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Sample records for linking pedagogical theory

  1. Linking Serious Game Narratives with Pedagogical Theories and Pedagogical Design Strategies

    Science.gov (United States)

    De Troyer, Olga; Van Broeckhoven, Frederik; Vlieghe, Joachim

    2017-01-01

    Narrative-based serious games present pedagogical content and interventions through an interactive narrative. To ensure effective learning in such kind of serious games, designers are not only faced with the challenge of creating a compelling narrative, but also with the additional challenge of incorporating suitable pedagogical strategies.…

  2. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    Directory of Open Access Journals (Sweden)

    Božo Obradović

    2013-12-01

    Full Text Available The issue of linking educational theory to educational practice (educational work with young people is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007 and academic (Curriculum for Educators (2007. Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System, which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children.

  3. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    OpenAIRE

    Božo Obradović

    2013-01-01

    The issue of linking educational theory to educational practice (educational work with young people) is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP) students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007) and academic (Curriculum for Educators (2007). Studies Teacher Training in Serbia, as well as educational disciplines and areas ...

  4. Concept maps and nursing theory: a pedagogical approach.

    Science.gov (United States)

    Hunter Revell, Susan M

    2012-01-01

    Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

  5. Unimodular theory: A little pedagogical vision

    International Nuclear Information System (INIS)

    Fernández Cristóbal, Jose Ma

    2014-01-01

    Under the generic designation of unimodular theory, two theoretical models of gravity are considered: the unimodular gravity and the TDiff theory. Our approach is primarily pedagogical. We aim to describe these models both from a geometric and a field-theoretical point of view. In addition, we explore connections with the cosmological-constant problem and outline some applications. We do not discuss the application of this theory to the quantization of gravity

  6. Liquid pedagogy: Pedagogical imaginary or Educational Theory?

    Directory of Open Access Journals (Sweden)

    Xavier LAUDO CASTILLO

    2015-01-01

    Full Text Available This paper introduces a specific problem within the broader research on liquid pedagogy. The article displays the meaning of the liquid metaphor applied to pedagogy and two possible uses of the signifier «liquid pedagogy»: a as a pedagogical imaginary, and b as a theory of education. I discuss the liquid pedagogy as a theory that can be useful for articulating the idea of what education is and what should be. Two possible variants of the liquid pedagogy are described: a with solid methods to convey tradition b with liquid methods to yield new possibilities. Taking into account that the pedagogical imaginary is the general framework of any theory of education –liquid or solid–, I claim, on the one hand, the use of the term «postmodern pedagogical imaginary». On the other hand, I propose the use of the term «liquid pedagogy» as a theory of education in which the key element is the unexpected character of the educational results.

  7. Pedagogical Synergy: Linking Assessment, Curriculum, and Instruction

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    Caro Rolheiser

    2010-05-01

    Full Text Available This paper describes the evolution of attempts to build coherence and capacity in an Ontario school district, focusing on the development of literacy strategies in all of the district’s elementary and secondary schools. In reviewing case studies in four elementary schools, the authors have identified three key elements (instruction, curriculum, and assessment as the key dimensions which have the greatest influence on student achievement. The authors of this paper present a new construct, pedagogical synergy, in which those three elements are combined. Improvements can occur at both the district and school levels when there are horizontal and reciprocal strategies for building capacity and increasing coherence. It is the mutual support between district and schools that provides the power in this new concept.

  8. Physics Content and Pedagogical Changes: Ramification of Theory and Practice

    Science.gov (United States)

    Cobbinah, Charles; Bayaga, Anass

    2017-01-01

    The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten…

  9. Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

    Science.gov (United States)

    Hopwood, Nick

    2015-01-01

    Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

  10. Basil Bernstein's Theory of the Pedagogic Device and Formal Music Schooling: Putting the Theory into Practice

    Science.gov (United States)

    Wright, Ruth; Froehlich, Hildegard

    2012-01-01

    This article describes Basil Bernstein's theory of the pedagogic device as applied to school music instruction. Showing that educational practices are not personal choices alone, but the result of socio-political mandates, the article traces how education functions as a vehicle for social reproduction. Bernstein called this process the…

  11. [Linking learning theory with practice].

    Science.gov (United States)

    Ávalos-Carranza, María Teresa; Amador-Olvera, Eric; Zerón-Gutiérrez, Lydia

    2016-01-01

    It is often said that it is easier to learn what is observed and practiced on a daily basis; to the need to effectively link theory with practice considered in the process of teaching and learning, many strategies have been developed to allow this process to be carried out in a more efficiently maner. It is, therefore, very important to recognize that an appropriate teacher/student relationship is essential for students to acquire the skills and abilities required.

  12. Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

    Science.gov (United States)

    Tomlinson, Peter

    2008-12-01

    After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

  13. PEDAGOGICAL PHILOSOPHY: THE ROLE AND IMPORTANCE OF THEORY IN CREATIVE COGNITION

    Directory of Open Access Journals (Sweden)

    Oleksandr Plahotskyi

    2016-11-01

    Full Text Available The main provisions and the essential characteristics of the theory of pedagogical philosophy are considered in the article. The outstanding Ukrainian scientists in the branch of pedagogical studies (V. Alfimov, O. Hluzman, V. Yevdokimov, О. Kucheriavyi and in the field of education practice (H. Minenko follow the point of view of problem relevance. Appearing of the pedagogical philosophy is caused by the need of understanding complicated issues like what a modern person (a child, a pupil, a student, a teacher, a tutor is; what the modern environment of human life is like; what the part the education plays in their life. The aim of the study is to justify the prospective opportunities of pedagogical philosophy while solving current educational tasks in order to arise the practitioners’ interest and desire to find the ways of using them in their creative activity. In the article the role and importance of pedagogical philosophy in the practice of school and higher educational institutions in modern Ukraine are analyzed. The challenges of time and the motion of the education system in advancing development are noted. The key parallels between the understanding of the essence of the educational process in the pedagogical philosophy and the current needs of human development and educational objectives are determined. The author concludes that theory of pedagogical philosophy, which is being developed at present time, is really new, independent, relevant and corresponding to the current life needs. In general its role and significance is proved by the fact that pedagogical philosophy has a necessary and sufficient recourse of showing the ways in the future for educators at secondary schools and higher educational establishments according to the occasions and processes that take place in Ukraine.

  14. Linking Statistical and Ecological Theory

    NARCIS (Netherlands)

    Harris, Keith; Parsons, Todd L.; Ijaz, Umer Z.; Lahti, Leo; Holmes, Ian; Quince, Christopher

    2017-01-01

    Neutral models which assume ecological equivalence between species provide null models for community assembly. In Hubbell's unified neutral theory of biodiversity (UNTB), many local communities are connected to a single metacommunity through differing immigration rates. Our ability to fit the

  15. Quantum field theory and link invariants

    International Nuclear Information System (INIS)

    Cotta-Ramusino, P.; Guadagnini, E.; Mintchev, M.; Martellini, M.

    1990-01-01

    A skein relation for the expectation values of Wilson line operators in three-dimensional SU(N) Chern-Simons gauge theory is derived at first order in the coupling constant. We use a variational method based on the properties of the three-dimensional field theory. The relationship between the above expectation values and the known link invariants is established. (orig.)

  16. Architectural Theory in the Undergraduate Curriculum: A Pedagogical Alternative

    Science.gov (United States)

    Smith, Korydon H.

    2013-01-01

    The study of architectural theory remains absent from many undergraduate design programs, or, if present, the structure of many curricula place "theory" as an autonomous, peripheral course. Theory, however, as it is in other disciplines, is the foundation of the discipline of architecture. To regain the importance and vitality of…

  17. Leadership development in UK medical training: pedagogical theory and practice.

    Science.gov (United States)

    Bekas, Stavros

    2015-01-01

    PHENOMENON: The central role of clinical leadership in achieving the vision of quality and productivity could be attained by investing in its development in postgraduate medical education. A critical review of selected literature is presented. The author identifies some of the main theoretical constructs related to leadership; the pedagogical underpinning of medical leadership programs; their learning objectives; and the mixture of methods, individual and collective, to achieve them. INSIGHTS: How to best develop leadership through medical education remains an open debate. Experiential learning, reflective practice, action learning, and mentoring could provide the foundations of leadership development. Application of the aforementioned should be cautious due to limitations of the concept of leadership as currently promoted and lack of robust evaluation methodologies.

  18. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  19. Doll's Pedagogical Theory and Its Enlightenment on British and American Literature Teaching

    Science.gov (United States)

    Gang, Xu

    2015-01-01

    Due to the outmoded teaching method and the popularity of utilitarianism nowadays, the marginalization of British and American literature courses has become a prominent problem for the education of English majors in colleges and universities, but the American postmodern curriculum theorist, Prof. William E. Doll, Jr.'s pedagogical theory, which…

  20. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  1. Strings - Links between conformal field theory, gauge theory and gravity

    International Nuclear Information System (INIS)

    Troost, J.

    2009-05-01

    String theory is a candidate framework for unifying the gauge theories of interacting elementary particles with a quantum theory of gravity. The last years we have made considerable progress in understanding non-perturbative aspects of string theory, and in bringing string theory closer to experiment, via the search for the Standard Model within string theory, but also via phenomenological models inspired by the physics of strings. Despite these advances, many deep problems remain, amongst which a non-perturbative definition of string theory, a better understanding of holography, and the cosmological constant problem. My research has concentrated on various theoretical aspects of quantum theories of gravity, including holography, black holes physics and cosmology. In this Habilitation thesis I have laid bare many more links between conformal field theory, gauge theory and gravity. Most contributions were motivated by string theory, like the analysis of supersymmetry preserving states in compactified gauge theories and their relation to affine algebras, time-dependent aspects of the holographic map between quantum gravity in anti-de-Sitter space and conformal field theories in the bulk, the direct quantization of strings on black hole backgrounds, the embedding of the no-boundary proposal for a wave-function of the universe in string theory, a non-rational Verlinde formula and the construction of non-geometric solutions to supergravity

  2. Links between economic and financial theory in graduate health administration education.

    Science.gov (United States)

    Pink, G H; Coyte, P C

    1989-01-01

    The curricula of graduate health administration programs have, historically, not articulated the theoretical links between health economics and health finance, although an understanding of these links could enhance comprehension of both disciplines. We provide a pedagogical approach that can be used to clarify these interconnections. It compares the standard neoclassical microeconomic concept of the hospital with the financial concept of the hospital, for the purpose of relating the optimal output decision in microeconomic theory to the optimal investment decision in financial theory. This approach can be taught in an advanced course in either economics or finance.

