan J
timely intervention are required for TKI-related adverse effects.There is a need for further research on the clinical application of TKI therapy in advanced DTC, including comparative efficacy, sequencing and identifying responders.
... Subpart XX of Part 63 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Operations Pt. 63, Subpt. XX, Table 2 Table 2 to Subpart XX of Part 63—Requirements of 40 CFR Part 61...
... participant's records do I include in a TIA? 37.915 Section 37.915 National Defense Department of Defense... What requirement for access to a for-profit participant's records do I include in a TIA? (a) If a for... auditors, your TIA must include for that participant the standard access-to-records requirements at 32 CFR...
Brand, Susan Trostle; Maasch, Susan L.
By using carefully selected children's literature and related curricular activities, and including parents and community members in information sessions and newsletters, teachers can make a positive difference in the lives of individuals who are transgender and/or those who live in diverse families. As children see positive depictions of children…
Marquis, Jenée Marie; Metzler, Mike
This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…
Foster, Aroutis; Shah, Mamta
This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for…
Gündüz, Nevin; Keskin, Muzaffer Toprak; Erdugan, Fuat
The aim of this research is to investigate Investigation of Participation Motivations in Exercises of Students Participating in Archery in Extra Curricular Activities. While the study's universe consists of all 11th graders studying at High school, the sample includes 32 of the 11th grade students who participated in arrow shooting activities in…
Hollander, Harry; Loeser, Helen; Irby, David
Over half of American medical schools are currently engaged in significant curricular reform. Traditionally, evaluation of the efficacy of educational changes has occurred well after the implementation of curricular reform, resulting in significant time elapsed before modification of goals and content can be accomplished. We were interested in establishing a process by which a new curriculum could be reviewed and refined before its actual introduction. The University of California, San Francisco (UCSF) School of Medicine embarked upon a new curriculum for the class entering in September 2001. Two separate committees coordinated plans for curricular change. The Essential Core Steering Committee was responsible for the first two years of training, and the Integrated Clinical Steering Committee guided the development of the third-and fourth-year curriculum. Both groups operated under guidelines of curricular reform, established by the School's Committee on Curriculum and Educational Policy, that emphasized integration of basic, clinical, and social sciences; longitudinal inclusion of themes such as behavior, culture, and ethics; use of clinical cases in teaching; and inclusion of small-group and problem-based learning. In early 2001, the deans of education and curricular affairs appointed an ad hoc committee to examine the status of the first-year curriculum, which had been entirely reformulated into a series of new multidisciplinary block courses. This ad hoc committee was composed of students and clinical faculty members who had not been substantially involved in the detailed planning of the blocks. The charge to the committee was to critique the progress of individual courses, and the first year as a whole, in meeting the goals outlined above, and to make recommendations for improving the preparation of students for the clinical years. To accomplish these goals, the committee reviewed background planning documents; interviewed each course director using a
Full Text Available Assessment of didactic suitability of mathematics teaching and learning processes requires suitable instruments to guide and support it. This paper presents a methodology for progressive improvement of such instruments to evaluate the suitability of mathematical instruction processes based on the analysis of curricular orientations. Analysis units are classifi ed according to the facets and components proposed by the Didactic Suitability Theory to identify norms and suitability indicators,which are compared with the system proposed by this theory, in order to point out agreements and complementarities. This methodology is exemplified through its application to the principles and standards of the National Council of Teachers of Mathematics (NCTM in the statistics content area at the level K-8.
This article outlines a conceptual framework for conceptualising students’ experiences of curricular space from an aesthetic perspective. The curriculum is conceived as a three-dimensional, aesthetic artefact that elicits sensory responses and judgements about meaning that can impact learning. Sp...... and creative thinking. The Japanese concept of ma is proposed as a fruitful way of thinking about space in curricula not as wasteful, inefficient or a mere void to be filled but as the element that enables learning to result from exposing students to structures and content...
In the early years of the Atomic Age, radiation accidents or exposure was limited to laboratories or facilities. After the major accidents at TMI, Goainia, Chernobyl, when a large proportion of the population were exposed, interest in the psychosocial aspects has developed. In order to understand the psychological impact, an understanding of the causation of symptoms is necessary. Stress, anxiety, fear, physiological correlates and psychological consequences are thus explained. The different clinical entities and the ways and means of tackling them are described. Further, 'psychological first aid' and ameliorating measures are discussed too. Finally, prevention of psychological impact including education, community support, information dissemination etc. is described. (author)
T.M. Lillo; R.L. Williamson; T.R. Reed; C.B. Davis; D.M. Ginosar
The need to locate advanced hydrogen production facilities a finite distance away from a nuclear power source necessitates the need for an intermediate heat transport loop (IHTL). This IHTL must not only efficiently transport energy over distances up to 500 meters but must also be capable of operating at high temperatures (>850oC) for many years. High temperature, long term operation raises concerns of material strength, creep resistance and general material stability (corrosion resistance). IHTL design is currently in the initial stages. Many questions remain to be answered before intelligent design can begin. The report begins to look at some of the issues surrounding the main components of an IHTL. Specifically, a stress analysis of a compact heat exchanger design under expected operating conditions is reported. Also the results of a thermal analysis performed on two ITHL pipe configurations for different heat transport fluids are presented. The configurations consist of separate hot supply and cold return legs as well as annular design in which the hot fluid is carried in an inner pipe and the cold return fluids travels in the opposite direction in the annular space around the hot pipe. The effects of insulation configurations on pipe configuration performance are also reported. Finally, a simple analysis of two different process heat exchanger designs, one a tube in shell type and the other a compact or microchannel reactor are evaluated in light of catalyst requirements. Important insights into the critical areas of research and development are gained from these analyses, guiding the direction of future areas of research.
Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta
This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…
Siegel, Judith Susan
This study attempts to clarify and exploit Joseph Schwab's recent and current work on "practical" and "eclectic" curriculums in a simulated deliberation about a concrete curricular question, How might "Hamlet" be taught to one group of high school juniors? By exemplifying curricular deliberation, it aims to clarify…
Gwozdek, Anne E; Springfield, Emily C; Peet, Melissa R; Kerschbaum, Wendy E
Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education.
Loeser, Helen; O'Sullivan, Patricia; Irby, David M
After successive Liaison Committee on Medical Education accreditation reports that criticized the University of California, San Francisco, School of Medicine for lack of instructional innovation and curriculum oversight, the dean issued a mandate for curriculum reform in 1997. Could a medical school that prided itself on innovation in research and health care do the same in education? The authors describe their five-phase curriculum change process and correlate this to an eight-step leadership model. The first phase of curricular change is to establish a compelling need for change; it requires leaders to create a sense of urgency and build a guiding coalition to achieve action. The second phase of curriculum reform is to envision a bold new curriculum; leaders must develop such a vision and communicate it broadly. The third phase is to design curriculum and obtain the necessary approvals; this requires leaders to empower broad-based action and generate short-term wins. In the fourth phase, specific courses are developed for the new curriculum, and leaders continue to empower broad-based action, generate short-term wins, consolidate gains, and produce more change. During the fifth phase of implementation and evaluation, leaders need to further consolidate gains, produce more change, and anchor new approaches in the institution. Arising from this experience and the correlation of curricular change phases with leadership steps, the authors identify 27 specific leadership strategies they employed in their curricular reform process.
Freitas de Melo, Simony
A pesquisa trata da diferença cultural no curso de pedagogia, representado pelas políticas curriculares nacionais e pelos seus respectivos projetos curriculares institucionais da UFPE. Procuramos compreender como a diferença cultural é tratada nas Diretrizes Curriculares Nacionais do Curso de Pedagogia e nos Currículos dos cursos de pedagogia do Centro de Educação e do Centro Acadêmico do Agreste, ambos da UFPE. Procuramos ainda, compreender em que perspectiva multicultural os documentos anal...
Ingram, J; Worrall, N
A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.
Pedro Sarmiento; María Clara Tovar
Introducción: El diseño o rediseño curricular de un programa académico incluye las fases de fundamentación, definiciónde ejes problemáticos y estructuración. El estudio pretende fomentar la reflexión sobre la práctica y la investigación en elcampo curricular y fortalecer las políticas institucionales relacionadas con el diseño curricular de los programas académicos,en procura de mejorar la pertinencia y la calidad del currículo.Objetivo: Describir las prácticas del diseño curricular en los pr...
Tovar, María Clara; Sarmiento, Pedro
Introducción: El diseño o rediseño curricular de un programa académico incluye las fases de fundamentación, definición de ejes problemáticos y estructuración. El estudio pretende fomentar la reflexión sobre la práctica y la investigación en el campo curricular y fortalecer las políticas institucionales relacionadas con el diseño curricular de los programas académicos, en procura de mejorar la pertinencia y la calidad del currículo. Objetivo: Describir las prácticas del diseño curricular en lo...
Walker, B.; Fadem, C. M.; Shellito, L. J.
Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.
Halac, Eduardo; Quiroga, Daniel; Olmas, Josè M; Trucchia, Silvina M
Medical education must emphasize communication practices mostly for undergraduate medical students. To introduce an approach for teaching and learning communication in medicine. An approach for developing communicational practices for both undergraduate and post graduate students is presented. Medical communication is not taught adequately in modern medical schools and is allotted a brief curricular space.. This curricular time must be widened in order to support communication's central role.
Moore, K. D.
The co-curricular summer research program, in which I was involved over three summers as an undergraduate student, greatly benefited me. In this paper I will briefly describe the program and how the experience contributed to my value and growth. The U.S. Department of Energy operated the Global Change Education Program (GCEP), from 1999-2013, as an outreach to both undergraduate and graduate students. Its goals were to: provide students with hands-on research experience in a one-on-one setting with leaders in global change fields, encourage undergraduate students to enter graduate school, and increase the number of high quality U.S. scientists. I took part in GCEP as a Summer Undergraduate Research Experience (SURE) Fellow. Each Fellow was teamed with a scientist to conduct research over the summer. I spent one summer at Pacific Northwest National Laboratory in Richland, WA working with Dr. William Shaw. The next two summers I spent working at Aerodyne Research, Inc. in Billerica, MA with Dr. Leah Williams. My experiences as a SURE Fellow have benefitted me in many ways. The research presentations, required of SURE Fellows, helped to improve my presentation skills. The GCEP workshops expanded the scope of my knowledge about global change impacts at all scales. I was involved in two large, collaborative field studies, which provided experiences and examples that have helped me lead my own field studies. I took part in well-functioning research teams, helping me see the value of open communication in collaborative work. My critical and analytical thinking abilities were continually honed. My problem solving skills were challenged in laboratory and field work. I worked with talented professionals and students that are now part of my professional network. My contributions resulted in being a coauthor on two peer-reviewed publications. I was able to experience research teams outside of academia, which included government and private sectors. The time spent as a SURE
Slavin, Stuart J; Schindler, Debra L; Chibnall, John T
Medical education can have significant negative effects on the well-being of medical students. To date, efforts to improve student mental health have focused largely on improving access to mental health providers, reducing the stigma and other barriers to mental health treatment, and implementing ancillary wellness programs. Still, new and innovative models that build on these efforts by directly addressing the root causes of stress that lie within the curriculum itself are needed to properly promote student wellness. In this article, the authors present a new paradigm for improving medical student mental health, by describing an integrated, multifaceted, preclinical curricular change program implemented through the Office of Curricular Affairs at the Saint Louis University School of Medicine starting in the 2009-2010 academic year. The authors found that significant but efficient changes to course content, contact hours, scheduling, grading, electives, learning communities, and required resilience/mindfulness experiences were associated with significantly lower levels of depression symptoms, anxiety symptoms, and stress, and significantly higher levels of community cohesion, in medical students who participated in the expanded wellness program compared with those who preceded its implementation. The authors discuss the utility and relevance of such curricular changes as an overlooked component of change models for improving medical student mental health.
Diretrizes curriculares nacionais para os cursos de nutrição: avanços, lacunas, ambiguidades e perspectivas Curricular guidelines for nutrition courses: advances, ambiguities, omissions and perspectives
Nadia Tavares Soares
Full Text Available As orientações curriculares e pedagógicas para a formação do profissional de nutrição receberam influência da dinâmica das transformações do ensino superior no Brasil. Em 2001, o Ministério da Educação instituiu as diretrizes curriculares nacionais para os cursos de graduação da área da saúde, em consonância com a Lei de Diretrizes e Bases da Educação. As diretrizes curriculares conformam uma nova baliza para o ensino em saúde a partir da extinção do currículo mínimo, considerado demasiadamente teórico, rígido e inflexível, não atendendo às exigências particulares de cada região, instituição ou curso, bem como às demandas sociais. As diretrizes curriculares representam ainda o desejo de superação da hegemonia do modelo biomédico e do ensino centrado no professor. O objetivo deste artigo é analisar criticamente os conteúdos das diretrizes curriculares para a graduação em nutrição e refletir sobre avanços, ambiguidades e lacunas, na perspectiva de uma implementação participativa e de avaliações constantes. O texto discute perfil do egresso, competências e habilidades e conteúdos de estudo, apontando para novas discussões sobre o que está proposto, fomentando possíveis cenários para o aperfeiçoamento do processo da formação em nutrição.The curricular and pedagogical guidelines for the formation of dieticians were influenced by the dynamic changes that occurred in higher education in Brazil. In 2001, the Ministry of Education instituted the national curricular guidelines for undergraduate health-related courses, in agreement with the Law of Education Guidelines and Fundamentals. These guidelines represented a new landmark for health-related education since it abolished the minimum curricular requirements, which were considered excessively theoretical and inflexible and did not meet the specific requirements of each region, institution or course, and the social demands. The curricular
Silva, Andréa Mara Bernardes da; Bim, Lucas Lazarini; Bim, Felipe Lazarini; Sousa, Alvaro Francisco Lopes; Domingues, Pedro Castania Amadio; Nicolussi, Adriana Cristina; Andrade, Denise de
To analyze curricular integration between teaching of patient safety and good infection prevention and control practices. Integrative review, designed to answer the question: "How does curricular integration of content about 'patient safety teaching' and content about 'infection prevention and control practices' occur in undergraduate courses in the health field?". The following databases were searched for primary studies: CINAHL, LILACS, ScienceDirect, Web of Science, Scopus, Europe PMC and MEDLINE. The final sample consisted of 13 studies. After content analysis, primary studies were grouped into two subject categories: "Innovative teaching practices" and "Curricular evaluation. Patient safety related to infection prevention and control practices is present in the curriculum of health undergraduate courses, but is not coordinated with other themes, is taught sporadically, and focuses mainly on hand hygiene.
Azila, Nor Mohd Adnan; Rogayah, Jaafar; Zabidi-Hussin, Zabidi Azhar Mohd Hussin
Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs. Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development. Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities. In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.
Du, Dongyi; Goldsmith, John; Aikin, Kathryn J; Encinosa, William E; Nardinelli, Clark
In 2007 the federal government began requiring drug makers to include in their print direct-to-consumer advertisements information for consumers on how to contact the Food and Drug Administration directly, either by phone or through the agency's website, to report any adverse events that they experienced after taking a prescription drug. Adverse events can range from minor skin problems like itching to serious injuries or illness that result in hospitalization, permanent disability, or even death. Even so, current rates of adverse event reporting are low. We studied adverse event reports about 123 drugs that came from patients before and after the enactment of the print advertising requirement and estimated that requirement's impact with model simulations. We found that if monthly spending on print direct-to-consumer advertising increased from zero to $7.7 million per drug, the presence of the Food and Drug Administration contact information tripled the increase in patient-reported adverse events, compared to what would have happened in the absence of the law. However, the absolute monthly increase was fewer than 0.24 reports per drug, suggesting that the public health impact of the increase was small and that the adverse event reporting rate would still be low. The study results suggest that additional measures, such as more publicity about the Adverse Event Reporting System or more consumer education, should be considered to promote patient reporting of adverse events.
Idielyn Cabrera Marrero
Full Text Available The analysis of the curricular design theories shows that the concept of performance has not yet been sufficiently studied, this explains actual inconsistencies in the design methodologies that claim to be focused on professional activity. However, in practice they are focusing professional problems instead, or simply copying other universities curricula without considering the particular country stage of development. Taking Chemical engineers as a referent point, the authors devise a methodology of curricular design focused on professional activity leading to the comprehension of this particular engineers ‘performance. The findings result from the application of the functional structural systemic method.
Evaluation plays a pivotal role in deciding what the learners learn and what the teachers teach in schools. The paper reports a study of English-language teaching conducted in Delhi State of India that sought to examine the assumption that a change in an evaluation pattern can trigger curricular reform. Did concomitant changes take place in the…
James Woodcock continues his theme from "Teaching History 138" about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning…
Journal of Dental Education, 1980
Oral radiology curricular guidelines developed by the American Association of Dental Schools are provided. The guidelines describe minimal conditions under which a satisfactory educational experience can be offered. Principles of x-radiation, radiobiological concepts, radiological health, radiographic technique, radiographic quality, and darkroom…
Johnson, Daniel K. N.; Lybecker, Kristina M.; Taylor, Corrine H.
The authors investigated whether the curricular structure of an economics course (semester, trimester, or compressed block schedule) has an effect on an undergraduate's subsequent retention of course material, while controlling for other relevant differences. They tested separately for theoretical or process comprehension and for graphical…
Aoki, Ted T.
Contrasts the instrumental character of traditional curriculum plans with the retextured curricular landscape inhabited by a hypothetical fifth-grade teacher struggling to help individual students learn. The idea is to teach science as a humanity, so that a privileged technoscientific mindset can be demystified and the multiplicity of human…
Zetie, K. P.
Any teacher of physics is likely to consider super-curricular reading as an important strategy for successful students. However, there are many more ways to extend a student's interest in a subject than reading books, and undirected reading (such as providing a long out of date reading list) is not likely to be as helpful as targeted or directed…
Lucia Pereira Leite
Full Text Available The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs for students who demand special educational necessities.(NEEs. The material was constituted on the basis of three data sets: 1 tabulation of the evaluations of the curricular adaptations already made; 2 the literature review; 3 analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE, with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.
Moriana, Juan Antonio; Alos, Francisco; Alcala, Rocio; Pino, Maria-Jose; Herruzo, Javier; Ruiz, Rosario
Introduction: In this paper we study the possible influence of extra-curricular activities (study-related and/or sports) on academic performance of first- and second-year pupils in "Educacion Secundaria Obligatoria (ESO)" [N.T. seventh- and eighth-graders]. Method: We randomly selected 12 schools in the city (9 public and 3 private), and…
... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Textbooks and curricular material. 1253.455 Section 1253.455 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 6 Domestic Security 1 2010-01-01 2010-01-01 false Textbooks and curricular material. 17.455 Section 17.455 Domestic Security DEPARTMENT OF HOMELAND SECURITY, OFFICE OF THE SECRETARY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 49 Transportation 1 2010-10-01 2010-10-01 false Textbooks and curricular material. 25.455 Section 25.455 Transportation Office of the Secretary of Transportation NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...
... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Textbooks and curricular material. 19.455 Section 19.455 Emergency Management and Assistance FEDERAL EMERGENCY MANAGEMENT AGENCY, DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL...
... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Textbooks and curricular material. 28.455 Section 28.455 Money and Finance: Treasury Office of the Secretary of the Treasury NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 45 Public Welfare 3 2010-10-01 2010-10-01 false Textbooks and curricular material. 618.455 Section 618.455 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Se...
... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Textbooks and curricular material. 54.455 Section 54.455 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...
... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Textbooks and curricular material. 229.455 Section 229.455 Foreign Relations AGENCY FOR INTERNATIONAL DEVELOPMENT NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activitie...
... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Textbooks and curricular material. 113.455 Section 113.455 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION NONDISCRIMINATION IN FINANCIAL ASSISTANCE PROGRAMS OF SBA-EFFECTUATION OF POLICIES OF FEDERAL GOVERNMENT AND SBA ADMINISTRATOR Nondiscrimination on the Basis of Se...
... 34 Education 1 2010-07-01 2010-07-01 false Textbooks and curricular material. 106.42 Section 106.42 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on...
... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Textbooks and curricular material. 146.455 Section 146.455 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...
... 10 Energy 4 2010-01-01 2010-01-01 false Textbooks and curricular material. 1042.455 Section 1042.455 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited §...
... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Textbooks and curricular material. 23.455 Section 23.455 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the...
... 7 Agriculture 1 2010-01-01 2010-01-01 false Textbooks and curricular material. 15a.42 Section 15a.42 Agriculture Office of the Secretary of Agriculture EDUCATION PROGRAMS OR ACTIVITIES RECEIVING OR BENEFITTING FROM FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs and Activities Prohibited § 15a.42 Textbooks...
... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Textbooks and curricular material. 41.455 Section 41.455 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs o...
... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Textbooks and curricular material. 1211.455 Section 1211.455 Parks, Forests, and Public Property NATIONAL ARCHIVES AND RECORDS ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE...
... 45 Public Welfare 4 2010-10-01 2010-10-01 false Textbooks and curricular material. 2555.455 Section 2555.455 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE...
... 29 Labor 1 2010-07-01 2010-07-01 true Textbooks and curricular material. 36.455 Section 36.455 Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 36.455 Textbooks...
... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Textbooks and curricular material. 5.455 Section 5.455 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Textbooks and curricular material. 8a.455 Section 8a.455 Commerce and Foreign Trade Office of the Secretary of Commerce NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 41 Public Contracts and Property Management 2 2010-07-01 2010-07-01 true Textbooks and curricular material. 101-4.455 Section 101-4.455 Public Contracts and Property Management Federal Property Management Regulations System FEDERAL PROPERTY MANAGEMENT REGULATIONS GENERAL 4-NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES...
... 45 Public Welfare 1 2010-10-01 2010-10-01 false Textbooks and curricular material. 86.42 Section 86.42 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education...
... 32 National Defense 2 2010-07-01 2010-07-01 false Textbooks and curricular material. 196.455 Section 196.455 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discriminatio...
... 10 Energy 1 2010-01-01 2010-01-01 false Textbooks and curricular material. 5.455 Section 5.455 Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 5.455 Textbooks an...
... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Textbooks and curricular material. 1317.455 Section 1317.455 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis o...
... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Textbooks and curricular material. 3.455 Section 3.455 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on...
Roque González Garzón
Full Text Available RESUMEN En el artículo presenta un marco general de reflexión sobre la problemática universitaria haciendo énfasis en la necesidad de asumir una nueva concepción curricular, que conduzca A LA REORIENTACION DEL PROCESO DE ENSEÑANZA – APRENDIZAJE.
Working (with) Deleuzo-Guattarian philosophical imaginaries opens (to) a multiplicity of possibilities for thinking differently about curriculum, young children and how they perform their curricular understandings. In this article I work (as) rhizome, bringing the imaginaries "becoming" and "milieu" into an early childhood curriculum conversation…
Early familiarity is regarded as one of the keys to attracting female students to traditionally male professions. I will describe four different extra curricular programs that my collaborators in the local school district and I have developed for students in grades 5-12. These programs are part of a project entitled "Promoting Young Women in the Physical sciences", which also includes teacher training and programs in which parents participate with the child. Through these sustained and broad-based interventions, we provide early experiences that we expect will prove positive to students. I will also address the successes and difficulties in starting and sustaining these programs.
Bracun Sova, Rajka; Kemperl, Metoda
One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European…
Desrosiers, Jennifer; Wilkinson, Tim; Abel, Gillian; Pitama, Suzanne
There is no accepted best practice for optimizing tertiary student knowledge, perceptions, and skills to care for sexual and gender diverse groups. The objective of this research was to synthesize the relevant literature regarding effective curricular initiatives designed to enhance tertiary level student knowledge, perceptions, and skills to care for sexual and gender diverse populations. A modified Critical Interpretive Synthesis using a systematic search strategy was conducted in 2015. This method was chosen to synthesize the relevant qualitative and quantitative literature as it allows for the depth and breadth of information to be captured and new constructs to be illuminated. Databases searched include AMED, CINAHL EBM Reviews, ERIC, Ovid MEDLINE, Ovid Nursing Database, PsychInfo, and Google Scholar. Thirty-one articles were included in this review. Curricular initiatives ranging from discrete to multimodal approaches have been implemented. Successful initiatives included discrete sessions with time for processing, and multi-modal strategies. Multi-modal approaches that encouraged awareness of one's lens and privilege in conjunction with facilitated communication seemed the most effective. The literature is limited to the evaluation of explicit curricula. The wider cultural competence literature offers further insight by highlighting the importance of broad and embedded forces including social influences, the institutional climate, and the implicit, or hidden, curriculum. A combined interpretation of the complementary cultural competence and sexual and gender diversity literature provides a novel understanding of the optimal content and context for the delivery of a successful curricular initiative.
Conclusions: The literature is limited to the evaluation of explicit curricula. The wider cultural competence literature offers further insight by highlighting the importance of broad and embedded forces including social influences, the institutional climate, and the implicit, or hidden, curriculum. A combined interpretation of the complementary cultural competence and sexual and gender diversity literature provides a novel understanding of the optimal content and context for the delivery of a successful curricular initiative.
Vanessa do Rêgo Ferreira
Full Text Available O debate sobre o Ensino de Sociologia tem ganhando maior visibilidade nos últimos anos no campo acadêmico brasileiro destacando-se, dentre os temas explorados , a questão do currículo. Visando contribuir para essa discussão apresentamos aqui alguns dados referentes à pesquisa realizada em Alagoas acerca da reforma curricular conduzida nesse Estado, destacando-se como o Ensino de Sociologia aparece em meio desse processo. Metodologicamente partimos tanto de observações realizadas durante o acompanhamento das reuniões que produziram os novos referenciais curriculares, quanto das entrevistas realizadas com os professores de Sociologia que participaram dessas atividades, o coordenador da área e a gerente da Gerência de Organização do Currículo Escolar. Com isso almejamos demonstrar como o processo foi conduzido, bem como apontar os impasses que surgiram e os limites existentes.
Bouhaimed, Manal; Thalib, Lukman; Doi, Suhail A R
The aim of this study was to measure the students' perceptions of the educational environment in a medical school undergoing curricular transition from a traditional to a problem-based learning (PBL) program in the academic year 2006-2007. The Dundee Ready Education Environment Measure (DREEM) was used to evaluate perception of the educational environment. Multivariate logistic regression models were used to identify the factors related to educational environment perception that differ between students following a traditional curriculum to those following a PBL program at Kuwait University Medical School. Mean DREEM score was 53%. When students moved from the traditional curriculum to the PBL system, Academic Self-Perception deteriorated, while Perception of Atmosphere improved. Academic Self-Perception deteriorated because conventional strategies of learning were perceived as no longer useful, while Perception of Atmosphere improved because of increased relevance of the studies. Our findings suggest that curricular changes require careful planning and thinking, with particular attention upon how they influence the educational climate. When new teaching strategies are introduced, new factors that may lead students to develop an adverse perception of their educational environment may be introduced as well. Identification of such factors can lead to an improved educational outcome. Copyright 2009 S. Karger AG, Basel.
Karen Wolz Verkler
Full Text Available As the cultural and linguistic diversity continues to increase in Florida s K-12 public school population, the demand for teachers trained to address their unique needs becomes paramount. Previously a responsibility of Florida s school districts, ESOL(English for Speakers of Other Languages training has been delegated to colleges of education per state mandate. This mandate requires that graduates of initial teacher certification programs in the state s universities demonstrate competency in all of the 25 Florida Performance Standards for Teachers of English for Speakers of Other Languages. In order to satisfy this charge, colleges of education in Florida are following a variety of training models: stand-alone courses, curricular infusion, or a combination of the two. A large, metropolitan university in Central Florida has developed an integrated model consisting of two stand-alone courses, field experience integration of the standards, and curricular infusion of ESOL standards via on-lone modules in methods courses. The authors, who teach methods courses in which such infusion has been recently effected, surveyed their students to obtain feedback regarding the modules, the results of which are discussed in this paper.
Parkinson, Tim J; Weston, Jenny F; Williamson, Norman B
Curriculum managers of the Bachelor of Veterinary Science program at Massey University have undertaken major curricular review every 5-10 years and also made adjustments to the program as a result of student and other stakeholder feedback. New curricula introduced in 2003 and 2013 aimed to address specific stakeholder requirements in the veterinary, agricultural, and allied industries. The new curricula initially sought to strengthen clinical skills but more recently focused on the core professional skill of client communication, the integration of knowledge and clinical skills, and a better understanding of the effects of herd health interventions on farm economics. The need for greater emphasis on the veterinarian's role in One Health at the intersection of humans, animals, and the environment was also recognized. The most recent curricular review was preceded by faculty enlightenment and discussion about innovative models of medical education with a focus on student-centered and integrated learning. A new curriculum was introduced from 2013 that presented more material in its clinical context, attempted to manage curriculum overload through a focus on Day One Competences, implemented vertical and horizontal integration of subjects, and introduced more problem-based and student-centered learning. Regular reviews of student workload were needed to ensure that the objectives were achieved, but student feedback has generally been positive.
Katie Johnson, BS
Conclusions: The 1-week SHS was successfully implemented through the teamwork of a medical student and faculty champion. It resulted in more accurate knowledge and more open attitudes toward sexual health among participating medical students. Potential benefits to undergraduate medical educators are reviewed. Johnson K, Rullo J, and Faubion S. Student-initiated sexual health selective as a curricular tool. Sex Med 2015;3:118–127.
Full Text Available Directrices Curriculares objetivan la organización de cursos y carreras para la constitución de identidades profesionales. En este sentido, las Directrices Curriculares Nacionales para la Enseñanza de Grado en Enfermería definen los fundamentos para la formación de enfermeras en el país, apuntando al tipo de conocimiento considerado importante en la profesión. Nos apoyamos en los presupuestos de la obra de Michel Foucault para realizar un análisis textual de los discursos difundidos por las Directrices Curriculares de Enfermería, problematizándolos como una estrategia de gobernar y de hacer subjetivo que actúa sobre los cuerpos de las futuras enfermeras. Las reflexiones apuntan a un documento que se puede ver como un instrumento que pretende normalizar a las alumnas y constituirlas para que se vuelvan enfermeras. Así se define el perfil de la "buena" y de la "mala" profesional, sistematizando los cuerpos y sus actitudes, sin permitirles que piensen y que hagan las cosas de otro modo e instituyendo un "régimen de verdades" que produce cierto tipo de enfermera.
Johnson Muchunguzi Ishengoma
Full Text Available Available documentary and research evidences reveal that the majority of Tanzania universities’ graduates (public and private universities lack competencies or technical skills (employability skills required for the job market and by potential employers, despite massive curricular reforms implemented in the public higher education sector since the early 1990s. Lack of employability skills which consequently leads to graduate unemployment or un-employability is attributable to the fact that curricular reforms and design in Tanzania public universities undertaken by lecturers and professors do not incorporate basic Tuning principles of competence-based teaching and learning which puts emphasis on competencies and skills by identifying generic and specific competencies during course design or curriculum reform. This study using the University of Dar es Salaam (UDSM’s School of Education sought to: (1 explore faculty and students’ views on the application of the Tuning approach in curricular reforms and degree/course design as a mitigation of university graduates’ unemployment and un-employability, (2 solicit stakeholders’(academic staff and students perceptions of Tuning approach and its relevance in higher education curriculum reforms and design to make higher education more competence-based, and (3 find out students perceived causes of graduate unemployment and un-employability and whether the application of Tuning approach in curriculum reforms and design in universities can be a solution to graduate unemployment. Findings from the study reveal that both faculty and students concur that application of Tuning approach in higher education reforms and curricular design could enhance graduates competences and skills and reduce graduate unemployment.First published online: 30 November 2017
PROF. O. E. OSUAGWU
Sep 1, 2013 ... Internet of all things d. Mobile devices without battery e. Domed city .... additional electric power from the heat normally ... motive power (including cars and boats), the ... Lithium iron phosphate battery . ..... Ion thruster .
Walberg, Herbert J.
Reviews the nine factors contributing to educational productivity, the effectiveness of instructional techniques (mastery learning ranks high and Skinnerian reinforcement has the largest overall effect), and the effects of psychological enviroments on learning. Includes references and a table. (MD)
Rajenthran, Hemabegai A./P.; Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd.
In higher learning institutions, the co-curricular programs are needed for the graduation besides the standard academic programs. By actively participating in co-curricular, students can attain many of soft skills and proficiencies besides learning and adopting campus environment, community and traditions. Co-curricular activities are implemented by universities mainly for the refinement of the academic achievement along with the social development. This studies aimed to analyse the academic profile of the co-curricular students among uniform units. The main objective of study is to develop a profile of student co-curricular activities in uniform units. Additionally, several variables has been selected to serve as the characteristics for student co-curricular profile. The findings of this study demonstrate the practicality of clustering technique to investigate student's profiles and allow for a better understanding of student's behavior and co-curriculum activities.
Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative…
Liquid hydrogen will continue to be an integral element in virtually every major space program, and it has also become a significant merchant product for certain commercial markets. Liquid hydrogen is not a universally available commodity, and the number of supply sources historically have been limited to regions having concentrated consumption patterns. With the increased space program activity it becomes necessary to assess all future programs on a collective and unified basis. An initial attempt to identify projected requirements on a long range basis is presented.
Full Text Available The influenza glycoproteins, hemagglutinin (HA and neuraminidase (NA, which are associated with the lipid raft, have the potential to initiate virion budding. However, the role of these viral proteins in infectious virion assembly is still unclear. In addition, it is not known how the viral ribonucleoprotein complex (vRNP is tethered to the budding site. Here, we show that HA is necessary for the efficient progeny virion production and vRNP packaging in the virion. We also found that the level of HA does not affect the bundling of the eight vRNP segments, despite reduced virion production. Detergent solubilization and a subsequent membrane flotation analysis indicated that the accumulation of nucleoprotein, viral polymerases, NA, and matrix protein 1 (M1 in the lipid raft fraction was delayed without HA. Based on our results, we inferred that HA plays a role in the accumulation of viral components, including bundled vRNPs, at the lipid raft.
Takizawa, Naoki; Momose, Fumitaka; Morikawa, Yuko; Nomoto, Akio
The influenza glycoproteins, hemagglutinin (HA) and neuraminidase (NA), which are associated with the lipid raft, have the potential to initiate virion budding. However, the role of these viral proteins in infectious virion assembly is still unclear. In addition, it is not known how the viral ribonucleoprotein complex (vRNP) is tethered to the budding site. Here, we show that HA is necessary for the efficient progeny virion production and vRNP packaging in the virion. We also found that the level of HA does not affect the bundling of the eight vRNP segments, despite reduced virion production. Detergent solubilization and a subsequent membrane flotation analysis indicated that the accumulation of nucleoprotein, viral polymerases, NA, and matrix protein 1 (M1) in the lipid raft fraction was delayed without HA. Based on our results, we inferred that HA plays a role in the accumulation of viral components, including bundled vRNPs, at the lipid raft.
Baldwin, Jeffrey N.; And Others
American Association of Colleges of Pharmacy guidelines for required and elective instructional content concerning substance abuse for pharmacy students is presented. Recommended required content includes psychosocial aspects of drug use; pharmacology and toxicology; identification, intervention, and treatment of addiction; and legal issues.…
McClure, Kevin R.
Colleges and universities in the United States have developed and implemented a wide array of opportunities for undergraduate students to learn about innovation and entrepreneurship. Drawing upon an institutional case study, this article examines why one public research university initiated and supported curricular and co-curricular offerings in…
Zbiek, Rose Mary; Conner, Annamarie
Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical…
Tubbs, Mary P.; Beane, James A.
In this 1979 replication of a 1974 survey, 234 high school principals provided information on perceived influences on curriculum, groups involved in curricular decision making, and use of 20 curricular arrangements and offerings, such as departmentalization, independent study, competencies, moral education, and unified studies. Five-year trends…
Lau, Eva Yi Hung; Cheng, Doris Pui Wah
In this study, we used a mixed-methods research design to investigate the extra curricular participation of kindergarten-aged Hong Kong children, based on reports provided by 1260 parents, and parents' perceptions of their children's extra curricular participation, through nine individual interviews. The results of the survey indicated that…
Morris, Ronald Vaughan
This article discusses extra-curricular social studies in an Open Air History Museum. Open Air History Museum, Conner Prairie Interpretive Park in Fishers, Indiana, is a cultural institution that encourages and supports talented students as they participate in an extra-curricular program. Ten-to sixteen-year-old youths "apply for jobs"…
This paper examines market and institutional perspectives to provide a framework for exploring curricular and instructional differentiation in school choice. It reviews previous research on the relationship between school choice and curricular, and instructional differentiation and innovation, and explores the extent to which principals and…
PALAVRAS-CHAVE: Currículo, Integração Curricular, Educação Infantil. ABSTRACT We discuss briefly the development of the National Curriculum in Brazil for Early Childhood Education, and this is presented in the National Curriculum Common Base (BNCC. Explanaremos the principles and proposals of curriculum integration, including political processes related to the curriculum, and illustrating it as a possible way for curricular paying for this level of education. With the studies and discussions proposed by BNCC, we see the possibility of this teaching literacy levels, return to a welfare action, reducing it to take care of. It is necessary to give due attention to childhood education, understanding that this plays a socializing role, promoting the development of the identity of children, through various learning, conducted in interaction situations. KEYWORDS: Curriculum, Curriculum Integration, Early Childhood Education. RESUMEN Se discute brevemente el desarrollo del plan de estudios nacional en Brasil para la Educación Preescolar, y esto se presenta en el Currículo Nacional Base Común (BNCC. Explanaremos los principios y propuestas de integración curricular, incluidos los procesos políticos relacionados con el plan de estudios, y que ilustran como un posible camino para curricular pagar por este nivel de educación. Con los estudios y discusiones propuestas por BNCC, vemos la posibilidad de que esta enseñanza los niveles de alfabetización, el retorno a una acción de bienestar, reduciéndolo a cuidar. Es necesario prestar la debida atención a la educación infantil, entendiendo que esto juega un papel socializador, promoviendo el desarrollo de la identidad de los niños, a través de diversos aprendizaje, llevado a cabo en situaciones de interacción. PALABRAS CLAVE: Curriculum, integración curricular, Educación Infantil. Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks: Issuu / Calameo
Ilkiw, Jan E; Nelson, Richard W; Watson, Johanna L; Conley, Alan J; Raybould, Helen E; Chigerwe, Munashe; Boudreaux, Karen
Beginning in 2005, the Doctor of Veterinary Medicine program at the University of California underwent major curricular review and reform. To provide information for others that follow, we have documented our process and commented on factors that were critical to success, as well as factors we found surprising, difficult, or problematic. The review and reform were initiated by the Executive Committee, who led the process and commissioned the committees. The planning stage took 6 years and involved four faculty committees, while the implementation stage took 5 years and was led by the Curriculum Committee. We are now in year 2 of the institutionalizing stage and no longer refer to our reform as the "new curriculum." The change was driven by a desire to improve the curriculum and the learning environment of the students by aligning the delivery of information with current teaching methodologies and implementing adult learning strategies. We moved from a department- and discipline-based curriculum to a school-wide integrated block curriculum that emphasized student-centered, inquiry-based learning. A limit was placed on in-class time to allow students to apply classroom knowledge by solving problems and cases. We found the journey long and arduous, requiring tremendous commitment and effort. In the change process, we learned the importance of adequate planning, leadership, communication, and a reward structure for those doing the "heavy lifting." Specific to our curricular design, we learned the importance of the block leader role, of setting clear expectations for students, and of partnering with students on the journey.
Full Text Available A sexualidade é atualmente vista como um problema de saúde pública, sendo a escola local privilegiado de implementação de políticas públicas que promovam a saúde de crianças e adolescentes. Assim, ela foi constituída, de acordo com os Parâmetros Curriculares Nacionais (PCNs, em tema transversal, a fim de disseminar-se por todo campo pedagógico e irradiar seus efeitos em domínios os mais heterogêneos, dentre outros, na Educação Física. Esta pesquisa analisou o dispositivo da sexualidade nos PCNs, buscando identificar a concepção de sexualidade ali presente, a singularidade histórica desta proposta e seus possíveis efeitos na escola e, mais especificamente, na Educação Física.Today, sexuality is considered a matter of public health, and the school is a privileged place for the implementation of public policies that promote children's and adolescents' health. Thus, it has been established, in agreement with the National Curriculum Parameters (PCNs, as a transversal theme in order to disseminate itself throughout the whole pedagogical field and to broaden its effects in a wide range of different areas, including Physical Education. This research analyzes the requirements of sexuality in the PCNs with the aim of identifying the use of the sexuality concept, the historical uniqueness of this proposal and its possible effects at schools, more specifically through Physical Education.
Zetie, K. P.
Any teacher of physics is likely to consider super-curricular reading as an important strategy for successful students. However, there are many more ways to extend a student’s interest in a subject than reading books, and undirected reading (such as providing a long out of date reading list) is not likely to be as helpful as targeted or directed study. I present an approach to directing and supporting additional study pioneered at St Paul’s School in the last 2 years based on two significant steps: • Providing a large, searchable database of reading and other material such as podcasts rather than simply a reading list. • Encouraging students to visualise and plot their trajectory toward a specific goal using a graph
José Luis Aparicio López
Full Text Available This article introduces a methodology to identify the presence of the environmental axis in educational programs in Bachelors in the Universidad Autónoma de Guerrero, Mexico. It is sustained on competency-based education and constructionism, due to they appeal to humanism to deal current problems. It is composed of four phases: committee conformation, theoretical and conceptual concerning analysis, construction and application of instruments on a PE, and identification of the cross-curricular theme level. Even though the proposed methodology is applied to the environment, it is feasible to adapt to other axes, such as human rights, multiculturalism, and poverty, relevant to the educational context of the state of Guerrero.