  3. Otherness in Pedagogical Theory and Practice: The Case of Roma

    Science.gov (United States)

    Kirova, Anna; Prochner, Larry

    2015-01-01

    This paper addresses the topic of the inclusion of Roma children in education in Europe through an examination of theory and practice in relation to the issues of Otherness and foreignness. Roma children entering school encounter a vastly different world from their home culture, with different expectations for teaching and learning, for…

  4. Encoding Theory of Mind in Character Design for Pedagogical Interactive Narrative

    Directory of Open Access Journals (Sweden)

    Mei Si

    2014-01-01

    Full Text Available Computer aided interactive narrative allows people to participate actively in a dynamically unfolding story, by playing a character or by exerting directorial control. Because of its potential for providing interesting stories as well as allowing user interaction, interactive narrative has been recognized as a promising tool for providing both education and entertainment. This paper discusses the challenges in creating interactive narratives for pedagogical applications and how the challenges can be addressed by using agent-based technologies. We argue that a rich model of characters and in particular a Theory of Mind capacity are needed. The character architect in the Thespian framework for interactive narrative is presented as an example of how decision-theoretic agents can be used for encoding Theory of Mind and for creating pedagogical interactive narratives.

  5. Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study.

    Science.gov (United States)

    Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

    2017-04-01

    The study aimed to explore the processes undertaken by nurse academics when integrating evidence-based practice (EBP) into their teaching and learning practices. This article focuses on pedagogical approaches employed by academics to influence evidence-based practice integration into undergraduate programs across Australian universities. Nursing academics are challenged to incorporate a variety of teaching and learning strategies to teach evidence-based practice and determine their effectiveness. However, literature suggests that there are limited studies available focusing on pedagogical approaches in evidence-based practice education. A constructivist grounded theory methodology, informed by Charmaz was used for this study. Data were collected during 2014 from 23 nurse academics across Australian universities through semi-structured interviews. Additionally, nine were observed during teaching of undergraduate students. Twenty subject outlines were also analysed following Charmaz's approach of data analysis. 'Influencing EBP integration' describes the pedagogical approaches employed by academics to incorporate EBP knowledge and skills into undergraduate curricula. With the use of various teaching and learning strategies, academics attempted to contextualize EBP by engaging students with activities aiming to link evidence to practice and with the EBP process. Although, some strategies appeared to be engaging, others were traditional and seemed to be disengaging for students due to the challenges experienced by participants that impeded the use of the most effective teaching methods. Study findings offer valuable insights into the teaching practices and identify some key challenges that require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice. © 2016 John Wiley & Sons Ltd.

  6. Historical-cultural theory and pedagogical interventions: possibilities and achievements of good teaching

    Directory of Open Access Journals (Sweden)

    Marta Chaves

    2014-01-01

    Full Text Available This text has the objective of reflecting and socializing the educa - tional practices and experiences of formation in service carried out in cities of the states of Paraná and São Paulo, as deployment of researches, projects and extension courses. The present elaboration contemplates studies on the organization of teaching and it is gui - ded according to the Historical-Cultural Theory, which sustains the pedagogical interventions to Children Education and Basic Educa - tion. The Historical-Cultural Theory is presented as a theoretical reference for a purpose of acting in a humanization and emancipa - tion perspective. Therefore, so that the didactic procedures be rich in meaning, the communication, the affection and the choice of the resources and procedures must act as essential characteristics in the teaching process.

  7. Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

    Science.gov (United States)

    Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

    2017-01-01

    In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

  8. The Pursuit of Memory: Examining Art Teaching and Pedagogical Practices through Hannah Arendt's Actor-Spectator Theory

    Science.gov (United States)

    Lee, Mun Yee

    2011-01-01

    Memories of our schooling and teaching experiences shape our curriculum and pedagogical decision-making process in art education when we become teachers and teacher educators. In this paper, using Hannah Arendt's Actor-Spectator Theory, I engage in retrospective critical introspection of my practices as an art teacher and curriculum developer in…

  9. Polyacetylene: a real material linking condensed matter and field theory

    International Nuclear Information System (INIS)

    Campbell, D.K.

    1981-01-01

    One of the most active subjects of recent research at the interface between field theory and statistical mechanics concerns a real material that seems more properly to belong to the arcana of organic chemistry than to either field theory or statistical methanics. The material is polyacetylene ((CH)/sub x/), a quasi-one dimensional organic polymer with some very interesting and potentially exotic properties. In this discussion, a pedagogical introduction is given to some of the recent theoretical studies of polyacetylene to convey some of the reasons for the intense excitement in this area

  10. Mimesis: Linking Postmodern Theory to Human Behavior

    Science.gov (United States)

    Dybicz, Phillip

    2010-01-01

    This article elaborates mimesis as a theory of causality used to explain human behavior. Drawing parallels to social constructionism's critique of positivism and naturalism, mimesis is offered as a theory of causality explaining human behavior that contests the current dominance of Newton's theory of causality as cause and effect. The contestation…

  11. The first cycle of the reflective pedagogical paradigm implementation in the introduction probability theory course

    Science.gov (United States)

    Julie, Hongki

    2017-08-01

    One of purposes of this study was describing the steps of the teaching and learning process if the teacher in the Introduction Probability Theory course wanted to teach about the event probability by using the reflective pedagogical paradigm (RPP) and describing the results achieved by the students. The study consisted of three cycles, but the results would be presented in this paper was limited to the results obtained in the first cycle. Stages conducted by the researcher in the first cycle could be divided into five stages, namely (1) to know the students' context, (2) to plan and provide student learning experiences, (3) to facilitate students in actions, (4) to ask students to make a reflection and (5) to evaluate. The type of research used in this research was descriptive qualitative and quantitative research. The students' learning experience, the students' action, and the students' reflection would be described qualitatively. The student evaluation results would be described quantitatively. The research subject in this study was 38 students taking the introduction probability theory course in class C. From the students' reflection, still quite a lot of students were not complete in writing concepts that they have learned and / or have not been precise in describing the relationships between concepts that they have learned. From the students' evaluation, 85.29% students got score under 7. If examined more deeply, the most difficulty of students were in the mathematical horizontal process. As a result, they had difficulty in performing the mathematical vertical process.

  12. Linking Theory with Practice in Basic Management

    Science.gov (United States)

    Carroll, Archie B.

    1974-01-01

    Instructors of management in higher education have not been cautious in explaining the relation between practice and theory in their basic courses. The author distinguished between the two in suggesting that management theory is based on observed practices and may or may not have broader application. (AG)

  13. Informal Theory: The Ignored Link in Theory-to-Practice

    Science.gov (United States)

    Love, Patrick

    2012-01-01

    Applying theory to practice in student affairs is dominated by the assumption that formal theory is directly applied to practice. Among the problems with this assumption is that many practitioners believe they must choose between their lived experiences and formal theory, and that graduate students are taught that their experience "does not…

  14. Apical Cyst Theory: a Missing Link.

    Science.gov (United States)

    Huang, George T-J

    2010-10-05

    The mechanism of the formation of apical cyst has been elusive. Several theories have long been proposed and discussed speculating how an apical cyst is developed and formed in the jaw bone resulting from endododontic infection. Two popular theories are the nutritional deficiency theory and the abscess theory. The nutritional deficiency theory assumes that the over proliferated epithelial cells will form a ball mass such that the cells in the center of the mass will be deprived of nutrition. The abscess theory postulates that when an abscess cavity is formed in connective tissue, epithelial cells proliferate and line the preexisting cavity because of their inherent tendency to cover exposed connective tissue surfaces. Based on the nature of epithelial cells and the epithelium, nutritional theory is a fairy tale, while abscess theory at best just indicates that abscess may be one of the factors that allows the stratified epithelium to form but not to explain a mechanism that makes the cyst to form. Apical cyst formation is the result of proliferation of resting epithelial cells, due to inflammation, to a sufficient number such that they are able to form a polarized and stratified epithelial lining against dead tissues or foreign materials. These stratified epithelial lining expands along the dead tissue or foreign materials and eventually wrap around them as a spherical sac, i.e. a cyst. The space in the sac is considered the external environment separating the internal (tissue) environment - the natural function of epithelium. This theory may be tested by introducing a biodegradable device able to slowly release epithelial cell mitogens in an in vivo environment implanted with epithelial cells next to a foreign object. This will allow the cells to continuously proliferate which may form a cystic sac wrapping around the foreign object.

  15. A generalized theory of preferential linking

    Science.gov (United States)

    Hu, Haibo; Guo, Jinli; Liu, Xuan; Wang, Xiaofan

    2014-12-01

    There are diverse mechanisms driving the evolution of social networks. A key open question dealing with understanding their evolution is: How do various preferential linking mechanisms produce networks with different features? In this paper we first empirically study preferential linking phenomena in an evolving online social network, find and validate the linear preference. We propose an analyzable model which captures the real growth process of the network and reveals the underlying mechanism dominating its evolution. Furthermore based on preferential linking we propose a generalized model reproducing the evolution of online social networks, and present unified analytical results describing network characteristics for 27 preference scenarios. We study the mathematical structure of degree distributions and find that within the framework of preferential linking analytical degree distributions can only be the combinations of finite kinds of functions which are related to rational, logarithmic and inverse tangent functions, and extremely complex network structure will emerge even for very simple sublinear preferential linking. This work not only provides a verifiable origin for the emergence of various network characteristics in social networks, but bridges the micro individuals' behaviors and the global organization of social networks.

  16. Quantum Link Models and Quantum Simulation of Gauge Theories

    International Nuclear Information System (INIS)

    Wiese, U.J.