Full Text Available El presente artículo desarrolla una revisión documental sobre la relación y discusión del concepto interdisciplinariedad y su aplicación en el campo ambiental. Pretende informar y complementar el conocimiento existente sobre el supuesto teórico de la interdiciplinariedad que demanda la inclusión de la dimensión ambiental en el contexto universitario indicando sus controversias, límites y posibles vías para abordarla como propuesta curricular. Finalmente, se realiza una discusión sobre el trascender de la interdisciplinariedad al diálogo de saberes como una propuesta política desde el contexto de América Latina, para contribuir a proyectar los fines misionales y el compromiso ambiental universitario.
Univerzita Karlova v Praze, Přírodovědecká fakulta Katedra učitelství a didaktiky chemie Charles University in Prague, Faculty of Science Department of Teaching and Didactics of Chemistry Doktorský studijní program: Vzdělávání v chemii Ph.D. study program: Education in Chemistry Autoreferát disertační práce Summary of the Ph.D. Thesis Mgr. Anna Bayerová Dovednosti žáků v chemii v období kurikulární reformy Skills of Chemistry Pupils during the Period of Curricular Reform Školitel/Supervisor: ...
Hodges, Eddie Louis
The purposes of this study were to determine if a relationship exists between biology achievement and (1) number of topics, (2) topic duration, (3) curricular focus, and (4) science achievement using TIMSS data from Population 3---the final year of secondary school. Students included in this study were subsets of the 55,675 students from 22 countries who participated in the science literacy portion of TIMSS at the Population 3 level (IEA, 1997). The sample included in this study for the four research questions were comprised of between (1) 17,769 and 37,794 students from 15 countries, (2) 17,769 and 37,794 students from 15 countries, (3) 21,715 and 46,458 students from 18 countries, and (4) 19,518 and 46,458 students from 18 countries, respectively. A Pearson's product moment correlation was used to determine whether a relationship exists between the number of biology topics addressed by intended national science curricula and mean student achievement on selected items by country. No statistically significant correlation was found by country between biology achievement and number of topics. To determine whether a relationship exists between the topic duration of biology topics addressed by released, biology-oriented, Population 3 Science Literacy items and student achievement on those items, a Pearson's product moment correlation was also used. A statistically significant correlation between biology achievement and topic duration for only one topic (Interdependence of Life) was found at the .05 level of significance. A possible relationship between the degree of curricular focus of Population 3 TIMSS countries and student achievement on selected items by country was evaluated using a Pearson's product moment correlation. No statistically significant correlation by country between biology achievement and degree of curricular focus was found. A Pearson's product moment correlation was used to determine whether a relationship exists between science literacy
Belova, Nadja; Dittmar, Johanna; Hansson, Lena
education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely education for sustainability, critical media literacy, innovation competence, vocational orientation, and employability. It relates them to the idea of relevant chemistry and science education. Directions...... for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly....
Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.
Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology
Los retos de la reespecificación curricular en autonomía universitaria: Aportes de la metateoría curricular neosistémica Os retos da reespecificação curricular em autonomia universitária: Aportes da meta-teoria curricular neosistémica Curricular respecification challenges in university’s autonomy: Contributions of the neo-systemic curricular metatheory
Elías Tapiero Vásquez
Full Text Available Se describe, desde lo general hasta lo específico, la metateoría curricular neosistémica. También se plantean las probabilidades de redescripción en autonomía universitaria, desde la reespecificación configurada en el currículo escolar neosistémico.Se descreve, desde o geral até o específico, da meta-teoria curricular neosistémica. Também se propõem as probabilidades de redescrição em autonomia universitária, desde a reespecificação configurada no currículo escolar neosistémico.Both general and specific ideas of the curricular neo-systemic metatheory are described. Also the redescription probabilities in university’s autonomy from the configured respecification in the school’s neo-systemic curriculum are explained.
La familia y su influencia educativa en las actividades de formación curricular, de los estudiantes de educación básica media de la escuela 23 De Abril del cantón Pasaje de la provincia de El Oro, año lectivo 2013-2014.
Olaya Ramírez, Narcisa Lorena
This research is related to the family and its educational influence on the activities of curricular education of students of primary and secondary education , urgent that teachers include curriculum strategy school support aimed at improving the collaboration of parents of family in the process of schooling at home. The scientific problem Improving family collaboration in training curricular activities at home tutoring students in elementary and high school education April 23 Canton Passage ...
Liliana María Pérez-Tenorio
Full Text Available In Colombia, the Superior Education is going through a transformation process. These changes must be in coherence with the formulation of flexible policies among the diverse components of the curriculum and with the need for new forms of working and producing knowledge. The curricular renovation must ref lect an educational quality compromise and contribute to generate human development with high social impact. This article presents a proposal for Curricular Renovation, elaborated by faculty and students of the Phonoaudiology Program of the University of Cauca. This document contains aspects related to the pedagogic model, didactics, faculty-student relation, systems of evaluation and plan of studies. Furthermore, in this document the bases for the Route of Curricular Renovation are presented, consisting of the following phases: background, diagnosis and operational plan. These should facilitate the academic integration for adjusting the curricular processes to the needs of the academic program in a local, national and international context.
Greene, Michael B.
This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.
Luján Mora, Sergio
Trabajo del curso “Adaptaciones Curriculares para la Inclusión de Estudiantes con Necesidades Educativas Especiales” impartido en la Escuela Politécnica Nacional (Quito, Ecuador) del 16 al 22 de marzo de 2016.
Rebeca Vega Miche
El objetivo de este trabajo consiste en analizar cómo las competencias genéricas acordadas por el proyecto Tuning son compatibles con el modelo curricular cubano que persigue la formación integral del profesional. Se valora a partir de la experiencia de la licenciatura de química el desarrollo de las habilidades y capacidades de Tuning a partir de las diferentes actividades curriculares.
FSA Panel on Dietetic Products, Nutrition and Allergies (NDA); Guidance on the scientific requirements for health claims related to functions of the ne rvous system, including psycholog ical functions
The European Food Safety Authority (EFSA) asked the Panel on Dietetic Products, Nutrition and Allergies to draft guidance on scientific requirements for health claims related to functions of the nervous system, including psychological functions. This guidance has been drawn from scientific opinions......, and was released for public consultation from 17 October 2011 to 16 December 2011....
Luis Obeymar Estrada Sapuyes
, ubicado en la ciudad de Pasto, Nariño (Colombia. Methodology Proposed for Determining the Curricular Flexibility in Academic Programs Supported by Free Software under the Concept of Viable System Model Education is the driving force in the development of society. Through professional and occupational competences, individuals are able to deal with the requirements of the phenomenon of globalization. Therefore, many countries have been involved in the creation of quality assurance of educational systems in order to design more flexible curricula, more open to knowledge society. They meet the vast training needs, provide a variety of educational strategies and drive academic mobility and collaborative inter or multidisciplinary projects. In this respect, educational institutions are called to promote methodologies focused on the study of curriculum to diagnose and base the formulation of improvement plans for quality assurance. This project formulated a methodology to examine and determine the level of curricular flexibility. It was based on a prototype of an information system developed with free software that supported management indicators and represented different manifestations of flexibility. On the other hand, the Viable System Model provided the theoretical foundation to specify the study and the organizational diagnosis and to identify the information needs among defined sub-systems, including environment. The prototype of the information system was designed so that academic programs within a higher education institution have the capacity to structure several studies of curriculum flexibility over time in order to establish the necessary comparatives and to be a knowledge-based supply for future curriculum reforms and a basis for quality assurance processes. The study was carried out in the Systems Engineering Program of Institución Universitaria Centro de Estudios Superiores Maria Goretti located in Pasto, Nariño (Colombia. Metodologia proposta para a
Full Text Available This investigation had as purpose from the analysis of the contributions of sciences of the conduct, pedagogical and spiritual, to apply a curricular design for the development of competitions in the educational one like mediator of a culture of peace in the classroom. study was descriptive, of action-reflection-intervention in the modality of study of case with application of tests you diagnose, observation log, shootings, psicoterapéuticas interviews, techniques and factories, considering the analysis units: documents and students. The population was represented by the students of the Elective I: mention Sciences and Technology of the Education. The results revealed that educational as mediating of a peace culture must demonstrate competitions of knowing, doing, to coexist and to be; in the field of the Neurolingüística; conflict mediation; familiar constellations; psiconeuroimunología; support psycotherapy; intelligence interpersonal, emotional and naturista; abilities for the negotiation and cooperation; responsibility, respect, discipline, honesty, gratitude, coherence, empathy, spiritual development, faith and nonviolence.
Full Text Available The present study was realized in a Greek 6th grade State Primary School class and was based on Howard Gardner’s theory of multiple intelligences, which was first introduced in 1983. More particularly, it was explored to what extent the young learners possess multiple intelligences through the use of a specially-designed questionnaire and a series of interviews. The findings of the above have served as a tool to the construction of a project work based on students’ learning preferences within a cross-curricular framework, easily applicable to the Greek State School curriculum. All learners were activated to participate within a school environment that traditionally promotes linguistic and mathematical skills matching dominant multiple intelligences or a combination of some of them to thematic units already taught by Greek teachers. The suggested project was assessed through observation and student portfolio, showing that the young learners’ multiple intelligences were exploited to a great extent, promoting the learning process satisfactorily. The results of this study can provide a contribution to the literature of multiple intelligences in the Greek reality and suggest a need for further consideration and exploration in the field. Finally, the researcher of this study hopes the present work could function as a springboard for more elaborated studies in the future.
Full Text Available Enfrentar el desafío de la construcción del proyecto curricular institucional representa para la educación de este milenio una prioridad, esto sin lugar a dudas, requiere de un cambio en la estructura organizativa y de gestión en cada plantel; el Currículo Básico Nacional, en marcha, representa un avance significativo, para superar esta situación. Para que esta reforma constituya una alternativa válida, es necesario abordar la formación del docente de forma sistemática, continúa desde su praxis por medio de la investigación-acción, utilizando herramientas metodológicas para el diagnóstico y acompañando todo el proceso con una evaluación institucional que al mismo tiempo que se analiza e implementa permita la formación de los actores involucrados; la revisión y los ajustes permanentes conducen a la construcción de aproximaciones sucesivas que con el trabajo concertado garantizan la viabilidad del proyecto. Se recomienda asumirlo con un carácter cíclico y dinámico para decidir si se puede o no mantener a la luz de los cambios que ocurran dentro y fuera del proceso.
Raimundo Nonato O. Furtado
Full Text Available Esse trabalho apresenta um modelo possível de desenvolvimento estrutural curricular integral, composto a partir da experiência dos autores, com o Projeto Mulheres Mil – Educação, Cidadania e Desenvolvimento Sustentável, Sub-Projeto “Desenvolvimento Comunitário: Impacto na Qualidade de Vida e Ambiental”, firmado pela parceria SETEC/MEC e o Group Collegia, do Quebec, Canadá. O Projeto Mulheres Mil foi inicialmente desenhado para execução da Rede Norte-Nordeste dos ex-CEFETs, hoje Institutos Federais, com execução a partir de 2008, no Instituto Federal da Paraíba, Campus João Pessoa. Teve o objetivo de apoiar, na prática, um dos modelos de políticas de inclusão social, revestido, na forma inicial, pelo Reconhecimento da Aprendizagem Prévia, tendo como alvo pessoas fora da faixa etária da escolaridade regular, trabalhadoras e, sem exceção, mulheres.
Zangori, Laura; Vo, Tina; Forbes, Cory T.; Schwarz, Christina V.
Scientific modelling is a key practice in which K-12 students should engage to begin developing robust conceptual understanding of natural systems, including water. However, little past research has explored primary students' learning about groundwater, engagement in scientific modelling, and/or the ways in which teachers conceptualise and cultivate model-based science learning environments. We are engaged in a multi-year project designed to support 3rd-grade students' formulation of model-based explanations (MBE) for hydrologic phenomenon, including groundwater, through curricular and instructional support. In this quasi-experimental comparative study of five 3rd-grade classrooms, we present findings from analysis of students' MBE generated as part of experiencing a baseline curricular intervention (Year 1) and a modelling-enhanced curricular intervention (Year 2). Findings show that students experiencing the latter version of the unit made significant gains in both conceptual understanding and reasoning about groundwater, but that these gains varied by classroom. Overall, student gains from Year 1 to Year 2 were attributed to changes in two of the five classrooms in which students were provided additional instructional supports and scaffolds to enhance their MBE for groundwater. Within these two classrooms, the teachers enacted the Year 2 curriculum in unique ways that reflected their deeper understanding about the practices of modelling. Their enactments played a critical role in supporting students' MBE about groundwater. Study findings contribute to research on scientific modelling in elementary science learning environments and have important implications for teachers and curriculum developers.
Rajka Bračun Sova
Full Text Available One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011 and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education, through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing
Helena Maria dos Santos Felício
Full Text Available Partindo da premissa de que a dimensão prática deve ser considerada na formação inicial de professores, entendemos que o Estágio Curricular, se bem fundamentado, estruturado e orientado, configura-se como um momento relevante na perspectiva curricular do processo de formação prática dos futuros professores. Dessa forma, o presente artigo apresenta algumas reflexões e discussões, oriundas de uma investigação qualitativa, sobre a importância e o papel do Estágio Curricular na formação prática de alunos. Os sujeitos desta pesquisa são alunos concluintes do Curso Normal Superior da Universidade do Vale do Paraíba (UNIVAP. A partir da interpretação de diferentes autores(LIMA, 2001; TARDIF, 2002; PIMENTA, 2001; GÓMEZ, 2000, compreendemos a prática enquanto práxis, uma vez que, permeada por um processo de reflexão, ela pode ser construída e reconstruída, objetivando a transformação da realidade escolar. Sendo assim, evidenciamos, nos relatórios apresentados e nos discursos dos alunos, as aprendizagens práticas consideradas construídas durante o estágio. Analisamos os dados recolhidos, à luz da teoria estudada sobre a formação prática e profissional dos professores. Identificamos os aspectos favoráveis e desfavoráveis da realização do estágio curricular na dimensão de ser um espaço/tempo, também destinado à construção de conhecimentos práticos na formação dos professores. E, finalmente, propomos novas perspectivas para a orientação e realização do estágio curricular na formação de professores, centradas na relevância da formação prática e na articulação entre todas as disciplinas do curso de formação.Based on the premise that the practical dimension must be considered in the initial training of teachers, we understand that curricular training, if well founded, structured and oriented, is relevant to the curricular outlook of the practical training process for future teachers. This article
Maertens, H; Aggarwal, R; Moreels, N; Vermassen, F; Van Herzeele, I
Healthcare evolution requires optimisation of surgical training to provide safe patient care. Operating room performance after completion of proficiency based training in vascular surgery has not been investigated. A randomised controlled trial evaluated the impact of a Proficiency based Stepwise Endovascular Curricular Training program (PROSPECT) on the acquisition of endovascular skills and the transferability of these skills to real life interventions. All subjects performed two endovascular interventions treating patients with symptomatic iliac and/or superficial femoral artery stenosis under supervision. Primary outcomes were technical performances (Global Rating Scale [GRS]; Examiner Checklist), operative metrics, and patient outcomes, adjusted for case difficulty and trainee experience. Secondary outcomes included knowledge and technical performance after 6 weeks and 3 months. Thirty-two general surgical trainees were randomised into three groups. Besides traditional training, the first group (n = 11) received e-learning and simulation training (PROSPECT), the second group (n = 10) only had access to e-learning, while controls (n = 11) did not receive supplementary training. Twenty-nine trainees (3 dropouts) performed 58 procedures. Trainees who completed PROSPECT showed superior technical performance (GRS 39.36 ± 2.05; Checklist 63.51 ± 3.18) in real life with significantly fewer supervisor takeovers compared with trainees receiving e-learning alone (GRS 28.42 ± 2.15; p = .001; Checklist 53.63 ± 3.34; p = .027) or traditional education (GRS 23.09 ± 2.18; p = .001; Checklist 38.72 ± 3.38; p = .001). Supervisors felt more confident in allowing PROSPECT trained physicians to perform basic (p = .006) and complex (p = .003) procedures. No differences were detected in procedural parameters (such as fluoroscopy time, DAP, procedure time, etc.) or complications. Proficiency levels were maintained up to 3 months. A structured
Garramone, Pariss Nicola
In contemporary Western contexts, human interaction with and interpretation of nature is a perpetually mediated process. Understandings and engagements with natural environments are informed by and often overlaid with meanings derived from representations. In other words, representations help constitute human relationships with nature. Thus learning how representations shape human understandings and experiences of nature and the resulting social, political, and ecological impact of these mediated relationships has emerged as an important field of inquiry within environmental education. This dissertation examines how a critical, self-reflexive act of looking at photographs can challenge an individual's concepts of nature/culture, real/imaginary, and self/other. The project engages in a curricular experiment where the researcher explores how photography meditates her abstract and embodied understandings of specific natural environments. A critical, self-reflexive approach to aesthetic engagement with photographs moves beyond simply deciphering or decoding representations; it incorporates the learner's own narrative and embodied responses to the photographic representations being explored. This approach also recognizes that pedagogy has a transformative effect; both the learner and the representations being explored are transformed through the process of engagement. In this dissertation, a selection of iconic photographs of Canadian tree planting from the collection of the National Gallery of Canada are looked at: Lorraine Gilbert's (1987-2004) series "Shaping the New Forest" and Sarah Anne Johnson's (2005) work "The Tree Planting Project." The aim of this project is twofold: to unravel how these photographs construct and transform knowledge of and relationships with the environment in Canada, and to demonstrate a model of environmental inquiry that can be integrated into critical environmental education curricula.
Salerno, John P; McEwing, Evan; Matsuda, Yui; Gonzalez-Guarda, Rosa M; Ogunrinde, Olutola; Azaiza, Mona; Williams, Jessica R
Public health nursing (PHN) is an essential component of baccalaureate nursing education. In order to build PHN competencies, universities must design and operationalize meaningful clinical activities addressing community and population health. Currently, there is a paucity of literature delineating best practices for promoting competency in PHN. The purpose of this manuscript is to describe a PHN-student health fair program as a means for meeting undergraduate PHN curricular standards, and to report results of an evaluation conducted examining its effectiveness in improving community member's health knowledge. Health fairs were held at community agencies that served the homeless or victims of intimate partner violence. A total of 113 community members that attended a health fair were assessed at baseline and immediate posttest using open-ended questionnaires. The design of the health fairs included a community assessment, intervention, and evaluation flow that followed the nursing process. We report that results from participants surveyed indicated that PHN-student delivered health fairs improved health knowledge among community members in this sample (p = .000). Health fairs conducted by PHN students appear to be promising community health promotion and disease prevention interventions that can serve as an effective strategy for teaching PHN student competencies and facilitating engagement with the community. © 2018 Wiley Periodicals, Inc.
Prasad, Amrita; Debaes, Nathalie; Fischer, Robert; Thienpont, Hugo
There is an imminent shortage of skilled workforce facing Europe's hi-tech industries mainly due to the declining interest of young people in science and engineering careers. To avert this trend the European Union funded the development of the `Photonics Explorer' - an intra-curricular educational kit designed to engage, excite and educate students about the fascination of working with optics hands-on, in their own classrooms! Each kit equips teachers with class sets of experimental components provided within a supporting didactic framework based on guided inquiry based learning techniques. The material has been specifically designed to integrate into the curriculum and enhance and complement the teaching and learning of science in the classroom. The kits are provided free of charge to teachers, in conjunction with teacher training courses. The main challenge of this program was the development of educational material that seamlessly integrates into the various national curricula across Europe. To achieve this, the development process included a preparatory EU wide curricula survey and a special `Review and Revise' process bringing together the expertise of over 35 teachers and pedagogic experts. This paper reports on the results of the preparatory study which identified two specific age groups at secondary schools for photonics educational material, the didactic content of the Photonics Explorer kit resulting from a pan-European collaboration of key stakeholders, EU wide dissemination and sustainability of the program.
Dwyer, John J M; Starr, Andrea; Mills, Christine; Haines, Jess
This qualitative study, guided by a phenomenological approach, explored senior-level undergraduate, nutrition students' perceptions of how obesity and weight bias were addressed in the undergraduate curricula and how the curricula influenced their attitudes toward individuals with obesity. Twenty senior-level undergraduate, nutrition students from the University of Guelph participated in interviews. Interviews were audio-recorded and transcribed verbatim. Thematic analysis entailed open, axial, and selective coding. Participants' sources of information about obesity in the curricula included nutrition courses, case studies, and non-nutrition courses. Regarding sources of information about weight bias in the curricula, they discussed nutrition courses, non-nutrition courses, and limited coverage of weight bias. Themes for curricular influence on attitudes toward people with obesity were increased knowledge of obesity, understanding the complexity of obesity, increased empathy toward individuals with obesity, and better ability to avoid stereotypes toward people with obesity. The perceptions among nutrition students varied regarding the amount and type of obesity and weight-bias information in the curricula, as well as the influence of the curricula on attitudes toward individuals with obesity, suggesting that obesity and weight bias warrant more coordinated coverage in the nutrition curricula.
Lucía M. Collado Medina
Full Text Available El artículo presenta un panorama de la investigación curricular en turismo reportada en México y otros países, principalmente latinoamericanos. Se definen tendencias, impactos, alcances, pautas de problemáticas emergentes, y referentes para aclarar enfoques y modelos de la formación profesional e innovación curricular de este campo. Con base en el método de mapeo se seleccionaron y valoraron las fuentes que sustentan este estudio, mediante las cuales se plantean los retos para la construcción de modelos curriculares innovadores. Se vislumbran nuevos paradigmas inter y transdisciplinarios para abordar curricularmente el caso del turismo. Con respecto a lo anterior, se concluye tomar en cuenta supuestos epistemológicos congruentes con la complejidad y la incertidumbre que subyacen a los modelos de formación en turismo, pertinentes al entorno social y humano.
Douglas D. Karrow
Full Text Available The following paper is a curricular critique of an environmental education policy framework called Acting Today, Shaping Tomorrow (2009. It is founded upon: (a an examination of the conventional argument for integrated curriculum models and its relevance to K-12 environmental education; and (b utilization of a typology of integrated curriculum models to analyze an environmental education policy framework within the jurisdiction of Ontario, Canada. In conclusion, Ontario’s environmental education policy framework tends toward an integrated curriculum model referred to as ‘selective infusion.’ The implications for integrated curricular practice are identified, with recommendations for improving the policy framework from an integrated curricular perspective. Key Words: environmental education, integrated curriculum, curriculum critique, education policy.
Neisy Rodríguez Morales
Full Text Available The article shows the theoretical elements related with the conception of the curricular strategies and its instrumentation in the process of the student's of the Mathematical career formation - Physics. Examples are presented that demonstrate how to deal with the computer science's curricular strategy from the teaching process - learning of the subject Algebra I in the third year of the career. They give the possibility that the formation process be more effective, they facilitate the systematizing knowledge and abilities as well as the development of the integral general culture in the future professors of Mathematics - Physics.
Rivas R, Edith; Bustos M, Luis; Rivas L, Ángélica; Lagos P, Ximena; San Martín G, Silvia
Objetivo: Conocer la experiencia subjetiva de estudiantes y docentes respecto del cambio curricular. Metodología: Estudio transversal, muestra de 169 estudiantes de cuarto año curricular y 32 docentes. Información recogida en cuestionario “Inquietudes y procedimientos para adoptar Innovaciones Educativas” (IPIE) validado y adaptado al estudio. Análisis descriptivo. Estudio respetó normas éticas y consentimiento informado. Resultados: 26,0% de alumnos correspondió a Tecnología Médica; 22,5% En...
Un grupo de investigación-acción ha diseñado dos proyectos curriculares innovadores de ciencias para enseñanza secundaria, que tienen como meta fundamental la relevancia social y personal. El proceso de construcción curricular en la práctica ha estado orientado por la evaluación holística centrada en la mejora educativa, consiguiendo una valoración positiva por parte de los implicados. El análisis en profundidad de las condiciones educativas existentes y el uso de la investigación para el cam...
Early familiarity is regarded as one of the keys to attracting female students to traditionally male professions. I will describe four different extra curricular programs that my collaborators in the local school district and I have developed for students in grades 5-12. These programs are part of a project entitled ``Promoting Young Women in the Physical sciences", which also includes teacher training and programs in which parents participate with the child. Through these sustained and broad based interventions, we provide early experiences that we expect will prove positive to students. In particular, I will describe the Newton Summer Academy, a program for female high school students which integrates Physics, Chemistry, Math, Engineering and Economics. I will also address the successes and difficulties in starting and sustaining these programs.
Miguel PÉREZ FERRA
Full Text Available Es evidente, que la actividad de los centros educativos necesita para alcanzar las finalidades que justifican su existencia y trabajo, ser planificada, ordenada, programada, desarrollada y evaluada. Toda esta labor se sintetiza y recoge en el Proyecto de Centro, instrumento de planificación a medio plazo, que concreta y desarrolla los elementos que lo integran: Finalidades educativas, Proyecto curricular de Centro y Reglamento de Organización y Funcionamiento. En este artículo realizamos una reflexión sobre la conveniencia, posibilidad y realidad de utilización con carácter orgánico de dos documentos esenciales en el Proyecto de Centro. Nos referimos al Proyecto Curricular de Centro y al Reglamento de Organización y Funcionamiento. El estudio integra tres perspectivas complementarias: la realidad ontológica o conveniencia de dicha relación que intentamos justificar desde el atributo educabilidad, propio del hombre, nexo de unión entre la esencia de los dos documentos; la realidad histórica de los últimos cincuenta años y su incidencia en la relación organizativo-curricular de los centros; por último, valoramos la trayectoria lineal de la formación del profesorado en España y sus respuestas al centro como unidad organizativa, profesional y curricular.
Dasuki, Salihu Ibrahim; Ogedebe, Peter; Kanya, Rislana Abdulazeez; Ndume, Hauwa; Makinde, Julius
Efforts are been made by Universities in developing countries to ensure that it's graduate are not left behind in the competitive global information society; thus have adopted international computing curricular for their computing degree programs. However, adopting these international curricula seem to be very challenging for developing countries…
Barlett, Peggy F.; Chase, Geoffrey W.
Curricular innovation is at the center of the challenges many colleges and universities face as they seek to help students address more successfully than previous generations the complex, multi-faceted, systemic challenges of global climate change, population growth, loss of biodiversity, environmental justice, toxic wastes, and food insecurity.…
Wong, Helen; Leung, Simon
Co-curricular activities in general are believed to be useful for students' development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education…
Gardner, Daniel S.; Tuchman, Ellen; Hawkins, Robert
This article describes the use of problem-based learning to teach students about the scope and consequences of urban poverty through an innovative cross-curricular project. We illustrate the process, goals, and tasks of the Community Assessment Project, which incorporates community-level assessment, collection and analysis of public data, and…
With increasingly diverse formal education settings around the globe, teachers' ability to differentiate curriculum is essential to meet the needs of students with varied cultural, socioeconomic, racial, and linguistic backgrounds. Teachers' curricular autonomy is a prerequisite to diversify curriculum. Guided by sociocultural approaches to agency…
Eaton, Jana Sackman
This article focuses on the curricular decentralization-sociopolitical stability nexus in the predominantly Muslim Russian Federation Republic of Dagestan, adjacent to war-torn Chechnya. Concomitant with the metamorphoses taking place in the economic and political sectors of society is the overhaul of institutionalized education. A major reform…
Bersh, Luz Carime
This article offers a contextual analysis of contemporary immigration issues impacting the institutions in the United States, in particular the school. It discusses the importance of addressing this theme in the classroom and presents its curricular value in the elementary and middle school social studies and interdisciplinary curricula. Using a…
Curriculum Review, 2006
A new online learning tool called the eCommSports Kit links a seven-step sports marketing curriculum with a school team to give students real-life experience in developing and executing a plan to boost game attendance. The kit, available through http://www.ecommsports.com, takes teens on a cross-curricular journey through conducting business…
Oberle, Alex; Palacios, Fabian Araya
Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more…
Arias-Estero, José; Castejón, Francisco
The aim was to analyse the features concerning the applicational purpose and strategy of the most common instruments used to assess game tactics both in Physical Education (PE) and in extra-curricular sport contexts. The review focused on two instruments: the Game Performance Assessment Instrument (GPAI) and the Team Sport Assessment Procedure…
Rodríguez, Antonio V.; Estévez, Manuel; Palomares, Juan
Adolescence is a period of human development in which problems with the perception of body image, self-esteem and self-concept proliferate, while the child is studying for Secondary Education. This study analyses the curricular treatment given to body image, self-esteem and self-concept in different legislative elements in the region of Valencia…
What are the motivational differences between students who intend to continue their learning in instrumental and choral music programmes and those who intend to discontinue? Using an achievement-goal perspective, this study investigated motivation and learning intentions of Australian students who had engaged in these extra-curricular music…
Coleman, Jonathan D.
Digital badging continues to garner attention in the educational community. What remains to be seen is how badging will interact with traditional curricular elements. While concerns have been raised about using badges as extrinsic motivators in coursework, there are alternate areas of application for digital badging. Badges may actually serve to…
Heydon, Rachel M.; Wang, Ping
Through a case study of a key Canadian early childhood education program, The Kindergarten Program (Ontario Ministry of Education and Training, 1998a), we explore the relationship between curricular paradigms and early childhood education (ECE) models, and the opportunities that each creates for enacting ethical teaching and learning…
VanDeusen Gaddis, Linda Marie
The purpose of this qualitative case study was to explore how a curricular choice majors program influenced teacher motivation and student performance at a charter high school in Pennsylvania from the perception of the administration and teachers. The theoretical foundation for this study was the attribution motivation theory. This theory…
Describes extra-curricular activities in East Germany, Bulgaria, Czechoslovakia, Poland, Romania, and the USSR, and provides an annotated bibliography that covers activities in the social sciences; science and technology; natural sciences; arts and culture; sports; tourism; mass media; after school centers; holiday activities; and youth…
In the midst of a curricular debate at Brown University during the Second World War, the faculty's humanists seized the opportunity to pen their views on the nature and purpose of higher education. This investigation reveals humanism as a fragmented force, at once principal and peripheral to the American academy. The central argument of this study…
Olson, Brandon D.
Institutions of higher education are facing increasing pressure to improve the effectiveness and quality of academic programs (Association of Governing Boards, Top public policy issues 2011-2012, 2011). These institutions apply curricular assessment processes as a means to evaluate and improve academic effectiveness and quality. Knowledge…
Gao, Zan; Hannon, James C.; Newton, Maria; Huang, Chaoqun
The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve…
The author takes a look into the benefits that dinosaurs may bring to the classroom. He discusses how he used dinosaurs as a cross-curricular theme to improve children's understanding and knowledge of science concepts. To investigate what a child might learn from dinosaurs, he started by comparing the many non-fiction dinosaur books using the…
Jamaludin, Azilawati; Hung, David Wei Loong
Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the…
The study presents basic information on the curricular transformation of physical and sport education in Slovakia after the year 1989, which is related to the education process in the 21st century. What is more, it points to the basis for modern transformation in relation to sports as well as to insufficient undergraduate teacher training and its…
Roulin, Nicolas; Bangerter, Adrian
With the rise of mass higher education, competition between graduates in the labour market is increasing. Students are aware that their degree will not guarantee them a job and realise they should add value and distinction to their credentials to achieve a positional advantage. Participation in extra-curricular activities (ECAs) is one such…
La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn
The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…
Ogle, Jennifer Paff; Damhorst, Mary Lynn
With the prevalence of overweight and obesity on the rise in America, the role of educators in creating transformative learning contexts that minimize obesity bias and that foster tolerance has become increasingly crucial. The purpose of this work was to develop and explore the effectiveness of a curricular unit to promote tolerance and…
Sampaio, Marta; Leite, Carlinda
This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools' external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority…
Ng, Shun Wing; Chan, Tsan Ming Kenneth; Yuen, Wai Kwan Gail
Purpose: The purpose of this paper is to report on an exploratory study designed to illuminate the complexity of outsourcing extra-curricular activities (ECAs) in primary schools in a time of neoliberal influence and to examine the views of teaching professionals on the reasons, issues and considerations of outsourcing ECAs such as the dynamic…
Freire, Sofia; Faria, Claudia; Galvao, Cecilia; Reis, Pedro
Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in…
Alice Casimiro Lopes
Full Text Available Neste artigo, é defendido que a disciplina escolar é um híbrido de discursos curriculares. Para argumentar em favor dessa idéia, é analisado como textos na área de ensino de Química influenciam nas políticas de currículo, hibridizando discursos oficiais e outros discursos curriculares. São articuladas as discussões teóricas de Ball, sobre políticas de currículo, de Goodson, sobre disciplinas escolares, de Bernstein, sobre recontextualização, e de Canclini, sobre hibridismo.This paper defends the hybridism of curricular discourses in school subjects. To argue in favor of this idea, chemistry education's texts are analyzed to show the influence of curriculum policy in hybridizing the official discourses and other curricular discourses. The text draws on the analysis of Ball about curriculum policy, on Goodson's school subjects, on Bernsteins's recontextualization and Canclini's hybridism.
Clariana, M.; Cladellas, R.; Gotzens, C.; Badia, M.; Dezcallar, T.
Introduction: Some previous studies have shown that participation in extra-curricular activities optimises both academic grades and the socialisation process of students. However, nobody has so far related extracurricular activities with a tendency for academic procrastination; that is, the more or less deep-rooted habit of leaving study tasks…
Nowak-Fabrykowski, Krystyna; Dinçer, F. Çaglayan; Sen, Müge
The goal of this research is to compare curricular expectations regarding caring behaviour in the USA and Turkey and to analyse the practical implication by investigating boys' and girls' caring behaviour. Conceptual framework of this research is underpinned in philosophical ideals of ethics of care and is grounded in theories stressing the…
This study examined the impact of curricular factors and teaching practices on students' tested achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in the tested achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from…
Carlos Aguirre Muñoz
and on achieving the training of a physician capable of answering to social, local and global needs. The implementation of Problem Based Learning is analyzed as well as other didactic strategies, the role of the tutor and internal debate on competences. The study plan was organized around problematic areas, while the previous plan was structured starting from disciplines. The program included new areas of knowledge, among them medical information technology, analysis of human sexuality, communication and phases of the vital cycle not previously contemplated, such as adolescence and old age. Disciplines oriented to health and society were posed in a longitudinal manner and health promotion, disease prevention and attention, and rehabilitation were considered as transcurricular axes. However, a fragmentary mentality that separates disciplines continues to predominate, there is a need to increase practice areas outside the hospital environment, evaluation remains as one of the critical aspects and administrative adjustment is pending. Curricular management should be permanent with ample participation of both faculty and students.
Full Text Available El autor es un experto implicado en el proceso de diseño curricular vivido en Chile desde la promulgación del LOCE en 1990. El artículo, Basándose en esta experiencia, el artículo describe con detalle este proceso. Muestra las claves, circunstancias y momentos del proceso de construcción y desarrollo de una reforma curricular. Da cuenta de los procesos y contextos que intervienen en ello. Señala que tiene un proceso de construcción política. Pero no sólo se deben a este tipo de decisiones (como marco ideológico y social de decisiones y poder. Los procesos reflexivos que acompañan la toma de decisiones y los cursos de acción generados son importantes. Como también lo es la historia. Incluso los lineamientos curriculares y las presiones hacia el cambio que se den globalmente pueden influir bastante. Así muestra como en Chile, a pesar de partir de una política educativa en la que no había entrado la idea de currículum, ésta empieza a emerger conforme se va construyendo su desarrollo práctico y curricular. De todas las lecciones aprendidas en el proceso destaca que son componentes clave del proceso la participación y la innovación. Argumenta que hay razones sustantivas y políticas para ello. La primera es clave para que el profesorado se apropie de la propuesta de reforma y la haga posible. Por último, destaca que se produce un desarrollo de las capacidades institucionales de diseño y desarrollo curricular en la medida que se ponen en marcha y acumulan procesos de este tipo.
Full Text Available Este artigo aborda as discussões e embates acerca da definição das diretrizes curriculares para o Curso de Pedagogia, ocorridos após a aprovação da Lei de Diretrizes e Bases da Educação Nacional de 1996. Focaliza o processo de mobilização e resistência das entidades do campo educacional no sentido de assegurar a docência como base para esse curso e a superação da dicotomia entre licenciatura e bacharelado no seu interior. A análise aponta como cerne do embate a contraposição ao modelo de formação dos Institutos Superiores de Educação e de Cursos Normais Superiores, veiculado pela reforma educacional da década de 1990, o qual se insere em um contexto de políticas neoliberais. Indica ainda que a recente aprovação de diretrizes curriculares para o Curso de Pedagogia (Parecer CNE/CP 5/2005 e Resolução CNE/CP 1/2006 e sua definição como uma licenciatura que forma unificadamente o professor para a educação infantil e anos iniciais do ensino fundamental, constitui uma solução negociada entre as entidades e o Conselho Nacional de Educação.This article addresses the discussions about the definition of curricular guidelines for the Pedagogy Course, as well as the oppositions to them, which occurred after the passage of the National Educational Guidelines and Framework Law of 1996. It focuses the process of mobilization and resistance of the institutions in the educational area in order to ensure teaching as the basis for this course and the overcoming of the dichotomy between teacher certification (licenciatura and bachelor degree in its interior. The analysis indicates that the central issue is the opposition to the education model of Higher Education Institutes and Higher Basic Education Teacher Education Programs, created by the education reform in the 1990s, which is inserted in a context of neoliberal policies. It also shows that the recent passage of the curricular guidelines for the Pedagogy Course (Official
Cecilia Valdés de la Rosa; Hilda Elena Iglesias Carnot; Mayda Duran Matos; Aurea Gayol Irizar; Mercedes Hernández González
El Médico General Básico egresado debe poseer una cultura pedagógica que le proporcione las herramientas para desempeñar la función docente contemplada en su perfil profesional. El siguiente trabajo presenta una estrategia curricular para desarrollar la formación pedagógica de los estudiantes de Medicina. Las acciones propuestas están dirigidas en dos vertientes: una para el desarrollo de la labor educativa con el individuo, la familia y la comunidad, y la otra encaminada a la función docente...
Antonio Flavio Barbosa Moreira
Full Text Available O artigo focaliza um processo de construção curricular em uma escola da rede municipal de Belo Horizonte, no qual vigora a proposta oficial da ESCOLA PLURAL. Destaca as dificuldades vividas pelo corpo docente da escola e desenvolve o argumento de que propostas curriculares inovadoras podem criar um espaço discursivo no qual se segregam as crianças das camadas populares, reduzindo suas possibilidades de autonomia na sociedade. Com base nas concepções de política de Stephen Ball e Jenny Ozga, analisam-se os textos políticos da Escola Plural e de uma escola da rede municipal. Verificou-se a complexa relação entre documentos oficiais e experiências locais, bem como a necessidade de se afirmar a importância do conhecimento escolar no currículo. Argumenta-se que a supervalorização do aluno e de suas experiências culturais, em associação com a secundarização do conhecimento escolar, pode criar um espaço em que a criança seja confinada e jamais vista como normal.The paper focuses on a process of curriculum construction which was developed in a school from the Belo Horizonte educational system. The school is organized according to the official curricular proposal entitled PLURAL SCHOOL. It emphasizes the difficulties which were faced by the academic staff of the school and argues that innovative curricular proposals may create a space in which children from working class are segregated and have their possibilities of autonomy in society reduced. Drawing on the conceptions of politics by Stephen Ball and Jenny Ozga, the political texts, written on the level of the Plural School proposal and on the level of the school, are analyzed. The complex relations among official documents and local experiences are emphasized. The importance of school knowledge is stressed. It is argued that the overvaluation of the students and their cultural experiences and the undervaluation of school knowledge can create a space in which children are
La configuración curricular desde la atención a la diversidad en el proceso formativo universitario Curricular shaping within the university formative process. An approach to the attention paid to diversity
Enrique Loret de Mola López
Full Text Available La configuración curricular desde la atención a la diversidad en el proceso formativo universitario, resultará de la interacción de los planos cognitivo-actitudinal y procedimental. La suficiencia, recursividad y coherencia curricular son sustentos que lo convierten de proyecto predelineado a propuesta emergente en la que se planifica como un espacio de permanente construcción y reconstrucción en el que se interconectan el conocimiento conceptual, las experiencias y los sentimientos de los estudiantes. El artículo tiene como objetivo socializar los resultados alcanzados en la sistematización de una concepción teórica para el desarrollo de los procesos curriculares, a partir del planteamiento de algunas ideas que lo relacionan con lo diverso que resulta el mundo universitario y que pueden constituir punto de partida para el debate sobre el diseño curricular.Curricular shaping in regard on the attention to the diversity of the university formative process will be result of the interaction of the different cognitive-attitudinal, and procedural planes. Aptitude, resourcefullness and curricular coherence are the bases that allow this preformulated project to become an emerging proposal, which is seen as a space of permanent construction and reconstruction, experiences and students´ feelings. This article aims at socializing the results obtained in the systematization process of a theoretical conception for the development of curricular processes; based on the approach of several ideas that relate it with the diversity of university sphere, and these ideas may also represent a starting point for debate about curricular design.
Fatih Çağlayan Mercan
Full Text Available In Turkey the Physics, Chemistry and Biology (PCB curricula were renewed in 2008. However, little in-service training for teachers has been conducted to disseminate the ideas in the new curricula. The purpose of this study was to investigate PCB teachers’ views on in-service training, which may serve as the base knowledge of educational change in Turkey that can be used in further curricular development. In Istanbul 99 teachers voluntarily participated in this qualitative case study. Data were collected utilizing semi-structured interviews and analyzed by employing constant comparative analysis. The data showed that for 40% of the teachers the in-service training was insufficient: the new curricula were not introduced to them adequately. Only 7% of the teachers expressed positive views towards the in-service training. The teachers were concerned about the incompetence of the trainers and the low quality of the training programs. 20% of the teachers felt that they need to keep up to date with the new curricula and establish ways of cooperation among teachers. The results imply that educational change is more than changing the curriculum, which requires serious planning for implementation requiring a reconceptualization of in-service training as part of a larger professional development framework.
Belova, Nadja; Dittmar, Johanna; Hansson, Lena
‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science...... education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions...
Full Text Available Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare the United States with other industrialized countries in terms of fifteen-year-olds’ science achievement and their expectations to focus on STEM in the future. The United States trails most countries in the mean science achievement of the general student population and among students expecting to pursue STEM majors or careers. Lack of curricular standardization in the United States is related to this lower science achievement. Countries with higher curricular standardization exhibit higher average science achievement scores; science achievement and students’ future orientation toward science are also better aligned in these countries. We discuss the implications of these findings for American colleges and universities as they seek to reduce student attrition in STEM fields.
Full Text Available DOI: http://dx.doi.org/10.17227/01234870.41folios51.68 What type of ethical and civic education is effectively provided at school? This article analyzes the curricular prescriptions of Ethical and Citizenship Education in primary schools of the Argentine Patagonia, as well as its relations and contradictions with the school practices of moral education It inquires the process of definition of the area in the context of the Educational Reform in the 90s. Also, it pursuits to remake the way it was incorporated in the provincial curriculum design. Throughout focus groups and interviews to teachers from different public and private schools of three towns from de north of Santa Cruz, we analyze the descriptions and expectative of the teachers about their teaching practice in the moral area, as well as the possible causes of the differences and the contradictions between the policies of the curricular statement and educational proposals offered at school.
Elsa Tueros Way
Full Text Available Este documento presenta las demandas para la formación de docentes objetivos de la Segunda Especialidad, se definen los perfiles real e ideal del docente de ISPs y se señalan los requisitos de los usuarios de este programa. Estos elementos sirven para sustentar la Estructura Curricular: Areas de estudio (Investigación Educativa,Teoría y Realidad Educativa, Diseño y Evaluación del Curriculum,y Desarrollo Comunal y Regional, el Plan de estudios y la descripciónde los cursos. Asimismo, se señala la estrategia que se empleará para el desarrollo curricular incluída la evaluación.
Zuleima Corredor Ponce
Full Text Available El presente trabajo versa sobre una revisión documental realizada con el objetivo de sistematizar algunas prácticas educativas, orientadas a asegurar el éxito escolar de los niños que manifiestan algún tipo de necesidad educativa especial. Surge de la necesidad detectada por los estudiantes de la Carrera de Educación mención Dificultades de Aprendizaje del Centro Local Zulia, quienes en sus prácticas profesionales observan la falta de preparación por parte de los docentes para incorporar adecuaciones curriculares. La metodología utilizada consistió en la revisión documental de artículos académicos y textos especializados, para conceptualizar y esbozar un conjunto de consideraciones a fin de aplicar adecuaciones curriculares.
This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from “gap analysis” to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM). PMID:29657334
Lockwood, Michael D; Tucker-Potter, Stacy; Sargentini, Neil J
With the formal adoption of the seven core competencies, the American Osteopathic Association's Commission on Osteopathic College Accreditation instructed osteopathic medical educators to guide curricular development with these goals in mind. Tools to facilitate and monitor these purposes have been under development separately at each of the nation's colleges of osteopathic medicine. To demonstrate the utility of a checklist-based curriculum assessment tool, the Matrix for Quality Enhancement, as developed at Kirksville (Mo) College of Osteopathic Medicine-A.T. Still University. APPLICATION of the Matrix is illustrated using examples selected from our analysis of a set of 16 standardized patient encounters provided as part of a first-year basic science course in medical microbiology. Encounters were developed to improve student understanding of infectious disease entities while also providing a variety of clinical experiences. Feedback on professionalism and humanistic behaviors was also provided. A novel aspect of the Matrix is the inclusion of a component dealing with patient safety. Adding standardized patient encounters to the medical microbiology teaching program at Kirksville College of Osteopathic Medicine was an effective means of integrating educational experiences with the seven core competencies, the requirements of Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-PE (Performance Evaluation), and patient safety issues. The Matrix is a valuable tool for evaluating or developing curricular components that maintain osteopathic integrity while working toward standards for medical education specified by the commission.
Cecilia Valdés de la Rosa
Full Text Available El Médico General Básico egresado debe poseer una cultura pedagógica que le proporcione las herramientas para desempeñar la función docente contemplada en su perfil profesional. El siguiente trabajo presenta una estrategia curricular para desarrollar la formación pedagógica de los estudiantes de Medicina. Las acciones propuestas están dirigidas en dos vertientes: una para el desarrollo de la labor educativa con el individuo, la familia y la comunidad, y la otra encaminada a la función docente en la educación médica de pregrado.Graduate practitioners must have a pedagogical culture that offers them tools to carry out the teaching function described in their professional pattern. This article presents a curricular strategy to train medical students in teaching. Actions are focused on two trends: to develop educational work with the individual, the family and the community, and to function as a professor of career courses.
Maurício Salvetti; Marcelo Della Mura Jannini; Maria Eugenia Garcia Porto; Celso Henrique Zuppi da Conceição; Maristela Della Libera Reis Piccinini; Marta Wilk Donida; Ana Claudia Camargo Lima Tresmondi; Rogéria Maria Alves de Almeida; Nirlei Maria Oliveira; André Luis Paradela; Carlos Antonio Centurion Maciel; Gilberto José Hussar; Fabio Augusto Gomes Vieira Reis; Gerson Araujo de Medeiros; Mônica Luri Giboshi
The courses of environmental engineering have increasingly become more common in Brazil. In spite of the common legislation that defines the subjects of basic, professional and specific graduation, there has been a variation in the focus given in the list of subjects of these courses, which have been strongly influenced by the vocation of the Institution of Undergraduate Teaching (IES). The objective of this essay is to present the structure, the curricular emphasis and the approaches used by...
Braulio Ademir Navarro-Aburto
Full Text Available Recibido 13 de marzo de 2015 • Corregido 29 de octubre de 2015 • Aceptado 17 de noviembre de 2015La presente investigación describe el proceso que se realiza para llevar a cabo las adaptaciones curriculares, en la asignatura de matemática para el alumnado que presenta algún tipo de necesidad educativa especial transitoria. Se ha considerado la coordinación existente entre docentes de Matemática y de Educación Diferencial, como acción promotora de las adaptaciones curriculares. La metodología utilizada corresponde a la cualitativa con un enfoque fenomenológico, y la principal técnica de recolección de datos fue la entrevista semiestructurada, participantes de este estudio fueron 10 docentes de 2 instituciones educativas con programa de integración. Los principales hallazgos arrojan que profesorado y personal encargados del Programa de Integración Escolar cumplen con las normativas y requerimientos del Decreto Nº 170 en relación con las adaptaciones curriculares, pero dicho cumplimiento está sujeto a la informalidad en la articulación y planificación debido a la falta de tiempo y recursos disponibles. De este modo, como conclusión se plantea que existe una necesidad constante de adaptaciones curriculares, pues son un mecanismo que permite lograr la individualización de la enseñanza, mejorando la calidad de vida y la educación especial en Chile.
As language innovations move outside the boundaries of autonomous departmental units, the process of change through the planning, design and implementation phases become more complex. Therefore, there is a greater need for awareness of the steps in the innovation process. This is especially true for the planning process since the adoption decision is divided amongst potentially numerous potential adopters. This paper will present a case study of curricular innovation, a move from an EAP to an...
Revista Ingeniería e Investigación
Full Text Available La Ingeniería Eléctrica se ocupa del estudio de los elementos y sistemas necesarios para la generación, transporte, distribución, consumo de la energía eléctrica y uso de la electricidad en general. En este artículo se presentan aspectos relacionados con el programa curricular de la carrera.
Russo, Charles J.; Thro, William E.
The Supreme Court's 1925 ruling in "Pierce v. Society of the Sisters of the Holy Names of Jesus and Mary" ("Pierce"), striking down a law from Oregon that would have required all children, other than those needing special education, between the ages of 8 and 16 to attend public schools, essentially upheld the right of nonpublic…
Ricco, George Dante
In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs. The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved. The results and subsequent discussion will include a description of
Mayara Lustosa de Oliveira
Full Text Available This work has its origins in a survey conducted during the supervised curricular stage of Biological Sciences course at Federal University of Goiás. The article describes critically and analytically every step of the curricular stage, especially the classes with the themes: reproduction and sexuality. The classes were taught to elementary students in State College St. Bernadete in Goiânia-GO. To facilitate the process of teaching and learning the trainees divided the themes into subtopics, and several teaching resources were developed for each subtopic. The research was descriptive and exploratory, using interviews with school students, teachers, supervisors and college students to collect data that allowed assessing the success of the teaching methodologies applied by the teachers in training. The field diaries of the trainees were also used to compose the analysis. Through the statements of the participants, it is considered that the methods achieved their goal in clarifying the issues. The resources used not only brought understanding, but encouraged the participation of the students. The article has been organized according to the steps of the curricular stage and it exposes all the impressions of the supervising teachers, school students and undergraduates during the internship, highlighting, comments, concerns, planning and execution process of the activities.
Cyntia Graziella Guizelim Simões Girotto
Full Text Available In this paper we addressed aspects of the disciplines “Curricular Training” and “Didactics” in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.
Martín Bascopé, Chile
Full Text Available (analítico: Los currículos son progresivamente relevantes para educar futuros ciudadanos activos. En este contexto, se vuelve fundamental explorar la relación entre las directrices curriculares y cómo la educación ciudadana es efectivamente alcanzada por los estudiantes en países Latinoamericanos. Por ello este artículo tiene por objetivo evaluar comparativamente la visión institucional expresada en cada currículum y las perspectivas de los estudiantes sobre asuntos ciudadanos. El análisis factorial exploratorio y el análisis estadístico descriptivo curricular se basan en dos fuentes valiosas y complementarias, respectivamente: El Estudio Internacional de Educación Cívica y Ciudadana (ICCS y el Sistema Regional de Competencias de Ciudadanía (Sredecc. Luego de una comparación sistemática de ambas fuentes este estudio revela que varios aspectos curriculares son coherentes con las actitudes y creencias de los estudiantes, y sugiere pautas para mejorar y expandir la educación ciudadana en América Latina, considerando la importancia de esta para la formación de una ciudadanía activa.
Joslaine Domingues Pedrozo
Full Text Available Este artigo é parte integrante do projeto da pesquisa de Iniciação Científica, vinculada a Universidade Estadual do Centro Oeste (PR cujo título “Pedagogia em questão: desafios e perspectiva atuais”, que têm por objetivo analisar as principais mudanças do curso de Pedagogia, a partir das Diretrizes Curriculares do Ministério da Educação do ano de 2005. O olhar para essas mudanças fundamenta-se nos estudos sobre a temática em questão. Neste trabalho priorizamos a análise dos reflexos das Diretrizes Curriculares (2005, no curso de Pedagogia Irati, pautados nos diferentes olhares: dos professores que vivenciaram as mudanças processadas no curso a partir de 2005, dos egressos do curso e acadêmicos que fazem parte da nova grade curricular. A justificativa para a realização da pesquisa é centrada na necessidade de analisar as continuidades e rupturas do Curso de Pedagogia, para uma possível análise crítica sobre os desafios e perspectivas atuais para o curso.
Tânia Guedes MAGALHÃES
Full Text Available This paper, whose objective is to analyze two curricular proposals of Portuguese from the Juiz de Fora City Hall (2001 and 2012, is an extract from a research entitled “On text genres and teaching: a collaborative research with teachers of Portuguese” (2011/2013. Text genres have been suggested by curricular proposals as a central object for teachers who work with Portuguese language teaching; for this, it is relevant to analyze the documents in the realm of the ongoing research. As theoretical references, we used authors who propose a didactic model based on the development of language skills and linguistic reasoning (MENDONÇA, 2006 which in turn are based on an interactional conception of language (BRONCKART, 1999; SCHNEUWLY; DOLZ, 2004. Document analysis was used as methodology, which envisions assessment of pieces of information in documents as well as their outcomes. The data show that the 2012 curricular proposal is more adequate to Portuguese language teaching than the first one, mainly for its theoretical and methodological grounding, which emphasize the development of students’ linguistic and discursive skills. Guided by an interactionist notion – unlike the norm-centered 2001 proposal – the 2012 document fosters the development of linguistic reasoning and usage skills.
Reys, Robert E.
Discusses the state of the mathematics textbook market and the debate surrounding the efforts to improve mathematics instruction, including the standards-based mathematics curriculum supported by the National Science Foundation. (Contains 12 references.) (PKP)
Laubach, Timothy Alan
What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a school district's (K-12) science program and also impacted district- and state-wide curriculum reform initiatives. The district's science program has evolved since the inception of the inquiry-based elementary school science curriculum reform forty years ago. Therefore, a historical case study, which incorporated grounded theory methodology, was used to convey the forty-year development of a science curriculum reform effort and its systemic influences. Data for this study were collected primarily through artifacts, such as technical and non-technical documents, and supported and augmented with interviews. Fifteen people comprised the interview consortium with professional responsibilities including (a) administrative roles, such as superintendents, assistant superintendents, principals, and curriculum consultants/coordinators; (b) classroom roles, such as elementary and secondary school teachers who taught science; (c) partnership roles, such as university faculty who collaborated with those in administrative and classroom positions within the district; and (d) the co-director of SCIS who worked with the SCIS trial center director. Data were analyzed and coded using the constant comparative method. The analysis of data uncovered five categories or levels in which the curriculum reform evolved throughout its duration. These themes are Initiation, Education, Implementation, Confirmation, and Continuation. These five categories lead to several working hypotheses that supported the sustaining and continuing of a K-12 science curriculum reform effort. These components are a committed visionary; a theory base of education; forums promoting the education of the theory base components; shared-decision making; a university-school partnership; a core group of committed educators and teachers
Rosa Fátima de Souza
Full Text Available Este texto apresenta um estudo sobre a política curricular implementada no Estado de São Paulo nas décadas de 1980 e 1990 para as primeiras séries do ensino fundamental. Examina o currículo prescrito cotejando-o com os contextos práticos de desenvolvimento do currículo. A pesquisa revela que a política curricular desse período articulou-se fortemente com a produção acadêmica em educação. Ressalta ainda a continuidade na política de produção de materiais de orientação curricular nos últimos 20 anos, buscando difundir e tornar hegemônico um pensamento pedagógico inovador. Também verifica que esses materiais circularam de diferentes formas na rede de ensino e foram apropriados de maneira seletiva pelos professores que adotaram, sobretudo, as indicações práticas.Study on the curricular policy for the first grades of elementary school implemented in the State of São Paulo in the eighties and nineties. It examines the prescribed curriculum by comparing it to the practical contexts of curricular development. The research reveals that the curricular policy of that period was very much connected with academic production on education. It further emphasizes continuity in the policy of producting curricular orientation materials in the last 20 years, in order to advertise and make hegemonic an innovative pedagogical thought. It was also verified that these materials circulated in many different ways within the education system and were selectively appropriated by the teachers who particularly adopted the practical indications.
Revision of Import and Export Requirements for Controlled Substances, Listed Chemicals, and Tableting and Encapsulating Machines, Including Changes To Implement the International Trade Data System (ITDS); Revision of Reporting Requirements for Domestic Transactions in Listed Chemicals and Tableting and Encapsulating Machines; and Technical Amendments. Final rule.
The Drug Enforcement Administration is updating its regulations for the import and export of tableting and encapsulating machines, controlled substances, and listed chemicals, and its regulations relating to reports required for domestic transactions in listed chemicals, gamma-hydroxybutyric acid, and tableting and encapsulating machines. In accordance with Executive Order 13563, the Drug Enforcement Administration has reviewed its import and export regulations and reporting requirements for domestic transactions in listed chemicals (and gamma-hydroxybutyric acid) and tableting and encapsulating machines, and evaluated them for clarity, consistency, continued accuracy, and effectiveness. The amendments clarify certain policies and reflect current procedures and technological advancements. The amendments also allow for the implementation, as applicable to tableting and encapsulating machines, controlled substances, and listed chemicals, of the President's Executive Order 13659 on streamlining the export/import process and requiring the government-wide utilization of the International Trade Data System (ITDS). This rule additionally contains amendments that implement recent changes to the Controlled Substances Import and Export Act (CSIEA) for reexportation of controlled substances among members of the European Economic Area made by the Improving Regulatory Transparency for New Medical Therapies Act. The rule also includes additional substantive and technical and stylistic amendments.
David J. Shernoff
Full Text Available In this study, we conducted a model of teacher professional development (PD on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs, and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges, provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers
Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna
In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic
Journal of Dental Education, 1980
Guidelines reviewed and approved by the American Association of Dental Schools and sent to the Council on Dental Education in June 1979 are outlined. Educational goals and objectives and sequence of instruction (including growth and development, preclinical orthodontics, and clinical experience) are discussed. (MLW)
David G. Shaw
Mental health curriculum. Interpretative phenomenological analysis. Nurses ... This paper reports on a qualitative study into the attitudes of ... There are a couple of published accounts based on ... the stimulus is self-harm and the health professional (nurse) ... iours, including sex and exercise (Connor & Norman, 2005).
Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.
Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education
Antonio Waldo Zuardi
Full Text Available OBJECTIVES: Curricular structure may interfere in students' anxiety level at medical schools. The objective of this study was to assess anxiety levels in medical students before and after a curriculum reform at the Medical School of Ribeirão Preto and to compare them with students at other courses that had no curricular changes in the same university campus. METHOD: Study samples were obtained in two moments: 1 two years before the reform; 2 after the reform when the reformed curriculum completed its fourth year. The pre-sample (former curriculum consisted of 307 medical students and 217 students from psychology and biology courses. The post-sample (new curriculum was composed of 330 medical students and 194 students from psychology and biology courses. Anxiety was assessed by the State-Trait Anxiety Inventory (STAI. RESULTS: Comparing the pre with the post sample, we found STAI-T scores of the students under the former curriculum were significantly higher in the first (42.9 + 1.08 and second (41.9 + 1.1 years than the STAI-T scores of the medical students under the new curriculum (38.1 + 1.0 and 37.9 + 1.06, respectively. Students from other courses and 5th year medical students, who followed the same curriculum, did not show any significant differences between different samples. CONCLUSION: These results suggest that changes to medical school curricula may reduce the medical student' levels of anxiety in the first two years of the course.OBJETIVOS: Características da estrutura curricular podem interferir no nível de ansiedade dos alunos do curso médico. O objetivo deste estudo foi avaliar o nível de ansiedade nos alunos do curso médico, antes e depois de uma reforma no currículo da Faculdade de Medicina de Ribeirão Preto, comparando com outros cursos, do mesmo campus da universidade, que não tiveram mudanças curriculares. MÉTODO: As amostras do estudo foram obtidas em dois tempos distintos: 1 dois anos antes da reforma; 2 pós a
Full Text Available Esta reflexão problematiza o discurso e a prática que se estabelecem em torno do tema da formação ética dos profissionais da saúde e, mais particularmente, do cirurgião-dentista, situando o atual momento de implantação das Diretrizes Curriculares Nacionais no ensino superior brasileiro. Procura-se, desta forma, indicar alguns limites e possibilidades para uma formação ética condizente com o novo perfil profissional almejado.This reflection questions the discourse and practice surrounding the ethical education of health professionals and, more particularly, of dentists, situating the current state of deployment of the National Curriculum Guidelines in Brazilian Higher Education. The goal is to point to a few limits and possibilities for an ethical education in line with the new professional profile that is sought.
José Augusto Pacheco
Full Text Available No período da reforma das décadas de 1980 e 1990, a idéia das políticas curriculares descentralizadas tornou-se central no discurso educacional. O Estado poderá usar o discurso da descentralização para defender mais autonomia e responsabilidade, tal como as forças de mercado poderão empregá-lo para orientar os seus objetivos em relação às escolas. Neste artigo pretendemos identificar uma série de diferentes significados para a palavra descentralização, argumentando que o currículo é um processo intencional e prático em que os principais atores são os professores e os alunos. O ponto central é como caminharmos fora das linhas. A provável resposta introduz a centralidade da escola sem minimizar a importância das questões curriculares.The idea of decentralization became central to educational discourse during the period of reform of the late 1980s and the 1990s. The State can use the discourse of decentralization to argue in favor of greater autonomy and responsibility, just as market forces can use it to attain their objectives in regard to schools. In this article our purpose is to identify a number of different meanings of the term decentralization, arguing that decisions regarding curricula are intentional and practical processes in which students and teachers are the main actors. The key question is how to move ahead off the beaten path. The probable answer will be based on the centrality of the school without minimizing the importance of curriculum-related issues.
Joice Nedel Ott
Full Text Available The National Examination of Student Performance (ENADE integrates the National System of Higher Education Assessment (SINAES as a mandatory curriculum component in Brazilian undergraduate courses. The objective of this work was to analyze, in a critical-reflexive way, the questions of the ENADE, applied to Pharmacy academics in 2010, in order to understand if the profile of the test and the evaluative intention are consistent with the recommendations by the National Curriculum Guidelines for pharmacy courses (DCNF. Through Qualtrics Survey Software were prepared four questionnaires sent by digital means teachers allocated to 18 Pharmacy courses, public and private institutions, from the Rio Grande do Sul State (RS. A total of 131 teachers evaluatedof the ENADE 2010 test. Teachers’ opinion for suitability of the Specific issues reached an average score 7.78 ± 2.22, most assessed exercise capacity in drugs and medicines (63% they demanded critical-reflective ability (45.5% and interdisciplinary approach (45.3%. The General Training questions, average score was 5.16 ± 2.87 seconds teachers, helped in understanding the social, cultural and economic environment in which health professionals be inserted (42.8% and, to a lesser acuity assessed the critical-reflective character (32.2%, humanist (12.2% and ethical (10.6%. It was through the opinion of teachers, that Pharmacy ENADE 2010 test contemplates the principles defined by NDCF, however presented an asymmetric distribution of the training aspects required to the formation of the general pharmacist.
Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.
Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741
Simmenroth-Nayda, Anne; Alt-Epping, Bernd; Gágyor, Ildikó
The concerns of patients suffering from life-threatening disease and end-of-life care aspects have gained increasing attention in public perception. The increasing focus on palliative medicine questions can be considered to be paradigmatic for this development. Palliative medicine became a compulsory subject of the undergraduate curriculum in Germany to be implemented until 2013. The preexisting conditions and qualifications at the medical faculties vary, though. We describe the conceptual process, didactic background, and first experiences with the new interdisciplinary course "Delivering bad news" as a compulsory part of the palliative medicine curriculum. Since autumn 2009, this course has been taught at the University Medical Center Göttingen, consisting of two double lessons in the final year of medical education. Considering the curriculum-based learning goals in Göttingen, the focus of this course is to impart knowledge, attitudes and communication skills relating to "bad news". Although the seminar requires adequate staff and is time-consuming, students have accepted it and gave high marks in evaluations. In particular, the teachers' performance and commitment was evaluated positively. We describe the first experiences with a new course. Didactic structure, theoretical contents, role-plays and usage of media (film, novel) are well- suited to communicate topics such as "bad news". Additional experiences and evaluations are necessary. According to the progressive nature of learning, it might be worthwhile to repeat communication- centered questions several times during medical studies.
Robertson, Amy D.
In this paper, my aim is to problematize the invisibility (to instructors) of the purposes of particular exercises within research-based instructional materials (RBIMs) and to provide one possible solution to this problem that other teacher educators may adapt for their institutional contexts. In particular, I show that many RBIMs anticipate and respond to particular (often incorrect) learner ideas, that teachers often do not recognize this, and that not recognizing this can cause teachers to miss opportunities to build on learner ideas and/or engage students in scientific practices. I share an instructional activity I designed that is meant to support teachers—including university physics Learning Assistants—in recognizing the purposes of particular questions or sequences of questions within RBIMs, and I illustrate that this activity can be a productive starting place for conversation about RBIMs.
Bobich, Anita M; Mitchell, Betty L
Dental technology is one of the core allied dental health professions supporting the practice of dentistry. By definition, it is the art, science, and technologies that enable the design and fabrication of dental prostheses and/or corrective devices to restore natural teeth and supporting structures to fulfill a patient's physiological and esthetic needs. Dental technology educational programs are faced with serious challenges, including rapid changes in technology, inadequate funding for educational programs, and the need to develop curricula that reflect current industry needs. Better communications between dental technologists and practitioners are needed to gain greater recognition of the contribution that technologists make to patient health. Amid these challenges, the technology workforce is dedicated to providing patients with the best possible restorative dental prostheses. This article was written as part of the project "Advancing Dental Education in the 21 st Century."
Jamine Cunha dos Reis
public health required a rapid response, through research, training and structuring of the health network. Thus, occupational therapists were incorporated into the teams for infant stimulation and rehabilitation, and into the production of knowledge in the area. Objective: To describe the experience of assisting children with microcephaly by the Zika Virus, during a curricular internship of occupational therapy. Method: Reports of the curricular internship of occupational therapy. We used the clinical supervision records from the professional and academic training, during 5 months in the infectious diseases infirmary and outpatient clinic at a referral university hospital for congenital Zika virus syndrome in Recife. Results: Twenty-four infants with microcephaly, aged between 3 and 10 months, were treated. We observed neurological impairment, with delayed neuropsychomotor development, and alterations in the tonus and visual, auditory, proprioceptive, vestibular and tactile systems. Stimulation was directed towards the skills for infant development and for creating an appropriate, safe environment in which children were able to acquire motor, sensory, communication, cognitive and social skills. Guidelines for the families, making adaptations, facilitation of playing skills and activities of daily living were also carried out. Conclusion: The training period allowed us to experience the contributions of occupational therapy for the stimulation of children with microcephaly, preparing us as future professionals for the current demands and for the production of knowledge.Keywords: Microcephaly; Occupational Therapy; Early Intervention; Clinical Clerkship; Zika Virus
Helen M. Shields
Full Text Available We hypothesized that an interested medical student group would be helpful in reviewing tutorial cases and giving relevant feedback on the curricular integration of cross-cultural content using case triggers in a preclinical gastrointestinal pathophysiology course. Self-selected student leaders (n = 9 reviewed pre-existing problem-based learning tutorial cases (n = 3 with cross-cultural triggers, and provided narrative feedback to course faculty. The cases were modified and used for the entire class in the following 2 years. Participating course students' comments and teaching faculty feedback were also noted. Outcomes were a change in case content, student global evaluations of the course, and self-reported faculty comfort with teaching the cases. All three tutorial cases were reviewed by a separate group of 2–3 students. Major and minor revisions were made to each case based on the student feedback. These cases were used in 2007 and 2008 and were the major change to the course during that time. Overall course evaluation scores improved significantly from 2006 to 2008 (p = 0.000. Tutors (n = 22 in 2007; n = 23 in 2008 expressed relief during tutor meetings that students had reviewed the cases. A general framework for eliciting student feedback on problem-based cases was developed. Student feedback, consisting of self-selected students' case reviews and solicited course and tutor comments, added value to a curricular reform to improve the integration of cross-cultural content into a problem-based learning curriculum. Our study underscores the fundamental link between teachers and students as partners in curricular development.
Albino Oliveira Nunes
Full Text Available Os Parâmetros Curriculares Nacionais para o Ensino Médio foram elaborados para guiar a prática docente rumo a uma reforma educacional pretendida para o modelo brasileiro em consonância com a Lei de Diretrizes e Bases da Educação Brasileira (LDB, 1996. Esse documento foi elaborado por especialistas das diversas áreas a pedido do Ministério da Educação, processo distinto do desejado que seria a construção em processo democrático onde os professores tivessem a possibilidade de produzir um documento que orientaria a direção de suas práticas pedagógicas, onde o docente se sentiria como co-participante do processo. Além disso, há que se levar em consideração a adequação deste documento quanto ao objetivo de orientar a (reconstrução curricular. Notadamente na secção PCN – Conhecimentos de Química, este documento apresenta insuficiências significativas para o seu propósito, tais como: superficialidade, discurso autoritário, etc. Contudo, o PCN – Ciências da Natureza, Matemática e suas Tecnologias, pode ser visto como um marco, uma vez que fomenta o debate sobre a reestruturação curricular do ensino de ciências e matemática em nosso país.
Edler, Alice; Adamshick, Mark; Fanning, Ruth; Piro, Nancy
quality medical education includes both teaching and learning of data-driven knowledge, and appropriate technical skills and tacit behaviours, such as effective communication and professional leadership. But these implicit behaviours are not readily adaptable to traditional medical curriculum models. This manuscript explores a medical leadership curriculum informed by military education. our paediatric anaesthesia residents expressed a strong desire for more leadership opportunity within the training programme. Upon exploration, current health care models for leadership training were limited to short didactic presentations or lengthy certificate programmes. We could not find an appropriate model for our 1-year fellowship. in collaboration with the US Naval Academy, we modified the 'Leadership Education and Development Program' curriculum to introduce daily and graduated leadership opportunities: starting with low-risk decision-making tasks and progressing to independent professional decision making and leadership. Each resident who opted into the programme had a 3-month role as team leader and spent 9 months as a team member. At the end of the first year of this curriculum both quantitative assessment and qualitative reflection from residents and faculty members noted significantly improved clinical and administrative decision making. The second-year residents' performance showed further improvement. medical education has long emphasised subject-matter knowledge as a prime focus. However, in competency-based medical education, new curriculum models are needed. Many helpful models can be found in other professional fields. Collaborations between professional educators benefit the students, who are learning these new skills, the medical educators, who work jointly with other professionals, and the original curriculum designer, who has an opportunity to reflect on the strengths and weaknesses of his or her model. Blackwell Publishing Ltd 2010.
Rojas Madrigal, Carolina
Full Text Available Resumen: Este ensayo fue elaborado a partir del enlace de dos momentos: el primero, relacionado con la experiencia de la autora como docente universitaria, y como integrante y coordinadora de la Comisión de Currículum, de la Escuela de Trabajo Social, de la Universidad de Costa Rica. El segundo, propiciado por la reflexión sobre estas prácticas en un grupo de estudio sobre diseño curricular en el Centro de Evaluación Académica de la misma Universidad. Tener el espacio para conjugar experiencia y reflexión permitió retomar labores esenciales que las y los docentes pueden realizar para transformar el currículum, si se parte de una comprensión compleja, histórica y contextual de este. Se concluye, en este sentido, que el diseño y desarrollo curricular son dos momentos inseparables, donde el cuerpo docente puede tener una participación activa y crítica. El análisis realizado, fuertemente imbricado al referente de la propia práctica, se concreta en una propuesta de acciones posibles, cuya viabilidad aumenta si el profesorado cuenta con la formación necesaria, y con una actitud permanente de autocrítica y reflexión.Abstract: This essay was elaborated by the combination of two different moments; the first one related with the experience of the author in his labor as a university educator, and as a integrant and coordinator of the Curriculum Commission of the Social Work School at the University of Costa Rica. The second, based on this practices, propitiated by the reflections emanated from a group of study on curricular design, in the Center of Academic Evaluation of this University. Given this space for combine experience with reflection, permitted to retake essential labors that the docents can do to transform the curriculum, if it parts of a complex contextual and historic understanding of it. It’s concludes that in this sense, the curricular development and design, are two inseparable moments on who the docents can have an
Masetto, Marcos Tarciso; Nonato, Bréscia; Medeiros, Zulmira
A temática da melhoria na qualidade da formação pedagógica dos docentes de ensino superior sempre foi para ele um problema de pesquisa, mas, há aproximadamente doze anos, Masetto tem se dedicado a um novo tema: a inovação no ensino superior. Masetto coordena na PUC- SP o grupo de pesquisa Formação de Professores e Paradigmas Curriculares (FORPEC)3, que tem como objetivo central “investigar a relação entre formação de professores e currículos inovadores no ensino superior”. Nesta entrevista, o...
María Cristina Pérez Guerrero
Full Text Available Se presenta una revisión bibliográfica en la que se valora la implementación de las estrategias curriculares en la Licenciatura en Enfermería, a partir de las asignaturas impartidas en el segundo año de la carrera. Se destaca la importancia de estos recursos pedagógicos en la formación de los estudiantes, su desarrollo y contribución a la solución de situaciones relacionadas con el cuidado, la calidad de la atención de salud, la disminución de eventos adversos y la seguridad del paciente. Las estrategias curriculares vinculadas a la carrera de Enfermería constituyen una forma particular de desarrollar el proceso docente, caracterizadas por una direccionalidad coordinada que responde al perfil de salida del egresado, en la que se imbrican los contenidos y métodos teóricos y prácticos de las unidades curriculares correspondientes al plan de estudio, a partir de una estructura metodológica que garantiza su funcionamiento. Ello contribuye a la formación integral de un profesional competente.A bibliographic revision is presented in order to assess the implementation of curricular strategies in Nursing 2nd year subjects. The importance of teaching aids in students' training, their development and contribution to solve issues related to care and quality of the health system, the lowering of adverse events and the patient´s safety are pointed out. Curricular strategies related to Nursing represent a particular way to develop the teaching process, characterized by a coordinated direction which responds to the graduate's experience, in which theoretical and practical methods and contents of the curricular units that belong to the syllabus are interwoven, starting from a methodological structure that ensures these strategy functions. It contributes to the comprehensive formation of a competent professional.
Luis Alberto Malagón-Plata
Full Text Available Se presenta un estudio de experiencias curriculares de tres programas académicos de la Universidad de Antioquia, Colombia, en las que se buscan elementos para analizar e interpretar los desarrollos sobre pertinencia curricular. Los programas académicos seleccionados para el referente empírico son: Trabajo Social, Ingeniería Sanitaria y Nutrición y Dietética. El eje nodal de este trabajo se centra en lo relacionado con la construcción de un concepto de pertinencia y con el objetivo de identificar y caracterizar las dinámicas de pertinencia relacionadas con los programas en mención.Neste artigo é apresentado um estudo sobre experiências curriculares de três programas acadêmicos da Universidad de Antioquia, Colômbia, nas que são procurados elementos para analisar e interpretar os desenvolvimentos na pertinência curricular. Os programas acadêmicos selecionados para o referente empírico são Trabalho social, Engenheira sanitária e Nutrição e dietética. O eixo nodal deste trabalho relaciona-se com a construção de um conceito de pertinência e com o objetivo de identificar e caracterizar as dinâmicas de pertinência relacionadas com os programas mencionados.The article describes a study of the curricular experiences of three academic programs at the Universidad de Antioquia in Colombia. Elements of these programs are singled out to analyze and interpret the development of curricular relevance. The academic programs selected for the empirical reference are: Social Work, Sanitary Engineering and Nutrition and Diet. The crux of this study centers on aspects related to building a concept of relevance, and the objective is to identify and characterize the dynamics of relevance related to the programs in question.
Inês Barbosa de Oliveira
Full Text Available Esse texto aborda alguns pontos da reflexão curricular contemporânea, no que se refere ao estudo de novas formas de organização curricular destinadas à educação de jovens e adultos. Em seu início, traz uma breve abordagem histórica a respeito da educação de jovens e adultos no Brasil, que tem por objetivo situar o leitor no debate. Depois, partindo de relatos de situações reais vivenciadas pela autora ou por pessoas próximas, são discutidos alguns dos principais problemas que percebo nas práticas curriculares desenvolvidas na educação de jovens e adultos, como a infantilização dos educandos ou inadequação de conteúdos e modos de abordá-los, bem como de linguagem. A partir disso, uma reflexão mais teórica a respeito de como entendo os processos de tessitura de conhecimentos é desenvolvida, pretendendo contribuir para a reflexão em torno das possibilidades de superação destes problemas. Finalmente, discuto algumas concepções de currículo e seus fundamentos para chegar à proposição de um debate sobre as possibilidades de novos desenhos curriculares que possam ser mais adequados aos nossos alunos da EJA do que as propostas tradicionais.This text approaches some points about the contemporary curricular reflection, referring to the study of new forms of curricular organization bound for the youth and adults education. In its beginning, the text brings a brief approach of the history of the youth and adults education in Brasil, aiming to place the reader in the debate. Then, using the relates of real situations lived by the author or by close people, I discuss some of the main problems that can be perceived in the curricular practices developed in the youth and adult education, as the childish treatment of the students or the inadequate contents or way of treating them and the speech used as well. From this, a theoretical reflection about how I understand the process of weaving the knowledge is developed, where I
Stephanie E Westcot
Full Text Available Skin disorders are widespread, but available treatments are limited. A more comprehensive understanding of skin development mechanisms will drive identification of new treatment targets and modalities. Here we report the Zebrafish Integument Project (ZIP, an expression-driven platform for identifying new skin genes and phenotypes in the vertebrate model Danio rerio (zebrafish. In vivo selection for skin-specific expression of gene-break transposon (GBT mutant lines identified eleven new, revertible GBT alleles of genes involved in skin development. Eight genes--fras1, grip1, hmcn1, msxc, col4a4, ahnak, capn12, and nrg2a--had been described in an integumentary context to varying degrees, while arhgef25b, fkbp10b, and megf6a emerged as novel skin genes. Embryos homozygous for a GBT insertion within neuregulin 2a (nrg2a revealed a novel requirement for a Neuregulin 2a (Nrg2a-ErbB2/3-AKT signaling pathway governing the apicobasal organization of a subset of epidermal cells during median fin fold (MFF morphogenesis. In nrg2a mutant larvae, the basal keratinocytes within the apical MFF, known as ridge cells, displayed reduced pAKT levels as well as reduced apical domains and exaggerated basolateral domains. Those defects compromised proper ridge cell elongation into a flattened epithelial morphology, resulting in thickened MFF edges. Pharmacological inhibition verified that Nrg2a signals through the ErbB receptor tyrosine kinase network. Moreover, knockdown of the epithelial polarity regulator and tumor suppressor lgl2 ameliorated the nrg2a mutant phenotype. Identifying Lgl2 as an antagonist of Nrg2a-ErbB signaling revealed a significantly earlier role for Lgl2 during epidermal morphogenesis than has been described to date. Furthermore, our findings demonstrated that successive, coordinated ridge cell shape changes drive apical MFF development, making MFF ridge cells a valuable model for investigating how the coordinated regulation of cell polarity
Westcot, Stephanie E; Hatzold, Julia; Urban, Mark D; Richetti, Stefânia K; Skuster, Kimberly J; Harm, Rhianna M; Lopez Cervera, Roberto; Umemoto, Noriko; McNulty, Melissa S; Clark, Karl J; Hammerschmidt, Matthias; Ekker, Stephen C
Skin disorders are widespread, but available treatments are limited. A more comprehensive understanding of skin development mechanisms will drive identification of new treatment targets and modalities. Here we report the Zebrafish Integument Project (ZIP), an expression-driven platform for identifying new skin genes and phenotypes in the vertebrate model Danio rerio (zebrafish). In vivo selection for skin-specific expression of gene-break transposon (GBT) mutant lines identified eleven new, revertible GBT alleles of genes involved in skin development. Eight genes--fras1, grip1, hmcn1, msxc, col4a4, ahnak, capn12, and nrg2a--had been described in an integumentary context to varying degrees, while arhgef25b, fkbp10b, and megf6a emerged as novel skin genes. Embryos homozygous for a GBT insertion within neuregulin 2a (nrg2a) revealed a novel requirement for a Neuregulin 2a (Nrg2a)-ErbB2/3-AKT signaling pathway governing the apicobasal organization of a subset of epidermal cells during median fin fold (MFF) morphogenesis. In nrg2a mutant larvae, the basal keratinocytes within the apical MFF, known as ridge cells, displayed reduced pAKT levels as well as reduced apical domains and exaggerated basolateral domains. Those defects compromised proper ridge cell elongation into a flattened epithelial morphology, resulting in thickened MFF edges. Pharmacological inhibition verified that Nrg2a signals through the ErbB receptor tyrosine kinase network. Moreover, knockdown of the epithelial polarity regulator and tumor suppressor lgl2 ameliorated the nrg2a mutant phenotype. Identifying Lgl2 as an antagonist of Nrg2a-ErbB signaling revealed a significantly earlier role for Lgl2 during epidermal morphogenesis than has been described to date. Furthermore, our findings demonstrated that successive, coordinated ridge cell shape changes drive apical MFF development, making MFF ridge cells a valuable model for investigating how the coordinated regulation of cell polarity and cell shape
Iverson, Eric A; Goodman, David A; Gorchels, Madeline E; Stedman, Kenneth M
Viruses infecting the Archaea harbor a tremendous amount of genetic diversity. This is especially true for the spindle-shaped viruses of the family Fuselloviridae , where >90% of the viral genes do not have detectable homologs in public databases. This significantly limits our ability to elucidate the role of viral proteins in the infection cycle. To address this, we have developed genetic techniques to study the well-characterized fusellovirus Sulfolobus spindle-shaped virus 1 (SSV1), which infects Sulfolobus solfataricus in volcanic hot springs at 80°C and pH 3. Here, we present a new comparative genome analysis and a thorough genetic analysis of SSV1 using both specific and random mutagenesis and thereby generate mutations in all open reading frames. We demonstrate that almost half of the SSV1 genes are not essential for infectivity, and the requirement for a particular gene correlates well with its degree of conservation within the Fuselloviridae The major capsid gene vp1 is essential for SSV1 infectivity. However, the universally conserved minor capsid gene vp3 could be deleted without a loss in infectivity and results in virions with abnormal morphology. IMPORTANCE Most of the putative genes in the spindle-shaped archaeal hyperthermophile fuselloviruses have no sequences that are clearly similar to characterized genes. In order to determine which of these SSV genes are important for function, we disrupted all of the putative genes in the prototypical fusellovirus, SSV1. Surprisingly, about half of the genes could be disrupted without destroying virus function. Even deletions of one of the known structural protein genes that is present in all known fuselloviruses, vp3 , allows the production of infectious viruses. However, viruses lacking vp3 have abnormal shapes, indicating that the vp3 gene is important for virus structure. Identification of essential genes will allow focused research on minimal SSV genomes and further understanding of the structure of
Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.
Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…
Jørgensen, Thea Suldrup; Krølner, Rikke; Aarestrup, Anne Kristine
OBJECTIVE: To examine barriers and facilitators to teachers' implementation of the curricular component of the school-based, multicomponent Boost intervention to promote fruit and vegetable intake among 13-year-olds guided by concepts of Diffusion of Innovations Theory and findings of previous...... and extra workload and motivated by a pre-intervention workshop and the thoroughness of the project. Detailed implementation manuals were helpful for some teachers but a barrier to others because they limited opportunities for adaptation. CONCLUSIONS AND IMPLICATIONS: Implementation of curricular activities...
Ligia Nieves Rodríguez
La gestión educativa es el conjunto de acciones desarrolladas por el personal directivo en pro del logro exitoso de los objetivos institucionales, por ello debe darse especial atención a la dimensión pedagógica-curricular pues esta se relaciona directamente con el proceso de formación, de allí que se propuso como objetivo: caracterizar la Dimensión Pedagógica Curricular de la gestión realizada por el personal con función directiva de la Unidad Educativa “Rafael Álvarez”. Trabajo de carácter c...
Naughton, Cynthia A; Friesner, Daniel L
To determine whether a correlation exists between third-year PharmD students' perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students' perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs.
Friesner, Daniel L.
Objective. To determine whether a correlation exists between third-year PharmD students’ perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). Methods. In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. Results. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students’ perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. Conclusion. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs. PMID:22611272
Mayorga-Vega, Daniel; Viciana, Jesús
The main purpose of this study was to evaluate the differences in adolescents´ objective physical activity levels and perceived effort in physical education, school recess, and extra-curricular organized sport by motivational profiles in physical education. A sample of 102 students 11-16 yr. old completed a self-report questionnaire assessing self-determined motivation toward physical education. Subsequently, students' objective physical activity levels (steps/min., METs, and moderate-to-vigorous physical activity) and perceived effort were evaluated for each situation. Cluster analysis identified a two-cluster structure: "Moderate motivation toward physical education profile" and "High motivation toward physical education profile." Adolescents in the second cluster had higher physical activity and perceived effort values than adolescents in the first cluster, except for METs and moderate-to-vigorous physical activity in extra-curricular sport. These results support the importance of physical education teachers who should promote self-determined motivation toward physical education so that students can reach the recommended physical activity levels.
María Elena Candioti de De Zan
Full Text Available Partiendo de la hipótesis de que la cuestión epistemológica referida a la construcción social del significado tiene una especial relevancia para los estudios curriculares, ya sea en relación al enfoque adoptado o a los criterios y procedimientos de selección, jerarquización y legitimación de contenidos, se realizó una investigación orientada al análisis de las cuestiones epistemológico-lingüísticas vinculadas a la problemática curricular. Se procuró explicitar los procesos de producción y legitimación del sentido y precisar el rol del lenguaje en sus funciones constitutivas y comunicativas. En especial se intentó precisar el impacto que implica en el orden educativo el llamado giro lingüístico y el abandono de la consideración del lenguaje como mero instrumento de transmisión de contenidos conceptuales cerrados, para adoptar un enfoque constructivo del mismo, admitiendo que los contenidos significativos se elaboran en procesos comunicativos históricamente contextuados que implican actos de resignificación.
José Roberto Bittencourt Costa
Full Text Available A reforma curricular implantada em 2005 no curso de graduação em Medicina do Centro Universitário Serra dos Órgãos (Unifeso com a utilização das metodologias ativas de ensino-aprendizagem, no caso a aprendizagem baseada em problemas (ABP, e com a passagem pela Unidade Básica de Saúde da Família (UBSF desde os primeiros períodos pode influenciar a trajetória de formação profissional de seu estudante? Para responder a esta questão - objetivo deste estudo -, procedeu-se a uma pesquisa qualitativa com os discentes matriculados no quinto período do curso, por meio de entrevistas, as quais foram categorizadas e analisadas. Os resultados evidenciaram significativa receptividade ao novo modelo curricular, pelo entendimento de que este é capaz de suscitar novas reflexões dirigidas à futura prática do estudante, e, igualmente, ao conceito de saúde e ao processo de adoecimento. Verificou-se, ainda, que a opção precoce por uma especialidade, expressa pela maior parte dos entrevistados, não foi alterada sob o novo currículo e que a formação do médico como generalista ou médico de família é ainda pouco valorizada.
María Gabriela Arce Navarro
Full Text Available Este artículo desarrolla una propuesta de organización curricular que garantice el alcance de los objetivos, metas y funciones encomendadas a la Escuela Nacional de Policía, entidad a la que le ha sido conferida la potestad para formar y capacitar a las personas encargadas de velar por la seguridad ciudadana de nuestro país. La propuesta considera elementos aún no establecidos por este centro educativo, aportando avances curriculares significativos para la futura implementación del currículo. Por otro lado, describe los componentes que caracterizan el actual currículo de la Escuela, develando aspectos relevantes sobre la formación y capacitación policial, así como la apertura de esta Institución a los enfoques por competencias laborales, campo en el que incursionó con la implementación del actual Curso Básico Policial por Competencias Laborales.
Pinder, Karen E; Shabbits, Jennifer A
The past decade has witnessed successful expansion, distribution and curricular renewal at the University of British Columbia (UBC) medical school. The expansion and distribution of the medical program doubled enrollment and established the first North American medical school training students across multiple geographical locations. The more recent competency-based curriculum renewal demonstrates sustained innovation within UBC medicine. This paper describes that a significant contributor to these successes has been a team of teaching faculty whose exclusive roles have been providing curricular support. Over the past decade, this group has evolved into a vital component of the day-to-day operations and performance of the distributed medical curriculum; they now provide continuity in leadership and innovation across multiple educational facets of the program. This paper reports on the evolution and significance of these faculty members. The descriptions establish the success of an investment in teaching faculty and underscore the importance of engaging faculty whose primary commitments are to teaching, educational pedagogy, and student support. This efficacious model of supporting and advancing a complex distributed medical program over more than a decade of pivotal change will be of interest to faculties and programs that are contemplating or navigating similar pursuits.
DuBois, James M; Kraus, Elena M; Gursahani, Kamal; Mikulec, Anthony; Bakanas, Erin
No published curricula in the area of medical business ethics exist. This is surprising given that physicians wrestle daily with business decisions and that professional associations, the Institute of Medicine, Health and Human Services, Congress, and industry have issued related guidelines over the past 5 years. To fill this gap, the authors aimed (1) to identify the full range of medical business ethics topics that experts consider important to teach, and (2) to establish curricular priorities through expert consensus. In spring 2012, the authors conducted an online Delphi survey with two heterogeneous panels of experts recruited in the United States. One panel focused on business ethics in medical practice (n = 14), and 1 focused on business ethics in medical research (n = 12). Panel 1 generated an initial list of 14 major topics related to business ethics in medical practice, and subsequently rated 6 topics as very important or essential to teach. Panel 2 generated an initial list of 10 major topics related to business ethics in medical research, and subsequently rated 5 as very important or essential. In both domains, the panel strongly recommended addressing problems that conflicts of interest can cause, legal guidelines, and the goals or ideals of the profession. The Bander Center for Medical Business Ethics at Saint Louis University will use the results of the Delphi panel to develop online curricular resources for each of the highest rated topics.
Antônio Augusto Gomes Batista
Full Text Available Este ensaio tem por objetivo discutir perspectivas de organização curricular para aconsolidação da alfabetização. Estrutura-se em três grandes partes: na primeira, com base naanálise de dados de avaliações de larga escala, argumenta-se que o desenvolvimento ouconsolidação da alfabetização constitui um problema específico, que tem sido negligenciadona interpretação dos resultados dessas avaliações; na segunda parte, apresentam-seperspectivas curriculares gerais, de natureza didático-pedagógica, para o problemadiagnosticado, baseando-se, para isso, na pesquisa sobre a leitura e a escrita, bem como sobreseu ensino; na terceira, aprofundam-se essas perspectivas tendo em vista o desenvolvimentoda leitura e da compreensão leitora. O artigo é concluído com a indicação de condições etomadas de posição que precisam ser articuladas àquelas de base didático-pedagógica –abordadas no ensaio – para a um efetivo desenvolvimento de processos de renovaçãocurricular.
The new Nimbus ES-1210 multichannel signal enhancement seismograph from EG and G geometrics has recently been redesigned to include multimode signal fillers on each amplifier. The ES-1210F is a shallow exploration seismograph for near subsurface exploration such as in depth-to-bedrock, geological hazard location, mineral exploration, and landslide investigations.
Grusenmeyer, Linda Huey
This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few
Di Fabrizio, Enzo M.; Fratalocchi, Andrea; Totero Gongora, Juan Sebastian; Coluccio, Maria Laura; Candeloro, Patrizio; Cuda, Gianni
A device for detecting an analyte in a sample comprising: an array including a plurality of pixels, each pixel including a nanochain comprising: a first nanostructure, a second nanostructure, and a third nanostructure, wherein size of the first nanostructure is larger than that of the second nanostructure, and size of the second nanostructure is larger than that of the third nanostructure, and wherein the first nanostructure, the second nanostructure, and the third nanostructure are positioned on a substrate such that when the nanochain is excited by an energy, an optical field between the second nanostructure and the third nanostructure is stronger than an optical field between the first nanostructure and the second nanostructure, wherein the array is configured to receive a sample; and a detector arranged to collect spectral data from a plurality of pixels of the array.
The production of chemicals and minerals for the chemical industry in Saskatchewan are featured, with some discussion of resource taxation. The commodities mentioned include potash, fatty amines, uranium, heavy oil, sodium sulfate, chlorine, sodium hydroxide, sodium chlorate and bentonite. Following the successful outcome of the Cluff Lake inquiry, the uranium industry is booming. Some developments and production figures for Gulf Minerals, Amok, Cenex and Eldorado are mentioned.
Following the civil war of 1996–2006, there was a dramatic increase in the labor mobility of young men and the inclusion of young women in formal education, which led to the transformation of the political landscape of rural Nepal. Mobility and schooling represent a level of prestige that rural...... politics. It analyzes how formal education and mobility either challenge or reinforce traditional gendered norms which dictate a lowly position for young married women in the household and their absence from community politics. The article concludes that women are simultaneously excluded and included from...... community politics. On the one hand, their mobility and decision-making powers decrease with the increase in the labor mobility of men and their newly gained education is politically devalued when compared to the informal education that men gain through mobility, but on the other hand, schooling strengthens...
Full Text Available Neste texto tecemos algumas considerações sobre o contexto em que ocorrem os debates acerca das Diretrizes Curriculares para o ensino superior brasileiro, especialmente aquelas referentes à área de Educação Física. Sugerimos que as Diretrizes Curriculares de Educação Física, formuladas pela comissão de especialistas, designada pelo MEC, têm sido referenciadas em confronto com as perspectivas apontada para a universidade brasileira atualmente, em particular para a formação de professores. Relatamos as contribuições da FEF/UFG para este debate, bem como justificamos os pontos essenciais de um documento anterior, não publicado, em que se apresentam posições sobre currículo e formação de professores de Educação Física na atualidade. Basicamente nos opomos aos projetos do Banco Mundial, FMI e MEC/FHC e seus interesses mercadológicos e de preparação restrita para ao mercado de trabalho, por entendermos que a formação de professores deve ocorrer no âmbito da universidade pública, gratuita e de qualidade social, e onde demandas sociais relevantes se constituam no maior foco de interesse. PALAVRAS-CHAVE: Educação Física, Diretrizes Curriculares, formação de professores. In this paper e make considerations about the curriculum diretrixes for universities, mainly those related to Physical Education. We believe that the diretrixes, established by a commission of experts, need discussion. We oppose to Worsd-Wide Bank, IMF and MEC due to their merchandising interests. We understand that the formation of teachers needs to take place in a public, free and socially qualified university. This paper also presents FEF’s contrubutions to this discussion, extracted from a document (not published yet. Our points of view concerning curriculum and tracher’s graduation are discussed in detail.
Cardona Tomassini, Ivan Javier
En esta investigacion se estudio el fenomeno del conocimiento de contenido y el conocimiento curricular de maestros de matermaticas y como estos dos componentes se reflejan en su conocimiento pedagogico del contenido. El conocimiento de contenido es el conocimiento que tienen los maestros de los contenidos de una disciplina y sobre la estructura de su organizacion (Shulman, 1986). El conocimiento curricular es el conocimiento que los maestros poseen sobre los componentes de un curriculo disenado para ensenar un topico de una materia especifica a un nivel particular, la variedad de instrumentos instruccionales disponibles para implementar el mismo y como utilizar los instrumentos curriculares disponibles (Ball & Bass, 2003; Choppin, 2009; Hill, Rowan, & Ball, 2005). Este estudio se enmarca en el paradigma cualitativo, teniendo como diseno el estudio fenomenologico (Lucca y Berrios, 2009; McMillan, 2004). Los participantes fueron seis maestros de matermaticas del nivel superior (10mo a 12mo grado). Al momento de la investigacion los participantes ensenaban en escuelas publicas o privadas de Puerto Rico. Para recolectar la informacion se utilizo un grupo focal en donde los maestros resolvieron seis ejercicios matematicos y posteriormente reflexionaron en forma grupal sobre las soluciones. Tambien se realizo un analisis de documentos de planificacion y se llevaron a cabo entrevistas semiestructuradas. Se exploraron los contenidos relacionados a la ecuacion de una recta, rectas verticales y horizontales, suma y multiplicacion de polinomios, resolucion de ecuaciones cuadraticas y distancia entre dos puntos del plano cartesiano. Los resultados muestran que los participantes tienen dominio procesal de los contenidos correspondientes a las rectas verticales y horizontales, la suma y multiplicacion de polinomios, el calculo distancia entre dos puntos del plano cartesiano. Sin embargo, se noto cierta dificultad en la explicacion conceptual de los contenidos relacionados a la
One of the most taxing duties of a writing program administrator (WPA), and one that is likely to cause the most burnout, is initiating curricular reform, an initiative often met with pushback and resistance. Within the literature on curriculum reform in first-year composition, this resistance seems to arise from a complex web of issues related to…
Anderson, Steven David; Leyland, Sandra Darkings; Ling, Jonathan
A key influence on motivation to take part in lifelong physical activity is experience of physical education during the school years. Curriculum-based dance is important for providing a pathway into extra-curricular dance because, for many young people, physical education is their only opportunity to experience dance. A sample of 362 adolescents…
Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting
This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific…
Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady
The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology…
Grusenmeyer, Linda Huey
This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials.…
Schmidt, Henk G.; van der Molen, Henk T.; te Winkel, Wilco W. R.; Wijnen, Wynand H. F. W.
Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes…
Bridges, Patricia H.; Carter, Vincent M.; Phillips, Tami; Chong, Hyun; Conwell, Ryan; Hensley, Brittany; Kimbrell, Alyson; Sigle, Mallory
Background: Transformation in the healthcare environment prompted Emory University's Doctor of Physical Therapy Program (DPT) to revalidate its competency-based education program. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research,…
Raupach, Tobias; Anders, Sven; Pukrop, Tobias; Hasenfuss, Gerd; Harendza, Sigrid
Bedside teaching is an important element of undergraduate medical education. However, the impact of curricular course structure on student outcome needs to be determined. This study assessed changes in fourth-year medical students' evaluations of clinical teaching sessions before and after the introduction of a new course format. The curricular structure of bedside teaching sessions in cardiology was modified without changing the amount of teaching time. Clinical teachers were instructed about the new teaching format and learning objectives. The new format implemented for adult but not paediatric cardiology sessions was piloted with 143 students in winter 2007/08. By computing effect sizes, evaluation results were compared to data obtained from 185 students before the intervention. Significant rating increases were observed for adult cardiology teaching sessions (Cohen's d = 0.66) but not paediatric cardiology sessions (d = 0.22). In addition to improving the structure and organization of the course, the intervention significantly impacted on students' perceptions of their learning outcome regarding practical skills (d = 0.69). Minimal curricular changes combined with basic faculty development measures significantly increase students' perception of learning outcome. Curricular structure needs to be considered when planning bedside teaching sessions in medical undergraduate training.
del Pozo, Martin R.; Martinez-Aznar, M.; Rodrigo, M.; Varela, P.
This article presents a comparison between the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long-duration scientific-pedagogical refresher course. Using the data from their responses to a…
Pepin, B.; Gueudet, G.; Trouche, L.
This paper reports on an investigation of mathematics curriculum documents, commonly used textbooks and teacher ‘curricular practice’ with respect to educational traditions in France and Norway. The study has helped to develop a deeper understanding of (1) educational traditions in France and
José Leonardo Rolim de Lima Severo
Full Text Available RESUMO: O artigo apresenta reflexões derivadas de um estudo curricular pautado pelo objetivo de mapear elementos demonstrativos do quadro atual de formação de pedagogos para atuação profissional em contextos de Educação Não Escolar (ENE. O estudo curricular abrangeu Projetos Pedagógicos de Cursos de Pedagogia de 20 universidades públicas brasileiras e os procedimentos analíticos se estruturaram a partir do uso da técnica de análise categorial de conteúdo. O referencial subjacente às análises baseia-se na discussão sobre o caráter epistemológico da Pedagogia e da ENE, bem como na abordagem crítica em torno dos enfoques curriculares que formam tradições do curso de Pedagogia no Brasil. Em vista dos resultados analíticos, se destacam a pouca expressividade de saberes específicos relativos à ENE na configuração curricular dos cursos de Pedagogia e, em consequência, os desafios da estruturação de percursos formativos que dialoguem melhor com demandas de novos âmbitos de inserção profissional do pedagogo.
Tran, Le Huu Nghia
This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students' responses to a paper-based survey showed that despite a…
Martin, Elizabeth M.
A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in…
Gravemeijer, K.P.E.; Terwel, J.
Se describen las principales ideas del trabajo de Hans Freudenthal (1905-1990), el matemático y educador matemático holandés, relacionadas con teoría curricular y didáctica. Se explora el credo educacional de Freudenthal: “la matemática es una actividad humana”. Desde este punto de partida
Vickery, Amanda E.
This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and…
O estágio curricular foi desenvolvido no âmbito do curso de marketing lecionado no Instituto Politécnico da Guarda e foi realizado na empresa Catedralcafé sediada na cidade da Guarda. Teve como principal objetivo complementar a formação académica através do exercício de tarefas e funções práticas no âmbito de marketing. Quanto ao trabalho desenvolvido ao longo dos três meses foram várias as atividades elaboradas das quais se destaca: a criação de eventos, a criação de uma base de dados e a...
Full Text Available The engagement observed by the players of the games that they play is a desirable quality that has not gone unnoticed in the field of education, leading to concepts such as gamification of education, game-based learning and serious games for training. Game designer Sid Meier is often cited as defining games as being ‘a series of interesting decisions’. The concept of choice implies an autonomous selection from a constrained set of options. This article reflects on the impact of autonomy and constraints, and extrinsic and intrinsic motivators on students’ software development work during both curricular and extracurricular activities. Finally, a model for the design of games for game-based learning is proposed in terms of autonomy and constraints with respect to learning outcomes.
Antonio Flavio Barbosa Moreira
Full Text Available O texto aborda propostas curriculares que procuraram caminhar na contramão do discurso oficial hegemônico e que foram desenvolvidas, nas décadas de 1980 e 1990, em alguns estados e municípios brasileiros. Caracteriza-as, destaca suas conquistas e enfatiza que alternativas são possíveis, desejáveis e merecedoras de divulgação e de estudo.This article focuses on curriculum reforms that took place in some states and municipalities in Brazil in the 1980s and the 1990s. These reforms can be characterized by their intent to fashioning a more critical and democratic school. In other words, they were in opposition to the hegemonic official discourse. The article attempts to characterize such curriculum reforms and stress their achievements. It argues that alternatives are possible, even desirable, and that they deserve to be publicized and studied.
Jørgensen, Thea Suldrup; Rasmussen, Mette; Jørgensen, Sanne Ellegaard
) schools at follow-up; and 2) associations between curriculum dose received and delivered (student and teacher data aggregated to school- and class-level) and these determinants among students at intervention schools only. At follow-up, more students from intervention than control schools knew......-component school-based intervention (2010 - 2011) on key determinants of adolescents' fruit and vegetable intake and 2) if dose of curricular activities was positively associated with change in these determinants. Using multi-level linear and logistic regression analyses stratified by gender and socioeconomic...... the recommendation for vegetable intake (OR 1.56, CI:1.18, 2.06) and number of fruits liked (taste preferences) increased by 0.22 (CI:0.04, 0.41). At class-level, curriculum dose received was positively associated with proportion of students knowing the recommendation for vegetable intake (OR 1.06, CI:1.002, 1...
Clarice Fonseca Maurer
Full Text Available Este relato visa divulgar os trabalhos que vêm sendo desenvolvidos no âmbito do Grupo de Estudos Aplicados – GEA, parceria formada em 1993 entre o Núcleo de Estudos Pedagógicos da Educação Física – NEPEF/UFSC, e a secretaria Municipal de Educação da Prefeitura de Florianópolis/SC, com o fim de subsidiar a discussão de uma proposta de diretrizes curriculares para a Educação Física escolar e oportunizar um programa de formação continuada dos docentes da rede municipal de ensino.
Full Text Available En base a la legislación educativa española vigente, las altas capacidades se incluyen en el marco de las necesidades educativas específicas de apoyo educativo. En el presente estudio ejemplificamos una propuesta de adaptación curricular individual para alumnos con altas capacidades, que pretende promover el desarrollo equilibrado de los objetivos de aprendizaje propuestos en su programación de aula. Todo ello, a través de una descripción por pasos del proceso, partiendo de una evaluación previa de las altas capacidades, una planificación de la intervención educativa, una propuesta educativa concreta (ejemplificada en el área de Lengua castellana y el desarrollo de programas complementarios.
Ana Lúcia Côrrea Varella
Full Text Available A partir dos ideários de educação inclusiva, buscam-se meios e instrumentais que possam oferecer condições diferenciadas para possibilitar o acesso aos mesmos direitos às pessoas com diferentes necessidades. Neste sentido, elaborou-se um documento individual de adequação curricular, que foi aplicado a professores de alunos com necessidades educacionais especiais, em particular alunos com deficiência ou forte indicativo, em diversas escolas do ensino público de uma cidade do oeste paulista. O trabalho aqui apresentado tem como objetivo apresentar uma análise comparativa da avaliação do documento de adequação curricular por dois diferentes grupos de professores, o primeiro (G-1 já teve contato com o instrumento, e o segundo (G-2 o desconhece. A metodologia utilizada foi a aplicação de questionário composto de 11 questões de múltipla escolha, das quais duas solicitavam justificativas. Observou-se que a avaliação do documento foi positiva para a maior parte dos participantes de G-1, e os participantes de G-2 apontam interesse em ter um instrumento que facilite a atividade do professor e a aprendizagem com esse alunado. Tais resultados indicam que o ACI pode ser útil enquanto um recurso didático capaz de orientar a prática pedagógica e para que alunos com deficiência acessem o currículo comum.
Clara Angélica Contreras
Full Text Available RESUMENTomando como telón de fondo a la antigua Academia Superior de Artes de Bogotá (actual Facultad de Artes – ASAB de la Universidad Distrital Francisco José de Caldas y específicamente el programa de artes escénicas en sus énfasis de actuación y dirección, se hace una reflexión en torno a las consecuencias de las recontextualizaciones curriculares en un programa de esa índole. Es importante entender estos cambios en el contexto de la globalización, una era en que el mercado determina no solo las relaciones, sino las experiencias humanas. Para satisfacer las demandas sociales capitalistas la universidad se ha entregado a una actualización de sus orientaciones, principios y dinámicas, y a la vertiginosa labor que requiere cumplir con los requisitos necesarios para mantener su prestigio en el campo académico.ABSTRACTWith the backdrop of the old Academia Superior de Artes de Bogotá (now the Faculty of Arts ASAB of Francisco José de Caldas District University and specifically of the Performing Arts program in its emphases in acting and directing, the article reflects on the consequences of curricular recontextualizations in a program of this kind. It is important to understand these changes in the context of globalization, an era in which the market determines not only relationships, but human experiences. To meet the social demands of capitalism, the university has updated its orientation, principles and dynamics, and has taken on the dizzying task of fulfilling the requirements that are necessary to maintain its prestige in the academic field.RÉSUMÉPrenant comme toile de fond l’Antique Académie Supérieure des Beaux-Arts de Bogotá (actuelle Faculté des Beaux-Arts - ASAB de l’Université du District Francisco José de Caldas et en particulier le programme des arts du spectacle dans sa mise en valeur de l’art théâtral et de mise en scène, une réflexion est faite sur les conséquences des re
Pedro Sarmiento; María Clara Tovar
Introducción: Este estudio, realizado durante el año 2006-2007, pretende analizar la coherencia y pertinencia de las polí- ticas universitarias sobre el diseño curricular, a través de la revisión de algunos documentos que definen lineamientos curriculares a nivel de la Universidad, de la Facultad y de cada programa académico en la Facultad de Salud de la Universidad del Valle, relacionados con las fases de fundamentación y estructuración curricular de los ocho programas de pregr...
Las concepciones de curriculum y su importancia en la elaboración de un doctorado curricular en estomatología The curriculum concepts and its significance in designing of a curricular doctorate in Stomatology
Dadonim Vila Morales
Full Text Available El diseño curricular es una etapa esencial del proceso de enseñanza-aprendizaje. En dependencia de la concepción teórica y epistemológica que se tenga del curriculum, así será la estructuración de los procesos educativos y del tipo de pedagogía a implementar. En Cuba la Facultad de Estomatología cuenta con una amplia experiencia de 110 años en la formación de recursos humanos; sin embargo, se considera que la preparación de posgrado en esta ciencia debe ser fortalecida. Es por ello que este trabajo tuvo como objetivo evaluar las concepciones curriculares aplicables a la formación doctoral de posgrado en estomatología y proponer un posicionamiento crítico respecto al concepto de curriculum, que siente bases teóricas para el diseño de un doctorado curricular colaborativo en la mencionada profesión. La posición conceptual de curriculum de este estudio fue totalmente coincidente con el concepto del Centro de Perfeccionamiento de la Educación Superior de la Universidad de La Habana, pues destaca el plano estructural-formal, donde se concreta el proyecto elaborado, que se expresa en documentos, normativas y reglamentos del curriculum oficial, y a la vez se destaca el plano procesual-práctico, o sea, el proceso de realización curricular que se identifica con las prácticas educativas de posgrado.The curricular design is an essential stage of teaching-learning process. Depending of the theoretical and epistemologic concept on curriculum, will be the structuring of teaching process and of the type of pedagogy to be applied. In Cuba, the Stomatology Faculty has a broad experience of 110 years in the training of human resources; however it is considered that the postgraduate training in this science must to be strengthened. That is aim of present paper was to assess the curricular concepts applicable to doctoral training of postgraduate in Stomatology and to propose a critical location regarding the concept of curriculum, creating
Luciano Accioly Lemos Moreira
Full Text Available O presente trabalho analisa, à luz da ontologia marxiana, a formação voltada para a empregabilidade contida nos Parâmetros Curriculares Nacionais (1998/1999, nos Temas Transversais (1998 e nas Diretrizes Curriculares Nacionais do Ensino Médio (1999. A abordagem defendida pelos Parâmetros Curriculares Nacionais apresenta a sociabilidade do capital como algo insuperável e intocável, cabendo apenas transformar a consciência dos homens, capacitando-os para o enfrentamento dos desafios de um mundo tecnologicamente desenvolvido e economicamente mundializado. A critica realizada por nossa análise, pauta-se na explicitação das implicações e limites dessa proposta para a formação humana, compreendendo que a proposta dos documentos analisados mantém os efeitos do trabalho alienado sobre o trabalhador, legitimando e naturalizando a desumanização inerente às relações sociais da sociabilidade capitalista. Quanto à vida coletiva, os Parâmetros Curriculares Nacionais e os Temas Transversais sugerem a cidadania e o mercado consumidor. Entendemos que essa vida coletiva tem uma existência abstrata e vazia de sentido, pois restringe-se ao espaço da política e do mercado, controlados e necessários à reprodução desse sistema. E por fim, tentamos demonstrar as possibilidades de uma atividade educativa que vislumbre uma formação para além do capital. The present work analyzes, to the light of the marxiana ontologia, the formation directed toward the empregabilidade contained in the National Curricular Parameters (1998/1999, in the Transversal Subjects (1998 and in the National Curricular Lines of direction of Average Ensino (1999. The boarding defended for the National Curricular Parameters presents the sociability of insuperável and untouchable the capital as something, fitting only to transform the conscience of the men, enabling them to the enfretamento of the challenges of a world tecnologicamente developed and economically
Carlos Aguirre Muñoz; Angela María Arango Rave; Elsa María Villegas Múnera
In the article, an analysis is made of curricular renovation in the medical program at Universidad de Antioquia, in Medellín, Colombia, especially between 2000 and 2005; its purpose focused on moving from a traditional and technological concept of the curriculum to an integrationist tendency, centered on the student, flexible, focused on the cognitive processes and on achieving the training of a physician capable of answering to social, local and global needs. The implementation of Problem Ba...
Marcos Antonio Gonçalves Júnior
Full Text Available O presente artigo coloca o professor enquanto ator numa comunidade de prática (LLINARES, 2000, dentro da qual desenvolve tarefas diversas com o objetivo de atingir os objetivos curriculares - práticas de gestão curricular (PONTE e SERRAZINA, 2004. Apresenta o que Tardif (2000 chama de saberes docentes, relacionando-os com os conhecimentos-na-ação relativos à prática letiva (PONTE, 1995. Com isso, analisa alguns momentos da prática de uma professora da 8a série do Ensino Fundamental, especialmente a apresentação de uma tarefa, um exercício algorítmico (informações coletadas no âmbito de uma pesquisa de mestrado, do qual este texto é fruto, refletindo sobre as potencialidades do professor como produtor de saberes para o ensino de matemática.This article sees the teacher as an actor in a community of practice (LLINARES, 2000, where he/she carries out several tasks to achieve curricular objectives - curricular management practices (PONTE e SERRAZINA, 2004. It introduces what Tardiff (2000 calls “teachers knowledge”, relating it to “knowledge in action” in teaching practice (PONTE, 1995. From this standpoint, it analyzes some moments of practice of an 8th grade Elementary School teacher, specially during the presentation of an algorithm task ( information collected during a Master Degree research, from which this text originated, providing some reflection on the potentialities of the teacher as the producer of Math teaching knowledge.
Waryas, Diane E.
This chapter explores the importance of systematic evaluation of co-curricular activities directed at graduate- and professional- school students. Approaches to assessment and benefits of sound practice are presented along with the critical role that institutional researchers can play.
Ngassapa, Olipa D; Kaaya, Ephata E; Fyfe, Molly V; Lyamuya, Eligius F; Kakoko, Deodatus C; Kayombo, Edmund J; Kisenge, Rodrick R; Loeser, Helen; Mwakigonja, Amos R; Outwater, Anne H; Martin-Holland, Judy; Mwambete, Kennedy D; Kida, Irene; Macfarlane, Sarah B
Tanzania requires more health professionals equipped to tackle its serious health challenges. When it became an independent university in 2007, Muhimbili University of Health and Allied Sciences (MUHAS) decided to transform its educational offerings to ensure its students practice competently and contribute to improving population health. In 2008, in collaboration with the University of California San Francisco (UCSF), all MUHAS's schools (dentistry, medicine, nursing, pharmacy, and public health and social sciences) and institutes (traditional medicine and allied health sciences) began a university-wide process to revise curricula. Adopting university-wide committee structures, procedures, and a common schedule, MUHAS faculty set out to: (i) identify specific competencies for students to achieve by graduation (in eight domains, six that are inter-professional, hence consistent across schools); (ii) engage stakeholders to understand adequacies and inadequacies of current curricula; and (iii) restructure and revise curricula introducing competencies. The Tanzania Commission for Universities accredited the curricula in September 2011, and faculty started implementation with first-year students in October 2011. We learned that curricular revision of this magnitude requires: a compelling directive for change, designated leadership, resource mobilization inclusion of all stakeholders, clear guiding principles, an iterative plan linking flexible timetables to phases for curriculum development, engagement in skills training for the cultivation of future leaders, and extensive communication.
Mavis Morales Pérez
Full Text Available El artículo ofrece al maestro de la escuela multigrado algunas sugerencias que si se usan adecuadamente pueden contribuir a perfeccionar el trabajo metodológico que se realiza en este tipo de escuela y, como resultado, propiciar que los niños logren mayor solidez en los conocimientos. Se incluyen algunos fundamentos teóricos de diseño curricular que permiten elevar el nivel de preparación para la realización del trabajo creativo que debe desarrollar el maestro del sector rural. Se ofrece una propuesta de adecuación curricular al plan temático de los programas de 5.º y 6.º grado para el 1.er período escolar, la cual puede ser perfeccionada y completada en los períodos restantes.
André Luiz Paulilo
Full Text Available Este artigo consiste em um estudo sobre a reorientação curricular das escolas públicas em SãoPaulo e as mudanças sugeridas para o ensino de História. A configuração curricular e omodelo profissional que serviu de referência para a renovação pedagógica proposta sãoanalisados considerando suas implicações para a institucionalização da política de pessoal dogoverno paulista e da prefeitura da capital. Pretende-se, assim, contribuir para a compreensãodas atuais práticas de controle do professor e de controle do ensino e da aprendizagem.
Grau Rubio, Claudia; Fernández Hawrylak, María
El término adaptación curricular se introduce en España con la L.O.G.S.E. (1990) y tiene su base en el informe Warnock. Sustituye al P.D.I. (Programa de Desarrollo Individual) utilizado desde el Plan Nacional de la Educación Especial (1978). La adaptación curricular, como ¿adaptación de la enseñanza¿ tiene como objetivo adecuarla a las peculiaridades y necesidades de cada alumno. La adaptación se realiza desde un currículo común y flexible, y es un concepto ligado al de atención a la diversid...
Sevilla Morales, Henry
Full Text Available El presente artículo analiza la pertinencia del libro Interactions 1 como texto utilizado en el curso IO-5400 Comunicación Oral I, perteneciente al primer año de la carrera de Bachillerato en la Enseñanza del inglés en una universidad pública en Costa Rica. En este sentido, se estudia la metodología propuesta en el texto, su diseño (imágenes, estrategias didácticas para el desarrollo de habilidades orales y auditivas, recursos que acompañan el texto, entre otros y su enfoque curricular, a fin de determinar la congruencia entre los principios teóricos que establecen los autores acerca de la evaluación y el diseño de los recursos didácticos y el texto supra citado. Asimismo, se analizó la pertinencia de dicho texto con diferentes aspectos que contiene el currículo de la carrera como: el perfil de salida del estudiante, los objetivos y la metodología, entre otros. El estudio se basó en una metodología de investigación descriptiva donde se combinan estrategias para la recolección de la información, tales como listas de cotejo y escalas Likert. El análisis e interpretación de los datos se realizó mediante la triangulación de fuentes. El estudio devela, por una parte, que el nivel de coherencia del texto Interactions 1 con los principios teóricos para el diseño y la evaluación de recursos didácticos, es insuficiente con respecto a los criterios especializados para esta área. Por otra parte, en relación con los aspectos del currículo de la carrera, resulta aceptable en tanto el docente debe contextualizarlo y complementarlo con sus propios recursos y estrategias didácticas para que resulte totalmente satisfactorio al proceso de aprendizaje del idioma Inglés. El aporte fundamental del estudio comprueba la necesidad de utilizar criterios técnicos para el diseño de recursos didácticos afines al enfoque curricular de los planes de estudios de Enseñanza del Inglés.
Henry Sevilla Morales
Full Text Available El presente artículo analiza la pertinencia del libro Interactions 1 como texto utilizado en el curso IO-5400 Comunicación Oral I, perteneciente al primer año de la carrera de Bachillerato en la Enseñanza del inglés en una universidad pública en Costa Rica. En este sentido, se estudia la metodología propuesta en el texto, su diseño (imágenes, estrategias didácticas para el desarrollo de habilidades orales y auditivas, recursos que acompañan el texto, entre otros y su enfoque curricular, a fin de determinar la congruencia entre los principios teóricos que establecen los autores acerca de la evaluación y el diseño de los recursos didácticos y el texto supra citado. Asimismo, se analizó la pertinencia de dicho texto con diferentes aspectos que contiene el currículo de la carrera como: el perfil de salida del estudiante, los objetivos y la metodología, entre otros. El estudio se basó en una metodología de investigación descriptiva donde se combinan estrategias para la recolección de la información, tales como listas de cotejo y escalas Likert. El análisis e interpretación de los datos se realizó mediante la triangulación de fuentes. El estudio devela, por una parte, que el nivel de coherencia del texto Interactions 1 con los principios teóricos para el diseño y la evaluación de recursos didácticos, es insuficiente con respecto a los criterios especializados para esta área. Por otra parte, en relación con los aspectos del currículo de la carrera, resulta aceptable en tanto el docente debe contextualizarlo y complementarlo con sus propios recursos y estrategias didácticas para que resulte totalmente satisfactorio al proceso de aprendizaje del idioma Inglés. El aporte fundamental del estudio comprueba la necesidad de utilizar criterios técnicos para el diseño de recursos didácticos afines al enfoque curricular de los planes de estudios de Enseñanza del Inglés.
Rodriguez Ramos, Teresita
Se llevó a cabo una investigación en acción con los propósitos de 1) documentar las relaciones de las tecnologías de la información y la comunicación en las clases de ciencias de escuela intermedia como elemento de apoyo cuando se aborda el tema ambiental y sus conceptos pertinentes, a partir de las observaciones de la investigadora, así como las entrevistas y diarios reflexivos de los estudiantes de una escuela intermedia en la zona metropolitana, y luego 2) diseñar una unidad instruccional sobre el tema ambiental que integre actividades tecnologías para el curso de ciencias de la escuela intermedia según el modelo PROCIC y las observaciones que hayan iniciado los estudiantes participantes. Finalmente, se plantearon las implicaciones educativas para el currículo del Programa de Ciencias al instrumentar este modelo de unidad mediante PROCIC, e integrado la tecnología y el tema ambiental. Los hallazgos se analizaron y se categorizaron de acuerdo con las preguntas de investigación. El hallazgo principal de la investigación aborda las cuatro relaciones centrales en las que se articula la utilización de las tecnologías y sus aplicaciones en la clase de ciencias. Estas cuatro relaciones que recogen la posición de los estudiantes son: 1) Perspectiva de los estudiantes hacia la tecnología. 2) Participación de los estudiantes en los aspectos docentes. 3) Aprendizaje estudiantil sobre el ambiente, y 4) Conciencia ambiental en relación con la vida diaria. Estas relaciones ponen de manifiesto,cómo se plantea en las implicaciones, la necesidad de más investigación en acción en la sala de clases, la importancia—como tema transversal—de la conciencia ambiental mediante la tecnología al construir conocimientos significativos dentro y fuera de la escuela, asó como, valorar la investigación y la dialogicidad en la sala de clases como actividades que obligan al reexamen de la práctica didáctica en su formas curriculares de objetivos, recursos
Full Text Available O texto parte de pesquisa que entende a produção cotidiana dos currículos e práticas docentes como centrais para o estudo dos processos e contextos da formação de professores e para o debate sobre a produção de políticas curriculares a partir das professoras da rede municipal de São Gonçalo/RJ. Discute as produções dos currículos buscando compreendê-las no contexto do cotidiano da politica curricular expressa por narrativas de professores do mesmo município. Ao estudar tais produções, reflete sobre os aspectos metodológicos para a pesquisa e as ações com a formação docente e com as políticas cotidianas de produção dos currículos comprometidas com a justiça social. Compreende as práticas docentes que produzem os currículos no cotidiano, bem como as narrativas como produções potenciais para reabilitar os sentimentos e as paixões enquanto forças mobilizadoras da transformação social (SANTOS, 1995. Corrobora a compreensão sobre os diálogos entre os professores e entre as escolas e universidades como ferramenta que potencializa deslocamentos e produções de outros-novos saberes nas negociações de sentidos com os currículos e na tessitura das redes de fazeressaberes docentes. As narrativas de professoras formam o corpus da pesquisa foram registradas em vídeo e estudadas, evidenciando: processos de interlocução e produção de saberes docentes; práticas mais coletivas e solidárias na produção dos conhecimentos nos currículos e importantes questionamentos quanto à justiça social e cognitiva.
Pedro Rosário Sales Luís
Full Text Available Flexible Curriculum Management Project proposes "Accompanied Study" as a new curriculum area. In this paper, major issues involved in this new curricular tool are analysed. Learning strategies, metacognition and self-regulation concepts are discussed. Recent reviews on study-skills, their conclusions and implications to practice are analysed. A socio-cognitive framework is proposed and its guidelines are discussed in order to promote seIf-regulation learning.
Häussler, Peter; Hoffmann, Lore
This article presents three interlinked studies aimed at: (1) developing a curricular frame for physics education; (2) assessing the students' interest in the contents, contexts, and activities that are suggested by that curricular frame; and (3) developing a curriculum that is in line with that frame and measuring its cognitive and emotional effects on students. The curricular frame was developed by adopting the Delphi technique and drawing on the expertise of 73 persons selected according to specified selection criteria. Interest data of some 8000 students and information of the presently taught physics curriculum were sampled longitudinally as well as cross-sectionally in various German Länder (states) by questionnaire. The third study comprised 23 experimental and 7 control classes. As a result of the comparison between the features of the curricular frame, the interest structure of students, and the current physics curriculum, there is a remarkable congruency between students' interest in physics and the kind of physics education identified in the Delphi study as being relevant. However, there is a considerable discrepancy between students' interest and the kind of physics instruction practiced in the physics classroom. Regression analysis revealed that students' interest in physics as a school subject is hardly related to their interest in physics, but mainly to the students' self-esteem of being good achievers. The data strongly suggest physics be taught so that students have a chance to develop a positive physics-related self-concept and to link physics with situations they encounter outside the classroom. A curriculum based on these principles proved superior compared to a traditional curriculum.