    2015-01-01

    This lecture is about Quantum Link Models and Quantum Simulation of Gauge Theories. The lecture consists out of 4 parts. The first part gives a brief history of Computing and Pioneers of Quantum Computing and Quantum Simulations of Quantum Spin Systems are introduced. The 2nd lecture is about High-Temperature Superconductors versus QCD, Wilson’s Lattice QCD and Abelian Quantum Link Models. The 3rd lecture deals with Quantum Simulators for Abelian Lattice Gauge Theories and Non-Abelian Quantum Link Models. The last part of the lecture discusses Quantum Simulators mimicking ‘Nuclear’ physics and the continuum limit of D-Theorie models. (nowak)

  17. ‘Living' theory: a pedagogical framework for process support in networked learning

    Directory of Open Access Journals (Sweden)

    Philipa Levy

    2006-12-01

    Full Text Available This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case-study analysis of learners' experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case-study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes–orientation, communication, socialisation and organisation–that were associated with ‘learning to learn' in the course's networked environment, and offers a flavour of participants' experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process-focused (as well as domain-focused learning tasks.

  18. Interviews: Linking Leadership Theory to Practice

    Science.gov (United States)

    Smith, Deborah N.; Roebuck, Deborah B.

    2010-01-01

    Leadership educators use various tools to enable their students to learn about leadership. This article describes the assignment "Interview with a Leader" which the authors have incorporated into several different leadership courses. Grounded in constructivist and social learning theories, the authors have found this assignment to be…

  19. Creating the Situation of Success as Implementation of the Optimism Idea: Pedagogic Interpretation of M. Seligman’s Theory

    Directory of Open Access Journals (Sweden)

    Y. V. Andreyeva

    2012-01-01

    Full Text Available The paper is devoted to the Optimism Theory by Martin Seligman that can be used for creating the model of positive emotional response aimed at improving the effectiveness of educational process. The author shares the idea of the contemporary American psychologist and philosopher regarding the optimism as the acquired skill affecting the students’ academic progress, and recommends developing students’ self-assurance by addressing a situation of success. Such situation is considered as both the leading factor and pedagogic condition, and the technological base for promoting personal optimism.The educational significance of success is based on its ability to change students’ attitude as the result of personal achievements. The lack of motivation, as the main teaching problem, can be overcome by assisting students in their academic progress and addressing the situation of success. The pedagogic techniques improving motivation to overcome learning difficulties on the way to success are given providing adolescents with effective assistance and emotional support. According to the author, the situation of success is not a temporary pedagogic tool, but rather a way of achieving optimistic outlook, which allows students themselves to solve complex learning tasks and achieve desired results without pedagogic facilitation. 

  20. Pedagogical Review of Quantum Measurement Theory with an Emphasis on Weak Measurements

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    Bengt E. Y. Svensson

    2013-05-01

    Full Text Available The quantum theory of measurement has been with us since quantum mechanics was invented. It has recently been invigorated, partly due to the increasing interest in quantum information science. In this partly pedagogical review I attempt to give a self-contained overview of non-relativistic quantum theory of measurement expressed in density matrix formalism. I will not dwell on the applications in quantum information theory; it is well covered by several books in that field. The focus is instead on applications to the theory of weak measurement, as developed by Aharonov and collaborators. Their development of weak measurement combined with what they call post-selection - judiciously choosing not only the initial state of a system (pre-selection but also its final state - has received much attention recently. Not the least has it opened up new, fruitful experimental vistas, like novel approaches to amplification. But the approach has also attached to it some air of mystery. I will attempt to demystify it by showing that (almost all results can be derived in a straight-forward way from conventional quantum mechanics. Among other things, I develop the formalism not only to first order but also to second order in the weak interaction responsible for the measurement. I apply it to the so called Leggett-Garg inequalities, also known as Bell inequalities in time. I also give an outline, even if rough, of some of the ingenious experiments that the work by Aharonov and collaborators has inspired. As an application of weak measurement, not related to the approach by Aharonov and collaborators, the formalism also allows me to derive the master equation for the density matrix of an open system in interaction with an environment. An issue that remains in the weak measurement plus post-selection approach is the interpretation of the so called weak value of an observable. Is it a bona fide property of the system considered? I have no definite answer to this

  1. Some Links Between Game Theory and Decision Theory in Economics

    OpenAIRE

    Dominika Crnjac; Goran Martinovic

    2009-01-01

    Certain optimal strategies based upon game theory are given in this paper. A decision-making function and a risk function are explained. Decision-making criteria are applied for determining best decision-making functions with respect to a specific criterion. Special attention is given to the minimax criterion.

  2. Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

    Science.gov (United States)

    Yankovych, Iryna

    2014-01-01

    The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims,…

  3. Austrian Capital Theory and the Link Between Entrepreneurship and the Theory of the Firm

    OpenAIRE

    Foss, Kirsten; Foss, Nicolai J.; Klein, Peter G.; Klein, Sandra K.

    2005-01-01

    Several writers link entrepreneurship to asset ownership, trying to incorporate the theory of entrepreneurship into the theory of the firm. The critical link, we argue, is capital heterogeneity. Transaction cost, property rights, and resourcebased approaches to the firm assume that assets, both tangible and intangible, are heterogeneous; arranging these assets to minimize contractual hazards, to provide efficient investment incentives, or to exploit competitive advantage is ...

  4. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

    Directory of Open Access Journals (Sweden)

    Evgeny M. Dorozhkin

    2014-01-01

    Full Text Available The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientifictheoretical bases of this education led the authors to the analysis and designing (formation of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of the research (scientific and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor. The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cognitive activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of

  5. Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

    Science.gov (United States)

    Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.

    2012-04-01

    In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.

  6. Austrian Capital Theory and the Link Between Entrepreneurship and the Theory of the Firm

    DEFF Research Database (Denmark)

    Foss, Kirsten; Foss, Nicolai Juul; Klein, Peter G.

    2005-01-01

    tangible and intangible,are heterogeneous; arranging these assets to minimize contractual hazards, toprovide efficient investment incentives, or to exploit competitive advantage isconceived as the prime task of economic organization. None of these approaches,however, is based on a systematic theory......Several writers link entrepreneurship to asset ownership, trying to incorporatethe theory of entrepreneurship into the theory of the firm. The critical link, weargue, is capital heterogeneity. Transaction cost, property rights, and resourcebasedapproaches to the firm assume that assets, both...... of capital heterogeneity. Inthis paper we outline the approach to capital developed by the Austrian schoolof economics and integrate it into an entrepreneurial theory of the firm. We refineAustrian capital theory by defining capital heterogeneity in terms of subjectivelyperceived attributes, that is...

  7. Pedagogical perspectives and implicit theories of teaching: First year science teachers emerging from a constructivist science education program

    Science.gov (United States)

    Dias, Michael James

    Traditional, teacher-centered pedagogies dominate current teaching practice in science education despite numerous research-based assertions that promote more progressive, student-centered teaching methods. Best-practice research emerging from science education reform efforts promotes experiential, collaborative learning environments in line with the constructivist referent. Thus there is a need to identify specific teacher education program designs that will promote the utilization of constructivist theory among new teachers. This study explored the learning-to-teach process of four first-year high school teachers, all graduates of a constructivist-based science education program known as Teacher Education Environments in Mathematics and Science (TEEMS). Pedagogical perspectives and implicit theories were explored to identify common themes and their relation to the pre-service program and the teaching context. Qualitative methods were employed to gather and analyze the data. In depth, semi-structured interviews (Seidman, 1998) formed the primary data for probing the context and details of the teachers' experience as well as the personal meaning derived from first year practice. Teacher journals and teaching artifacts were utilized to validate and challenge the primary data. Through an open-coding technique (Strauss & Corbin, 1990) codes, and themes were generated from which assertions were made. The pedagogical perspectives apparent among the participants in this study emerged as six patterns in teaching method: (1) utilization of grouping strategies, (2) utilization of techniques that allow the students to help teach, (3) similar format of daily instructional strategy, (4) utilization of techniques intended to promote engagement, (5) utilization of review strategies, (6) assessment by daily monitoring and traditional tests, (7) restructuring content knowledge. Assertions from implicit theory data include: (1) Time constraints and lack of teaching experience made

  8. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF VOCATIONAL TEACHER EDUCATION

    Directory of Open Access Journals (Sweden)

    E. M. Dorozhkin

    2014-01-01

    Full Text Available The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools.The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary andsecondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academicianof the Russian Academy of Education, G. M. Romantsev. The reflection of scientific-theoretical bases of this education led the authors to the analysis and designing (formation of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of theresearch (scientific and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor. The theoretical framework has determined the logic of the study and its results.Scientific and educational methodology differentiation in terms of the subject of cogni live activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental

  9. Teaching Critical Looking: Pedagogical Approaches to Using Comics as Queer Theory

    Science.gov (United States)

    Manchester, Ashley

    2017-01-01

    Given the challenging depth of queer theoretical concepts, this article argues that one of the most effective ways to teach the complexities of queer theory is by utilizing comics in the classroom. I focus on how college-level instructors can use the content, form, and history of comics to teach students how to enact and do queer theory. By…

  10. Principles of Activity Theory in analysing the process of construction of pedagogic activities with the use of mobile devices in the Chemistry learning

    Directory of Open Access Journals (Sweden)

    Liliane da Silva Coelho Jacon

    2014-06-01

    Full Text Available Mobile devices emerge as the major players to ensure a favorable resource to connect, minimizing the limitation space-time constraints among people and enabling the use of emerging mobile learning (m-learning. The use of mobile devices in pedagogic praxis implies in a closer link between teachers in their initial development and their teacher educator in order to enable the incorporation of this mobile technology in undergraduate courses. This “approach” means the facilitation of meeting to discuss, reflect and talk about the incorporation of this technology in the teaching learning process. In this research, two professors had meetings to discuss and reflect about the employment of this mobile technology in the undergraduate course. One of them, a Chemistry teacher educator and the other is a computer and education teacher-research. The methodological approach is based on a qualitative method with some elements of action-research based on theoretical assumptions of the Activity Theory (ENGESTRÖM, 1999. Therefore, the study based on the debates over the use of mobile devices in the teaching of chemistry was developed as part of the undergraduate course in Chemistry at the Federal University of Rondonia. Among a set of activities, in which students and professors were present with their objects of specific activities, was presented the Activity system related to the construction of those activities. The analysis of SA from the perspective of the 5 principles of Activity Theory points out that the process of collaborative participation in the meetings, the implementation of activities with the students of the degree course and the preparation of scientific papers demonstrated the qualitative evolution of the chemistry teacher educator

  11. A word association response approach toward lexical relationships within the mental lexicon of second language learners: pedagogic ideas from testing McCarthy's theories on Japanese students.