Meade, Lauren B; Caverzagie, Kelly J; Swing, Susan R; Jones, Ron R; O'Malley, Cheryl W; Yamazaki, Kenji; Zaas, Aimee K
In competency-based medical education, the focus of assessment is on learner demonstration of predefined outcomes or competencies. One strategy being used in internal medicine (IM) is applying curricular milestones to assessment and reporting milestones to competence determination. The authors report a practical method for identifying sets of curricular milestones for assessment of a landmark, or a point where a resident can be entrusted with increased responsibility. Thirteen IM residency programs joined in an educational collaborative to apply curricular milestones to training. The authors developed a game using Q-sort methodology to identify high-priority milestones for the landmark "Ready for indirect supervision in essential ambulatory care" (EsAMB). During May to December 2010, the programs'ambulatory faculty participated in the Q-sort game to prioritize 22 milestones for EsAMB. The authors analyzed the data to identify the top 8 milestones. In total, 149 faculty units (1-4 faculty each) participated. There was strong agreement on the top eight milestones; six had more than 92% agreement across programs, and five had 75% agreement across all faculty units. During the Q-sort game, faculty engaged in dynamic discussion about milestones and expressed interest in applying the game to other milestones and educational settings. The Q-sort game enabled diverse programs to prioritize curricular milestones with interprogram and interparticipant consistency. A Q-sort exercise is an engaging and playful way to address milestones in medical education and may provide a practical first step toward using milestones in the real-world educational setting.
Gutiérrez Vintimilla, Leliz Danilo
The theme of this proposal is "Strengthening the Shuar identity through institutional curricular project Macas Baccalaureate College". The central problem of this research is that the institutional curriculum does not incorporate Shuar identity, although in Morona Santiago population there is large population belonging to this ethnic and above all there is a large percentage of students Shuar Baccalaureate College in Macas. The overall objective is to help the Shuar identity within the Col...
Gerrard, Sabina; Billington, John
This study describes a qualitative research design that focuses on nursing students who were aligned to different extra-curricular groups (a student representative committee, a Nurses' Day Committee and a magazine editorial team) within the School of Health. The study explores the nursing students' experiences and perceptions of belonging to an extra-curricular group within a pre-registration nursing course. Data were collected using focus groups. The findings of this study suggest that students who are members of extra-curricular groups perceive group membership to have many positive benefits. The findings were grouped into three main themes namely: employability, retention and personal gain. The findings suggest that students are clearly aware of their career development and expressed how group membership meant they were able to develop skills around employability. Students highlighted that they gained support and built lasting relationships through the groups which supported and reassured them which it was felt enabled them to progress successfully through the course. These themes reinforce the value of having established groups within a pre-registration curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.
Dadonim Vila Morales
Full Text Available El perfil profesional constituye un modelo, una idealización de las características, conocimientos, habilidades que debe poseer el egresado de cualquier nivel de estudios tanto terciario como del cuarto nivel. La Facultad de Estomatología de la Universidad de Ciencias Médicas de La Habana ha estado trabajando en pro de desarrollar un doctorado curricular en ciencias estomatológicas. Esta investigación pedagógica tuvo como propósito analizar teóricamente la importancia del perfil profesional y proponer un diseño de perfil profesional para un doctorado curricular colaborativo en ciencias estomatológicas. Se realizó una revisión bibliográfica de los fundamentos teóricos-metodológicos del perfil profesional, se analizó su implementación en el diseño curricular. Se señaló la importancia de un perfil de egresado correctamente instrumentado como sustento teórico-pedagógico, socio-crítico.
Full Text Available The topic of the study consists in the analysis of the „story“ of the Czech curricular reform based on the comparison of its concepts and logic with the results of educational and psychological research in teaching and learning. The first part attempts to prove that the failure of the reform mostly rejected by teachers doesn’t consist in the lack of communication with them. The following part reveals the old tension between thinking/student oriented vs. subject oriented teaching behind current reform clichés. As the core and the symbol of the curricular reform, the notion of competence is critically analyzed: it is a bad answer, because it is not research evidence-based, to a good question. The last part deals with three issuesfrom psychological research the results of which the reform largely ignored:(1 predominant focus on problem solving ignoring the results of research on the relationship between working memory and long-term memory and in the cognitive-load theory, (2 stress on the transversal competences as the goal of teaching ignoring the narrow and strong link of the thinking skills with the specific object of thinking and its epistemological constraints, and (3 challenging the belief the (far transfer could play the role of the criterion of the learning effectiveness. Thus, the curricular reform was more ideology-driven than evidence-based.
Maria Lindalva Gomes Leal
Full Text Available Este trabalho é um recorte de uma pesquisa em andamento no Curso de Doutorado em Educação da Universidade Federal do Ceará, vinculada à Linha de Pesquisa de Avaliação Educacional, no Eixo Temático de Avaliação Curricular, cujo objetivo consiste em desenvolver uma investigação avaliativa no currículo do Curso de Telecomunicações do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA ministrado no Instituto Federal de Educação, Ciência e Tecnologia do Ceará – IFCE. Caracterizou-se como uma pesquisa exploratória de abordagem qualitativa desenvolvida por meio de um grupo focal formado pelos alunos do 6º semestre do citado curso. Utilizou-se a revisão bibliográfica sobre a temática e a análise documental com base no aporte legal que normatiza PROEJA. O resultado desse estudo mostrou a necessidade de se rever a política curricular do referido curso, desde a sua estrutura, da sua matriz curricular, postura dos docentes e o próprio currículo em ação.
Rowena R. Abrea
Full Text Available This study explores the co-curricular and extra class activities of selected Tertiary Education Institutions (TEIs in Batangas Province and the impact of these activities to students’ development. The descriptive method of research was utilized with the use of a questionnaire as the main data gathering instrument, supplemented by documentary analysis, interview and focus group discussion. Respondents of the study were 16 administrators, 96 faculty members and 494 student officers from nine selected colleges in the province. Frequency, percentage, ranking, weighted mean, and one-way analysis of variance (ANOVA or F-test were the statistical tools used in the study. Results of the study revealed that all the colleges have recognized student organizations, and its membership except in student government was based on students’ interests. The goals were in line with the vision and mission of the institution and membership fee was the primary source of fund. The respondents assessed that there was an extensive participation of students in co-curricular and extra class activities. The strategies applied were effective and delivery systems were frequently used by the students’ organization. It was found out that the administration was supportive in student activities specifically in the use of physical facilities. The findings revealed that the identified activities contributed to a great extent to students’ mental, social, physical, behavioral and moral development. The strengths of the activities were evident, however, weaknesses were sometimes observed. A management guide on co-curricular and extra class activities was the output of the study.
Jorge Santa Anna
Full Text Available The demands of the job market in the information field trigger the need to improve professional practices that refer to the curricular reform, due to the formation of competent professionals that meet the social needs. Archivists, when categorized as information professionals, also fit into this context, and must acquire the status of a Modern Information Professional (MIP. Thus, this study analyzes the skills of the MIP relating them to the archivist, based on literature and curricular training. Investigates in literature what has been published about the MIP; Compares MIP's skills to the archivist's; And investigates these skills in the field of archival training. Methodologically, a review of the MIP's skills and its relations to the archivists' and analysis of ten curricula of Brazilian archival schools was carried out, in order to detect subjects focused on the construction of MIP skills. After theoretical and documentary research, it was noticed that most of the studies (80% compare the MIP to the librarian. The literature is scarce (10% by directing the MIP to the archivist, but also without delineating it to specific professionals (10%. As for the academic formation, the schools, in general lines, offer subjects, whose curricular approach contemplates the four competences of the MIP. It was found that schools recognize the need to extend the skills of archivists to the point where they become MIPs, in order to adapt to the new challenges posed by the job market.
Guiselle María Garbanzo Vargas
Full Text Available Esta investigación analiza la administracióncurricular en la educación superior pública, concreta-mente el caso de la Universidad de Costa Rica, en su se-de central. En ella se revisan los procedimientos adminis-trativos que emplean las unidades académicas en la ges-tión curricular, así como sus principales obstáculos y for-talezas en dicha área. Se complementa el estudio con ladeterminación de cómo se preparan estas unidades aca-démicas en materia curricular ante las demandas de lamodernidad. Reúne el criterio de directores y directorasde las unidades académicas de distintas áreas de esta ca-sa de estudios. Se enfatiza en la necesidad de que la ad-ministración universitaria, en sus políticas de desarrolloinstitucional, contribuya a fortalecer el compromiso do-cente en los replanteamientos curriculares
Gao, Zan; Hannon, James C; Newton, Maria; Huang, Chaoqun
The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.
Laba, Karen Anne
This descriptive research will present two case studies of experienced science teachers using project-based curricula in all or part of their secondary life science/biology courses. The purpose of this study is to reveal the underlying relationships between teachers' conceptions of the nature of science, their understanding of their role as science teachers and their expectations for appropriate and worthwhile student learning, and to describe the influence of these factors on their curricular choices within the project-based framework. Using a modification of Hewson, Kerby and Cook's (1995) Conceptions of Teaching Science protocol as a model, teachers' beliefs and intentions are classified and examined to identify organizing themes. Comparisons between teachers' beliefs and the actions they take in their project-based classroom are used to reveal relationships among the choices that result in students' learning experiences. Finally, the curricula presented by these two exemplary teachers are compared with the teaching standards and content goals defined in the National Science Education Standards (NRC, 1996). Recommendations for the application of the case study perspective of the evolution of learning experiences to reform efforts are offered to practitioners, policy makers, curriculum developers and teacher educators.
Duarte, M.; Leite, C.; Mouraz, A.
This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners' characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching-learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.
Full Text Available Introduction: In recent decades, in Chile, vocational training in nursing has undergone transformations in their study plans, moving from having a traditional curriculum to one based on competencies, in accordance with the current demands of the labor market. Objective: To analyze two topics derived from the study focused on understanding the life experiences of teachers in a Nursing School on the curricular innovation. Materials and methods: A phenomenological study through in-depth interviews was conducted to twenty teachers, who have participated in the training of nurses. Sampling for convenience was done according to the data saturation criterion. The data analysis was thematic type as proposed by Van Manen. The research was approved by the Ethics Committee of the institution. Results: Seven main themes were identified, two of which are analyzed in this article: innovation as a complex process and unchanged changes. Conclusions: The transition from a traditional curriculum to one based on competences, from the experience of teachers, implies complex challenges and profound changes; considering this, higher education institutions have to provide the conditions to facilitate such a process.
Ester de Queirós Costa
Full Text Available Apresenta-se a análise de um processo de reforma curricular vivenciado por professores formadores de nutricionistas, iniciado em 2007. Objetiva-se contribuir para a discussão desse tema, ainda pouco explorado na literatura sobre formação de nutricionistas. Utilizou-se questionário, enviado, em 2009, por meio eletrônico. As questões seguiram orientação do Projeto Pedagógico do Curso. Participaram 23 professores responsáveis por 21 das 37 disciplinas do período avaliado. Revelou-se dificuldade docente para implantar metodologias ativas de ensino-aprendizagem e avaliar competências e habilidades; necessidade de reuniões periódicas dos gestores com professores para os ajustes necessários; professores empenhados em integrar conteúdos de diferentes disciplinas, teoria e prática na apresentação dos conteúdos e atividades de ensino com atividades de pesquisa. Debateram-se os resultados em reunião entre professores e estudantes da instituição pesquisada. O instrumento utilizado para a pesquisa se mostrou eficiente em apontar alguns dos obstáculos à reforma em curso e possíveis caminhos para transpô-los.
Spallek, Heiko; Turner, Sharon P; Donate-Bartfield, Evelyn; Chambers, David; McAndrew, Maureen; Zarkowski, Pamela; Karimbux, Nadeem
The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student's path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist's evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations.
Marili Lando Moura
Full Text Available Neste relatório serão abordadas características de uma turma de alfabetização de 1º ano do primeiro segmento de uma escola municipal de Sinop, onde foi realizada a prática docente da disciplina de Estágio Curricular do Ensino Fundamental III do Curso de Pedagogia além do processo de desenvolvimento das práticas docentes, a descrição e análise crítica dos resultados obtidos tanto na docência como no processo de intervenção e as considerações finais. Apresentaremos também as referências bibliográficas de alguns autores, principalmente de Paulo Freire que serviram de suporte para fundamentar este trabalho.Palavras-chave: prática docente; análise crítica; processo de intervenção.
Arilene Maria Soares de Medeiros
Full Text Available O presente estudo objetiva discutir a formação do gestor escolar no contexto do desenvolvimento das teorias curriculares. Faz-se uma breve incursão pelas diferentes perspectivas de currículo, seguindo os rastros da teoria tradicional às teorias críticas. A análise mostra que o currículo, ao constituir-se em espaço que abriga representações diversas, adquire condições concretas de possibilitar, dentro dos espaços de formação, alterações e mutações teórico-metodológicas que possam auxiliar no reconhecimento de que a educação não simplesmente reproduz discursos conservadores da realidade social, mas produz novos discursos, sendo, portanto, capaz de criar novos espaços de atuação política dos indivíduos. Enfim, a formação do gestor escolar não dispensa a competência técnica, nem o compromisso político-ético para o enfrentamento dos novos desafios sociais da contemporaneidade.
Juliane Cristina Burgatti
Full Text Available Estudo exploratório, de abordagem qualitativa, com o objetivo de analisar a repercussão do estágio curricular supervisionado no desenvolvimento da dimensão ética da competência de graduandos em Enfermagem. Entrevistas semiestruturadas foram realizadas com 28 estudantes, docentes e enfermeiros colaboradores de uma instituição de ensino superior pública do estado de São Paulo, no período de outubro de 2010 a março de 2011. O material empírico resultante foi submetido à técnica de análise de discurso e resultou nas categorias empíricas: a preservação da autonomia; a responsabilidade social e o respeito nas relações intersubjetivas na produção do cuidado em saúde e no processo de ensino e aprendizagem; a terapêutica e o cuidado a partir da dimensão ética; a responsabilidade pública e a justiça social. Concluiu-se que o estágio que utiliza a problematização como método de ensino e aprendizagem proporciona a reflexão crítica sobre a prática profissional, os serviços e o sistema de saúde.
Dr. Kumar LAXMAN
Full Text Available The Bhaktivedanta Dharma School (BDS provides quality but yet affordable holistic education to the local Indonesian community in Bali. The school's educational orientation is inspired by the Vedic (Hindu goals of fruition of knowledge (Vedanta or the essence of the Vedic scriptures and devotion (Bhakti to God (Krishna. The curriculum integrates the best of both the eastern and western approaches to enriching young minds. The strengths of both value systems are seen to be crucial in the all-round, dynamic development of children. Not only is academic excellence emphasized but character development and awareness of the higher spiritual purpose of life are also imparted to the kids. The role of the teacher extends beyond the taught curriculum and s/he plays a vital role in the character development of the child, through his or her own personal example. This paper examines the pedagogical effectiveness of the implemented framework of holistic education at BDS based upon the perceptions and experiences of the teachers working in the school. An ethnographic approach was employed as the main research methodology with participant observation and open-ended interviewing the primary means of data collection and analysis. A total of six teachers working at BDS were interviewed in this study. The findings of the study provide deeper insights on the differences between BDS and mainstream, traditional schools in terms of their structural and curricular characteristics and the key challenges participant teachers faced in orientating to the alternative learning culture of BDS.
O'Shea, Brian; Terry, Laura; Benenson, Walter
We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.
I investigate how the educational demands of local labor markets shape high school course offerings and student course taking. Using the Education Longitudinal Study of 2002 linked to the U.S. Census 2000, I focus on local economic variation in the share of jobs that do not demand a bachelor’s degree. I find that schools in local labor markets with higher concentrations of subbaccalaureate jobs devote a larger share of their course offerings to career and technical education (CTE) courses and a smaller share to advanced college-preparatory courses compared to schools in labor markets with lower concentrations of subbaccalaureate jobs, even net of school resources. Students in labor markets with higher concentrations of subbaccalaureate jobs take greater numbers of CTE courses, and higher-achieving students in these labor markets are less likely to take advanced math and Advanced Placement/International Baccalaureate courses. These course-taking disparities are largely due to school course offerings. This study shows how local economic inequalities shape high school curricular stratification, and suggests that school curricula linked to the educational demands of local jobs delimits the college preparation opportunities of high-achieving students. PMID:29531407
David Peguero Manzanares
Full Text Available This paper presents a research project launched by the Ministry of Higher Education, Science and Technology of the Dominican Republic in 2011 with the aim of drawing up a formal and methodological basis that is used as a guideline to redefine the Bachelor’s Degree in Tourism. The main strategic lines of action derived from two essential requirements: the need to cater for a wider range of professional profiles and the need for curricular touristification. On the one hand, the focus was on the development of the graduates’ competences in all the cognitive areas involved in tourism to enable them to set up and manage tourist companies, products and destinations. This would generate innovative options of economic revitalization, decentralizing the current focus on the hospitality industry and incorporating new professional contexts with growth potential in the Dominican tourism sector. On the other hand, tourism-related subjects were reinforced and close cooperation with professionals on active service was highly recommended. Given the heterogeneity of current and potential local tourist destinations, the idiosyncrasy of each regional educational setting was taken into account to encourage entrepreneurship by empowering future managers of small and medium sized companies to make the most of their resources.
Cristina Berger Fadel
Full Text Available Este estudo teve por objetivo avaliar a percepção de acadêmicos formandos do curso de Odontologia da Universidade Estadual de Ponta Grossa, no Paraná, quanto ao atual projeto pedagógico. Participaram 91 formandos, os quais responderam a um questionário autoaplicado. A maioria dos alunos mostrou conhecer o projeto pedagógico do curso, com uma percepção positiva, e identificou que contempla as características das Diretrizes Curriculares Nacionais. As competências e habilidades, expressas nas Diretrizes e proporcionadas pelo curso, aquelas nas quais os formandos se consideram mais aptos a desempenhar são: ações de prevenção, promoção, proteção e reabilitação da saúde; disposição ao aprendizado contínuo; e tomada de decisões e atuação em equipes multiprofissionais. Quanto à estrutura curricular, grande parte dos alunos percebeu duplicação de conteúdos entre as disciplinas e dificuldades em oferecer atenção integral aos pacientes. No entanto, a maioria identifica a integração entre teoria e prática como ideal ou satisfatória. Os resultados deste estudo, somados à avaliação institucional, mostram que, apesar da percepção positiva da comunidade acadêmica, existem algumas fragilidades no atual projeto pedagógico do curso que indicam a necessidade de se avançar na construção de um currículo integrado.This study aimed to evaluate the perception graduates have of the current pedagogical project in place at the College of Dentistry at the Ponta Grossa State University State of Paraná, southern Brazil. A total of 91 students took part in the study by completing a selfadministered questionnaire. Most students were knowledgeable about the course's pedagogical project, had a positive view of it, and considered that it includes the features of the National Curriculum Guidelines. The skills and abilities, expressed in the Guidelines and provided by the course, those in which the students consider themselves as
Binsinger, Caroline; Laure, Patrick; Ambard, Marie-France
Physical activity is often presented as an effective tool to improve self-esteem and/or to reduce anxiety. The aim of this study was to measure the influence of a regular extra curricular sports practice on self-esteem and anxiety. We conducted a prospective cohort study, which has included all of the pupils entering the first year of secondary school (sixth grade) in the Vosges Department (east France) during the school year 2001-2002 and followed during three years. Data were collected every six months by self-reported questionnaires. 1791 pupils were present at each of the six data collection sessions and completed all the questionnaires, representing 10,746 documents: 835 boys (46.6 %) and 956 girls (53.4 %), in November 2001, the average age was 11.1 ± 0.5 years (mean ± standard deviation). 722 pupils (40.3 %) reported that they had practiced an extra-school physical activity in a sporting association from November 2001 to May 2004 (ECS group), whereas, 195 (10.9 %) pupils had not practiced any extra-school physical activity at all (NECS group). The average global scores of self-esteem (Rosenberg's Scale) and trait anxiety (Spielberger's Scale) of the ECS pupils were, respectively, higher and lower than those of the NECS group. However, the incidence density (number of new cases during a given period / total person-time of observation) of moderate or severe decrease of self-esteem (less than "mean - one standard deviation "or less than "mean - two standard deviations") was not significantly different between the two groups, a finding that was also evident also in the case of trait anxiety. Finally, among ECS pupils, the incidence density of severe decrease of self-esteem was lower at the girls'. Practitioners and physical education teachers, as well as parents, should be encouraged to seek out ways to involve pupils in extra-school physical activities. Key PointsA regular extra-curricular sports practice is associated to better levels of self-esteem and
Antonio V. Rodríguez
Full Text Available La adolescencia es un periodo del desarrollo del ser humano en el que proliferan problemas con la percepción de la imagen corporal, la autoestima y el autoconcepto, mientras el niño se encuentra cursando estudios de Educación Secundaria Obligatoria. Este estudio analiza el tratamiento curricular que se dedica a la imagen corporal, la autoestima y el autoconcepto en los diferentes elementos legislativos en el ámbito educativo de la Comunidad Valenciana (España, mediante una metodología cualitativa, a través de la técnica del análisis documental no interactiva. Los resultados del análisis de los documentos, correspondientes a la ordenación académica de la etapa en esta comunidad autónoma, mostraron una presencia de estos contenidos tanto en los planteamientos del ámbito nacional concerniente a la LOE (2006 y el Real Decreto 1631/2006, como en los regionales materializados en el Decreto 112/2007. Aparecen específicamente en algunos elementos del currículo de materias como Educación Física, Educación para la Ciudadanía, Matemáticas, Biología y Geología, Ciencias de la Naturaleza y Música, a pesar de que no en todas ellas adquieren el mismo protagonismo, destacando en este sentido la Educación Física como materia que más se centra tanto en el trabajo como en el desarrollo de estos aspectos. Dentro de ella se muestra un desequilibrio en cuanto al protagonismo alcanzado en lo que se pretende que aprendan (objetivos y en su ínfima plasmación en las herramientas para alcanzarlo (contenidos, así como en el cómo evaluarlo (criterios de evaluación.
Paula Pereira Pineli
Full Text Available RESUMO Cuidado Paliativo (CP é uma abordagem multiprofissional que visa à qualidade de vida de pacientes com doenças ameaçadoras de vida e de seus familiares. Com o avanço das doenças crônico-degenerativas, estima-se que mais de 20 milhões de pacientes no mundo têm necessidade deste perfil de cuidado. No que tange à formação médica direcionada a essa demanda crescente, há escassa menção nas Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Contudo, ao se avaliar o texto oficial, observam-se diversas congruências das orientações gerais com os princípios do CP, como: formação humanística, priorização de pacientes em vulnerabilidade, valorização da dignidade humana, bioética, respeito à autonomia do paciente, abordagem centrada na pessoa, trabalho em equipe, abordagem familiar, comunicação, condutas baseadas em evidência. O estudo destes pontos em comum evidencia o CP como potencial espaço formador para aquisição de habilidades e competências requeridas pelas orientações oficiais. Neste sentido, a inserção na graduação ampliará a formação profissional de futuros médicos, podendo contribuir ainda com a garantia de uma assistência de qualidade a pacientes com doenças graves, em especial na fase final de vida.
Maertens, Heidi; Aggarwal, Rajesh; Desender, Liesbeth; Vermassen, Frank; Van Herzeele, Isabelle
Focus on patient safety, work-hour limitations, and cost-effective education is putting pressure to improve curricula to acquire minimally invasive techniques during surgical training. This study aimed to design a structured training program for endovascular skills and validate its assessment methods. A PROficiency-based StePwise Endovascular Curricular Training (PROSPECT) program was developed, consisting of e-learning and hands-on simulation modules, focusing on iliac and superficial femoral artery atherosclerotic disease. Construct validity was investigated. Performances were assessed using multiple-choice questionnaires, valid simulation parameters, global rating scorings, and examiner checklists. Feasibility was assessed by passage of 2 final-year medical students through this PROSPECT program. Ghent University Hospital, a tertiary clinical care and academic center in Belgium with general surgery residency program. Senior-year medical students were recruited at Ghent University Hospital. Vascular surgeons were invited to participate during conferences and meetings if they had performed at least 100 endovascular procedures as the primary operator during the last 2 years. Overall, 29 medical students and 20 vascular surgeons participated. Vascular surgeons obtained higher multiple-choice questionnaire scores (median: 24.5-22.0 vs. 15.0-12.0; p train cognitive, technical, and nontechnical endovascular skills was developed. A structured, stepwise, proficiency-based valid endovascular program to train cognitive, technical, and human factor skills has been developed and proven to be feasible. A randomized controlled trial has been initiated to investigate its effect on performances in real life, patient outcomes, and cost-effectiveness. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Full Text Available BackgroundMedical students’ knowledge and understanding of theelderly will affect the quality of care to the rising populationof older adults which points to a need to identify geriatrichealth training methods appropriate for the region andcurriculum. Therefore the study assessed the effect of a cocurricularintroductory workshop on knowledge regardinggeriatric health and attitude towards the elderly amongfourth year medical students in a medical universityMethodA quasi-experimental before-after study, with control wasconducted at Gulf Medical College among 60 medicalstudents from discipline-based curriculum in year IV duringMay–June 2010 of whom 16 had opted (attendees toundergo the introductory course, a five day workshop of 10hours duration. Pre- and post-testing used self-administeredquestionnaires for demographic variables: age, gender,nationality, close contact with older people; a quiz on oldpeople’s health, and Kogan’s Old People Scale (KOPS forattitude. The difference in scores on quiz and KOPS werecompared for the attendees and 26 non-attendees whoparticipated in both pre and post testing.ResultsThe attendees group had 38% male and 62% femaleparticipants and the non-attendees group had 21% and 79%respectively. The groups were not significantly different inage, sex, nationality and close contact with the elderly. Thescores on the quiz and KOPS showed no statisticallysignificant difference between the two groups before orafter the workshop. Almost all the participants evaluatedthe workshop very positively especially the interaction withhealthy elderly and inmates of old people’s home.ConclusionA 10-hour introductory co-curricular workshop made nosignificant change in the knowledge on geriatric health orattitude of fourth year medical students though theyreported it as a very enriching experience. A reflectivereport may have been a better assessment tool and theimpact on their clinical practice cannot be predicted.
Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.
This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551
Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K
This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.
Carlos Aguirre Muñoz; Angela María Arango Rave; Elsa María Villegas Múnera
En este artículo se hace un análisis de la renovación curricular en el programa de medicina de la Universidad de Antioquia, especialmente entre los años 2000 y 2005, cuyo propósito se enfocaba en pasar de una concepción tRadicional y tecnológica del currículo a una tendencia integracionista, centrada en el estudiante, flexible, enfocada en los procesos cognitivos y en lograr la formación de un médico capaz de darles respuesta a las necesidades sociales locales y globales. Se analizan la imple...
Full Text Available The knowledge learners acquire at school has to be applicable in practice to ensure their motivation for learning. Both cross-curricular and interdisciplinary teaching provide a meaningful way in which students can use the knowledge acquired in one context as the basis for learning in other contexts in and out of school. By using interdisciplinary teaching, the instructor can present the topics in a holistic manner: this approach therefore allows us to activate more of the learners’ senses and intelligences. Since Mathematics is one of the least liked subjects by our students, and English one of the favorite ones, the article will demonstrate how we can integrate activities addressing all types of intelligences in a language learning class to achieve the whole range of Bloom’s levels of educational objectives on the basis of a novel which includes a wealth of references to mathematics: The Curious Incident of the Dog in the Night-Time by Mark Haddon, which has recently been compulsory reading in all Slovene grammar school programs.
Collado Medina, Lucía M.
Full Text Available Resumen: El artículo presenta un panorama de la investigación curricular en turismo reportada en México y otros países, principalmente latinoamericanos. Se definen tendencias, impactos, alcances, pautas de problemáticas emergentes, y referentes para aclarar enfoques y modelos de la formación profesional e innovación curricular de este campo. Con base en el método de mapeo se seleccionaron y valoraron las fuentes que sustentan este estudio, mediante las cuales se plantean los retos para la construcción de modelos curriculares innovadores. Se vislumbran nuevos paradigmas inter y transdisciplinarios para abordar curricularmente el caso del turismo. Con respecto a lo anterior, se concluye tomar en cuenta supuestos epistemológicos congruentes con la complejidad y la incertidumbre que subyacen a los modelos de formación en turismo, pertinentes al entorno social y humano.Abstract: This article presents an overview of curriculum research in tourism reported in Mexico and other countries, mainly in Latin America. It defines trends, impacts, scope, patterns of emerging problems, and referents to clarify approaches and models of professional development and curriculum innovation in this field. Based on the mapping method, the sources underpinning this study were selected and evaluated. These sources pose challenges for modeling innovative curriculum. New paradigms are emerging to address inter-and transdisciplinary the case of the tourism curriculum. With regard to the above, we conclude consider epistemological assumptions consistent with the complexity and uncertainty underlying models of tourism training, relevant to social and human environment.
Full Text Available O presente estudo analisa o relato dos professores da sala regular e da educação especial, em relação à adaptação curricular para os alunos com deficiência intelectual. A pesquisa, realizada por meio de questionários, teve como participantes 18 professores de uma diretoria de ensino do interior do estado de São Paulo, divididos entre: 8 professores da sala regular que ministraram aula no ensino fundamental para alunos com deficiência intelectual, 8 professores que ministraram aula no ensino médio para alunos com deficiência intelectual e 2 professores da educação especial. Os resultados indicaram que os professores reconhecem a importância da adaptação curricular no ensino dos alunos com deficiência intelectual, mas não tem clareza da definição do conceito e da utilização de recursos e estratégias adaptadas para favorecer a aprendizagem dos conteúdos propostos no currículo. Todavia, os dados revelaram a necessidade de as professoras compartilharem de uma visão mais ampla do como fazer adaptação dos conteúdos escolares. Tais dados indicaram a necessidade de programas direcionados à formação dos professores para atuarem na elaboração de adaptação curricular junto aos alunos com deficiência intelectual. Palavras-Chave: Educação Especial. Currículo. Deficiência intelectual. Inclusão escolar.
Alana Fuzaro de Barros Rodrigues
Full Text Available This paper presents the alternate pedagogy of a school located in the interior of the Sao Paulo State (Brazil, as part of the data of a masters’ research. The schools’ framework is based on Project Based Learning and its curriculum is organized on Multiple Intelligences. The framework is also supported by both the Brazilian National Curricular Parameters and the Sao Paulo State Curriculum, regarding school levels. Besides the theoretical issues, there is an exposition of an experience by the mathematics teacher and students of the 6th grade when developing a Project around the theme “From machine to cyborg” that exemplifies the pedagogical proposal of said school. Este artigo apresenta a natureza pedagógica diferenciada de uma escola localizada no interior do Estado de São Paulo (Brasil, como recorte da coleta de dados de uma pesquisa de mestrado em um Programa de Pós-Graduação em Ensino e Processos Formativos. A Escola apresenta como fundamentação teórica a Pedagogia de Projetos e no que diz respeito à matriz curricular, as disciplinas estão divididas de acordo com Inteligências Múltiplas e delineadas pelos Parâmetros Curriculares Nacionais (PCN e documentos oficiais do Estado de São Paulo conforme o nível de ensino. Além dos pressupostos teóricos, há descrição de uma experiência vivenciada pela professora de matemática e por alunos do 6° ano ao desenvolverem um Projeto em torno do tema “De máquina a ciborgue” que exemplifica a proposta pedagógica da referida escola.
Paula Andrea Echeverri-Sucerquia
Full Text Available Resumen En el presente artículo se describe la experiencia de un grupo de docentes de inglés a cargo de la renovación curricular de un programa de inglés para adultos. Con el propósito de construir un currículo pertinente, los diseñadores de la propuesta se apoyaron en algunos principios de un currículo práctico, currículo crítico y de un currículo participativo. Los resultados de esta experiencia permiten concluir que para que un programa de lenguas para adultos sea efectivo, la propuesta curricular debe ser pertinente, es decir, debe estar articulada a las necesidades e intereses de los estudiantes adultos. Segundo, la propuesta debe ser tener una clara conceptualización teórica y metodológica que sustente los procesos que se desarrollan al interior del programa. Tercero, la propuesta curricular debe plantear actividades que se asemejen a aquellas que los adultos deben desarrollar en su vida diaria. Cuarto, la implementación de la propuesta curricular debe estar apoyada por un programa de acompañamiento y desarrollo profesional docente. Finalmente, se propone que para lograr un currículo pertinente es indispensable contar con el apoyo financiero y logístico de la administración del programa, así como con el compromiso y actitud positiva de los docentes frente al cambio. In this article we describe the experience of a group of English teachers in charge of the curriculum renewal of an English program for adults. With the purpose of creating relevant curriculum, the designers drew on principles fro, a practical curriculum, the critical curriculum, and the participatory curriculum. Results from this experience suggest that in order for a language program to be effective, its curriculum should be relevant; that is, the curriculum should take into account the needs and interests of adult students. Second, the curriculum proposal should have a clear theoretical and methodological conceptualization that supports the processes
Roberto Rafael Dias da Silva
Full Text Available This paper presents a brief study of the relationship between education and Technoscience in contemporary Brazil. Initially, we examine the cultural conditions that operate in the insertion of these themes in contemporary practices in education. Next, we aim to establish a mapping of the main investigative trends in the area, using as a corpus dissertations and theses produced in Brazil between 2004 and 2009. Three investigative tendencies are prevalent: school practices, curricular and technology policies, and contemporary cultural dynamics and sociability. Finally, we seek to establish some investigative perspective in the field, as well as some investigative assumptions for the studies of school curricula and their contemporary policies.
O desenvolvimento do Estágio curricular foi realizado na empresa Aleluia Cerâmicas S.A. e teve a duração de 3 meses, 400horas. A estagiária teve oportunidade de conhecer de perto a realidade empresarial, experimentada em duas empresas do Grupo, na Ceramic e na Aleluia (sede da empresa), esta experiência que permitiu desenvolver mais competências, cimentando e evoluindo para além daquelas que foi adquirindo ao longo da sua formação académica. Foram desenvolvidas atividades variadas, entr...
O estágio curricular foi realizado na Randstad, na delegação de Aveiro, tendo uma duração aproximada de 3 meses. As atividades desenvolvidas no referido estágio foram enquadradas em três áreas complementares entre si: Gestão de clientes e colaboradores; Recrutamento e seleção; e a Gestão Administrativa de Recursos Humanos. Na gestão de clientes e colaboradores, as atividades desenvolvidas consistiram no atendimento telefónico e presencial de clientes e de colaboradores, entre outras. N...
Pruett, L. E.; Burrell, S.; Chidester, C.; Metzger, E. P.
The inclusion of global climate change education in California public high schools is constrained by several factors, including the planning time needed to effectively correlate state content standards to the multidisciplinary science of climate change, the lack of time in the curriculum, and budget constraints that limit resources for teachers. Recent efforts by the NASA LIFT-OFF program to support classroom teachers in the development of inquiry-based curricular materials have helped to alleviate many of these burdens. NASA LIFT-OFF is funded by a grant to the Alameda County Office of Education and involves a partnership between the Alameda, Santa Clara, and Los Angeles county offices of education and science faculty at California State University (CSU) East Bay, San Jose State University (SJSU), and Cal Poly Pomona. LIFT-OFF goals are to improve high school science teachers’ content knowledge through interactions with scientists from the CSU campuses, NASA, and the SETI Institute and to enhance their ability to plan and implement high-quality science inquiry in their classrooms. LIFT-OFF teachers at the three CSU campuses are developing instructional cases that use NASA resources and research-based pedagogical practices to explore engaging real-world questions. We participated in SJSU’s 2010 LIFT-OFF summer institute and worked as a team to develop a 12-day unit for high school students that focuses on the science behind global climate change. In addition to delivering science content, the unit engages students in critical thinking and evaluation. Students generate, access and interpret data, and use the knowledge gained to make small lifestyle changes that aid in the reduction of their greenhouse gas emissions. Not only does this unit of study empower students to make science-based decisions, it also incorporates diverse learning strategies, such as the use of visuals aids, language acquisition techniques to improve literacy, formative assessments and daily
Full Text Available O texto é fruto das discussões do Grupo de Trabalho (GT da Anpuh - Secção São Paulo, no ano de 2008.¹ Objetiva discutir os impasses criados para a profissionalização do docente de história e para o aprendizado de crianças, jovens e adultos a partir da Proposta Curricular de História do Estado de São Paulo, que faz parte do projeto "São Paulo faz escola", implantada no início do ano letivo de 2008.The text is due to the discussion of An puh's Work Group - São Paulo Section, during the year of 2008. The aim is to discuss the hindrancer regarding the professionalization of the History Pro- fessor and the learning of children, young people and adults having as a point of departure the curricular propo-sition for History in São Paulo State, which is part of the project "São Paulo faz escola", dating from the beginning of 2008.
A empregabilidade nos Parâmetros Curriculares Nacionais: implicações e limites a formação humana/The empregabilidade in the National Curricular Parameters: implications and limits the formation human being
Luciano Accioly Lemos Moreira
Full Text Available O presente trabalho analisa, à luz da ontologia marxiana, a formação voltada para a empregabilidade contida nos Parâmetros Curriculares Nacionais (1998/1999, nos Temas Transversais (1998 e nas Diretrizes Curriculares Nacionais do Ensino Médio (1999. A análise desta problemática, com base nos fundamentos da perspectiva ontológico-marxiana, permitiu constatar que a formação na perspectiva da empregabilidade articula-se com as categorias da cidadania e do consumidor. A empregabilidade cumpre o papel de adequação dos indivíduos a um mercado de trabalho cada vez mais instável e em crise estrutural, tendo o campo da cidadania e do mercado consumidor como lugares naturais nas disputas e conquistas dos sujeitos sociais. A abordagem defendida pelos Parâmetros Curriculares Nacionais apresenta a sociabilidade do capital como algo insuperável e intocável, cabendo apenas transformar a consciência dos homens, capacitando-os para o enfretamento dos desafios de um mundo tecnologicamente desenvolvido e economicamente mundializado. A critica realizada por nossa análise, pauta-se na explicitação das implicações e limites dessa proposta para a formação humana, compreendendo que a proposta dos documentos analisados mantém os efeitos do trabalho alienado sobre o trabalhador, legitimando e naturalizando a desumanização inerente às relações sociais da sociabilidade capitalista. Quanto à vida coletiva, os Parâmetros Curriculares Nacionais e os Temas Transversais sugerem a cidadania e o mercado consumidor. Entendemos que essa vida coletiva tem uma existência abstrata e vazia de sentido, pois restringe-se ao espaço da política e do mercado, controlados e necessários à reprodução desse sistema. E por fim, tentamos demonstrar as possibilidades de uma atividade educativa que vislumbre uma formação para além do capital. The present work analyzes, to the light of the marxiana ontologia, the formation directed toward the
Full Text Available Se describe una propuesta curricular basada en la integración de modos de pensamiento algebraicos en el currículo de la educación primaria, la cual está siendo objeto de numerosas investigaciones en la actualidad. En este contexto, partiendo del constructo pensamiento relacional, se presentan resultados de un experimento de enseñanza, basado en el trabajo con sentencias numéricas, que ejemplifica el potencial de dicha propuesta y permite evidenciar la capacidad de alumnos de tercer curso de educación primaria para trabajar en aritmética de un modo algebraico. We describe a curricular proposal, based on the integration of algebraic ways of thinking in the elementary curriculum, which is currently aim of numerous research studies. In this context and by using the construct relational thinking, we present some results from a teaching experiment based on working with number sentences. It exemplifies the potential of this proposal and allows us to evidence third grade students´ capacity to work algebraically in arithmetic.
Full Text Available http://dx.doi.org/10.5007/2175-795x.2008v26n2p551 Trata-se o presente texto de uma reflexão em torno das Diretrizes Curriculares Nacionais para o Curso de Pedagogia (DCNP que dá nova ordenação ao curso de Pedagogia no Brasil. O objetivo central foi verificar que relações se estabelecem entre formação para a docência – principal função da futura Licenciatura em Pedagogia – e produção de conhecimento, o lugar reservado para a pesquisa nas DCNP e o seu escopo na formação do professor. Para tanto, examinamos dois documentos fundamentais: o Parecer CNE/CP nº. 5/2005 (BRASIL, 2005 e a Resolução CNE/CP nº. 1/2006 (BRASIL, 2006. Em ambos verificamos a concepção de conhecimento presente e, com base em literatura específica, avançamos uma crítica que evidencia a produção do conhecimento na Licenciatura em Pedagogia como função subalternizada à gestão escolar. A secundarização da pesquisa na formação do Licenciado em Pedagogia concorre para o esvaziamento teórico da área da educação, vinculando-a a uma abordagem fortemente instrumental. Concluímos que, mais do que o abandono da razão, presenciamos o recuo da inteligência nacional em relação à perspectiva histórico-crítica pela adesão a um pensamento gelatinoso, pragmático e relativista. Estamos em presença da proliferação de intelectuais que investem na civilização das elites e catalisa mentes para a crença de que, se não é possível – e talvez nem desejável – mudar o capital, humanizemo-lo.
Full Text Available El Tecnológico Nacional de México como órgano desconcentrado de la Secretaría de Educación Pública de México que tiene adscrito 266 institutos en todo el país y que atiende una matrícula de 556.270 estudiantes, busca ofrecer una educación superior de buena calidad, que esté orientada a satisfacer las necesidades del desarrollo social, científico, tecnológico, económico, cultural y humano de México. En este contexto, el presente artículo describe la definición del modelo curricular utilizado; este modelo parte de la idea del currículo como proyecto formativo integrado, el cual es sustentado en las concepciones de formación profesional, aprendizaje y práctica educativa, lo que da sentido y significado a los contenidos educativos, al quehacer del profesorado y del estudiantado, a las estrategias de aprendizaje y didácticas, a los procesos y productos educativos, así como, al diseño, implementación, desarrollo, seguimiento y evaluación de los programas académicos. Actualmente, con este modelo se han diseñado e innovado 43 planes de estudio con enfoque en competencias, lo cuales multiplicados por el número de veces que se ofrecen en los 266 institutos, suman más de 1.300 programas educativos en todo el país; cabe hacer mención que para el diseño e innovación de estos programas se llevaron a cabo más de 35 reuniones nacionales en el territorio mexicano con la participación de más de 4.500 docentes. Este modelo permite una mayor flexibilidad, integración del saber y del saber hacer y, de esta manera, propiciar el aprendizaje continuo de estudiantes, fomentar el desarrollo de competencias profesionales para la aplicación de conocimientos y la solución de problemas reales a través de la realización de proyectos e impulsar una formación ética, así como promover el cuidado del medio ambiente.