    Science.gov (United States)

    Murphy, Robert S; Post, Michael D

    2009-06-01

    Through use of word association as detailed in McCarthy (1990) this paper will explore pedagogic implications derived from the following three points in relation to the lexical development of Japanese learners of English: 1) the ability of word association tests to examine the mental links between words in learners' developing mental lexicon, 2) the importance of phonological similarities for lower level students and 3) the correlation between the results from a word association test with the characteristic types of word association patterns discussed in McCarthy (1990). It will be argued that while lexical development within the mental lexicon is difficult to delineate due to overlap of organizational categories, the patterns of syntactic, semantic and conceptual relations between learned words is apparent within the retrieval process for word association and that additionally, context may play a vital role in how words are construed along the links within the mental lexicon. Pedagogic ideas and future research ideas are detailed.

  12. Fundamental link between system theory and statistical mechanics

    International Nuclear Information System (INIS)

    Atmanspacher, H.; Scheingraber, H.

    1987-01-01

    A fundamental link between system theory and statistical mechanics has been found to be established by the Kolmogorov entropy. By this quantity the temporal evolution of dynamical systems can be classified into regular, chaotic, and stochastic processes. Since K represents a measure for the internal information creation rate of dynamical systems, it provides an approach to irreversibility. The formal relationship to statistical mechanics is derived by means of an operator formalism originally introduced by Prigogine. For a Liouville operator L and an information operator M tilde acting on a distribution in phase space, it is shown that i[L, M tilde] = KI (I = identity operator). As a first consequence of this equivalence, a relation is obtained between the chaotic correlation time of a system and Prigogine's concept of a finite duration of presence. Finally, the existence of chaos in quantum systems is discussed with respect to the existence of a quantum mechanical time operator

  13. Bernstein's theory of pedagogic discourse as a theoretical framework for educators studying student radiographers' interpretation of normality vs. abnormality

    International Nuclear Information System (INIS)

    Winter, Peter D.; Linehan, Mark J.

    2014-01-01

    Purpose: To acknowledge the tacit rules underpinning academic practice of undergraduate radiographers in determining normality vs. abnormality when appraising skeletal images. Methodology: Twelve students were interviewed (individually) using in-depth semi-structured questions. Interviews were mediated through a PowerPoint presentation containing two digital X-ray images. Each image was based on a level of expertise; the elementary (Case 1) and the complicated (Case 2). The questions were based on regular ‘frames’ created from observing tutor–student contact in class, and then validated through a group interview. Bernstein's theory of pedagogic discourse was then utilised as a data analysis instrument to determine how third year diagnostic radiography students interpreted X-ray images, in relation to the ‘recognition’ and ‘realisation’ rules of the Educational Theoretical Framework. Conclusion: Bernstein's framework has made it possible to specify, in detail, how issues and difficulties are formed at the level of the acquirer during interpretation. The recognition rules enabled students to meaningfully recognise what trauma characteristics can be associated with the image and the demands of a detailed scrutiny so as to enact a competent interpretation. Realisation rules, made it possible for students to establish their own systematic approach and realise legitimate meanings of normality and abnormality. Whereas obvious or visible trauma generated realisation rules (represented via homogenous terminology), latent trauma authorised students to deviate from legitimate meanings. The latter rule, in this context, has directed attention to the student issue of visioning abnormality when images are normal

  14. Pedagogical systematic derivation of Noether point symmetries in special relativistic field theories and extended gravity cosmology

    International Nuclear Information System (INIS)

    Haas, Fernando

    2016-01-01

    A didactic and systematic derivation of Noether point symmetries and conserved currents is put forward in special relativistic field theories, without a priori assumptions about the transformation laws. Given the Lagrangian density, the invariance condition develops as a set of partial differential equations determining the symmetry transformation. The solution is provided in the case of real scalar, complex scalar, free electromagnetic, and charged electromagnetic fields. Besides the usual conservation laws, a less popular symmetry is analyzed: the symmetry associated with the linear superposition of solutions, whenever applicable. The role of gauge invariance is emphasized. The case of the charged scalar particle under external electromagnetic fields is considered, and the accompanying Noether point symmetries determined. Noether point symmetries for a dynamical system in extended gravity cosmology are also deduced. (paper)

  15. Pedagogical systematic derivation of Noether point symmetries in special relativistic field theories and extended gravity cosmology

    Science.gov (United States)

    Haas, Fernando

    2016-11-01

    A didactic and systematic derivation of Noether point symmetries and conserved currents is put forward in special relativistic field theories, without a priori assumptions about the transformation laws. Given the Lagrangian density, the invariance condition develops as a set of partial differential equations determining the symmetry transformation. The solution is provided in the case of real scalar, complex scalar, free electromagnetic, and charged electromagnetic fields. Besides the usual conservation laws, a less popular symmetry is analyzed: the symmetry associated with the linear superposition of solutions, whenever applicable. The role of gauge invariance is emphasized. The case of the charged scalar particle under external electromagnetic fields is considered, and the accompanying Noether point symmetries determined. Noether point symmetries for a dynamical system in extended gravity cosmology are also deduced.

  16. Nursing rounds as a pedagogical strategy: anchoring theory to practice in gerontological nursing.

    Science.gov (United States)

    Perry, J; Paterson, B L

    2005-03-01

    There is considerable concern among nursing educators that baccalaureate nursing students' ageist attitudes about the elderly and the lack of understanding of the praxis of nursing care of older adults is not significantly changed by classroom lectures or discussions. Although there is general agreement that working with an experienced practitioner may positively impact on nursing students' perceptions and knowledge about the nursing care of older adults, the clinical learning experiences in this field are often uneven and problematic. In the paper, the authors present a strategy, an adaptation of traditional bedside rounds, in which students are invited to become members of a learning community in the nursing care of older adults. Based on the theory of situated learning by Lave and Wenger, the strategy entails nursing students' active involvement with skilled practitioners in the three phases of the strategy, i.e., orientation, adaptation, and integration. The authors describe how the strategy was implemented in one school of nursing. They conclude with an invitation for faculty and practitioners to further refine and assess this strategy.

  17. The Pedagogic Project as Provocative of the Collective Work in the School

    OpenAIRE

    Elaine Sampaio Araujo

    2007-01-01

    The objective of this article is to discuss, starting from the historical-cultural perspective, the sense of a pedagogic project considering its procedural nature, the convergence of the personal and collective dimensions and the educational purpose. The goal is to notice the project as possibility in the field pragmatic and in the theory of the sciences of human formation, linking the human development with the schools and its projects. For that, it tries to demonstrate that pedagogic projec...

  18. [Clinical application of super-link system theory in spinal cord injury patients during rehabilitation stage].

    Science.gov (United States)

    Chen, Hsiao-Yu

    2008-04-01

    The purpose of this paper is to introduce Super-Link System Theory, which is a theory of spinal cord injury rehabilitation. This theory has been developed using the grounded theory research method. By explaining the procedure for establishing a super-link system the paper explains the complex structure of this theory. Super-Link System Theory emphasizes that rehabilitation nurses 'build up their interpersonal relationships' with clients, family caregivers, the interdisciplinary team, and the community, and attempt to 'establish links' among them. They know these links have to be made with appropriate 'timing', and must be able to access the appropriate people when necessary. Super-link systems include the following four links: link to client with spinal cord injury, link to family caregiver, link to interdisciplinary rehabilitation team, and link to community. It can enable rehabilitation nurses to provide a better quality of nursing care to clients and their family caregivers, as well as promote their professional position in the interdisciplinary rehabilitation team.

  19. Linking Theory to Practice in Learning Technology Research

    Science.gov (United States)

    Gunn, Cathy; Steel, Caroline

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

  20. Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2011-01-01

    theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic¬tionaries" and "learners' dictionaries...... to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean¬ings addressed to the various terms in the theoretical...... literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense...

  1. Links in a distributed database: Theory and implementation

    International Nuclear Information System (INIS)

    Karonis, N.T.; Kraimer, M.R.

    1991-12-01

    This document addresses the problem of extending database links across Input/Output Controller (IOC) boundaries. It lays a foundation by reviewing the current system and proposing an implementation specification designed to guide all work in this area. The document also describes an implementation that is less ambitious than our formally stated proposal, one that does not extend the reach of all database links across IOC boundaries. Specifically, it introduces an implementation of input and output links and comments on that overall implementation. We include a set of manual pages describing each of the new functions the implementation provides

  2. Linking theory to practice in learning technology research

    Directory of Open Access Journals (Sweden)

    Cathy Gunn

    2012-03-01

    Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.

  3. Linking theory to practice in learning technology research

    OpenAIRE

    Cathy Gunn; Caroline Steel

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...

  4. Pedagogical integration and regionalisation

    Directory of Open Access Journals (Sweden)

    Jan Gustafsson

    2010-12-01

    Full Text Available Abstract: The purpose of this research is concerned with the intentions of pedagogical integration and the notion of an expanded concept of teaching as described in the National School Curriculum of Sweden. In the analysis a theoretical synthesis comprising critical discourse analysis and sociological theories of institutional identities and processes is used through a policy ethnography approach. Purpose has been focus on the relationship between the formal, written curriculum and specific, local, classroom practices. The analysis shows that the Pedagogical dimensions of integration were transformed toward economic interests and control at the local political level. Education work is distinctly regionalising into two so-called safety zones, and a hybrid zone. Four different pedagogical identities are also identified in the analysis. The analysis thus suggests that the creation of safety zones restricts education work to pre-existing patterns. Only the hybrid zone is presently carrying a potential to significantly renew education and encourage and social change.

  5. Testing the Link Between Empathy and Lay Theories of Happiness.

    Science.gov (United States)

    Tullett, Alexa M; Plaks, Jason E

    2016-09-20

    Happiness is a topic that ignites both considerable interest and considerable disagreement. Thus far, however, there has been little attempt to characterize people's lay theories about happiness or explore their consequences. We examined whether individual differences in lay theories of happiness would predict empathy. In Studies 1a and 1b, we validated the Lay Theories of Happiness Scale (LTHS), which includes three dimensions: flexibility, controllability, and locus. In Study 2, higher dispositional empathy was predicted by the belief that happiness is flexible, controllable, and internal. In Studies 3 and 4, higher empathy toward a specific target was predicted by the belief that happiness is flexible, uncontrollable, and external In conjunction, Studies 2, 3, and 4 provide evidence that trait and state empathy are separable and can have opposing relationships with people's lay theories. Overall, these findings highlight generalized beliefs that may guide empathic reactions to the unhappiness of others. © 2016 by the Society for Personality and Social Psychology, Inc.

  6. A theory with consolidation: Linking everything to explain everything

    Directory of Open Access Journals (Sweden)

    Gaurav Shantaram Biraris

    Full Text Available The paper reports a theory which gives explicit (ontic understanding of the abstract (epistemic mechanisms spanning many branches of physics. It results to most modern physics starting from Newtonian physics by abandoning progress in twentieth century. The theory assumes consolidation of points in 4-balls of specific radius in the universe. Thus the 4-balls are fundamental elements of the universe. Analogue of momentum defined as soul vector is assumed to be induced on the 4-balls at the beginning of the universe. Then with progression of local time, collisions happen leading to different rotations of CNs. For such rotations, the consolidation provides centripetal binding. By using general terminologies of force and work, the mass energy mechanism gets revealed. The theory provides explicit interpretation of intrinsic properties of mass, electric charge, color charge, weak charge, spin etc. It also provides explicit understanding of the wave-particle duality & quantum mechanics. Epistemic study of the universe with the consolidation results to conventional quantum theories. Elementary mechanism of the field interactions is evident due to conservation of the soul vectors, and its epistemic expectation results to the gauge theories. The theory predicts that four types of interaction would exist in the universe along with the acceptable relative strengths; it provides fundamental interpretation of the physical forces. Further, it explains the basic mechanisms which can be identified with dark energy & dark matter. It also results to (or explains entanglement, chirality, excess of matter, 4-component spinor, real-abstract (ontic-epistemic correspondence etc. The theory is beyond standard model and results to the standard model, relativity, dark energy & dark matter, starting by simple assumptions. Keywords: Beyond standard model, Phenomenology, Relativity, Dark matter, Realist theory

  7. Multi-boundary entanglement in Chern-Simons theory and link invariants

    Energy Technology Data Exchange (ETDEWEB)

    Balasubramanian, Vijay [David Rittenhouse Laboratory, University of Pennsylvania,209 S.33rd Street, Philadelphia, PA 19104 (United States); Theoretische Natuurkunde, Vrije Universiteit Brussel (VUB) andInternational Solvay Institutes,Pleinlaan 2, B-1050 Brussels (Belgium); Fliss, Jackson R.; Leigh, Robert G. [Department of Physics, University of Illinois,1110 W. Green Street, Urbana, IL 61801 (United States); Parrikar, Onkar [David Rittenhouse Laboratory, University of Pennsylvania,209 S.33rd Street, Philadelphia, PA 19104 (United States)

    2017-04-11

    We consider Chern-Simons theory for gauge group G at level k on 3-manifolds M{sub n} with boundary consisting of n topologically linked tori. The Euclidean path integral on M{sub n} defines a quantum state on the boundary, in the n-fold tensor product of the torus Hilbert space. We focus on the case where M{sub n} is the link-complement of some n-component link inside the three-sphere S{sup 3}. The entanglement entropies of the resulting states define framing-independent link invariants which are sensitive to the topology of the chosen link. For the Abelian theory at level k (G=U(1){sub k}) we give a general formula for the entanglement entropy associated to an arbitrary (m|n−m) partition of a generic n-component link into sub-links. The formula involves the number of solutions to certain Diophantine equations with coefficients related to the Gauss linking numbers (mod k) between the two sublinks. This formula connects simple concepts in quantum information theory, knot theory, and number theory, and shows that entanglement entropy between sublinks vanishes if and only if they have zero Gauss linking (mod k). For G=SU(2){sub k}, we study various two and three component links. We show that the 2-component Hopf link is maximally entangled, and hence analogous to a Bell pair, and that the Whitehead link, which has zero Gauss linking, nevertheless has entanglement entropy. Finally, we show that the Borromean rings have a “W-like' entanglement structure (i.e., tracing out one torus does not lead to a separable state), and give examples of other 3-component links which have “GHZ-like” entanglement (i.e., tracing out one torus does lead to a separable state).

  8. Integrable Scalar Cosmologies I. Foundations and links with String Theory

    Science.gov (United States)

    Fré, P.; Sagnotti, A.; Sorin, A. S.

    2013-12-01

    encouraging results that find a rationale in the ascertained behavior of corresponding two-dimensional dynamical systems.The structure of the paper is as follows. In Section 2 we derive an effective dynamical model that encompasses the possible d-dimensional Friedman-Lemaitre-Robertson-Walker (FLRW) spatially flat cosmologies driven by a scalar field ϕ with canonical kinetic term and self interaction produced by a potential function V(ϕ). In Section 3 we describe the methods used to build integrable dynamical systems and identify nine different families of one-scalar cosmologies that are integrable for suitable choices of the gauge function B(t) of Eq. (1.1). In Section 4 we analyze the generic properties of dynamical systems in two variables, we describe the general classification of their fixed points and we illustrate the corresponding behavior of the solutions of Section 3. We then discuss in detail the exact solutions of several particularly significant systems identified in Section 3 and illustrate a number of instructive lessons that can be drawn from them. In Section 5.1 we describe the gross features of 26 additional sporadic potentials and elaborate on the qualitative behavior of their solutions, on the basis of the key lessons drawn from the simpler examples of Section 4. We also elaborate briefly on the links with other integrable systems. In Section 6 we illustrate how exponential potentials accompany in String Theory a mechanism for supersymmetry breaking brought about by classically stable vacuum configurations of D branes and orientifolds with broken supersymmetry and discuss their behavior in lower dimensions. Under some assumptions that are spelled out in Section 6, we also describe the types of exponential potentials that can emerge, in four dimensions, from various types of branes present in String Theory. Insofar as possible, we work in a generic number of dimensions, but with critical superstrings in our mind, so that in most of the paper 4⩽d⩽10

  9. A theory with consolidation: Linking everything to explain everything

    Science.gov (United States)

    Biraris, Gaurav Shantaram

    The paper reports a theory which gives explicit (ontic) understanding of the abstract (epistemic) mechanisms spanning many branches of physics. It results to most modern physics starting from Newtonian physics by abandoning progress in twentieth century. The theory assumes consolidation of points in 4-balls of specific radius in the universe. Thus the 4-balls are fundamental elements of the universe. Analogue of momentum defined as soul vector is assumed to be induced on the 4-balls at the beginning of the universe. Then with progression of local time, collisions happen leading to different rotations of CNs. For such rotations, the consolidation provides centripetal binding. By using general terminologies of force and work, the mass energy mechanism gets revealed. The theory provides explicit interpretation of intrinsic properties of mass, electric charge, color charge, weak charge, spin etc. It also provides explicit understanding of the wave-particle duality & quantum mechanics. Epistemic study of the universe with the consolidation results to conventional quantum theories. Elementary mechanism of the field interactions is evident due to conservation of the soul vectors, and its epistemic expectation results to the gauge theories. The theory predicts that four types of interaction would exist in the universe along with the acceptable relative strengths; it provides fundamental interpretation of the physical forces. Further, it explains the basic mechanisms which can be identified with dark energy & dark matter. It also results to (or explains) entanglement, chirality, excess of matter, 4-component spinor, real-abstract (ontic-epistemic) correspondence etc. The theory is beyond standard model and results to the standard model, relativity, dark energy & dark matter, starting by simple assumptions.

  10. Linking material and energy flow analyses and social theory

    Energy Technology Data Exchange (ETDEWEB)

    Schiller, Frank [The Open University, Faculty of Maths, Computing and Technology, Walton Hall, Milton Keynes, MK7 6AA (United Kingdom)

    2009-04-15

    The paper explores the potential of Habermas' theory of communicative action to alter the social reflexivity of material and energy flow analysis. With his social macro theory Habermas has provided an alternative, critical justification for social theory that can be distinguished from economic libertarianism and from political liberalism. Implicitly, most flow approaches draw from these theoretical traditions rather than from discourse theory. There are several types of material and energy flow analyses. While these concepts basically share a system theoretical view, they lack a specific interdisciplinary perspective that ties the fundamental insight of flows to disciplinary scientific development. Instead of simply expanding micro-models to the social macro-dimension social theory suggests infusing the very notion of flows to the progress of disciplines. With regard to the functional integration of society, material and energy flow analyses can rely on the paradigm of ecological economics and at the same time progress the debate between strong and weak sustainability within the paradigm. However, placing economics at the centre of their functional analyses may still ignore the broader social integration of society, depending on their pre-analytic outline of research and the methods used. (author)

  11. Linking material and energy flow analyses and social theory

    International Nuclear Information System (INIS)

    Schiller, Frank

    2009-01-01

    The paper explores the potential of Habermas' theory of communicative action to alter the social reflexivity of material and energy flow analysis. With his social macro theory Habermas has provided an alternative, critical justification for social theory that can be distinguished from economic libertarianism and from political liberalism. Implicitly, most flow approaches draw from these theoretical traditions rather than from discourse theory. There are several types of material and energy flow analyses. While these concepts basically share a system theoretical view, they lack a specific interdisciplinary perspective that ties the fundamental insight of flows to disciplinary scientific development. Instead of simply expanding micro-models to the social macro-dimension social theory suggests infusing the very notion of flows to the progress of disciplines. With regard to the functional integration of society, material and energy flow analyses can rely on the paradigm of ecological economics and at the same time progress the debate between strong and weak sustainability within the paradigm. However, placing economics at the centre of their functional analyses may still ignore the broader social integration of society, depending on their pre-analytic outline of research and the methods used. (author)

  12. The role of pedagogical historiography in forming pedagogical knowledge

    Directory of Open Access Journals (Sweden)

    Vujisić-Živković Nataša

    2008-01-01

    Full Text Available This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

  13. Categorizing Pedagogical Patterns by Teaching Activities and Pedagogical Value

    DEFF Research Database (Denmark)

    Eriksen, Ole

    2006-01-01

    The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two...... central patterns languages are analyzed and categorized, and the result is a catalogue theoretically founded and practical in its application. The teaching values are derived from learning theories, implying the theoretical foundation of the catalogue. In order to increase the usability of the value...