El Diseño Curricular por Competencias Laborales en la Carrera de Ingeniero Agrónomo de la Universidad de Guanajuato El Diseño Curricular por Competencias Laborales en la Carrera de Ingeniero Agrónomo de la Universidad de Guanajuato
Briseida Mendoza Celedon
Full Text Available This work was done to meet the demand for modernizing the curriculum in agronomy. It is based on a documental review following the methodology of Hanel [et al.], in 1997. The results were: identification of the main problems in agriculture, agronomy, and the career of agronomist, and in educational policies and university philosophy; determination of the four careers in agronomy; definition of the graduate profile in terms of knowledge, ability, attitudes, and values; requirement of professors with postgraduate studies and pedagogical and axiological updating; a flexible curricular structure tied to the logic of the discipline; an integral evaluation from curriculum to administration; identification of complementary activities that contribute to the formation of the student; the socializing of the curriculum with participation of academics and their introduction in distinct forums. Thus the institutional demand was met in a search for excellence in student preparation, quality in the educational process, and encouragement of evaluation practices. Este trabajo se realizó para responder la demanda de modernización del currículo de la carrera de Agronomía. Se basó en una revisión documental, siguiendo la metodología de Hanel et al., en 1997. Los resultados fueron: identificación de la problemática agropecuaria, disciplinar y laboral del Ingeniero Agrónomo, políticas educativas y filosofía universitaria; determinación de cuatro competencias laborales; definición del perfil de egreso en términos de conocimientos, habilidades, actitudes y valores; el requerimiento de un profesor con posgrado, actualización pedagógica y axiológica; una estructura curricular flexible y apegada a la lógica disciplinaria; evaluación integral que involucra desde el currículo hasta la administrativa; la identificación de actividades complementarias que coadyuvan a la formación del educando; la socialización del currículo con la participación de
Zurita Silva, Rossana María
La presente investigación planteó como objetivos, analizar los conceptos gestión pedagógica y cambio curricular, y sus componentes; y analizar qué aspectos de la gestión pedagógica, en maestros por un lado y directivos por otro, resultan favorables al cambio curricular en instituciones educativas de educación básica. La investigación es cualitativa de tipo documental mixto, y se realizó a partir de una muestra de fuentes seleccionadas de las bases de datos Scopus, Dialnet y ...
Contreras Popayán, María Elizabeth
La presente investigación plantea para la educación colombiana una nueva mirada desde el paradigma humanista socio- cognitivo al aula de clase y su diseño curricular, que posibilita el desarrollo de modelos de aprendizaje-enseñanza, tomando el espacio de aula como escenario ¿micro- que piensa la formación de ciudadanos y ciudadanas en un mundo globalizado; desde allí el diseño curricular se asume como estrategia para transformar las prácticas pedagógicas, mejorar los aprendizajes y elevar la ...
Juan Eduardo Jiménez Vásquez
Full Text Available Se presentan los resultados de una investigación, cuyo foco era proponer una metodología de control y gestión para una implementación curricular por competencias, en una institución universitaria. En este camino, nos pareció que la propuesta de la metodología de gestión denominada Balanced Scorecard – BSC, de los autores Kaplan y Norton, presentaba características que, si bien estaban orientadas al mundo empresarial y de negocios, era factible realizar las adaptaciones necesarias a una institución educativa. Según los resultados encontrados en esta investigación, la metodología de BSC a través del Cuadro de Mando Integral, puede contribuir significativamente al éxito de la implantación curricular por competencias, en que es posible identificar los aspectos esenciales de la implementación y advertir oportunamente las situaciones que afectan su cumplimiento, de manera de realizar las acciones correctivas, para asegurar el éxito de la implementación.
Félix Zurita Ortega
Full Text Available Resumo: Esta pesquisa tem como objetivo analisar e estabelecer a incidência de qualificações, escolha de percursos curriculares e local de residência sobre comportamento violento e vitimização entre adolescentes de 13-17 anos de Granada (Espanha. A participação de um total de 2.273 adolescentes permitiu o registro e avaliação das variáveis Acadêmicas, Família, Gênero, vitimização (Escala de Vitimização na Escola e Comportamento Violento (medido com a Escala de Conduta Violenta na Escola. Os resultados mostraram que os adolescentes com qualificações mais baixas, que vivem em abrigos e que no itinerário curricular pretendiam inscrever-se na formação profissional ou inserir-se no mercado de trabalho apresentaram comportamentos mais agressivos e de vitimização do que os alunos com melhores notas médias (bons e excelentes, que procuravam continuar estudando no Ensino Superior e que residiam na casa da família.
Badilla Saxe Eleonora
Full Text Available Resumen:En este ensayo se muestra un tránsito que podría seguir el diseño curricular desde la integración hacia la complejidad. Se parte de las ideas de James Beane y John Deswey sobre la Integración Curricular y las Actividades Ocupacionales respectivamente para pasar por los llamados Ejes Transversales y el Enfoque por Proyectos, con miras a evolucionar hacia la Pedagogía de la Complejidad, tomando como base las ideas para promover el pensamiento complejo que propone Edgar Morin. Como conclusión se propone un cambio en la metáfora con la cual se diseñan currículos y planes de estudio.Abstract:This essay shows a path that can be taken when designing curriculum, that goes from Integration onto Complexity. It starts with Jeames Beane´s Curriculum Integration and John Dewey´s Occupational Activities, going through Transversal Axis and Project Approach, with the goal to evolve into the Pedagogy of Complexity, based on Edgar Morin´s ideas to stimulate complex thinking. A change of metaphor for curriculum design is proposed, as a conclusion.
Carla Cristiane Loureiro
"INMIGRANTES" VERSUS "NATIVOS" DIGITALES: EL DISCURSO DE TECNOLOGÍAS DIGITALES EN POLÍTICAS CURRICULARES Resumen: Los discursos de "nativo digital" e "inmigrante digital" en las políticas curriculares son objeto central de análisis de este artículo. Su objetivo es reflexionar sobre la relación entre docencia, niño, infancia, tecnología y plan de estudios, utilizando como material empírico algunos documentos curriculares elaborados por el gobierno federal de Brasil desde los años 2000. Se considera que el lugar social del niño en relación con las tecnologías digitales es marcado por la existencia de una "expertise" garantizada por una "experiencia generacional innata" (niño-nativos en contraste con las otras generaciones (maestros-inmigrantes, indicando un punto de vista naturalizado y determinista de la tecnología en detrimento de usos más significativos y posibilidades de empoderamiento para los maestros y los niños. Palabras clave: Niños. Maestros. Tecnologías digitales. Currículo.
Torre Torre, Aroa Mª
Full Text Available En este artículo tenemos como objetivo analizar cómo el Marco Común Europeo de Referencia y el Plan Curricular del Instituto Cervantes tratan los marcadores discursivos dentro del conjunto de los elementos pragmáticos. Averiguar las pistas que se dan sobre este aspecto en los documentos de referencia y curriculares resulta de especial interés porque son los documentos más manejados por profesores, evaluadores y creadores de materiales. De hecho, las indicaciones que en ellos se ofrecen tienen una gran repercusión en la planificación y elaboración de propuestas didácticas para el aula de ELE. De la revisión minuciosa de estos documentos se desprende que en el MCER no se da un tratamiento sistemático o riguroso a los marcadores discursivos y que, en el PCIC, si bien se opta por una forma determinada de presentar los marcadores en el inventario, a lo largo del mismo se cae en algunos contrasentidos, especialmente en el caso de los conversacionales.
Full Text Available La propuesta para organizar y estructurar elcontenido curricular de los planes de estudio, se generade la información recopilada, mediante técnicas cualita-tivas, acerca de la experiencia o de los docentes, estu-diantes y profesionales en servicio que participaron comoinformantes del estudio. Ésta se enmarca dentro de unaconcepción curricular holística que enfatiza la transmi-sión de la información de forma integrada y de maneraparticipativa y dinámica, propiciando la construcción deconocimientos. Los lineamientos metodológicos se presen-tan en dos apartados: la organización de los contenidosprogramáticos que aborda los ejes, las líneas curricularesy los criterios para organizar el contenido y, en el segun-do apartado, estructura de los contenidos del plan de es-tudios se organiza la información en dos áreas académi-ca y personal
Vinicius Cesca de Lima
Full Text Available O artigo analisa as perspectivas de formação humana e de desenvolvimento de competências identificadas nas Diretrizes Curriculares Nacionais para os Cursos de Graduação em Psicologia. A partir da crítica aos processos modernos de formação humana, realizada pela Teoria Crítica da Sociedade, analisamos sua institucionalização em práticas escolares, incluindo a pedagogia por competências, e mais especificamente na educação universitária. Por fim, discutimos essas questões na formação de psicólogos. Confrontando as propostas de formação para a emancipação e de formação para o desenvolvimento de competências, apontamos, a partir da matriz pautada nas Diretrizes Curriculares, que a formação em psicologia representa um processo contraditório que evidencia um projeto em disputa.
Dagmar Estermann Meyer
Full Text Available O texto apresenta algumas reflexões com as quais se pretende subsidiar discussões decorrentes da necessidade de implementar as Diretrizes Curriculares nos cursos de graduação em Enfermagem, no Brasil. Tomando como referências autores e autoras que tematizam o currículo desde as perspectivas pós-críticas em Educação, o texto propõe mudanças de foco para desenvolver estas reflexões, quais sejam: das respostas paras as perguntas, da certeza para a dúvida, da prescrição para a problematização. Desde esse lugar, sugerimos que as diretrizes curriculares podem ter a finalidade de fornecer referências para a formulação de projetos político-pedagógicos que se articulem tanto às demandas políticas e sociais da sociedade mais ampla quanto às necessidades e interesses locais, sem colar-se ou subsumir-nos nelas.
Dagmar Estermann Meyer
Full Text Available O texto apresenta algumas reflexões com as quais se pretende subsidiar discussões decorrentes da necessidade de implementar as Diretrizes Curriculares nos cursos de graduação em Enfermagem, no Brasil. Tomando como referências autores e autoras que tematizam o currículo desde as perspectivas pós-críticas em Educação, o texto propõe mudanças de foco para desenvolver estas reflexões, quais sejam: das respostas paras as perguntas, da certeza para a dúvida, da prescrição para a problematização. Desde esse lugar, sugerimos que as diretrizes curriculares podem ter a finalidade de fornecer referências para a formulação de projetos político-pedagógicos que se articulem tanto às demandas políticas e sociais da sociedade mais ampla quanto às necessidades e interesses locais, sem colar-se ou subsumir-nos nelas.
Fernanda Quaresma de Araújo
Full Text Available Analisam-se as Diretrizes Curriculares Nacionais dos cursos de graduação em Farmácia e seus respectivos referenciais teóricos fundadores. Apresentar-se-á uma breve discussão conceitual do currículo e seus determinantes históricos. Pretende-se estabelecer críticas sobre as teorias de currículo elencadas e seus pressupostos norteadores, a partir do paradigma linear tyleriano até o multiculturalismo. Tenciona-se relacioná-las com a aplicabilidade das Diretrizes Curriculares no ensino farmacêutico contemporâneo. Faz-se um paralelo entre a concepção tecnicista, presente nas abordagens tradicionais, e a generalista, proposta para o ensino farmacêutico atual. Considera-se que a demonstração dessas concepções está submetida às várias perspectivas teóricas, como também aos diferentes momentos histórico-culturais.
Javier Alfredo Fayad Sierra
Full Text Available Este escrito quiere aportar con algunos elementos para el debate en las unidades académicas de las universidades, que cumplieron sus procesos de acreditación de calidad y alta calidad, pero que tienen dificultades para dar cuenta por la evaluación del “desempeño profesoral”. Consideramos que para este propósito es necesario sustentar una concepción particular de la flexibilización curricular en la universidad, como principio fundamental del “desempeño profesoral”, que nos permita reflexionar sobre la esencia de la universidad y sus fundamentos, como una de las tantas sustentaciones que necesitamos para salir de la muy citada “crisis universitaria”. AbstractThis document pretends to contribute some elements for the debate within the academic unities of the universities that accomplished their processes of quality and high quality certification, but which still present some difficulties in the process of “teachers´ performance”. We consider that for this specific purpose, it is necessary to maintain a particular conception of the curricular flexibility in the university, as a fundamental principle of the “teachers´ performance”, which lets us think about the essence of the university and its foundations, as one of the different elements that we need to overcome the so-called u “universitarian crisis”.
Rafael Esteban Jiménez-Corrales
Full Text Available El presente artículo trata de analizar la creación de las propuestas curriculares como producto de la convergencia de microprocesos institucionales y personales y macroprocesos sociales, lo cual se denomina en la teoría sociológica como desarrollos sintéticos. El escrito parte de la idea de que la creación de productos curriculares sólidos, transita por procesos históricos previos, los cuales son sistematizados e interpretados por los actores sociales en escenarios a veces antagónicos académicamente. Para ilustrar tales procesos, utiliza el ejemplo de la creación de la Maestría en Pedagogía con énfasis en Diversidad en los Procesos Educativos de la División de Educación Básica del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, donde enfatiza en el impacto que los cambios sociales van generando en la discusión académica y cómo esta va convergiendo en la creación de un plan de estudios y en el desarrollo de una carrera.
Daniela Gouveia Viana
Full Text Available Resumo
Como os alunos de hotelaria avaliam os processos de treinamento e desenvolvimento dirigidos a si mesmos enquanto estagiários e na comparação com os processos direcionados aos funcionários das organizações hoteleiras? Para dar conta deste problema, lançou-se mão de referencial teórico dos campos da administração e da hotelaria. Metodologicamente, optou-se pela técnica qualitativa da análise de conteúdo de entrevistas semi-estruturadas, dentro das seguintes categorias: eventual experiência profissional anterior ao estágio; amplitude da função do estagiário de hotelaria dentro do hotel; programas de treinamento nos hotéis (para os funcionários; para os estagiários; tipologia de treinamentos aplicáveis ao estágio; interesse do aluno-estagiário pelo estágio. Os resultados mostraram que há evidências de um mal estar dos alunos com relação à atividade. De início, extremamente motivados, ansiosos por conhecer e desenvolver uma prática profissional, que se promete agradável, marcada pelo contato com os clientes e cheia de surpresas e de acontecimentos agradáveis, não raro alguns se frustram. No mais das vezes, tratados como mão de obra barata, submetidos a tarefas subalternas para as quais são designados nunca por suas qualidades técnicas, o desgaste e a decepção são naturais.
Palavras-chave: hotelaria; treinamento; desenvolvimento organizacional; estágio curricular.Curricular Reform: Systems Modeling and Sustainability in Civil and Environmental Engineering at the University of Vermont
Rizzo, D. M.; Hayden, N. J.; Dewoolkar, M.; Neumann, M.; Lathem, S.
Researchers at the University of Vermont were awarded a NSF-sponsored Department Level Reform (DLR) grant to incorporate a systems approach to engineering problem solving within the civil and environmental engineering programs. A systems approach challenges students to consider the environmental, social, and economic aspects within engineering solutions. Likewise, sustainability requires a holistic approach to problem solving that includes economic, social and environmental factors. Our reform has taken a multi-pronged approach in two main areas that include implementing: a) a sequence of three systems courses related to environmental and transportation systems that introduce systems thinking, sustainability, and systems analysis and modeling; and b) service-learning (SL) projects as a means of practicing the systems approach. Our SL projects are good examples of inquiry-based learning that allow students to emphasize research and learning in areas of most interest to them. The SL projects address real-world open-ended problems. Activities that enhance IT and soft skills for students are incorporated throughout the curricula. Likewise, sustainability has been a central piece of the reform. We present examples of sustainability in the SL and modeling projects within the systems courses (e.g., students have used STELLA™ systems modeling software to address the impact of different carbon sequestration strategies on global climate change). Sustainability in SL projects include mentoring home schooled children in biomimicry projects, developing ECHO exhibits and the design of green roofs, bioretention ponds and porous pavement solutions. Assessment includes formative and summative methods involving student surveys and focus groups, faculty interviews and observations, and evaluation of student work.
Luis M. VILLAR ANGULO
Full Text Available RESUMEN: Introducción. Este artículo indaga un procedimiento apropiado para la valoración de carpetas usadas en el desarrollo del profesorado de las dos universidades canarias. El estudio incluye una definición comprensiva de capacidades docentes en enseñanza superior y una revisión formativa de colegas en un Programa de Mejora (Iniciación (PMI como modelo de desarrollo de profesorado. Método. Por medio de un muestreo intencionado, 29 profesores se implicaron en un curso por un periodo de 11 semanas durante el año académico 2004-2005. Los criterios usados para el análisis fueron medidas de percepciones de profesores y pruebas de aprendizaje. Comparamos las experiencias de aprendizaje de los participantes. Resultados. En su conjunto, el profesorado mostró un cambio en su estilo de enseñanza, haciendo comentarios más reflexivos sobre sus capacidades curriculares y didácticas.Discusión. Se recomienda la incorporación de sistemas de entrenamiento basados en Internet en el diseño y aplicación de Programas de Desarrollo de Profesorado Universitario.ABSTRACT: Introduction. This article addresses the choice of an appropriate procedure for the assessment of portfolios used in academic staff development at the two Canary universities. The study includes a comprehensive definition of teaching capabilities in higher education and a formative peer review on an Improvement Program (Initiation (PMI as a model for faculty development. Methods. Using purposive sampling, twenty nine professors were involved in a course over an 11-week period during the academic year 2004-2005. Criteria used for analysis were measures of professors' perceptions and learning tests. We compare the learning experiences of participants. Results. Overall, faculty reported a change in their teaching style, toward more reflective commentaries on their teaching capabilities.Discussion. It is important to incorporate the characteristics of web-based training systems into
Egger, A. E.; Baldassari, C.; Bruckner, M. Z.; Iverson, E. A.; Manduca, C. A.; Mcconnell, D. A.; Steer, D. N.
InTeGrate is NSF's STEP Center in the geosciences. A major goal of the project is to develop curricula that will increase the geoscience literacy of all students such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. This population includes the large majority of students that do not major in the geosciences, those historically under-represented in the geosciences, and future K-12 teachers. To achieve this goal, we established a model for the development of curricular materials that draws on the distributed expertise of the undergraduate teaching community. Our model seeks proposals from across the higher education community for courses and modules that meet InTeGrate's overarching goals. From these proposals, we select teams of 3-5 instructors from three or more different institutions (and institution types) and pair them with assessment and web experts. Their communication and development process is supported by a robust, web-based content management system (CMS). Over two years, this team develops materials that explicitly address a geoscience-related societal challenge, build interdisciplinary problem-solving skills, make use of real geoscience data, and incorporate geoscientific and systems thinking. Materials are reviewed with the InTeGrate design rubric and then tested by the authors in their own courses, where student learning is assessed. Results are reviewed by the authors and our assessment team to guide revisions. Several student audiences are targeted: students in general education and introductory geoscience courses, pre-service K-12 teachers, students in other science and engineering majors, as well as those in the humanities and social sciences. Curriculum development team members from beyond the geosciences are critical to producing materials that can be adopted for all of these audiences, and we have been successful in engaging faculty from biology, economics, engineering, sociology
Should laptops be allowed in the classroom? Two viewpoints: viewpoint 1: laptops in classrooms facilitate curricular advancement and promote student learning and viewpoint 2: deconstructing and rethinking the use of laptops in the classroom.
Spallek, Heiko; von Bergmann, HsingChi
This Point/Counterpoint article discusses the pros and cons of deploying one aspect of instructional technology in dental education: the use of laptops in the classroom. Two opposing viewpoints, written by different authors, evaluate the arguments. Viewpoint 1 argues that laptops in classrooms can be a catalyst for rapid curricular advancement and prepare dental graduates for the digital age of dentistry. As dental education is not limited to textual information, but includes skill development in spatial relationships and hands-on training, technology can play a transformative role in students' learning. Carefully implemented instructional technology can enhance student motivation when it transforms students from being the objects of teaching to the subjects of learning. Ubiquitous access to educational material allows for just-in-time learning and can overcome organizational barriers when, for instance, introducing interprofessional education. Viewpoint 2 argues that, in spite of widespread agreement that instructional technology leads to curricular innovation, the notion of the use of laptops in classrooms needs to be deconstructed and rethought when effective learning outcomes are sought. Analyzing the purpose, pedagogy, and learning product while applying lessons learned from K-12 implementation leads to a more complex picture of laptop integration in dental classrooms and forms the basis for questioning the value of such usage. For laptop use to contribute to student learning, rather than simply providing opportunity for students to take notes and access the Internet during class, this viewpoint emphasizes that dental educators need to think carefully about the purpose of this technology and to develop appropriate pedagogical strategies to achieve their objectives. The two viewpoints agree that significant faculty development efforts should precede any introduction of technology into the educational process and that technology alone cannot change education
Hansen, P. J. K.
How to use The National Gallery as a cross curricular approach to weather and climate studies at primary level. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) Weather and climate are topics in natural science and geography in primary and secondary education in most countries. The pupils are often doing own weather observations and measurements and are presenting the results oral, by posters or with digital aids. They also use the Internet with all its relevant resources in their studies to develop vocabulary, practical and conceptual knowledge. Knowledge about weather and climate is parts of liberal education and could be projected to other topics in science and to topics in other subjects, for instance: history, social geography, literature and arts. This article reports from a case study in grade 3 classes (age 9 year) during their Weather Week. Their science teacher was, quite untypical, also educated in art history. She arranged a visited to The National Gallery with the double agenda: 1. To introduce the pupils to Norwegian canon paintings from the national romantic period, our so-called "golden age”. 2. To look for and discuss weather elements in this paintings. For one hour the museum curator guided the pupils around the water cycle by using the paintings. While the pupils' own observations of weather, clouds and wind and measurements of temperature and precipitation during the Weather Week only are point checks, the guided tour in The National Gallery gave literally "the whole picture” of the Norwegian weather and climate and of the water cycle. During the tour, the curator constantly invited the pupils to tell about and discuss what weather and water elements they were looking at when standing in front of a painting. The pupils were responsive and interested all the time. Back at school, they demonstrated that they had learned much about both weather elements, the water
Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction
This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…
Full Text Available The critical evaluation of systematic planning, development and review practices of instructional materials intend to improve the quality of teaching and learning. This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015, the Iran Language Institute (ILI Advanced1 (2008. The evaluation is done in terms of two prospects; firstly, the interpretation of communicative language teaching objectives and secondly, curricular components of the books. To this aim, a checklist of 5 Cs standards and seven curricular components evaluation developed by American Council on the Teaching of Foreign Languages (ACTFL was employed. The evaluation reveals that the New Headway advanced series is more preferable and desirable than the ILI Advanced 1 due to the design and organization, authenticity, attractiveness, functionality, practicality and the other qualities mentioned above regarding communication, cultures, connection, comparison, and community in all aspects. The evaluation based on the seven curricular components- language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, technology and the other features- indicates that the ILI textbook enjoys low standards and is not well developed in all components. The ILI textbook is highly reading and writing oriented and not appropriate for transactional and interactional learning purposes. This study acquaints language teachers and learners with the more desirable and cogent book.
Readers of "Teaching History" will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths,…
Burriss, Annie Hunt
One innovative, higher-education response to globalization and changing fiscal realities is the curricular joint venture (CJV), a formal collaboration between academic institutions that leverages missions through new joint degrees and research not previously offered by collaborating institutions (Eckel, 2003). In 1997, a pioneering biomedical…
This article explores the construction of the category "Woman" in the official history and social studies curricular documents distributed by the Chilean Ministry of Education to all public and charter schools in 2014. It answers two major questions: what are the characteristics and acceptable gender performances of the category…
Reynaldo Mora Mora
Full Text Available Se presenta un resumen del trabajo final de tesis de doctorado en ciencias de la educación, titulada “Historia de las Prácticas Curriculares en los procesos de formación de licenciados en ciencias sociales: 1973-1998”. En esta investigación se da a conocer cómo se formaron licenciados y qué tipo de prácticas curriculares fueron puestas en escena por parte de las instituciones educativas del estudio. AbstractAn abstract of the of the final work of the doctoral thesis on Sciences of Education is presented under the title “A History of the Curricular Practices in the Process of Formation of Education Graduates in Social Sciences: 1973-1998”. In this research it is announced how the Education Graduates were educated and what sort of curricular practices were staged by the educational institutions studied.
In this report of a project on curriculum planning, a new language is developed for analyzing and describing "the curricular-instructional subsystem." Some of the data come from the author's experiences in planning and directing the Experimental Freshman-Year Program (EFP) at San Francisco State College, but most were collected at the…
This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal…
Barron, Kenneth E.; Apple, Kevin J.
Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or…
31 July to 22 August 2012 (including travel dates). Proposed itinerary: Arrival in Bangalore on 1 August. 1-5 August: Bangalore, Karnataka. Suggested institutions: Indian Institute of Science, Bangalore. St Johns Medical College & Hospital, Bangalore. Jawaharlal Nehru Centre, Bangalore. 6-8 August: Chennai, TN.
Full Text Available High technologies in architecture and construction change the world around. Professional trainings for the creators of the artificial environment (engineers and architects have an effect on people’s life but practically they don’t take into account the human nature of the final user and his own psychological features. In this article there are presented the results of the psychological services in the University of civil engineering from 2006 to 2017 as extra-curricular methods for the general competences formation and development. There are also described the methods of works and their specifics, some difficulties and perspectives. There are explained the reasons for psychological service at the university of civil engineering. There are also taken into account the global risks and dangers affecting the study content of civil engineering.
Kadja Michele Ramos Tenório
Full Text Available ResumoAnalisamos como o tema esporte foi abordado nas propostas curriculares para educação física no Estado de Pernambuco de 1989 a 2013, por via de uma pesquisa documental que teve como fontes de dados documentos oficiais da Secretaria de Educação e usou a análise de conteúdo categorial por temática. Identificamos a perenidade dos fundamentos do objeto de estudo da cultura corporal e do tema esporte em todas as propostas analisadas. Compreendemos que houve um esforço dos professores para que o esporte não fosse uma mera reprodução do esporte de alto rendimento. Entretanto, identificamos que esse nem sempre foi acompanhado por uma coerência entre a intencionalidade pedagógica para com o tema, sua organização de conteúdos e a metodologia proposta.
Claudina Esther Martínez-Vignón
Full Text Available El perfeccionamiento de la disciplina Historia de Cuba en la formación inicial es de gran importancia en las actuales condiciones de actualización del modelo social cubano. El propósito es analizar de forma crítica la concepción curricular de dicha disciplina para la formación profesional del estudiante de la carrera Licenciatura en Educación, especialidad Logopedia, con énfasis en sus elementos caracterológicos, de modo que permita el perfeccionamiento constante de su objeto de estudio y su aplicación adecuada en correspondencia con el perfil del futuro profesional. El empleo del método dialéctico materialista permitió la búsqueda, análisis e interpretación de la información.
Hanne Møller Andersen
Full Text Available Previous studies have found core teaching conceptions (CTCs to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007. This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology, and mathematics in Danish upper secondary school. Teachers’ CTCs were investigated through their essay responses to a set of open core questions, administered through a web-platform. Results demonstrate that teachers’ CTCs come in subject specific flavours, encompassing their purpose for teaching the subject, their conceptions of teaching and learning, and their conceptions of interdisciplinary teaching. It is argued that such differences shape teachers’ engagement with new cross-curricular innovations in the Danish context. Assessing and addressing typical and personal CTCs are found to be crucial to a successful implementation of current reform-initiatives, for teacher training, and for self-regulated professional development among teachers.
Gómez, Pedro; Carulla, Cristina
Este estudio exploró los efectos en el diseño curricular de la introducción y utilización de las calculadoras gráficas en un curso de precálculo a nivel universitario. Se analizaron diversos documentos que describen el curso antes y después de la introducción de la tecnología, junto con los libros de texto y las tareas que fueron utilizados en cada caso. Se evidencian cambios en las visiones que la institución diseñadora del currículo tiene acerca del conocimiento matemático, de su enseñanza ...
O presente relatório surge no seguimento do estágio curricular realizado na Randstad – delegação de Aveiro, empresa que atua na área dos Recursos Humanos, para a conclusão da Licenciatura em Gestão de Recursos Humanos do Instituto Politécnico da Guarda. A estagiária pretende apresentar ao leitor um pouco sobre a empresa onde o estágio foi desenvolvido e também a descrição clara das tarefas que teve a oportunidade de desenvolver ao longo dos três meses de estágio. No decorrer do estágio, as...
Integración Curricular: respuesta al reto de educar en y desde la diversidad Integração Curricular: resposta ao desafio de educar em e desde a diversidade Curricular Integration: responding to the challenge of educating in and through diversity
Nuria Illán Romeu
Full Text Available A través de este trabajo, presentamos nuestro modelo de diseño, desarrollo y evaluación de Unidades Didácticas Integradas (UDIs, describiendo todas y cada una de sus diferentes fases. Del mismo modo, exploramos sus potencialidades en la construcción de un currículo cimentado sobre los supuestos de la Integración Curricular. Se trata de un modelo que surge de un proceso de investigación llevado a cabo en diferentes centros educativos. Nuestro propósito último es, precisamente, tratar de llegar a un mayor número de profesores, maestros y educadores con el fin de que, tras su lectura, sean capaces de utilizarlo e implementarlo en diferentes escenarios.Com este trabalho, apresentamos o nosso modelo de desenho, desenvolvimento e avaliação de Unidades Didáticas Integradas (UDIs, descrevendo todas e cada uma das suas diferentes fases. Da mesma forma, exploramos as suas pontencialidades na construção de um currículo construído sobre os supostos teóricos da Integração Curricular. Trata-se de um modelo nascido de um processo de pesquisa desenvolvido em vários centros educacionais. O nosso propósito último é, justamente, tentar atingir o maior número possível de professores, mestres e educadores, com a finalidade de que, após sua leitura, sejam capazes de usá-lo e aplicá-lo em diferentes cenários.Through this work, we present our model of design, development and evaluation of Integrated Teaching Units (UDIs, describing each and every one of its different phases. Similarly, we explore their potential in building a curriculum founded on the assumptions of Curricular Integration. This is a model that emerges from a research conducted in different schools. Our ultimate purpose is, precisely, to try to reach a larger number of professors, teachers and educators so that, after reading, be able to use it and implement it in different contexts.
Full Text Available Physical activity is often presented as an effective tool to improve self-esteem and/or to reduce anxiety. The aim of this study was to measure the influence of a regular extra curricular sports practice on self-esteem and anxiety. We conducted a prospective cohort study, which has included all of the pupils entering the first year of secondary school (sixth grade in the Vosges Department (east France during the school year 2001-2002 and followed during three years. Data were collected every six months by self-reported questionnaires. 1791 pupils were present at each of the six data collection sessions and completed all the questionnaires, representing 10,746 documents: 835 boys (46.6 % and 956 girls (53.4 %, in November 2001, the average age was 11.1 ± 0.5 years (mean ± standard deviation. 722 pupils (40.3 % reported that they had practiced an extra-school physical activity in a sporting association from November 2001 to May 2004 (ECS group, whereas, 195 (10.9 % pupils had not practiced any extra-school physical activity at all (NECS group. The average global scores of self-esteem (Rosenberg's Scale and trait anxiety (Spielberger's Scale of the ECS pupils were, respectively, higher and lower than those of the NECS group. However, the incidence density (number of new cases during a given period / total person-time of observation of moderate or severe decrease of self-esteem (less than "mean - one standard deviation" or less than "mean - two standard deviations" was not significantly different between the two groups, a finding that was also evident also in the case of trait anxiety. Finally, among ECS pupils, the incidence density of severe decrease of self-esteem was lower at the girls'. Practitioners and physical education teachers, as well as parents, should be encouraged to seek out ways to involve pupils in extra-school physical activities
Christian Ocampo Hernández
Full Text Available El siguiente artículo científico engloba los alcances más relevantes de una investigación educativa de corte cualitativo y de categoría no interactiva que se desarrolló en la Universidad Estatal a Distancia de Costa Rica (UNED a finales del año 2011 con el propósito de evaluar la incorporación del enfoque de la transversalidad en sus diseños curriculares. Este estudio se delimitó al análisis de la operacionalización del eje institucional de la diversidad cultural y de la multiculturalidad en los materiales curriculares de las asignaturas de Geografía de Costa Rica y Geografía Turística de Costa Rica, ambas de naturaleza teórico-práctica y de modalidad regular. Se aplicó la técnica de la investigación documental, complementada con entrevistas en profundidad, asimismo, se priorizaron los criterios evaluativos de la presencia y pertinencia del eje transversal mencionado. Como resultado de la investigación, se identificaron esfuerzos significativos por parte de las instancias académicas de la UNED para incorporar el eje de la diversidad cultural en los lineamientos institucionales, diseños de curso y otros materiales, pero desde el plano de lo implícito y desde enfoques tradicionales. Con el fin de potenciar el desarrollo de estos procesos, se plantean en las secciones finales estrategias de mejora tanto a nivel epistemológico como metodológico.
Full Text Available BACKGROUND: The way people interpret reality is influenced by their mental constructions, their cognitive abilities and their beliefs. Physical Education (PE students have a wide range of formed beliefs concerning the purposes of PE, which cannot be easily modified, even during undergraduate studies. OBJECTIVE: This study validated the scores from a previously constructed questionnaire and investigated the Physical Education students’ belief systems toward the Greek curricular outcome goals. METHODS: Students (N = 483; males = 259, females = 224 from a Greek Faculty of Physical Education and Sport Science shared their beliefs about curricular outcomes. They completed the Greek version of the four factor instrument “Attitudes/beliefs toward curriculum in physical education”. A confirmatory factor analysis was conducted for the validation of the instrument and MANOVAs followed in order to control for group differences. Finally, a profile analysis was run in order to determine if PE students considered each goal to be equally important. RESULTS: The validation of the instrument confirmed the proposed four factors dependant model. Both internal consistency and the confirmatory factor analysis fit indices produced valid and reliable scores. The profile analysis was significant, indicating that students did not view the outcome goals as equally important. The leading goal was physical activity and fitness, followed by self-actualization, social development and motor skill development. MANOVA results for comparisons between sub-groups revealed significant differences only between genders. CONCLUSIONS: Between groups similarities and differences are discussed, focusing on the classification of the four important outcome goals. Currently, Greek Physical Education students consider physical activity and fitness outcome goal as the most important, while motor skill development is considered the least important one.
Maria de Lurdes Cró
Full Text Available A Escola Inclusiva pressupõe um atendimento a uma população cada vez mais diversa e heterogênea, onde todos devem obter uma resposta qualificada para as suas necessidades educativas, através das adaptações curriculares ao Currículo formal. Deste modo, as escolas devem incluir nos seus projetos educativos as adaptações curriculares relativas ao processo de ensino e aprendizagem, necessárias para responder adequadamente às crianças e jovens com Necessidades Educativas Especiais (NEE, com vista a optimizar a sua participação nas actividades. Atualmente tornou-se um desafio determinar com exactidão quais os alunos com NEE e, consequentemente, quais os alunos a serem intervencionados pela Educação Especial, nomeadamente alunos com NEE de caráter permanente. Neste contexto, surge a Classificação Internacional de Funcionabilidade, Incapacidade e Saúde (CIF, preconizada pela OMS (2001 e actualizada em 2003, que constitui uma ferramenta pedagógica no processo de elegibilidade, avaliação e intervenção de alunos com NEE. Observa-se uma mudança de paradigma, onde se pretende não só classificar os níveis de funcionalidade do indivíduo, como também os factores ambientais que podem funcionar como barreiras ou facilitadores dessa mesma funcionalidade. Nesta perspectiva a formação de professores, é assim considerada como um factor importante para o sucesso. Deste modo a formação contínua deve preconizar e permitir uma mudança de práticas dos professores e educadores, isto é, uma mudança de prática na educação, na intervenção educativa.
Full Text Available La enseñanza del inglés como lengua extranjera se ha convertido en factor predominante dentro del pensum de estudio de la mayoría de las carreras impartidas a nivel universitario, por considerarla como la lengua de la ciencia, tecnología, comunicación, entre otros. Esta premisa hace que su enseñanza se considere eje articulador de saberes, capaz de atravesar el mapa curricular en todos sus niveles para ofrecer una enseñanza más significativa, pertinente y humanística. Por lo cual, la presente investigación se planteó como objetivo determinar la percepción que tienen los estudiantes acerca del grado de integralidad curricular que poseen los materiales diseñados para la enseñanza de la lectura en inglés con el resto de las asignaturas que posee el pensum de estudio de la carrera de ingeniería de petróleo. Los resultados arrojados reportaron dicha percepción en un 50%, lo cual conduce a concluir que aún cuando los materiales diseñados para la enseñanza del inglés se encuentren relacionados con materias de la carrera, no es sino hasta que el alumno interactúe de manera continua con lo leído en inglés, cuando podrá decidir en qué medida esto que lee se relaciona con los objetivos y contenidos de otras asignaturas de su pensum en un 100%.
Full Text Available Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others, while warning (from the pedagogic perspective against the often neglected fact that contemporary art is experienced here and now.
Nagao, K.; Nielsen, H.B.
We study a complex action theory (CAT) whose path runs over not only past but also future. We show that, if we regard a matrix element defined in terms of the future state at time T and the past state at time TA as an expectation value in the CAT, then we are allowed to have the Heisenberg equation......, Ehrenfest's theorem, and the conserved probability current density. In addition,we showthat the expectation value at the present time t of a future-included theory for large T - t and large t - T corresponds to that of a future-not-included theory with a proper inner product for large t - T. Hence, the CAT...
Análise do desempenho dos formandos em relação a objetivos educacionais da Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, em duas estruturas curriculares distintas Assessment of educational objectives in two different curricular structures - Faculty of Medicine of Ribeirão Preto, University of São Paulo, Brazil
Carlos Eli Piccinato
Full Text Available OBJETIVO: Avaliar o impacto de reforma curricular no desempenho dos formandos em relação a objetivos educacionais da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP. MÉTODOS: A avaliação do grau de consecução dos objetivos educacionais da FMRP-USP foi feita pela análise do desempenho dos graduandos, de duas estruturas curriculares diferentes, em provas de habilidades cognitivas, clínicas e psicomotoras, empregando técnicas com validade e fidedignidade comprovadas - testes de múltipla escolha (MCQ, avaliação clínica objetivamente estruturada em estações (OSCE e Problem Management Patient (PMP. Foram avaliados 222 estudantes nos três últimos anos da vigência da estrutura curricular anterior e 261 nos três primeiros anos da nova estrutura curricular. As mudanças mais significativas no currículo foram: mudança de enfoque de disciplinas para siste mas, com integração parcial de conteúdos, aumento das atividades de atenção primária e ampliação do período de internato, de um para dois anos. RESULTADOS: O desempenho dos formandos nos diferentes testes permitiu-nos estimar se 17 dos 36 objetivos intermediários da instituição estão sendo atingidos, em duas estruturas curriculares diferentes. CONCLUSÃO: Os resultados indicam que a implantação da atual estrutura curricular associou-se a aumento da aquisição de conhecimentos nas áreas mais gerais de atuação médica e a melhora do desempenho prático em habilidades clínicas fundamentais.OBJECTIVE: The objective of the study was to assess the impact of the curricular change on the achievement of the educational objectives of the institution, analyzing the performance of graduating students, from the Faculty of Medicine of Ribeirão Preto, University of São Paulo, Brazil. METHODS: Techniques of recognized validity and reliability (MCQ, OSCE, PMP were used for the evaluation of skills and competence in the cognitive, psychomotor and
Concepciones Sobre Curriculum, El Contenido Escolar y El Profesor En Los Procesos De ElaboraciónDe Textos Curriculares En Argentina Conceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina
Full Text Available Este trabajo plantea una reflexión acerca de los procesos de diseño curricular que han tenido lugar en la Argentina en las dos últimas décadas. Su propósito es identificar las principales tendencias en las concepciones de los actores/diseñadores del curriculum acerca del contenido escolar, el texto curricular y el lugar del profesor como intérprete de ese texto. Se distinguen tres vertientes de pensamiento que han tenido impacto en los procesos de decisión curricular llevados a cabo en las instancias centrales del sistema: la tradición de la Didáctica General, la tradición de las Didácticas Especiales y la tradición disciplinar. Finalmente, se señala que una lectura del diseño curricular como proceso social requiere incorporar perspectivas que analicen el modo en que los aspectos culturales y políticos se articulan con decisiones correspondientes a la esfera técnica en los espacios y agencias de producción del texto curricular en contextos particulares. This work analyzes curriculum development processes that have taken place in Argentina during the period 1980-2000. The purpose of this article is to identify the main trends in the conceptions used by the key actors/designers of curriculum for school content, curricular texts and teachers´ place as interpreters of curricular texts. Three lines of thought are distinguished that have impacted curricular decision making processes carried out at the central levels of the system: the tradition of the General Didactics, the tradition of the Special Didactics, and the disciplinary tradition. Finally, this article concludes that a view of curriculum development as a social process needs to incorporate how cultural and political elements are articulated with technical decisions in the particular spaces and agencies where curricular texts are produced.
arms (12) may extend from the supporting body in co-planar relationship with the first surface. The plurality of cantilever arms (12) may extend substantially parallel to each other and each of the plurality of cantilever arms (12) may include an electrical conductive tip for contacting the area......The present invention relates to a probe for determining an electrical property of an area of a surface of a test sample, the probe is intended to be in a specific orientation relative to the test sample. The probe may comprise a supporting body defining a first surface. A plurality of cantilever...... of the test sample by movement of the probe relative to the surface of the test sample into the specific orientation.; The probe may further comprise a contact detector (14) extending from the supporting body arranged so as to contact the surface of the test sample prior to any one of the plurality...
Candy, J; Belli, E A
In the standard δf theory of neoclassical transport, the zeroth-order (Maxwellian) solution is obtained analytically via the solution of a nonlinear equation. The first-order correction δf is subsequently computed as the solution of a linear, inhomogeneous equation that includes the linearized Fokker-Planck collision operator. This equation admits analytic solutions only in extreme asymptotic limits (banana, plateau, Pfirsch-Schlüter), and so must be solved numerically for realistic plasma parameters. Recently, numerical codes have appeared which attempt to compute the total distribution f more accurately than in the standard ordering by retaining some nonlinear terms related to finite-orbit width, while simultaneously reusing some form of the linearized collision operator. In this work we show that higher-order corrections to the distribution function may be unphysical if collisional nonlinearities are ignored.
áticos Abstract The latest amendments to the Law on Higher Education strengthened the role and importance of cooperation between the universities and socio-economic environment. The idea of curriculum based on learning outcomes should facilitate cooperation of universities with external stakeholders (e.g. employers, representatives of professional organizations in the process of educational offer development. The employers expect graduates to have a high level of competence that are a synthesis of theoretical knowledge, practical skills and personal features. In their opinion, the role of the education system is to prepare graduates practically for the profession and to provide them with a wide array of professional skills. Most frequently mentioned weakness of university graduates is the lack of experience and practical skills. Initially, the participation of employers in curriculum design was symbolic. It was the result of lack of interest or the requirement for graduates for very specific skills needed for a given position in the company. The participation of employers in the curriculum design and evaluation of its quality has increased since the representatives of employers were included in the external evaluation committees. The most effective forms of employers' participation in creating a curriculum of study e.g. dual study, common post-graduate study, internships, technical trips, dedicated lectures etc. were discussed on the basis of civil engineering in technical university. The participation of employers is increasingly more conscious. However, there is still a need to seek mechanisms and methods for consulting that would really involve employers into cooperation, and at the same time would not generate more red tape on any side.
Maria Amélia Santoro Franco
Full Text Available O debate nacional em torno do sistema de formação profissional de educadores, dos dispositivos legais e das diretrizes curriculares continua em aberto. A recente homologação da Resolução do Conselho Nacional de Educação - CNE - sobre as diretrizes curriculares nacionais para os Cursos de Pedagogia trouxe mais problemas que soluções. Leis e dispositivos normativos, pela sua natureza, cumprem a tarefa de ordenar ações e formas de funcionamento de instituições considerando necessidades e demandas da realidade; baseiam-se, no entanto, em saberes teóricos e práticos constituídos, decorrentes da reflexão, do estudo e da investigação. Este artigo discute esses elementos teóricos e práticos que devem figurar como pressupostos para emissão das leis, regulamentos e diretrizes que se proponham a normatizar questões educacionais, especificamente, questões de organização curricular de cursos de formação de educadores. Adicionalmente, submete a recente Resolução do CNE à crítica em face dos elementos assinalados.The national debate around the educators' professional training system, the legal provisions and the curricular guidelines remains open. The recent homologation of the Resolution of the National Council of Education CNE about the national curricular guidelines for the Pedagogy courses brought about more problems than solutions. Laws and regulatory provisions, by their nature, fulfill the task of ordering actions and functioning ways of institutions taking into account real-world demands and necessities; however, they are based on established theoretical and practical knowledge, resulting from reflection, study and investigation. This article discusses these theoretical and practical elements which must function as assumptions for the issuance of laws, rules and guidelines that are meant to regulate educational issues, specifically, curricular organization issues of educators' training courses. Besides that, it puts the
Full Text Available La universidad está en un proceso de refundación con profundos cambios epistemológicos. La decisión de la UE de desarrollar una "economía basada en el conocimiento" requiere el establecimiento de objetivos educativos comunes que desarrolla el proceso de Bolonia, herramienta clave de la construcción del Espacio Europeo de Educación Superior. En este contexto la universidad, tradicionalmente regida por el paradigma conductista, constata que las competencias definen los perfiles profesionales. Este concepto esta vinculado al diseño de los nuevos curricula. El diseño curricular es una selección cultural, un ejercicio de "apreciar y excluir". El currículum debe responder a: ¿Cuál es el conocimiento válido?, ¿Cómo se adquieren los conocimientos, habilidades y actitudes? y ¿Cómo evaluar el logro de las competencias? Las competencias son una combinación de conocimientos, habilidades y actitudes conducentes al desempeño adecuado y oportuno de una tarea en el campo de las ciencias de la salud. Las hay básicas, con las que cada uno construimos nuestro aprendizaje, personales, las que nos permiten actuar responsablemente, y profesionales, las que garantizan el cumplimiento del ejercicio profesional. Los modelos por competencias profesionales integradas buscan generar procesos formativos de alta calidad. Ello implica promover acciones que supongan modificaciones reales en la práctica docente con un acercamiento dinámico a la realidad del mundo circundante. Ello sólo puede ser acometido si el estudiante asume un papel activo en su aprendizaje. En esta línea se insta a órganos de gobierno, sociedades profesionales y foros independientes de opinión a colaborar en la refundación de la universidad en los comienzos del siglo XXI.The University is undergoing a process of refoundation with far-reaching epistemological changes. The EU's decision of developing a "knowledge based economy" need to establish common educational objectives
Marlucy Alves Paraíso
Full Text Available O currículo encontra-se povoado por culturas e imagens diversas. Os modos como tais culturas e imagens são vistas, percebidas e tratadas tanto podem limitar como facilitar que composições potencializadoras sejam produzidas nesse território. Este artigo explora possibilidades de um currículo fazer composições com imagens e culturas que o povoam de modo a colocar em jogo novas relações com tudo a que está associado. A discussão aqui apresentada é baseada, sobretudo, nas chamadas teorias pós-críticas de currículo e em algumas idéias do pensamento de Gilles Deleuze. O objetivo é pensar possibilidades de um currículo mover-se entre culturas e imagens que o povoam sem deixar que estas paralisem o pensamento, indiquem caminhos conhecidos a seguir e delimitem os modos de ver, perceber e sentir no território curricular. El currículum se encuentra poblado por culturas e imágenes diversas. El modo como estas culturas e imágenes son vistas, percibidas y tratadas tanto pueden limitar como facilitar que las composiciones potencializadoras sean producidas en ese territorio. Este artículo explora posibilidades de composiciones que un currículo puede hacer con imágenes y culturas que lo pueblan de modo que coloque en juego nuevas relaciones con todo lo que está asociado. La discusión aquí presentada se bas, sobretodo, en las llamadas teorías pos-críticas de currículo y en algunas idéas del pensamiento de Gilles Deleuze. El objetivo es pensar con las posibilidades que un currículum tiene de moverse entre culturas e imágenes sin que podamos dejar que estas paralicen el pensamiento, indiquen caminos conocidos a seguir y delimiten los modos de ver, percibir y sentir en el territorio curricular.
Fernanda Gabriela Martínez-Flores
Full Text Available RESUMEN: El análisis de los estilos de aprendizaje en estudiantes universitarios, considerando la carrera en la cual se encuentran, ha permitido establecer algunas predicciones sobre sus rendimientos académicos. El presente estudio tiene como objetivo principal identificar y establecer relaciones entre los estilos de aprendizaje, el promedio de bachillerato y el perfil de la carrera por cursar, en dos cohortes de estudiantes de la Licenciatura en Comunicación-Humana de la UAEM. Se aplicó el cuestionario de estilos de aprendizaje CHAEA a 166 estudiantes de nuevo ingreso de las cohortes 2015 y 2016, que cursaban el propedéutico para la carrera en Comunicación Humana, quienes además proporcionaron su promedio de ingreso y si habían sido reubicados. Los resultados reflejan diferencias significativas en los dominios de los estilos de aprendizaje en las dos cohortes, no existen diferencias entre el promedio de bachillerato entre ellas, en la cohorte 2016 se encontró una correlación negativa moderada del promedio de bachillerato con el estilo activo, a mayor dominio de estilo activo, menor promedio. Los estilos dominantes en las cohortes fueron el activo y pragmático, correspondiendo al perfil curricular de la carrera donde el incremento de horas prácticas sobre las teóricas se presenta de manera significativa en cada semestre. ABSTRACT: The analysis of the learning styles of university students, considering the study program in which they are enrolled, has allowed to make some predictions regarding their academic performance. This study is aimed at identifying and establishing relationships between learning styles, the average grade obtained in high school, and the study program profile, in two cohorts of students of the Human Communication Program at the UAEM. The CHAEA Learning Styles Questionnaire was applied to 166 newly admitted students of the 2015 and 2016 cohorts who were taking the induction course for the Human Communication
Isabel Brasil Pereira
Full Text Available Este artigo mapeia e analisa tendências curriculares das escolas de educação profissional em nível técnico para o Sistema Único de Saúde (SUS. Trata-se de, mediante resgate da literatura sobre currículo, analisar a organização, a seleção e a hierarquização de conhecimentos, fatores que estão articulados às lutas entre projetos educacionais. É significativo para o estudo o fato de que a educação profissional é chamada a responder às questões advindas do mundo do trabalho. Neste sentido, recuperam-se contradições existentes no campo educacional, como a idéia de que, por um lado, é verdade que 'a experiência ensina', consistindo em ponto significativo para a aprendizagem, mas que, por outro, é necessário fazer a crítica na fé incomensurável na experiência cotidiana como um processo que, por si só, garante a aprendizagem qualificada.This article outlines and analyses the curricular trends in the schools providing professional technical education for the Brazilian Health System's workers (Sistema Único de Saúde - SUS. With the help of a close survey of the literature on curricula, it analyses the organization, selection and hierarchical gradation of knowledge, all of which are connected with the struggle between educational projects. For the study, the fact that professional education is called to respond to the issues originating in the labour world is highly significant. In this sense, we attempted to rescue the contradictions existing in the educational field, such as, for instance, the idea that, even if it is true that "experience is the best teacher" and an important stage in the learning process, it is also important to criticize an exaggerated faith on the everyday experience and the presumption that experience can, by itself, provide qualified learning.
Gurdián Fernández, Alicia
Full Text Available Este artículo presenta los fundamentos teóricos del Proyecto Pedagógico del Liceo Laboratorio Emma Gamboa elaborados por las investigadoras a partir de una reflexión teórica que retoma la visión y la misión con las que se creó el Liceo, la percepción y el análisis en el marco de una evaluación curricular llevada a cabo por las investigadoras, el personal docente y docente administrativo. Estos fundamentos son resultado de una investigación participativa que permitió al personal docente y docente administrativo del período de 1996 a 1998, definir las premisas conceptuales que caracterizan a ese proyecto curricular desde un punto de vista epistemológico.
Renato da Costa Teixeira
Full Text Available INTRODUÇÃO: Após a aprovação das Diretrizes Curriculares Nacionais para os cursos de Fisioterapia (DCN/Fisio, houve um expressivo aumento no número de cursos de graduação em Fisioterapia. A região Norte apresentou a maior taxa de crescimento desses cursos, entre 1999 e 2004, existindo atualmente 27 cursos nessa região. A DCN/FISIO trouxe uma mudança no paradigma de formação desse profissional, passando-se a buscar um perfil de egresso generalista, humanista, crítico e reflexivo. MATERIAIS E MÉTODOS: Com a finalidade de analisarmos a aderência dos cursos de fisioterapia da região Norte às DCN/Fisio, realizamos uma análise crítica dos projetos pedagógicos (PPC de dez cursos de Fisioterapia da região, com base na mesma metodologia utilizada pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep em 2006, em estudo semelhante com os cursos de Enfermagem, Medicina e Odontologia. RESULTADOS: A aderência média dos PPC às DCN/Fisio foi de 74%. Encontramos como pontos fortes: a construção coletiva dos projetos pedagógicos, matriz curricular interdisciplinar ou a utilização de metodologias que propiciam essa prática, a integração entre teoria e prática, a presença de mecanismos de controle do Trabalho de Conclusão de Curso, maior abrangência das áreas de atuação profissional durante o estágio supervisionado, o incentivo à produção científica, o equilíbrio entre as cargas horárias dos conteúdos essenciais e a presença de regulamento das atividades complementares. Por sua vez, encontramos como fragilidades: o projeto pedagógico construído por grupos restritos, a transcrição literal de elementos das DCN/Fisio no PPC, metodologias de ensino não condizentes com a perspectiva de formação das DCN/Fisio.
Silvana Alencar Silva
Full Text Available Nesse artigo problematizamos a tradução das Diretrizes Curriculares Nacionais de Pedagogia de 2006 (DCNs, realizada em três cursos de Licenciatura em Pedagogia, em Instituições de Ensino Superior (IES do Estado de Mato Grosso. O objetivo é compreender o processo de tradução produzido nestes cursos, os sentidos e significados dados ao elaborarem seus próprios projetos de currículo considerando as DCNs. Em termos teórico-metodológicos, desenvolvemos uma análise que recorre à noção de tradução da Teoria do Discurso, das contribuições de Hall (2003, de apropriações desta noção para o campo do currículo e do entendimento de currículo como política cultural. Trata-se de uma pesquisa de natureza qualitativa, articulada à consideração do Ciclo de Políticas (BOWE; BALL, 1992, que toma como fonte de dados os Projetos Pedagógicos de Curso (PPC. Dessa pesquisa conclui-se que a tradução das DCNs nos cursos de Licenciatura em Pedagogia em MT se caracterizou como um processo de negociação, marcado por dissensos e acordos provisórios, pois os cursos estabelecem diálogo entre sua identidade originária e a identidade proposta para a pedagogia nas DCNs. Esse processo de tradução indica que os dissensos e a instabilidade de sentidos que o configuram dão corpo ao caráter híbrido dos PPCs. A tradução constrói a identidade profissional num movimento agonístico à medida que nunca se completa, pois sua característica é a indecidibilidade, a impossibilidade constante de acessar o “real” significado das DCNs. Palavras-chave: Pedagogia. Diretrizes Curriculares. Tradução.
Ricardo Souza da Silva
Full Text Available A visão é um dos sentidos mais importante para o ser humano é através dela que se obtém uma imagem integrada do mundo, é responsável por cerca de oitenta e cinco por cento das informações que recebemos, por meio dela apreendemos o mundo. A visão reduzida causa inúmeros prejuízos à pessoa, a área mais afetada é a aprendizagem. Considerando que o aluno com baixa visão necessita de adaptações pedagógicas nos diferentes aspectos da organização do espaço escolar, neste trabalho se buscou verificar as adaptações curriculares realizadas no interior da sala de aula comum e em atendimento especializado para deficiência visual, pertencentes a rede municipal de ensino de Sinop/MT. Constatou-se que a inclusão e atendimento ao aluno com deficiência visual, não corresponde ao discurso político e pedagógico do Plano Municipal de Educação de Sinop. Vários fatores contribuem para a não efetivação deste modelo de educação, dentre eles: acessibilidade física, escassez ou inexistência de materiais pedagógicos adaptados, falta de recursos tecnológicos e ópticos, inadequação do mobiliário, iluminação precária, paredes escuras e sujas, espaços pequenos, destinação à escola de verbas insuficientes para as adaptações necessárias, morosidade no cadastro do aluno no censo escolar nacional, e ainda, instalações provisórias e improvisadas, alocadas para funcionamento de salas de aula, inadequadas, principalmente para o aluno com baixa visão. Palavras-chave: educação; educação especial; baixa visão; adaptações curriculares; aprendizagem.
Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.
In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing
João M. Paraskeva
Full Text Available Resumo Este texto tem como objetivo fazer uma análise da construção histórico-social do currículo, tendo como foco principalmente os Estados Unidos da América. Analisa suas metamorfoses principalmente no século passado e a conversão do mesmo em um mecanismo de referência da eficiência social. De modo que, os apologistas da "eficiência social" perante um instrumento social e cultural como é o caso do currículo optam por soluções simplistas ignorando que tinham em mãos um utensílio perigoso, castrador de tantos presentes e futuros a milhares e milhares de gerações. É neste sentido que entendemos que o currículo nas mãos dos "social efficiency educators" se converteu numa arma letal construída com base na linearidade dos argumentos que infelizmente foram conseguindo impor e que muitos deles se encontram ainda encrostados nas vísceras curriculares deste fim de século XX. Palavras-chave: currículo; história da educação, Estado Unidos da América. SCIENTIFIC CURRICULAR MANAGEMENT: A SIMPLE APPROACH ON A COMPLEX PHENOMENON Abstract This article aims at analyzing the historical social construction of the curriculum, focusing, primarily, on the United States of America. It analyzes and questions its metamorphoses, mainly the ones of the last century, and its conversion in a reference mechanism of social efficiency. In this way, the supporters of the social efficiency, having in their hands a social and cultural tool such as the curriculum, chose the less complicate solutions, ignoring they had in their hands a dangerous tool, one capable of castrating the present and the future of millions of generations. Finally, we understand that the curriculum, in the hands of the social efficiency educators, was converted into a lethal weapon, one which was constructed based on the linearity of the arguments that, unfortunately, imposed themselves and many of which are still found in this century curriculum. Keywords: curriculum
Maria Izaura Cação
Full Text Available : O ensaio analisa como inovações e reformas educativas afetam a construção curricular na escola pública. Busca refletir se a Proposta Curricular do Estado de São Paulo preserva a autonomia e identidade das escolas; respeita seu projeto político-pedagógico, sem buscar homogeneizá-las; como altera o cotidiano escolar, o trabalho docente, as relações interpessoais e de poder. Parte do pressuposto de que ela adota princípios das reformas educacionais iniciadas em meados de 1990 mediante: adoção de currículos nacionais; introdução de mecanismos de mercado, gerando fragilização da representatividade da categoria docente e sua desprofissionalização; relativização do papel do estado; estímulo a parcerias público- privado, na gestão e financiamento do ensino e implantação de sistemas de avaliação externa; enquanto o discurso oficial prega descentralização; gestão democrática; participação da comunidade. Alguns princípios são recorrentes às reformas curriculares: ênfase na sociedade do conhecimento, pedagogia das competências e do aprender a aprender. Desse modo, entende-se que a proposta visa à homogeneização do conhecimento escolar e das práticas curriculares, encerrando a noção de currículo como produto. Considera que a recenticidade e relevância das medidas implantadas requererem pesquisa aprofundada, o que a autora iniciará em 2010.
Esmail Zare-Behtash; Hassan Banaruee
The critical evaluation of systematic planning, development and review practices of instructional materials intend to improve the quality of teaching and learning. This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015), the Iran Language Institute (ILI) Advanced1 (2008). The evaluation is done in terms of two prospects; firstly, the interpretation of...
Antonio da Silva Menezes Junior
Full Text Available ResumoEste artigo trata de uma pesquisa qualitativa sobre as práticas e políticas curriculares relacionadas à formação médica. O método adotado foi o materialismo histórico dialético, num estudo comparado de dois casos. A amostra foi intencional, com recorte em dois cursos de Medicina: o da Pontifícia Universidade Católica de Goiás (Brasil e o da Faculdade de Ciências da Saúde, da Universidade da Beira do Interior (Portugal. O objetivo geral era comparar as políticas curriculares para o ensino médico nos dois países e analisar as práticas de organização curricular vigentes nas duas instituições tendo em vista as políticas de cada país. Filosoficamente, a pesquisa se fundamentou na teoria do agir comunicativo de Habermas. As aproximações entre os dois cursos perseveram na matriz curricular com o ensino-aprendizagem centrado no aluno e no perfil do egresso. Os maiores distanciamentos se evidenciaram na proposta de inserção social, preconizada pela Pontifícia Universidade Católica de Goiás, e no pressuposto da pesquisa e internacionalização da Faculdade de Ciências da Saúde, da Universidade da Beira do Interior. Concluiu-se que há necessidade de solidificação dos projetos pedagógicos atuais e de adoção de uma escola reflexiva com propostas reais, no sentido de vislumbrar a possibilidade de transformações sociais na realidade concreta.
Eneida Catalina Matos Hernández
Full Text Available Resumen Se revela como resultado la lógica de la dinámica epistémico- participativa en el proceso de armonización curricular, entendido como construcción curricular contextualizada mediante un proceso praxiológico. Este proceso se ejemplifica en la Universidad de Guayaquil, Ecuador, con el objetivo de potenciar la gestión de conocimiento en espacios participativos que estimulen el compromiso colectivo de transformar las principales problemáticas y tensiones de la sociedad, a través del perfeccionamiento del currículo de la Educación Superior ecuatoriana actual. Se utilizó como metodología la sistematización de experiencias a través del enfoque hermenéutico-dialéctico, lo que permitió interpretar las transformaciones logradas en el proceso de armonización curricular ejemplificado en las carreras de Ciencias de la Educación. ABSTRACT The logic of the epistemic- participative dynamic in the process of curriculum harmonization is revealed as a result of this research. This dynamic is understood as a curriculum contextualized construction through a praxiological process. This process is exemplified in the University of Guayaquil, Ecuador, with the aim of improving knowledge management in participatory spaces that encourage collective commitment to transform the main problems and tensions of society by improving the curriculum of Higher Education in current Ecuadorian universities. Systematization of experiences through the hermeneutic-dialectic approach was used as methodology, allowing deep understanding of the transformations achieved in the process of curricular harmonization. All this is exemplified in the careers of Educational Sciences.
Carol Schilling L.
Full Text Available Este artículo presenta los resultados de una investigación que tiene como objetivo la comprensión de la construcción curricular del profesor a partir del develamiento de los códigos curriculares que subyacen en el conjunto de acciones desarrolladas al interior de su práctica considerando cómo se integra y transmite el conocimiento en una diversidad de contextos educativos. Esta investigación de carácter exploratorio asume un modelo cualitativo-interpretativo a través de un estudio de casos y con el uso de técnicas etnográficas, a saber, análisis de documentos, entrevistas semi-estructurada y observación no participante. Para el análisis se utilizó un proceso de codificación en tres niveles del discurso de los docentes, preactivo textual, declaratorio y acción de aula. Se utilizaron categorías de análisis de carácter especializado que surgen de autores, tales como Bernstein (teoría de los códigos curriculares, Torres (currículum integrado, Contreras (modelos profesionales, entre otros. Los resultados de la investigación evidencian, por una parte, que la construcción curricular del profesor, en dos de los casos, expresa una posición aislada y fuertemente deteriorada de su práctica que devela la presencia de un código tipo colección y una función reproductiva Por otra parte, un tercer caso, demuestra como el docente hace uso de su autonomía profesional, posicionándose desde un enfoque reflexivo que rompe este código colección.
in the elicitation process. Cases and user requirement elements discussed in the book include: User requirements elicitation processes for children, construction workers, and farmers User requirements for personalized services of a broadcast company Variations in user involvement Practical elements of user...
Using synergies between research, teaching, and social initiatives, the author designed and offered a number of courses in the arena of sustainability: a first-year MBA course on sustainability for all contexts, a module required for all first semester business undergraduates on sustainable businesses for subsistence marketplaces as part of a…
Jorge, Maria Lucia da Silva Germano; Coelho, Izabel Cristina Meister; Paraizo, Mariana Martins; Paciornik, Ester Fogel
Professionalism in medicine requires preparation for the globalized world. Our objective was to describe a project that introduces medical students to the community, hospital and laboratory activities, thereby allowing them to gain experience in people management, leadership and teamwork. Descriptive study of the process applied at a philanthropic medical school in Curitiba, Paraná. Inclusion of management and leadership practices as part of the medical degree program. The study groups consisted of fifteen students. After six months, any of the participants could be elected as a subcoordinator, with responsibility for managing tasks and representing the team in hospital departments and the community. The activities required increasing levels of responsibility. In medical schools, students' involvement in practical activities is often limited to observation. They are not required to take responsibilities or to interact with other students and stakeholders. However, they will become accountable, which thus has an adverse effect on all involved. The learning space described here aims to fill this gap by bringing students closer to the daily lives and experiences of healthcare professionals. Being a physician requires not only management and leadership, but also transferrable competencies, communication and critical thinking. These attributes can be acquired through experience of teamwork, under qualified supervision from teaching staff. Students are thus expected to develop skills to deal with and resolve conflicts, learn to share leadership, prepare others to help and replace them, adopt an approach based on mutual responsibility and discuss their performance.
Alexander, D.R.; Turfler, R.M.
A hierarchy of modeling procedures has been developed for MOS transistors, circuit blocks, and integrated circuits which include the effects of total dose radiation and photocurrent response. The models were developed for use with the SCEPTRE circuit analysis program, but the techniques are suitable for other modern computer aided analysis programs. The modeling hierarchy permits the designer or analyst to select the level of modeling complexity consistent with circuit size, parametric information, and accuracy requirements. Improvements have been made in the implementation of important second order effects in the transistor MOS model, in the definition of MOS building block models, and in the development of composite terminal models for MOS integrated circuits
Reações comunicativas dos alunos de enfermagem frente ao primeiro estágio curricular Reacciones de comunicación en los alumnos de enfermería frente a la primera práctica curricular Communicative reactions of nursing students regarding their first curricular internship period
Lívia Silva Bosquetti
Full Text Available Este estudo tem como objetivo descrever as reações que os alunos de enfermagem apresentaram quando do seu primeiro estágio curricular. É um estudo transversal e de campo, e o tratamento dos dados foi realizado com base no método de análise de conteúdo. Os resultados descrevem o campo de estágio, o relacionamento com a equipe da enfermaria, com os pacientes e com o docente durante este período. Nas conclusões, podemos afirmar que o estresse e as contradições vivenciadas no primeiro estágio são parte do crescimento e aprendizado do aluno. O professor é maior responsável por determinar o tipo de interação que haverá entre ele e o aluno, cabendo-lhe ouvir, incentivar e capacitar-se para apoiar os alunos nas experiências iniciais da prática, para que o primeiro estágio seja um fator motivador ao aluno.Estudio que tiene por objetivo describir las reacciones que los alumnos de enfermería mostraron durante su primera práctica curricular. Investigación transversal y de campo. El análisis de los datos realizado en base al método de análisis de contenido. Los resultados describen durante este periodo el campo de práctica, la relación con el equipo de enfermería, con los pacientes y con el enfermo. Concluimos que el estrés y los obstáculos vividos durante esta primera práctica son parte del crecimiento y aprendizaje del alumno. El profesor es el mayor responsable por determinar el tipo de interacción establecida entre él y el alumno, responsabilizándose por escuchar, incentivar, capacitar y apoyar a los alumnos durante sus primeras experiencias prácticas, para que este momento sea un factor motivador para el alumno.The objective of the present study is to describe and analyze the reactions of nursing students, presented during their first curricular internship. It is a cross-section field study, with data analyzed according to the method of content analysis. The results describe the training field, the relationship with
Rosiele Pinho Gonzaga da Silva
Full Text Available Apresentamos pesquisa que pretendeu contribuir com a avaliação do Projeto Político Pedagógico (PPP de um curso de graduação em enfermagem. Objetivamos analisar e discutir a reformulação curricular; contribuir com o processo de discussão e avaliação. O percurso metodológico se fez pela análise comparativa entre o PPP de 1995 e o de 2003 e por dados coletados com docentes e discentes acerca dos pressupostos teóricos do curso que foi o elemento inovador identificado no PPP de 2003. Os dados revelaram que os pressupostos teóricos, em sua maioria têm orientado o processo de formação, mas que ainda há conceitos pouco incorporados como o de interdisciplinaridade. Outro dado levantado foi a não efetiva participação de discentes e docentes no processo de implantação e avaliação do PPP.Presentamos pesquisa que pretendió contribuir con la avaliacion de lo Proyecto Politico Pedagogico (PPP de uno curso de grado en enfermería. Objetivamos analisar y discutir la reformulacion curricular; contribuir con el processo de discusión y avaliacion. El percurso metodológico se ha hecho por la analise comparativa entre el PPP de 1995 y el de 2003 y por dados colectados con alumnos y mestres acerca de los presupuestos teóricos del curso que fue el elemento innovador identificado en el PPP de 2003. Los dados revelaran que los presupuestos teóricos, em su mayoria tem orientado el proceso de formacion, pero que aún haya conceitos pocos incorporados con el de interdiciplinaridad. Otro dado levantado fue la no efectiva participación de alumnos y mestres en el proceso de implantación y avaliación del PPP.This work presents a research that intended to contribute with the evaluation of the Pedagogic Political Project (PPP of an undergraduate nursing course. The objective is to analyze and to argue the curricular reformularization; contributing to the process of discussion and evaluation. The used methodology was the comparative analysis
Cely do Socorro Costa Nunes
Full Text Available O artigo objetiva compreender como a invenção/manutenção das tradições curriculares no ensino jurídico se estabelece em uma instituição universitária. Busca-se, a partir de 20 horas de observação de sala de aula, entrevistas à professora e a 11 estudantes e análise documental, compreender como este ensino é percepcionado pela sua comunidade. Apple (1999, Goodson (2001, Fernandez e Fernandez (2005, Hobsbawm (2008, Francishetto (2010, Leite (2011 ajudam a ponderar que tal ensino decorre de uma tradição curricular favorecedora da manutenção do Estilo Coimbrã de ensino: dicotomia teoria e prática e do conhecimento técnico e político, cuja raiz reside na vocação do Direito Positivo. Tradição pouco contestada pelo ensino jurídico lusófono, contribuindo para sua perpetuação a qual dificulta que outras tradições curriculares críticas possam ser inventadas.
Full Text Available O texto descreve uma análise do currículo escrito do curso de pedagogia da Universidade do Estado da Bahia, fruto de um processo (descontínuo de reformulação curricular, buscando explicitar as contradições e possibilidades desse documento a partir dos elementos constitutivos que organizam o currículo, como os eixos temáticos, a concepção formativa, o perfil profissiográfico que se deseja para o/a pedagogo/a, os princípios educativos e a matriz curricular. Nesse percurso, busca-se conceituar currículo escrito e praticado, bem como revisar, resumidamente, o contexto social das reformas neoliberais e seus reflexos na educação, particularmente no curso de pedagogia, quando da imposição de uma reformulação para flexibilizá-lo, imposição essa verificada nas novas legislações educacionais, como a LDBN 9394/96 e as Diretrizes Curriculares de Pedagogia, Resolução CNE/CP 01/2006.
Hesborn Mutoro Chonge
Full Text Available Since the introduction of Special education in Kenya in 1946 numerous special schools have been established. However there has been a move toward integration and later inclusion of students with disabilities in regular schools. Inclusion has its own challenges. Kenya as a rapidly developing country is undergoing drastic social economic and cultural changes. Consequently learners with disabilities in inclusive schools experience a number of challenges. These challenges bring into focus the need of reinforcing various modifications especially in classroom environments in learning institutions to counteract challenges brought about by the change from integration to inclusive education. With this realization the study sought to examine the classroom curricular preparedness of inclusive schools for the pupils with physical disability. Adaptations that ought to be made under classroom curricular category should ideally aid in lessening these challenges and impact positively on the pupils with physical disability and enhance their learning activities. The study utilized mixed method research approach where both Phenomenology and Descriptive survey research designs were made use of. The findings indicate that there are adequate classroom curricular adaptations for inclusion of pupils with physical disability
Full Text Available Desde o ano de 2005 até o presente, o sistema educativo da jurisdição implementou na escola secundária uma série de mudanças curriculares e institucionais destinadas a por fim à Reforma Educativa dos anos 90. No âmbito curricular, e no caso da disciplina de Geografia, se propôs uma reavaliação sobre o sentido de seu ensino, assim como de sua relevância e significado na formação do estudante como um sujeito político. Deste modo, este artigo tem por finalidade apresentar um recorte do processo de mudança em questão a partir da enunciação dos propósitos e intencionalidades políticas, do padrão interpretativo e dos eixos das problemáticas geográficas selecionadas, entre outros elementos curriculares.
Maria Lucia da Silva Germano Jorge
Full Text Available CONTEXT AND OBJECTIVE: Professionalism in medicine requires preparation for the globalized world. Our objective was to describe a project that introduces medical students to the community, hospital and laboratory activities, thereby allowing them to gain experience in people management, leadership and teamwork.DESIGN AND SETTING: Descriptive study of the process applied at a philanthropic medical school in Curitiba, Paraná.METHOD: Inclusion of management and leadership practices as part of the medical degree program.RESULTS: The study groups consisted of fifteen students. After six months, any of the participants could be elected as a subcoordinator, with responsibility for managing tasks and representing the team in hospital departments and the community. The activities required increasing levels of responsibility. In medical schools, students' involvement in practical activities is often limited to observation. They are not required to take responsibilities or to interact with other students and stakeholders. However, they will become accountable, which thus has an adverse effect on all involved. The learning space described here aims to fill this gap by bringing students closer to the daily lives and experiences of healthcare professionals.CONCLUSION: Being a physician requires not only management and leadership, but also transferrable competencies, communication and critical thinking. These attributes can be acquired through experience of teamwork, under qualified supervision from teaching staff. Students are thus expected to develop skills to deal with and resolve conflicts, learn to share leadership, prepare others to help and replace them, adopt an approach based on mutual responsibility and discuss their performance.
Mari Carmen Caldeiro Pedreira
Full Text Available La configuración del ecosistema mediático actual requiere de la colaboración entre los diferentes agentes de socialización para el alcance de adolescentes mediáticamente competentes. La implicación de la institución educativa resulta insuficiente y se complementa con el reconocimiento de los contenidos audiovisuales en el currículo educativo. En el caso de secundaria, nivel educativo en el que el sujeto comienza a conformar la autonomía moral, adquiere un valor determinante su presencia en las directrices legislativas. En el presente trabajo, justificada la trascendencia de la alfabetización y desarrollo de la competencia mediática, se analiza la legislación gallega de secundaria y la existencia de los contenidos relacionados con los medios y tecnologías de la información. La tenue aparición de estos en la legislación vigente, así como la detección de importantes carencias, han de ser revisadas con el fin de que se favorezca el correcto desarrollo curricular de la competencia mediática en el nivel de secundaria, a fin de fortalecer o desarrollar de manera adecuada esta competencia entre los jóvenes.
Syed I Shehnaz
Full Text Available Objectives: In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students’ perceptions of the student experiences with the new curriculum. Methods: Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure (DREEM. Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion. Results: There were no significant differences between the total DREEM scores of faculty (139/200 and students (135/200. The faculty perceived that the students were experiencing significantly more positive learning as indicated by the domain score of “Students' Perceptions of Learning”. Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning. Conclusion: The study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum.
Roberto Rafael Dias da Silva
Full Text Available O presente texto apresenta um breve estudo acerca das rela ções entre educação e tecnociência no Brasil contemporâneo. Inicial mente, foram examinadas as condições culturais que operam na inserção dessas temáticas nas práticas contemporâneas em educação. A seguir, estabeleceu-se um mapeamento das principais tendências investigativas na área, tomando como material analítico dissertações e teses produzi das no país no período entre 2004 e 2009. Três tendências investigativas mostraram-se predominantes: práticas escolares, políticas curriculares e tecnológicas e dinâmicas culturais e sociabilidades contemporâneas. Finalmente, procurou-se estabelecer algumas perspectivas investigativas no campo, bem como alguns pressupostos investigativos para os estudos dos currículos escolares e suas políticas na contemporaneidade.
Wiegers, Karl E
Without formal, verifiable software requirements-and an effective system for managing them-the programs that developers think they've agreed to build often will not be the same products their customers are expecting. In SOFTWARE REQUIREMENTS, Second Edition, requirements engineering authority Karl Wiegers amplifies the best practices presented in his original award-winning text?now a mainstay for anyone participating in the software development process. In this book, you'll discover effective techniques for managing the requirements engineering process all the way through the development cy
Nora Aneth Pava Ripoll
Full Text Available Antecedentes. El artículo que aquí se presenta, responde a los resultados de la investigación titulada “Reforma curricular del programa académico de fonoaudiología de la Universidad del Cauca. Fase diagnóstica”. La reforma curricular surge, no sólo de la necesidad de una convergencia cada vez mayor entre el saber y el actuar, sino del responder con mayor precisión y certeza a realidades sociales, económicas, políticas y humanas, así como de la imperativa necesidad de reconocer que las disciplinas han evolucionado y con ello la necesidad de hacer ajustes permanentes que respondan a esa dinámica particular. Objetivo. Se plantea construir bases teóricas y prácticas ajustadas al contexto, para la reforma curricular del programa de Fonoaudiología de la Universidad del Cauca con el fin de proponer concepciones y estrategias que orienten la resignificación de lo curricular. Material y métodos. Investigación cualitativa (de tipo evaluativo, la cual permitió un acercamiento de actores del proceso (docentes y estudiantes, así como al análisis documental, posibilitando un diagnóstico serio que contempló el análisis de las prácticas académicas, los sistemas de evaluación, los modelos pedagógicos de formación, las tendencias teóricas predominantes, el plan de estudios, las relaciones docente – estudiante, los escenarios investigativos y la caracterización de los actores del proceso pedagógico. Resultados. Se esbozó un concepto técnico de formación con tendencias a incluir conceptos humanistas e integrales, centrado en el saber. El concepto de currículo se desliga al de formación integral y se limita a contenidos. La práctica pedagógica está centrada en el docente, privilegiando la enseñanza más que el aprendizaje. Conclusión. Para pensar en una reforma curricular de un programa académico de educación superior se debe transformar las prácticas pedagógicas de sus actores y hacer un verdadero posicionamiento
Schalk, Kelly A.
The purpose of this investigation was to measure specific ways a student interest SSI-based curricular and pedagogical affects undergraduates' ability informally reason. The delimited components of informal reasoning measured were undergraduates' Nature of Science conceptualizations and ability to evaluate scientific information. The socio-scientific issues (SSI) theoretical framework used in this case-study has been advocated as a means for improving students' functional scientific literacy. This investigation focused on the laboratory component of an undergraduate microbiology course in spring 2008. There were 26 participants. The instruments used in this study included: (1) Individual and Group research projects, (2) journals, (3) laboratory write-ups, (4) a laboratory quiz, (5) anonymous evaluations, and (6) a pre/post article exercise. All instruments yielded qualitative data, which were coded using the qualitative software NVivo7. Data analyses were subjected to instrumental triangulation, inter-rater reliability, and member-checking. It was determined that undergraduates' epistemological knowledge of scientific discovery, processes, and justification matured in response to the intervention. Specifically, students realized: (1) differences between facts, theories, and opinions; (2) testable questions are not definitively proven; (3) there is no stepwise scientific process; and (4) lack of data weakens a claim. It was determined that this knowledge influenced participants' beliefs and ability to informally reason. For instance, students exhibited more critical evaluations of scientific information. It was also found that undergraduates' prior opinions had changed over the semester. Further, the student interest aspect of this framework engaged learners by offering participants several opportunities to influentially examine microbiology issues that affected their life. The investigation provided empirically based insights into the ways undergraduates' interest
Limber Elbio Santos, Uruguay
Full Text Available O artigo se refere ao fenômeno da especificidade curricular que as escolas rurais uruguaias têm tido durante mais de um século e à ruptura histórica registrada em 2009 quando se começou a aplicar uma estrutura curricular comum a escolas urbanas e rurais. Analisam-se as circunstâncias históricas da pedagogia rural e, em particular, uma de suas materialidades simbolicamente mais potentes constituída pelo Programa para Escolas Rurais de 1949. Assim mesmo, refere-se ao peso que essa pedagogia continua tendo atualmente e da maneira como influi na gestão curricular do programa único. As especificidades social e didática da escola rural têm efeitos evidentes sobre o programa curricular no seu sentido mais amplo, com alcances muito mais extensos que os relativos ao currículo prescrito. No entanto, o desafio da escola rural atual de abordar a nova estrutura curricular de caráter único não é tão diferente do que se registrou historicamente: dialogar com o meio de igual para igual e maximizar o potencial de aprendizagem proporcionado pela instituição educacional, pela comunidade e estrutura multidisciplinar do grupo.Palavras-chave: escola rural, currículo, programa, pedagogia rural. COMMON OR DIFFERENTIATED SCHOOL PROGRAMS: URUGUAYAN RURAL SCHOOL CURRICULUM SPECIFICITY AbstractThe paper refers to the phenomenon of the Curriculum specificity to which the Rural Schools had for more than a century inUruguayand to the historic rupture registered in 2009 when a common Curriculum for Rural and Urban schools was introduced. The paper analyses the historic circumstances of the Rural Pedagogy and, in particular, one of its most potent symbolic materiality constituted of the 1949 program for Rural Education. The analysis show that the challenge to current Rural Education is not that different to that registered historically: to dialogue with the environment and take maximum advantage of the potential to learn which is provided by the
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So, Winnie W. M.
Data collection, organization, and analysis are indispensable means of seeking solutions during the process of inquiry. Representations (called inscriptions by some educators) including graphs, tables, photographs, and equations are powerful ways of arranging and displaying data in visual form. This study aims to analyze quantitatively the use of…
Perren, James; Grove, Nuray; Thornton, Julie
This article describes three service-learning projects implemented in three different ESL programs in the United States. Each description includes typical course goals, service-learning assignments, reflection activities, student learning outcomes, and pedagogical challenges. The first project was developing digital literacy through…
Leadership development is an outcome of colleges and universities today stressed both in and out of the classroom. Additionally, leadership is often included in institutional missions, with emphasis on students developing as responsible citizens or leaders. The use of peer educators is standard in many student leadership development programs. In…
Voeltz, Luanna M.; Apffel, James A.