  14. Pedagogical approaches

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    questions are: How (much) and what do teachers learn from experience? And how do teachers of adults develop their pedagogical approach? I examine the field of adult learners from the teachers’ perspective. Firstly, I identify some of the commonly described characteristics of adults as learners...... in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/- teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address (cf. Knowles...

  15. Linking Complexity and Sustainability Theories: Implications for Modeling Sustainability Transitions

    Directory of Open Access Journals (Sweden)

    Camaren Peter

    2014-03-01

    Full Text Available In this paper, we deploy a complexity theory as the foundation for integration of different theoretical approaches to sustainability and develop a rationale for a complexity-based framework for modeling transitions to sustainability. We propose a framework based on a comparison of complex systems’ properties that characterize the different theories that deal with transitions to sustainability. We argue that adopting a complexity theory based approach for modeling transitions requires going beyond deterministic frameworks; by adopting a probabilistic, integrative, inclusive and adaptive approach that can support transitions. We also illustrate how this complexity-based modeling framework can be implemented; i.e., how it can be used to select modeling techniques that address particular properties of complex systems that we need to understand in order to model transitions to sustainability. In doing so, we establish a complexity-based approach towards modeling sustainability transitions that caters for the broad range of complex systems’ properties that are required to model transitions to sustainability.

  16. Polyacetylene: a real material linking condensed matter and field theory

    International Nuclear Information System (INIS)

    Campbell, D.K.

    1983-01-01

    A subject at the interface between field theory and statistical mechanics is polyacetylene ((CH) /SUB x/ ), a quasi-one-dimensional organic polymer. Recent theoretical studies are reviewed in this paper. Background chemistry determines the schematic for trans (CH) /SUB x/ . A trans (CH) /SUB x/ chain is modelled microscopically by describing the coupled motions of the lattice backbone of C-H units and the single pi-orbital electron per carbon that determines where the double bond goes. Continuum theory is focused on here. Kink and polaron nonlinear excitations, fractionally charged solitons, and confinement of kinklike solutions in cis (CH) /SUB x/ are then studied. Finally, it is shown that the continuum electron-phonon equations for trans-(CH) /SUB x/ are identical to the static, semi-classical equations of the N=2 Gross-Neveu model. Another such field theory connection involves an alternate description of kink solutons in trans (CH) /SUB x/ . The possible existence of fractionally charged solutons is touched upon in conclusion

  17. Wireless Sensor Networks--A Hands-On Modular Experiments Platform for Enhanced Pedagogical Learning

    Science.gov (United States)

    Taslidere, E.; Cohen, F. S.; Reisman, F. K.

    2011-01-01

    This paper presents the use of wireless sensor networks (WSNs) in educational research as a platform for enhanced pedagogical learning. The aim here with the use of a WSN platform was to go beyond the implementation stage to the real-life application stage, i.e., linking the implementation to real-life applications, where abstract theory and…

  18. Evolutionary rescue: linking theory for conservation and medicine.

    Science.gov (United States)

    Alexander, Helen K; Martin, Guillaume; Martin, Oliver Y; Bonhoeffer, Sebastian

    2014-12-01

    Evolutionary responses that rescue populations from extinction when drastic environmental changes occur can be friend or foe. The field of conservation biology is concerned with the survival of species in deteriorating global habitats. In medicine, in contrast, infected patients are treated with chemotherapeutic interventions, but drug resistance can compromise eradication of pathogens. These contrasting biological systems and goals have created two quite separate research communities, despite addressing the same central question of whether populations will decline to extinction or be rescued through evolution. We argue that closer integration of the two fields, especially of theoretical understanding, would yield new insights and accelerate progress on these applied problems. Here, we overview and link mathematical modelling approaches in these fields, suggest specific areas with potential for fruitful exchange, and discuss common ideas and issues for empirical testing and prediction.

  19. A Course between Bureaucracy and Charisma: A Pedagogical Reading of Max Weber's Social Theory

    Science.gov (United States)

    Fantuzzo, John

    2015-01-01

    Philosophers of education tend to mention Max Weber's social theory in passing, assuming its importance and presuming its comprehension, but few have paused to consider how Weber's social theory might consciously inform educational theory and research, and none have done so comprehensively. The aim of this article is to begin this…

  20. The theory and art of corneal cross-linking.

    Science.gov (United States)

    McQuaid, Rebecca; Cummings, Arthur B; Mrochen, Michael

    2013-08-01

    Before the discovery of corneal cross-linking (CXL), patients with keratoconus would have had to undergo corneal transplantation, or wear rigid gas permeable lenses (RGPs) that would temporarily flatten the cone, thereby improving the vision. The RGP contact lens (CL) would not however alter the corneal stability and if the keratoconus was progressive, the continued steepening of the cone would occur under the RGP CL. To date, the Siena Eye has been the largest study to investigate long term effects of standard CXL. Three hundred and sixty-three eyes were treated and monitored over 4 years, producing reliable long-term results proving long-term stability of the cornea by halting the progression of keratoconus, and proving the safety of the procedure. Traditionally, CXL requires epithelial removal prior to corneal soakage of a dextran-based 0.1% riboflavin solution, followed by exposure of ultraviolet-A (UV-A) light for 30 min with an intensity of 3 mW/cm2. A series of in vitro investigations on human and porcine corneas examined the best treatment parameters for standard CXL, such as riboflavin concentration, intensity, wavelength of UV-A light, and duration of treatment. Photochemically, CXL is achieved by the generation of chemical bonds within the corneal stroma through localized photopolymerization, strengthening the cornea whilst minimizing exposure to the surrounding structures of the eye. In vitro studies have shown that CXL has an effect on the biomechanical properties of the cornea, with an increased corneal rigidity of approximately 70%. This is a result of the creation of new chemical bonds within the stroma.

  1. The theory and art of corneal cross-linking

    Directory of Open Access Journals (Sweden)

    Rebecca McQuaid

    2013-01-01

    Full Text Available Before the discovery of corneal cross-linking (CXL, patients with keratoconus would have had to undergo corneal transplantation, or wear rigid gas permeable lenses (RGPs that would temporarily flatten the cone, thereby improving the vision. The RGP contact lens (CL would not however alter the corneal stability and if the keratoconus was progressive, the continued steepening of the cone would occur under the RGP CL. To date, the Siena Eye has been the largest study to investigate long term effects of standard CXL. Three hundred and sixty-three eyes were treated and monitored over 4 years, producing reliable long-term results proving long-term stability of the cornea by halting the progression of keratoconus, and proving the safety of the procedure. Traditionally, CXL requires epithelial removal prior to corneal soakage of a dextran-based 0.1% riboflavin solution, followed by exposure of ultraviolet-A (UV-A light for 30 min with an intensity of 3 mW/cm2. A series of in vitro investigations on human and porcine corneas examined the best treatment parameters for standard CXL, such as riboflavin concentration, intensity, wavelength of UV-A light, and duration of treatment. Photochemically, CXL is achieved by the generation of chemical bonds within the corneal stroma through localized photopolymerization, strengthening the cornea whilst minimizing exposure to the surrounding structures of the eye. In vitro studies have shown that CXL has an effect on the biomechanical properties of the cornea, with an increased corneal rigidity of approximately 70%. This is a result of the creation of new chemical bonds within the stroma.

  2. Expressiveness in musical performance: Pedagogic aspect

    Directory of Open Access Journals (Sweden)

    Jović Natalija R.

    2016-01-01

    Full Text Available The subject of our research relates to pedagogic aspects of expressive vocal-instrumental musical performance. We intended to examine: (1 how undergraduate students see/conceptualize and evaluate expressiveness in musical performance; (2 whether and how they were trained in the skill of expressive musical performance during their musical training; (3 whether and in which way they rehearse the expressive component of musical performance and interpretation and (4 whether there are any differences regarding gender, age, instrument, department, year of study and years of instrument playing in relation to the group of dependant variables related to expressiveness, tuition and practice. The sample for the research included 82 students of instrumental and theory departments at the Faculty of Music in Belgrade. Psychological and pedagogical aspects of musical expressiveness during vocal-instrumental performance were analyzed. The results show that students highly evaluate expressiveness but its place is secondary compared to mastering technical and tonal requirements. Statistically significant differences were shown regarding gender, age and departments. It can be concluded that there is a potential for the development and enhancement of expressiveness of students if we abandon the traditional view that expressiveness is linked exclusively to talent. The findings indicate that pedagogical work should be directed towards finding purposeful strategies for training individual expressiveness.

  3. Linking Symbolic Interactionism and Grounded Theory Methods in a Research Design

    Directory of Open Access Journals (Sweden)

    Jennifer Chamberlain-Salaun

    2013-09-01

    Full Text Available This article focuses on Corbin and Strauss’ evolved version of grounded theory. In the third edition of their seminal text, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, the authors present 16 assumptions that underpin their conception of grounded theory methodology. The assumptions stem from a symbolic interactionism perspective of social life, including the themes of meaning, action and interaction, self and perspectives. As research design incorporates both methodology and methods, the authors aim to expose the linkages between the 16 assumptions and essential grounded theory methods, highlighting the application of the latter in light of the former. Analyzing the links between symbolic interactionism and essential grounded theory methods provides novice researchers and researchers new to grounded theory with a foundation from which to design an evolved grounded theory research study.

  4. A map between corner and link operators in lattice gauge theories

    International Nuclear Information System (INIS)

    Bars, I.

    1979-01-01

    A completely local gauge-invariant lattice gauge theory is formulated in terms of a new set of variables introduced earlier in the continuum. This theory uses local 'corner' variables defined on lattice sites only, as opposed to the conventional 'link' variables. It is shown via a map that the formulation gives identical results to the usual lattice gauge theory. The properties of the quantum commutators in the continuum limit is also discussed and contrasted for the two lattice approaches. In terms of the corner operators the quantized lattice theory is seen to be closely related to continuum QCD. (Auth.)