A rationale for including a leisure time activities curriculum component in educational programing for severely handicapped individuals is presented. The importance of play and the constructive use of leisure time is described through the use of a model demonstration project. (JN)
Raquel ALS Venera
Full Text Available Este trabalho versa sobre parte das análises resultantes da pesquisa intitulada “A Escola e os jovens no mundo contemporâneo: processos de formação histórica latino americana” desenvolvida em duas escolas na cidade de Florianópolis, de 2009 a 2011. Essas escolas são públicas e campos de estágio de formação inicial de professores de História da Universidade Federal de Santa Catarina. A pesquisa empírica foi desenvolvida junto aos jovens da sétima série do Ensino Fundamental e investigou a formação da consciência histórica latino americana. Para esse artigo, especificamente, o foco é a relação entre as escolhas curriculares para o Ensino de História, das duas escolas e a inferência delas nas narrativas dos estudantes acerca da História latino americana. Busca-se uma leitura conceitual de currículo, a partir dos Estudos Culturais, que permite a percepção de tensões políticas na construção de pertencimentos e identidades dos jovens e que foram expressas em suas narrativas sobre a América Latina. As análises aqui apresentadas dão visibilidade às disputas na construção de memórias e identidades, no interior do currículo, que atuam na orientação da vida presente dos jovens e na construção de perspectivas de futuros. Neste movimento são realizadas escolhas que mobilizam determinados saberes de acordo com os sujeitos que se deseja formar e as identidades que se pretende construir.
Ybema, J.R.; Boonekamp, P.G.M.; Smit, J.T.J.
To properly take climate change into account in the analysis of energy investment decisions, it is required to apply decision analysis methods that are capable of considering the specific characteristics of climate change (large uncertainties, long term horizon). Such decision analysis methods do exist. They can explicitly include evolving uncertainties, multi-stage decisions, cumulative effects and risk averse attitudes. Various methods are considered in this report and two of these methods have been selected: hedging calculations and sensitivity analysis. These methods are applied to illustrative examples, and its limitations are discussed. The examples are (1a) space heating and hot water for new houses from a private investor perspective and (1b) as example (1a) but from a government perspective, (2) electricity production with an integrated coal gasification combined cycle (ICGCC) with or without CO 2 removal, and (3) national energy strategy to hedge for climate change. 9 figs., 21 tabs., 42 refs., 1 appendix
Rebeca Lozano Castro
Full Text Available Con la incursión de las Tecnologías de la Información y la Comunicación (TIC´s al proceso educativo, las Instituciones a nivel nacional han tenido que llevar a cabo acciones correspondientes para incorporar estas tecnologías al proceso de enseñanza – aprendizaje (E-A, las cuales han implicado generar estrategias que permitan facilitar a los docentes la incorporación de las TIC’s a la planeación de los contenidos temáticos de las asignaturas que imparten.Sin embargo, gran parte de las estrategias planteadas, sólo cubren el aspecto funcional de la tecnología, pero no su incorporación en la proceso de E-A o incluso la adecuación de los materiales didácticos para ser usados mediante las TIC’s. Adicionalmente a lo anterior, la educación en México, principalmente a nivel superior, necesita plantear otros paradigmas que permitan acceder a ese tipo de formación a jóvenes que por causas sociales, políticas, geográficas, económicas o de otras índoles, no tienen acceso a la misma, cuestión que podría ser resuelta por la accesibilidad que ofrecen las TIC’s.Además es necesario reconocer que pese a los esfuerzos realizados, concretamente en el área educativa, las TIC's todavía no han sido potenciadas y aprovechadas en la enorme posibilidad que ofrecen para los procesos educativos. La actividad educativa con las TIC's, debiera manifestarse principalmente en la creación de materiales curriculares que se adapten a estas tecnologías, hecho que se ve reflejado en la Declaración Mundial sobre la Educación Superior en el Siglo XXI, la cual establece que “Los nuevos métodos pedagógicos también supondrán nuevos materiales didácticos”. En ese sentido, en las escuelas a nivel Superior de Tamaulipas las TIC's se han ido incorporando ya en sus procesos educativos, pero no se tiene un conocimiento puntual de la efectividad que dicha tecnología este provocando en el proceso educativo.Esto hace necesario la creación de una
Pedro M.G.L. Cascada
Full Text Available O ensino à distância está cada vez mais presente nas instituições de ensino, em todos os níveis, através da utilização cada vez mais frequente das capacidades disponibilizadas pelas novas tecnologias de informação e comunicação. Neste âmbito, o e-Learning assume um papel cada vez mais importante para a disseminação do ensino à distância, sendo cada vez mais utilizado nos diversos níveis de ensino, com destaque para o ensino superior. Neste trabalho pretende-se caracterizar o ensino à distância, dando uma especial atenção ao e-Learning, às suas características, funcionalidades e formas de utilização que lhe estão associadas, bem como um enquadramento do momento atual de utilização do e-Learning. O caso de estudo foi aplicado a através de um questionário (online aplicado a estudantes de uma unidade curricular (UC do ensino superior português. Com os resultados obtidos no estudo obteve-se uma clara opinião por parte dos inquiridos sobre a importância das funcionalidades e pedagogias associadas ao e-Learning, e se devem ser mais utilizadas e desenvolvidas no futuro. Por outro lado, verificou-se que uma maior frequência de utilização deste tipo de ferramentas pode corresponder a um melhor desempenho dos estudantes.
Esequias Rodrigues da Silva
Full Text Available Os Centros de Educação de Jovens e Adultos (CEJAs, pela especificidade do público alvo, funcionam com o sistema semipresencial de atendimento, do tipo de regime modular, onde os conteúdos das disciplinas são apresentados ao aluno por módulo. Analisamos a estrutura curricular de uma escola da rede estadual de ensino que funciona nestes moldes, com vistas discutir uma nova proposta de trabalho docente, com ênfase no sistema de avaliação do rendimento escolar. A abordagem teórica-metodológica de cunho qualitativa e dados coletados por meio da pesquisa documental e entrevista semi-estruturada, analisados face ao modelo de avaliação formativa (Bloom, 1983; Hadji, 2001; Perrenoud, 1999, de acordo com a perspectiva de teorização em avaliação (Bonniol e Vial, 2001. Os resultados apontam para o comprometimento de três componentes essenciais do trabalho docente: o currículo, as estratégias de ensino-aprendizagem e a avaliação do rendimento escolar. A avaliação, meramente classificatória e pontual. O estudo mostrou a viabilidade, dentro do sistema semipresencial da implementação de um novo entendimento do conceito de currículo – currículo real; da diversificação das estratégias de ensino-aprendizagem e o uso de diversos elementos, o modelo de avaliação processual – avaliação diagnóstica, formativa e somativa.
Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C
Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.
Wilton Silva dos Santos
Full Text Available ABSTRACT Introduction: Socioeconomic and demographic diversity in the educational environment and the development of professional attitudes enhance the quality of health care delivery. Despite the importance of diversity for equity and accessibility to health care, its repercussions for students’ attitudinal learning have not been adequately evaluated. Purpose: Evaluate the influence of academic sociodemographic diversity and curricular organization in the development of professional attitudes in different phases of the undergraduate medical curriculum. Method: In 2012, the attitudinal performance of 310 socioeconomically diverse medical students was evaluated by the administration of a five-point professional attitudes scale. The participants were at different points in their education at a Brazilian public school of medicine in Brasília, Federal District. The scale comprised 6 factors: communication, ethics, professional excellence, self-assessment, beliefs, social determinants; and a general factor called medical professionalism and was validated for the purpose of this research. The reliability coefficients (aCronbach ranged from 0.65 to 0.87, according to different scale dimensions. Student diversity was analyzed according to differences in gender, age, religious affiliation, system of student selection and socioeconomic background. Results: The authors observed a decline in the mean attitude scores during the clinical phase compared to the preclinical phase of the curriculum. Female students displayed more positive attitudes than male students, and the students who declared a religious affiliation recorded higher attitude scores compared to those who declared themselves atheist, agnostic or non-religious. There was no correlation between family income or the system of student selection and the students’ attitude scores. The students who had attended public schools expressed a greater interest in working in the public health system
Lucio França Teles
Full Text Available O projeto PROEJA-Transiarte desenvolve práticas de inovação pedagógicas na Educação de Jovens e Adultos (EJA e Educação Profissional (EP introduzindo novas linguagens artísticas digitais no currículo. O projeto auta-se no trabalho colaborativo, na aprendizagem e produção com as novas mídias, pensadas a partir de expressões artísticas já existentes e vivenciadas e que são reconfiguradas. Esse processo envolve a discussão e reelaboração constante do objeto artístico a ser compartilhado no ciberespaço e a este processo demos o nome de transiarte ou arte de transição. A metodologia utilizada é a pesquisa-ação (Barbier, 2004, que permite a modificação da realidade em conjunto com os participantes, a partir da inclusão digital e social destes. O processo de criação artística colaborativa se nutre da experiência dos participantes, na reinterpretação do vivenciado a partir da subjetividade e preferência artística dos participantes que desenvolvem sua própria identidade local e no ciberespaço. O projeto propõe-se explorar a transiarte na aprendizagem curricular como eixo que integre a Educação de Jovens e Adultos a Educação Profissional abrindo opções de profissionalização e qualificação orientado às tecnologias da informação e comunicação.
Pollock, Steven J.; Finkelstein, Noah
Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.
Manthey, Seth; Brewe, Eric
University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence. PMID:23737628
Manthey, Seth; Brewe, Eric
University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.
Cabral-Cano, E.; Pierce, S. A.; Fuentes-Pineda, G.; Arora, R.
Geosciences research frequently focuses on process-centered phenomena, studying combinations of physical, geological, chemical, biological, ecological, and anthropogenic factors. These interconnected Earth systems can be best understood through the use of digital tools that should be documented as workflows. To develop intelligent systems, it is important that geoscientists and computing and information sciences experts collaborate to: (1) develop a basic understanding of the geosciences and computing and information sciences disciplines so that the problem and solution approach are clear to all stakeholders, and (2) implement the desired intelligent system with a short turnaround time. However, these interactions and techniques are seldom covered in traditional Earth Sciences curricula. We have developed an exchange course on Intelligent Systems for Geosciences to support workforce development and build capacity to facilitate skill-development at the undergraduate student-level. The first version of this course was offered jointly by the University of Texas at Austin and the Universidad Nacional Autónoma de México as an intensive, study-abroad summer course. Content included: basic Linux introduction, shell scripting and high performance computing, data management, experts systems, field data collection exercises and basics of machine learning. Additionally, student teams were tasked to develop a term projects that centered on applications of Intelligent Systems applied to urban and karst groundwater systems. Projects included expert system and reusable workflow development for subsidence hazard analysis in Celaya, Mexico, a classification model to analyze land use change over a 30 Year Period in Austin, Texas, big data processing and decision support for central Texas groundwater case studies and 3D mapping with point cloud processing at three Texas field sites. We will share experiences and pedagogical insights to improve future versions of this course.
Marwil, E.S.; Lemmon, E.C.
The numerical simulation of aerosol transport, including the effects of chemical and nuclear reactions presents a challenging dynamic accounting problem. Particles of different sizes agglomerate and settle out due to various mechanisms, such as diffusion, diffusiophoresis, thermophoresis, gravitational settling, turbulent acceleration, and centrifugal acceleration. Particles also change size, due to the condensation and evaporation of materials on the particle. Heterogeneous chemical reactions occur at the interface between a particle and the suspending medium, or a surface and the gas in the aerosol. Homogeneous chemical reactions occur within the aersol suspending medium, within a particle, and on a surface. These reactions may include a phase change. Nuclear reactions occur in all locations. These spontaneous transmutations from one element form to another occur at greatly varying rates and may result in phase or chemical changes which complicate the accounting process. This paper presents an approach for inclusion of these effects on the transport of aerosols. The accounting system is very complex and results in a large set of stiff ordinary differential equations (ODEs). The techniques for numerical solution of these ODEs require special attention to achieve their solution in an efficient and affordable manner. 4 refs
Aderência dos Cursos de Graduação em Enfermagem às Diretrizes Curriculares Nacionais Adherencia de los Cursos de Pregrado en Enfermería a las Pautas Curriculares Nacionales Adherece of Nursing Graduation Courses to the National Curricular Guidelines
David Lopes Neto
Full Text Available Esta investigação teve como objetivo identificar a aderência dos Projetos Pedagógicos dos Cursos de Graduação em Enfermagem (PPC/ENF às Diretrizes Curriculares Nacionais (DCN para esses cursos. Trata-se de um estudo descritivo, comparativo, entre os dados presentes nos PPC/ENF e os propostos nas DCN, tendo como base os relatórios dos processos avaliativos conduzidos pelo Instituto Nacional de Ensino e Pesquisa do Ministério da Educação e Cultura e disponibilizados para este estudo. A amostra foi constituída pelos relatórios para fins de reconhecimento e renovação de reconhecimento, realizados no período de 2002 a 2006, relativos a 110 cursos de graduação. Foram relacionados 60 aspectos do instrumento e destes foram selecionados 10. O estudo revelou que o índice de aderência dos cursos de enfermagem às DCN/ENF foi 72%, considerado baixo, o que aponta para a necessidade das escolas/cursos buscarem melhor vinculação entre a adoção das bases epistemológicas presentes nas DCN/ENF e as propostas nos PPC/ENF.Esta investigación tuvo como objetivo identificar la coherencia/adherencia de Proyectos Pedagógicos de los Cursos de Pregrado en Enfermería (PPC/PE con/a las Pautas Curriculares Nacionales para esos cursos (DCN/ENF. Estudio descriptivo, comparativo, entre los datos presentes en los PPC/ENF y los propuestos en las DCN/ENF, teniendo como base los informes de los procesos de evaluación conducidos por el INEP/MEC y puestos a disposición para este estudio. La muestra fue constituida por los informes de evaluación, referentes a los procesos de 110 cursos de pregrado en enfermería para reconocimiento o renovación de reconocimiento de los mismos, en el período de 2002 a 2006. Fueron relaccionados 60 aspectos del instrumento y de estos fueron seleccionados 10. El estudio mostró que el índice de adherencia de los PPC/PE a las DCN/ENF fue de 72% considerado bajo, lo que apunta para la necesidad de que las escuelas busquen
Avaliação no estágio curricular de administração em enfermagem: perspectiva dialética Evaluación en el estágio curricular de administración en enfermería: perspectiva dialetica Evaluation of the curricular clerkship in nursing administration: dialectical perspective
Full Text Available Este relato de experiência teve por objetivo descrever o processo de avaliação no Estágio Curricular de Administração em Enfermagem do Curso de Graduação da Escola de Enfermagem da Universidade de São Paulo, à luz da metodologia dialética. Nesta perspectiva, o conhecimento é construído em três momentos: síncrese, análise e síntese, em que a tarefa pedagógica do professor é mediar as fases de mobilização, construção e síntese do conhecimento por meio da dúvida e da crítica. Concluiu-se que avaliação da aprendizagem valorizou as relações interpessoais e a participação dos sujeitos envolvidos, por meio do acolhimento e estabelecimento de vínculos em todo o processo, favorecendo a concepção do conhecimento a partir da problematização da práxis criando situações construtivas e significativas, desenvolvendo múltiplas competências.Este informe de experiencia tuvo el objetivo de describir el proceso de evaluación en el estagio curricular de administración en enfermería del Curso de Graduación de la Escuela de Enfermería de la Universidad de São Paulo, bajo la luz de la metodología dialéctica. En esta perspectiva, el conocimiento se construye en tres momentos: síncrese, análisis y síntesis, en que la tarea pedagógica del docente es mediar las etapas de movilización, de construcción y de síntesis del conocimiento producido a través de la duda y de la crítica. Se concluyó que la evaluación del aprendizaje valoró las relaciones interpersonales y la participación de los sujetos implicados, a través de la acogida y el establecimiento de vínculos en todo el proceso, alentando la concepción del conocimiento a partir de la creación de situaciones problemáticas de la praxis, creando situaciones constructivas y significativas desarrollando múltiples competencias.This experience report had as purpose to describe the evaluation process in curriculum clerckship of nursing administration in the
Angela Maria Martins
Full Text Available Este texto pretende oferecer algumas contribuições para o debate sobre as mudanças propostas pelas Diretrizes Curriculares Nacionais elaboradas para a reforma do ensino médio no Brasil. Na primeira parte, avalia-se o cenário político e econômico, como contexto gerador da última etapa de reformas no âmbito da educação, nos anos 90. Pretende-se questionar a opção por um modelo de reforma de estrutura (no caso brasileiro mais restrita ao Programa de Reforma da Educação Profissionalizante - PROEP e de currículo, cujos temas encontram justificativa no contexto econômico, social, cultural e político contemporâneo. Discute-se a utilização de um "modelo" que toma por base experiências desenvolvidas em outros países, e por referência teórico-metodológica as orientações internacionais de organismos multilaterais, desconsiderando as peculiaridades e injunções do sistema administrativo-político brasileiro, medida política essa que pode aumentar a tensão e a distância normalmente existentes entre programas de governo e a possibilidade de sua concretude na rede escolar. Na segunda parte, discute-se a Resolução do Conselho Nacional de Educação, da Câmara de Educação Básica, n. 3, de 16.6.98, que institui as Diretrizes Curriculares Nacionais para o ensino médio, bem como as Bases Legais - Parte I - dos Parâmetros Curriculares Nacionais para o Ensino Médio. A análise do discurso oficial toma como referência metodológica a proposição de Bardin (1977, p. 209 para os modelos de análise estrutural, procurando-se relevar os valores implícitos e as conotações dos textos legaisThis text offers some contributions to the debate on the changes proposed to the National Curricular Directives to reform secondary education in Brazil. In the first part, the political and economic scene is evaluated as the context which generated the last stage of reforms in the educational field in the 90s. It questions the option for a
Hutchinson, I.P.G.; Ellison, R.D.
Closure of a waste management unit can be either permanent or temporary. Permanent closure may be due to: economic factors which make it uneconomical to mine the remaining minerals; depletion of mineral resources; physical site constraints that preclude further mining and beneficiation; environmental, regulatory or other requirements that make it uneconomical to continue to develop the resources. Temporary closure can occur for a period of several months to several years, and may be caused by factors such as: periods of high rainfall or snowfall which prevent mining and waste disposal; economic circumstances which temporarily make it uneconomical to mine the target mineral; labor problems requiring a cessation of operations for a period of time; construction activities that are required to upgrade project components such as the process facilities and waste management units; and mine or process plant failures that require extensive repairs. Permanent closure of a mine waste management unit involves the provision of durable surface containment features to protect the waters of the State in the long-term. Temporary closure may involve activities that range from ongoing maintenance of the existing facilities to the installation of several permanent closure features in order to reduce ongoing maintenance. This paper deals with the permanent closure features
HEGEMONÍA Y CURRICULUM EN LOS DISEÑOS CURRICULARES DE LA MATERIA GEOGRAFIA DE LA PROVINCIA DE BUENOS AIRES: NOTAS SOBRE GEOGRAFIA SOCIAL Y CULTURA ESCOLAR EN EL SIGLO XXI / HEGEMONY AND CURRICULUM IN THE CURRICULAR DESIGNS FOR GEOGRAPHY IN THE PROVINCE OF BUENOS AIRES: NOTES ABOUT SOCIAL GEOGRAPHY AND SCHOOL CULTURE IN THE 21ST CENTURY
Gabriel H. Alvarez
Full Text Available La provincia de Buenos Aires inició desde el año 2005 una serie de cambios institucionales y curriculares que persiguieron el fin de las políticas neoliberales en su sistema educativo. Las reflexiones que se presentan a continuación se proponen como una suerte de relato sobre algunas de las escalas, niveles y dimensiones que oportunamente se abordaron para dar cuenta de un cambio curricular que centró sus acciones en la participación de los profesores durante el proceso de elaboración y una definición de política curricular anclada en lo que allí se reconoció como inspirada en la geografía social actual. La geografía a la que se alude, parte de la idea de concebir la espacialidad social a enseñar como la resultante de múltiples luchas sociales que articulan diferentes actores sociales, relacionan diferentes escalas geográficas y participan diferentes dimensiones de análisis (políticas, ambientales, culturales y económicas. Desde este punto de vista, la búsqueda de la construcción de un conocimiento crítico por parte de los estudiantes estuvo orientada por la selección de contenidos curriculares y orientaciones didácticas que pusieran en evidencia el carácter construido de los ambientes y los territorios a la vez que pudieran aproximarse a reflexionar sobre sus derechos como sujetos políticos. / The province of Buenos Aires has begun since 2005 a series of institutional and curricular changes that attempt to end with neoliberal policies in its educational system. The reflections presented in this work are proposed as a sort of narration about some of the scales, levels and dimensions that were opportunely approached to account for a curricular change that centered in the participation of the teachers during the elaboration process and in a definition of curricular policy anchored in what is recognized and inspired in the current social geography. The geography we refer to draws from the idea of conceiving the social
This Transportation System Requirements Document (Trans-SRD) describes the functions to be performed by and the technical requirements for the Transportation System to transport spent nuclear fuel (SNF) and high-level radioactive waste (HLW) from Purchaser and Producer sites to a Civilian Radioactive Waste Management System (CRWMS) site, and between CRWMS sites. The purpose of this document is to define the system-level requirements for Transportation consistent with the CRWMS Requirement Document (CRD). These requirements include design and operations requirements to the extent they impact on the development of the physical segments of Transportation. The document also presents an overall description of Transportation, its functions, its segments, and the requirements allocated to the segments and the system-level interfaces with Transportation. The interface identification and description are published in the CRWMS Interface Specification
Nousiainen, Markku T; Caverzagie, Kelly J; Ferguson, Peter C; Frank, Jason R
Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas. Key considerations include: ensuring that educational continuity exists amongst all levels of medical education, altering how time is used in medical education, involving CBME in human health resources planning, ensuring that competent doctors work in competent health care systems, ensuring that information technology supports CBME, ensuring that faculty development is supported, ensuring that the rights and responsibilities of the learner are appropriately balanced in the workplace, preparing for the costs of change, and having appropriate leadership in order to achieve success in implementation.
Full Text Available The number of students who leave majors in science, technology, engineering, and mathematics (STEM due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.
The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.
Gayathri S. Prabhu
Full Text Available Background. This study was intended to determine the practice of students in good anger management skills and to what extent their anger can affect their studies, work, and social interactions. In this study the relationship between anger management and the effects on the mental health of medical students was evaluated. A survey was also done to determine duration of the feeling of anger which lasts among medical students and its consequences. Materials and Methods. A newly developed questionnaire was utilized which included a simplified version of the Novaco Anger Scale and Provocation Inventory and the modified Patient Health Questionnaire 9 (to measure the mental health. Results. The data suggests that although students with high anger tendencies display poor mental health, there is no lowering of the mental health/PHQ-9 score as the anger management technique’s effectiveness rises. “Friends” was cited as the major triggering factor for anger, whereby the feelings can last for up to a day and somewhat affect their concentration on normal activities. Conclusion. When anger is suppressed and not let out, it can be an underlying factor for anxiety and depression. Therefore, more emphasis needs to be placed on educating students on how to manage their anger especially in a stressful environment away from home.
Koch, Melissa; Gorges, Torie
Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.
Full Text Available This paper has two main aims, to present the current position of information literacy education in UK-based academic institutions and to propose a strategy that ensures the integration of this phenomenon in learning and teaching institutional practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives, including the institutional angle and the views associated with faculty staff, library staff and students. What transpires from the findings is that information literacy from an institutional perspective is dominated by the need to measure information skills within the context of information as a discipline in its own right. Another issue that is raised by the data points to a great deal of misinformation regarding information literacy, and that, as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. We aim to address these points by drawing on recent scholarship and research in the field which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a Fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum.
Winer, Jenna Nicole; Nakagawa, Keisuke; Conrad, Patricia A; Brown, Lauren; Wilkes, Michael
This study evaluates whether medical and veterinary students' attitudes toward "One Health" and interprofessional education changed after participating in a joint small group learning exercise focused on risk factors associated with zoonotic disease. A survey was distributed to third-year medical students (n = 98) and second-year veterinary students (n = 140), each with a 95% response rate. Overall, 92% of veterinary students and 73% of medical students agreed or strongly agreed that "One Health" was relevant to their desired specialty. Students from both schools largely agreed that interprofessional education should be a goal of the curriculum for their school, and that interprofessional approaches strengthen their overall education. Students reported increased confidence in their communication skills and improved ability to contribute to One Health collaborative teams. This educational intervention, built around a patient case, focused on a variety of learning objectives including skills (such as communication), knowledge (of zoonotic toxoplasmosis) and attitudes (toward collaborative learning and practice). By sparking an interest in One Health during their early professional education, we sought to encourage a new generation of physicians and veterinarians to adopt a more collaborative spirit to their clinical practice, which will ultimately benefit human, animal and environmental health.
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Jagadeesan, Vikrant S. [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States); Raleigh, David R. [Department of Radiation Oncology, School of Medicine, University of California–San Francisco, San Francisco, California (United States); Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J. [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States); Golden, Daniel W., E-mail: firstname.lastname@example.org [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States)
Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These
Jagadeesan, Vikrant S; Raleigh, David R; Koshy, Matthew; Howard, Andrew R; Chmura, Steven J; Golden, Daniel W
Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank-sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results support further development of structured didactic
Jagadeesan, Vikrant S.; Raleigh, David R.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.; Golden, Daniel W.
Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results
Ivan Amorosino do Amaral
Full Text Available A mudança curricular no ensino de geologia introdutória no nível superior, levada a efeito no Instituto de Geociências da Universidade de São Paulo na década de 70 passada, teve suas raízes na década anterior e diversos desdobramentos nas décadas subsequentes. Entre as raízes, destacam-se: as reflexões internacionais sobre o status epistemológico da ciência geológica; novas idéias pedagógicas nacionais e internacionais sobre o ensino e a aprendizagem; o projeto curricular norte-americano, conhecido no Brasil como Investigando a Terra, adaptado para o nosso país pela Fundação Brasileira para o Desenvolvimento do Ensino de Ciências, difundido principalmente pelo Centro de Treinamento de Professores de Ciências do Estado de São Paulo e pelas Licenciaturas Curta em Ciências. Entre seus desdobramentos, destacam-se: a criação de uma Comissão Nacional de Ensino no interior da Sociedade Brasileira de Geologia, na década de 70; o Curso de Especialização em Ensino Superior de Geociências, no final da década de 70 e nas duas décadas seguintes; o movimento nacional de mudança curricular da graduação em Geologia, assentado em pesquisas diagnósticas e deliberado em Simpósios Nacionais; a institucionalização de um grupo de pesquisa em ensino de Geociências, no recém-criado Instituto de Geociências da Universidade de Campinas, na década de 80, que se consolidou em um Departamento específico e um mestrado e doutorado na área de ensino; influência marcante em reforma curricular do ensino de Ciências no 1o Grau no estado de São Paulo, na década de 1980.
Full Text Available En este artículo se propone un modelo para administrar, coordinar y evaluar el proceso para el diseño de programas educativos. Esta alternativa complementa las metodologías tradicionales de diseño curricular mediante la integración de aspectos formales del modelado de procesos (Modelo de Boehm propios de la Ingeniería de Software y del Modelo CMMI (Capability Maturity Model Integration. El modelo genera varios formatos como guía para su implementación, ambos fueron evaluados mediante un método de validación de estudios conceptuales.
Ozuna Martínez, Francisco
Tesis (Especialista en Gerencia Educativa). Universidad Católica de Manizales, Facultad de Educación, 2014 Para asumir una visión de futuro en el contexto global y atendiendo a las situaciones que plantea el cambio, el avance de la ciencia, la tecnología, el manejo de la información, las nuevas concepciones del conocimiento y la didáctica; es necesario adelantar un trabajo reflexivo en torno a los procesos curriculares y al mejoramiento de la calidad de la educación, en este sentido, el ár...
Maria Valéria Pavan
Full Text Available Introdução: Em 2006, o curso de Medicina da Faculdade de Ciências Médicas e da Saúde (FCMS da Pontifícia Universidade Católica de São Paulo (PUC-SP alterou seu projeto pedagógico, em prática desde a década de 1970, para utilizar métodos ativos de ensino/aprendizagem, ancorados na aprendizagem baseada em problemas. Como esperado, em uma instituição de ensino como a PUC-SP, que traz na história uma grande valorização do processo democrático, mudanças como essas não são impostas à comunidade acadêmica, mas se inserem em um contexto de ampla discussão, norteada por acontecimentos externos e internos à instituição. Objetivos: Identificar e analisar os principais determinantes externos e internos da reforma curricular de 2006. Métodos: Foram utilizadas pesquisa bibliográfica e consulta aos arquivos da FCMS da PUC-SP buscando identificar e contextualizar os movimentos sociais, institucionais e de órgãos governamentais da educação e da saúde que pretendiam mudanças curriculares nos cursos de Medicina no Brasil. Para entender os determinantes internos, buscou-se reconstruir o ambiente acadêmico no período da reforma, identificando os motivadores próprios da comunidade acadêmica. Resultados: A mudança do currículo do curso de Medicina da PUC-SP ocorreu dentro de um movimento externo amplo, voltado para a formação do profissional para além da especialização. Somou-se a isso um ambiente de insatisfação dos docentes com o modelo de ensino tradicional em prática. Conclusão: Optou-se por um modelo curricular adequado aos princípios da instituição, que incorporou as orientações das diretrizes curriculares nacionais com o compromisso de formar médicos comprometidos com o sistema de saúde do país.
Toledo Muñoz, Héctor Eladio
El Proyecto “Nuevo modelo didáctico curricular para la enseñanza de la ciencia, basado en la acuicultura destinada a la Enseñanza Básica y Media en establecimientos costeros”. Se desarrolló durante el periodo 2007 – 2010, con la participación de colegios contrapartes y experimentales de la Región de Los Lagos, con un espectro socio-educacional del área particular, particular subvencionada y municipalizada. La metodología utilizada consistió básicamente en el desarrollo de talleres, en el c...
Gomes Almeida, Maria da Graça; Hernández-Pérez, Tony
VI Encontro Ibérico EDICIC 2013 Este trabajo describe y valora cómo las competencias en información se pueden integrar en el currículo y de distintas maneras en la formación de los estudiantes universitarios y cuáles son los principales factores que influyen en este proceso. Se presenta un análisis de tres experiencias en las universidades españolas en donde la integración institucional y curricular de la ALFIN se ha realizado de forma muy distinta. Los tres modelos adoptados van dirigidos...
Molina Alventosa, Joan Pere
Los materiales curriculares son instrumentos u objetos que se utilizan en el contexto escolar como mediadores del proceso de enseñanza-aprendizaje. Dentro de este grupo de materiales están los impresos. Es decir, aquellos que hacen referencia a textos, representaciones o adaptaciones de textos en combinación con iconos o imágenes. La importancia de este tipo de materiales es destacable y se refleja en la preocupación que despiertan entre el profesorado y las instituciones educativas, conscien...
Pozo Aguilar, Ximena Catalina
Esta investigación constituye un análisis de las diferentes metodologías, que se utilizan actualmente en nuestro medio, con el fin de verificar si estas se rigen a los lineamientos que el Referente Curricular para la educación preescolar propone. Para esto ha sido necesario conocer sobre la educación, aspectos fundamentales como: sus inicios, evolución, saber por ejemplo que el eje fundamental del proceso educativo, ya no es el maestro y sus características magistrales, sino más bien el ni...
Jagosh, Justin J.
In 2004, members of the McGill University Faculty of Medicine began implementing a new curriculum for undergraduate medical education entitled, Physicianship: The Physician as Professional and Healer. The initiative underscores the idea that physician training entails cultivating not only scientific knowledge and technical skill, but a mindset guided by intrinsic principles of doctoring. Although the McGill case exemplifies a wide-spread paradigm shift in medical teaching, there is a dearth of analysis concerning the degree of congruency between the objectives of formal undergraduate curricular revision and the so-called 'hidden curriculum' of the hospital training environment. With Physicianship as a point of departure, this dissertation maps evolutionary patterns in clinical medicine and, using qualitative methods, analyzes the perspectives of twenty physician-educators on curricular reform and the transforming clinical training environment. Physicians interviewed were generally supportive of the new curricular initiative. Concerns were raised, however, that many recent changes within the teaching hospital environment interfere with students' cultivation of professional and healer attributes. These changes were organized into three main themes: scientific, institutional, and social. Physicians expressed concern that what is often considered beneficial for patients is often detrimental for medical training. For example, increased use of diagnostic technologies has improved patient care but reduces opportunities for trainees' clinical skill development. Concern was raised that the concept of selfless service has been undermined through recent shift-work regulations and a culture gap between older and younger generation physicians. Alternatively, some perceived new policies of the clinical environment to be more conducive to physicians' self-care and quality of life. Younger trainees were often described as more competent in managing medical information, more open
Rodriguez Plaza, Evelyn
El proposito de esta investigacion fue identificar los componentes de la preparacion en ciencia que deben recibir los estudiantes del Bachillerato en Artes en Educacion Elemental, Nivel Primario, de acuerdo a los documentos que dirigen la reforma de la educacion cientifica en Puerto Rico. Tambien, se identificaron los componentes de los cursos que forman parte de la preparacion en ciencia de estos estudiantes. Se compararon los componentes de la preparacion en ciencia y los componentes de los cursos para determinar congruencias y discrepancias. Con los datos recopilados se identificaron los componentes de los cursos de una secuencia curricular para la preparacion en ciencia de los candidatos a maestros del nivel elemental primario. La secuencia curricular que se propone en esta investigacion incluye cursos de contenido cientifico y de metodologia en la ensenanza de la ciencia disenados para satisfacer las necesidades de los candidatos. Se recomienda que en los procesos para el diseno, la implantacion y la evaluacion de estos cursos participen profesores de ciencia, profesores de educacion y maestros del nivel elemental primario. Todos los cursos de la secuencia curricular deben tener un enfoque constructivista. Las experiencias educativas que se incluyan en los cursos deben aspirar a desarrollar en los candidatos los atributos de la cultura cientifica y actitudes positivas hacia la ciencia y hacia la ensenanza de esta disciplina. El modelaje por parte de los profesores que ensenen los cursos de la secuencia curricular es fundamental en el desarrollo profesional de los candidatos. Se recomienda que en los cursos de contenido cientifico se estudien los conceptos y los conocimientos cientificos que forman parte del curriculo de Kindergarten a tercer grado de forma integrada y con una profundidad universitaria. Estos cursos deben tener un enfoque interdisciplinario e incluir el estudio de la naturaleza de la ciencia y un componente de laboratorio para desarrollar los
Luciana Buainain Jacob
Full Text Available Resumo Este texto tem o intuito de problematizar a educação superior em Engenharia Agronômica. Partimos da ideia de que esta educação coloca-se dentro de um processo de legitimação, acumulação e produção de conhecimento, necessário para o funcionamento da sociedade tecno-industrial; tal conhecimento entra em choque com outras formas de conhecimento que o desafiam. No caso da Engenharia Agronômica, a forma desafiante mais destacada é a Agroecologia. Procuramos caracterizar o espaço curricular ocupado pela Agroecologia, que sabíamos ser muito limitado. Analisamos esta falta de espaço apoiando-se em perspectiva orientada pela transição paradigmática social e científica, por meio do estudo dos projetos político-pedagógicos e dos currículos dos cursos públicos de Engenharia Agronômica do Estado de São Paulo. Constatamos que, de forma geral, os cursos estão pautados numa racionalidade que acaba por legitimar a manutenção de um modelo de desenvolvimento rural social e ambientalmente insustentável. É premente a transição para a sustentabilidade. Não obstante, a Universidade continua formando agrônomos que veem a continuidade do sistema dominante e insustentável de agricultura como o único caminho possível. Nossos dados e reflexões indicam que, apesar de haver uma consciência sobre as questões socioambientais de nosso tempo contida nos projetos político-pedagógicos e nos discursos institucionais, ela não só não está expressa nos currículos dos cursos, como aponta para a continuidade da racionalidade econômica. Mudanças paradigmáticas na organização dos cursos precisam manifestar-se no projeto político-pedagógico, na perspectiva institucional e, de forma correlata, nas práticas pedagógicas, no exercício da docência, da pesquisa e da extensão. Tais mudanças demandam um profundo debate e democrático, que inclua docentes, funcionários, estudantes e sociedade, de modo que o projeto pol
Celso Dal Ré Carneiro Carneiro
Full Text Available A formação profissional na área de Geologia destina-se a suprir um campo de atividades tipicamente ligadas ao Estado. Esse fato acentua a importância de regras claras para funcionamento dos cursos de graduação em Geologia e Engenharia Geológica, representadas pelas Diretrizes Curriculares (DCNs, aprovadas pelo Conselho Nacional de Educação (CNE em 2012. A decisão aproveita grandemente as proposições do Fórum Nacional de Cursos de Geologia (FNCG e atende às preocupações e anseios de docentes, profissionais e estudantes. Este artigo do evento “Interfaces Geociências e Ensino: 40 anos de experiências (1973-2013” examina, em perspectiva, a contribuição para as DCNs de um grupo de professores e alunos voltado para renovação no ensino superior de Geologia formado na USP em 1973. As DCNs mantêm várias recomendações relevantes da orientação precedente – o Currículo Mínimo –, e introduzem orientações para reconfigurar cursos, reestruturar currículos e mudar concepções. A ênfase ao trabalho de campo como ferramenta imprescindível de formação de geólogos, associada ao laboratório e intensivo estudo bibliográfico, pode levar a projetos pedagógicos inovadores, em substituição a rígidos modelos de currículos e cargas horárias. Além da consequência esperada – profissionais mais bem preparados – haverá melhor interação com órgãos de regulação profissional (sistema CREA-CONFEA, e orientações mais eficazes para a avaliação periódica dos cursos.
Sander, Scott A.
Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation's science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers' (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way. Phenomenology was selected as a flexible methodology that enabled access to the "lifeworld" that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs' thinking visible. The use of "thinking routines" within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE(TM) supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs. The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms. As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines
We encounter critical slow down in updating when xi/a -> infinite and in matrix inversion (needed to include fermions) when msub(q)a -> 0. A simulation that purports to solve QCD numerically will encounter these limits, so to face the challenge in the title of this workshop, we must cure the disease of critical slow down. Physically, this critical slow down is due to the reluctance of changes at short distances to propagate to large distances. Numerically, the stability of an algorithm at short wavelengths requires a (moderately) small step size; critical slow down occurs when the effective long wavelength step size becomes tiny. The remedy for this disease is an algorithm that propagates signals quickly throughout the system; i.e. one whose effective step size is not reduced for the long wavelength conponents of the fields. (Here the effective ''step size'' is essentially an inverse decorrelation time.) To do so one must resolve various wavelengths of the system and modify the dynamics (in CPU time) of the simulation so that all modes evolve at roughly the same rate. This can be achieved by introducing Fourier transforms. I show how to implement Fourier acceleration for Langevin updating and for conjugate gradient matrix inversion. The crucial feature of these algorithms that lends them to Fourier acceleration is that they update the lattice globally; hence the Fourier transforms are computed once per sweep rather than once per hit. (orig./HSI)
Fasting is not routinely required for determination of a lipid profile: clinical and laboratory implications including flagging at desirable concentration cut-points—a joint consensus statement from the European Atherosclerosis Society and European Federation of Clinical Chemistry and Laboratory Medicine
Nordestgaard, Børge G.; Langsted, Anne; Mora, Samia; Kolovou, Genovefa; Baum, Hannsjörg; Bruckert, Eric; Watts, Gerald F.; Sypniewska, Grazyna; Wiklund, Olov; Borén, Jan; Chapman, M. John; Cobbaert, Christa; Descamps, Olivier S.; von Eckardstein, Arnold; Kamstrup, Pia R.; Pulkki, Kari; Kronenberg, Florian; Remaley, Alan T.; Rifai, Nader; Ros, Emilio; Langlois, Michel
Abstract Aims To critically evaluate the clinical implications of the use of non-fasting rather than fasting lipid profiles and to provide guidance for the laboratory reporting of abnormal non-fasting or fasting lipid profiles. Methods and results Extensive observational data, in which random non-fasting lipid profiles have been compared with those determined under fasting conditions, indicate that the maximal mean changes at 1–6 h after habitual meals are not clinically significant [+0.3 mmol/L (26 mg/dL) for triglycerides; −0.2 mmol/L (8 mg/dL) for total cholesterol; −0.2 mmol/L (8 mg/dL) for LDL cholesterol; +0.2 mmol/L (8 mg/dL) for calculated remnant cholesterol; −0.2 mmol/L (8 mg/dL) for calculated non-HDL cholesterol]; concentrations of HDL cholesterol, apolipoprotein A1, apolipoprotein B, and lipoprotein(a) are not affected by fasting/non-fasting status. In addition, non-fasting and fasting concentrations vary similarly over time and are comparable in the prediction of cardiovascular disease. To improve patient compliance with lipid testing, we therefore recommend the routine use of non-fasting lipid profiles, while fasting sampling may be considered when non-fasting triglycerides >5 mmol/L (440 mg/dL). For non-fasting samples, laboratory reports should flag abnormal concentrations as triglycerides ≥2 mmol/L (175 mg/dL), total cholesterol ≥5 mmol/L (190 mg/dL), LDL cholesterol ≥3 mmol/L (115 mg/dL), calculated remnant cholesterol ≥0.9 mmol/L (35 mg/dL), calculated non-HDL cholesterol ≥3.9 mmol/L (150 mg/dL), HDL cholesterol ≤1 mmol/L (40 mg/dL), apolipoprotein A1 ≤1.25 g/L (125 mg/dL), apolipoprotein B ≥1.0 g/L (100 mg/dL), and lipoprotein(a) ≥50 mg/dL (80th percentile); for fasting samples, abnormal concentrations correspond to triglycerides ≥1.7 mmol/L (150 mg/dL). Life-threatening concentrations require separate referral when triglycerides >10 mmol/L (880 mg/dL) for the risk of pancreatitis, LDL cholesterol >13 mmol/L (500 mg