  5. A Theory of Transformative Agency in Linked Social-Ecological Systems

    Directory of Open Access Journals (Sweden)

    Frances R. Westley

    2013-09-01

    Full Text Available We reviewed the literature on leadership in linked social-ecological systems and combined it with the literature on institutional entrepreneurship in complex adaptive systems to develop a new theory of transformative agency in linked social-ecological systems. Although there is evidence of the importance of strategic agency in introducing innovation and transforming approaches to management and governance of such systems, there is no coherent theory to explain the wide diversity of strategies identified. Using Holling's adaptive cycle as a model of phases present in innovation and transformation of resilient social-ecological systems, overlaid by Dorado's model of opportunity context (opaque, hazy, transparent in complex adaptive systems, we propose a more coherent theory of strategic agency, which links particular strategies, on the part of transformative agents, to phases of system change.

  6. "There and Back Again" in the Writing Classroom: A Graduate Student's Recursive Journey through Pedagogical Research and Theory Development

    Science.gov (United States)

    Mori, Miki

    2013-01-01

    This article discusses my (recursive) process of theory building and the relationship between research, teaching, and theory development for graduate students. It shows how graduate students can reshape their conceptual frameworks not only through course work, but also through researching classes they teach. Specifically, while analyzing the…

  7. Mimetic discretization of the Abelian Chern-Simons theory and link invariants

    Energy Technology Data Exchange (ETDEWEB)

    Di Bartolo, Cayetano; Grau, Javier [Departamento de Física, Universidad Simón Bolívar, Apartado Postal 89000, Caracas 1080-A (Venezuela, Bolivarian Republic of); Leal, Lorenzo [Departamento de Física, Universidad Simón Bolívar, Apartado Postal 89000, Caracas 1080-A (Venezuela, Bolivarian Republic of); Centro de Física Teórica y Computacional, Facultad de Ciencias, Universidad Central de Venezuela, Apartado Postal 47270, Caracas 1041-A (Venezuela, Bolivarian Republic of)

    2013-12-15

    A mimetic discretization of the Abelian Chern-Simons theory is presented. The study relies on the formulation of a theory of differential forms in the lattice, including a consistent definition of the Hodge duality operation. Explicit expressions for the Gauss Linking Number in the lattice, which correspond to their continuum counterparts are given. A discussion of the discretization of metric structures in the space of transverse vector densities is presented. The study of these metrics could serve to obtain explicit formulae for knot an link invariants in the lattice.

  8. Science, School Science, and School: Looking at Science Learning in Classrooms from the Perspective of Basil Bernstein's Theory of the Structure of Pedagogic Discourse

    Science.gov (United States)

    Campbell, Ralph Ian

    This analytic paper asks one question: How does Basil Bernstein's concept of the structure of pedagogic discourse (SPD) contribute to our understanding of the role of teacher-student interactions in science learning in the classroom? Applying Bernstein's theory of the SPD to an analysis of current research in science education explores the structure of Bernstein's theory as a tool for understanding the challenges and questions related to current concerns about classroom science learning. This analysis applies Bernstein's theory of the SPD as a heuristic through a secondary reading of selected research from the past fifteen years and prompts further consideration of Bernstein's ideas. This leads to a reevaluation of the categories of regulative discourse (RD) and instructional discourse (ID) as structures that frame learning environments and the dynamics of student-teacher interactions, which determine learning outcomes. The SPD becomes a simple but flexible heuristic, offering a useful deconstruction of teaching and learning dynamics in three different classroom environments. Understanding the framing interactions of RD and ID provides perspectives on the balance of agency and expectation, suggesting some causal explanations for the student learning outcomes described by the authors. On one hand, forms of open inquiry and student-driven instruction may lack the structure to ensure the appropriation of desired forms of scientific thinking. On the other hand, well-designed pathways towards the understanding of fundamental concepts in science may lack the forms of more open-ended inquiry that develop transferable understanding. Important ideas emerge about the complex dynamics of learning communities, the materials of learning, and the dynamic role of the teacher as facilitator and expert. Simultaneously, the SPD as a flexible heuristic proves ambiguous, prompting a reevaluation of Bernstein's organization of RD and ID. The hierarchical structure of pedagogic

  9. Pedagogic notes on Thomas-Fermi theory (and on some improvements): atoms, stars, and the stability of bulk matter

    International Nuclear Information System (INIS)

    Spruch, L.

    1991-01-01

    In the more than half century since the semiclassical Thomas-Fermi theory of the atom was introduced, there have been literally thousands of publications based on that theory; they encompass a broad range of atomic bound-state and scattering problems. (The theory has also been applied to nuclear physics and solid-state problems.) We will concentrate here on the essence of the theory, namely, its implementation of the uncertainty and exclusion principles and of the Coulomb or Newton force law. Since we are often far more interested in physical concepts than in numerical accuracy or rigor, we will sometimes consider the implementation in a qualitative rather than quantitative fashion. The theory is then capable of giving only qualitative information about a system---one obtains the dependence of the total ground-state binding energy E and radius R of an atom on the nuclear charge Z, for example, but one obtains only rough estimates of the numerical coefficients; in compensation, the calculations are often literally trivial, very much simpler than the already simple Thomas-Fermi calculations

  10. Interactive Links between Relational Aggression, Theory of Mind, and Moral Disengagement among Early Adolescents

    Science.gov (United States)

    Kokkinos, Constantinos M.; Voulgaridou, Ioanna; Mandrali, Marianna; Parousidou, Chrysoula

    2016-01-01

    The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral…

  11. Unteachable Moments and Pedagogical Relationships

    Science.gov (United States)

    Wang, Hongyu

    2016-01-01

    This paper discusses how Julia Kristeva's theory can inform our understanding of unteachable moments. It proposes a pedagogical relationship that can contain breakdowns of meanings and work toward breakthroughs to new awareness, particularly related to social justice pedagogy in teacher education. First, one example from the author's own teaching…

  12. Pedagogical processes in healthcare: an exploratory study of pedagogic work with patients and next of kin.

    Science.gov (United States)

    Hult, Håkan; Lindblad Fridh, Marianne; Lindh Falk, Annika; Thörne, Karin

    2009-12-01

    Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staff's awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.

  13. A generalized theory of sun-climate/weather link and climatic change

    International Nuclear Information System (INIS)

    Njau, E.C.

    1988-07-01

    We generalize the theory of Sun-Climate/weather links and climatic change developed earlier by the author. On the basis of this theory, we show mathematically that key climatic/weather parameters are continuously subjected to determinable amplitude modulations and other variations which may be useful in climatic prediction work. A number of new and known terrestrial oscillations in climate and atmospheric behaviour in general, including the known quasi-biennial oscillations and many others, are deduced from the theory and accounted for in terms of their causative physical processes. Finally we briefly discuss the possibility of applying the theory to the planets Mars and Venus as well as Saturn's largest satellite, Titan. (author). 30 refs, 1 fig

  14. Process research on Emotionally Focused Therapy (EFT) for couples: linking theory to practice.

    Science.gov (United States)

    Greenman, Paul S; Johnson, Susan M

    2013-03-01

    The focus of this article is on the link among theory, process, and outcome in the practice of Emotionally Focused Therapy (EFT) for couples. We describe the EFT model of change and the EFT perspective on adult love as the reflection of underlying attachment processes. We outline the manner in which theory and research inform EFT interventions. This leads into a detailed review of the literature on the processes of change in EFT. We highlight the client responses and therapist operations that have emerged from process research and their relation to treatment outcomes. We discuss the implications of this body of research for clinical practice and training. © FPI, Inc.

  15. The rooting of the mind in the body: new links between attachment theory and psychoanalytic thought.

    Science.gov (United States)

    Fonagy, Peter; Target, Mary

    2007-01-01

    The relationship between psychoanalysis and attachment theory is complex indeed. A brief review of the psychoanalytic literature as it concerns attachment theory and research, and of the attachment literature as it pertains to psychoanalytic ideas, demonstrates an increasing interest in attachment theory within psychoanalysis. Some of the difficulties that attachment theory faces in relation to psychoanalytic ideas are traced to its links to the now dated cognitive science of the 1960s and 1970s. Today, however, a second-generation cognitive neuroscience seeks neurobiologically plausible accounts in which links with brain and body are seen as shaping mind and consciousness, which increasingly are seen as "embodied", as emerging from or serving the needs of a physical being located in a specific time, place, and social context. This idea has also been at the core of much psychoanalytic thinking, which has historically affirmed the rootedness of symbolic thought in sensory, emotional, and enacted experience with objects. Now neurobiological advances supporting the concept of embodied cognition offer an opportunity to forge powerful links between the hitherto separate domains of attachment theory and psychoanalysis. Speculations about the nature of language are presented that emphasize the origin of internal working models (and of representations in general) in early sensorimotor and emotional experiences with a caregiver. It is argued that language and symbolic thought may be phylogenetically and ontogenetically embodied, built on a foundation of gestures and actions, and are thus profoundly influenced by the experience of early physical interaction with the primary object. Finally, the clinical and research implications of these ideas are discussed.

  16. The Pedagogic Project as Provocative of the Collective Work in the School

    Directory of Open Access Journals (Sweden)

    Elaine Sampaio Araujo

    2007-06-01

    Full Text Available The objective of this article is to discuss, starting from the historical-cultural perspective, the sense of a pedagogic project considering its procedural nature, the convergence of the personal and collective dimensions and the educational purpose. The goal is to notice the project as possibility in the field pragmatic and in the theory of the sciences of human formation, linking the human development with the schools and its projects. For that, it tries to demonstrate that pedagogic projects configured as activity don't just legitimate the collective participation as it establish a new theoretical and/or methodological order in the organization of the pedagogic work, provoking a school that learns and grows in the search of forming men and women of the best human quality.

  17. Linking Adverse Childhood Effects and Attachment: A Theory of Etiology for Sexual Offending.

    Science.gov (United States)

    Grady, Melissa D; Levenson, Jill S; Bolder, Tess

    2016-01-25

    Sexual violence continues to be a significant public health problem affecting significant portions of the population. Unfortunately, an agreed upon theory of etiology remains elusive leading to challenges in developing effective prevention and treatment interventions. Recently, there is a growing body of literature examining the role of adverse childhood experiences (ACEs) in the development of sexually violent behavior. This research has begun to explore the rates of various types of child maltreatments and family dysfunction in individuals who have been convicted of a sexual crime. These empirical inquiries have been primarily descriptive in nature and have not yet provided a cohesive theoretical model as to why the presence of ACEs might contribute to sexually abusive behavior. This article suggests that attachment theory offers an explanatory link between early adversity and sexually abusive behavior in adulthood. We first summarize important attachment theory concepts, then integrate them with research in the area of developmental psychopathology and ACEs, and finally propose a model by which attachment can be used as an explanatory theory for subsequent sexualized coping and sexually abusive behaviors. Finally, this article explores the implications for practice, policy, and research using this explanatory theory as a framework for understanding sexual violence. © The Author(s) 2016.

  18. Mechanisms That Link Parenting Practices to Adolescents' Risky Sexual Behavior: A Test of Six Competing Theories.

    Science.gov (United States)

    Simons, Leslie Gordon; Sutton, Tara E; Simons, Ronald L; Gibbons, Frederick X; Murry, Velma McBride

    2016-02-01

    Risky sexual behavior, particularly among adolescents, continues to be a major source of concern. In order to develop effective education and prevention programs, there is a need for research that identifies the antecedents of such behavior. This study investigated the mediators that link parenting experiences during early adolescence to subsequent risky sexual behaviors among a diverse sample of African American youth (N = 629, 55 % female). While there is ample evidence that parenting practices (e.g., supportive parenting, harsh parenting, parental management) are antecedent to risky sexual behavior, few studies have examined whether one approach to parenting is more strongly related to risky sex than others. Using a developmental approach, the current study focused on factors associated with six theories of risky sexual behavior. While past research has provided support for all of the theories, few studies have assessed the relative contribution of each while controlling for the processes proposed by the others. The current study addresses these gaps in the literature and reports results separately by gender. Longitudinal analyses using structural equation modeling revealed that the mediating mechanisms associated with social learning and attachment theories were significantly related to the risky sexual behavior of males and females. Additionally, there was support for social control and self-control theories only for females and for life history theory only for males. We did not find support for problem behavior theory, a perspective that dominates the risky sex literature, after controlling for the factors associated with the other theories. Finally, supportive parenting emerged as the parenting behavior most influential with regard to adolescents' risky sexual behavior. These results provide insight regarding efficacious approaches to education and preventative programs designed to reduce risky sexual behaviors among adolescents.

  19. Biological motion perception links diverse facets of theory of mind during middle childhood.

    Science.gov (United States)

    Rice, Katherine; Anderson, Laura C; Velnoskey, Kayla; Thompson, James C; Redcay, Elizabeth

    2016-06-01

    Two cornerstones of social development--social perception and theory of mind--undergo brain and behavioral changes during middle childhood, but the link between these developing domains is unclear. One theoretical perspective argues that these skills represent domain-specific areas of social development, whereas other perspectives suggest that both skills may reflect a more integrated social system. Given recent evidence from adults that these superficially different domains may be related, the current study examined the developmental relation between these social processes in 52 children aged 7 to 12 years. Controlling for age and IQ, social perception (perception of biological motion in noise) was significantly correlated with two measures of theory of mind: one in which children made mental state inferences based on photographs of the eye region of the face and another in which children made mental state inferences based on stories. Social perception, however, was not correlated with children's ability to make physical inferences from stories about people. Furthermore, the mental state inference tasks were not correlated with each other, suggesting a role for social perception in linking various facets of theory of mind. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Reprint of "Biological motion perception links diverse facets of theory of mind during middle childhood".

    Science.gov (United States)

    Rice, Katherine; Anderson, Laura C; Velnoskey, Kayla; Thompson, James C; Redcay, Elizabeth

    2016-09-01

    Two cornerstones of social development-social perception and theory of mind-undergo brain and behavioral changes during middle childhood, but the link between these developing domains is unclear. One theoretical perspective argues that these skills represent domain-specific areas of social development, whereas other perspectives suggest that both skills may reflect a more integrated social system. Given recent evidence from adults that these superficially different domains may be related, the current study examined the developmental relation between these social processes in 52 children aged 7 to 12years. Controlling for age and IQ, social perception (perception of biological motion in noise) was significantly correlated with two measures of theory of mind: one in which children made mental state inferences based on photographs of the eye region of the face and another in which children made mental state inferences based on stories. Social perception, however, was not correlated with children's ability to make physical inferences from stories about people. Furthermore, the mental state inference tasks were not correlated with each other, suggesting a role for social perception in linking various facets of theory of mind. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Posturas docentes e formação universitária de professores do ensino fundamental Pedagogical postures and undergraduate studies of teacher linked to fundamental school

    Directory of Open Access Journals (Sweden)

    Claudia Davis

    2007-04-01

    Full Text Available O objetivo desse trabalho foi avaliar se a participação de professores de redes municipais do Estado de São Paulo em um programa de licenciatura em nível superior, oferecido por duas renomadas universidades paulistas, ocasionava alteração nas posturas docentes dos alunos-professores. Os dados - respostas de 1.272 participantes a 17 simulações de situações problemas apresentadas no início e no final do programa - foram analisadas por meio de procedimentos estatísticos. Os resultados mostraram que 30% dos alunos-professores sofreram modificações de perfil nas posturas estudadas no sentido esperado. Isso parece indicar que os participantes apresentaram, ao final do Programa, maior tendência para dominar e planejar situações didáticas que envolviam os conteúdos básicos das áreas de conhecimento; reconhecer e empregar adequadamente os recursos e tecnologias disponíveis no processo de ensino-aprendizagem; e valer-se da teoria para orientar a prática docente e a avaliação.The goal of this study was to evaluate if participation in a university level Education program (devoted to form elementary teachers caused an impact on the postures of pupils that were already teaching at counties' schools. The data - answers given by 1272 participants linked to two highly known universities in the state of São Paulo (Brazil to 17 simulations that encompassed initial and final evaluation - were analyzed by statistical procedures. The results showed that 30% of the subjects had their profiles altered in the expected direction in the focused postures, implying that at the end of the Program they demonstrated a tendency to dominate and plan didactic situations involving basic contents of knowledge areas; recognize and employ adequately the resources and the technologies available to the teaching and learning process; and to use theory to orient teaching and evaluation.

  2. From Theory-Inspired to Theory-Based Interventions: A Protocol for Developing and Testing a Methodology for Linking Behaviour Change Techniques to Theoretical Mechanisms of Action.

    Science.gov (United States)

    Michie, Susan; Carey, Rachel N; Johnston, Marie; Rothman, Alexander J; de Bruin, Marijn; Kelly, Michael P; Connell, Lauren E

    2018-05-18

    Understanding links between behaviour change techniques (BCTs) and mechanisms of action (the processes through which they affect behaviour) helps inform the systematic development of behaviour change interventions. This research aims to develop and test a methodology for linking BCTs to their mechanisms of action. Study 1 (published explicit links): Hypothesised links between 93 BCTs (from the 93-item BCT taxonomy, BCTTv1) and mechanisms of action will be identified from published interventions and their frequency, explicitness and precision documented. Study 2 (expert-agreed explicit links): Behaviour change experts will identify links between 61 BCTs and 26 mechanisms of action in a formal consensus study. Study 3 (integrated matrix of explicit links): Agreement between studies 1 and 2 will be evaluated and a new group of experts will discuss discrepancies. An integrated matrix of BCT-mechanism of action links, annotated to indicate strength of evidence, will be generated. Study 4 (published implicit links): To determine whether groups of co-occurring BCTs can be linked to theories, we will identify groups of BCTs that are used together from the study 1 literature. A consensus exercise will be used to rate strength of links between groups of BCT and theories. A formal methodology for linking BCTs to their hypothesised mechanisms of action can contribute to the development and evaluation of behaviour change interventions. This research is a step towards developing a behaviour change 'ontology', specifying relations between BCTs, mechanisms of action, modes of delivery, populations, settings and types of behaviour.

  3. Links between N-modular redundancy and the theory of error-correcting codes

    Science.gov (United States)

    Bobin, V.; Whitaker, S.; Maki, G.

    1992-01-01

    N-Modular Redundancy (NMR) is one of the best known fault tolerance techniques. Replication of a module to achieve fault tolerance is in some ways analogous to the use of a repetition code where an information symbol is replicated as parity symbols in a codeword. Linear Error-Correcting Codes (ECC) use linear combinations of information symbols as parity symbols which are used to generate syndromes for error patterns. These observations indicate links between the theory of ECC and the use of hardware redundancy for fault tolerance. In this paper, we explore some of these links and show examples of NMR systems where identification of good and failed elements is accomplished in a manner similar to error correction using linear ECC's.

  4. The ecogenetic link between demography and evolution: can we bridge the gap between theory and data?

    Science.gov (United States)

    Kokko, Hanna; López-Sepulcre, Andrés

    2007-09-01

    Calls to understand the links between ecology and evolution have been common for decades. Population dynamics, i.e. the demographic changes in populations, arise from life history decisions of individuals and thus are a product of selection, and selection, on the contrary, can be modified by such dynamical properties of the population as density and stability. It follows that generating predictions and testing them correctly requires considering this ecogenetic feedback loop whenever traits have demographic consequences, mediated via density dependence (or frequency dependence). This is not an easy challenge, and arguably theory has advanced at a greater pace than empirical research. However, theory would benefit from more interaction between related fields, as is evident in the many near-synonymous names that the ecogenetic loop has attracted. We also list encouraging examples where empiricists have shown feasible ways of addressing the question, ranging from advanced data analysis to experiments and comparative analyses of phylogenetic data.

  5. Abelian Chern-Simons theory and linking numbers via oscillatory integrals

    International Nuclear Information System (INIS)

    Albeverio, S.; Schaefer, J.

    1994-06-01

    We introduce a rigorous mathematical model of abelian Chern-Simons theory based on the theory of infinite dimensional oscillatory integrals developed by Albeverio and Hoeegh-Krohn. We construct a gauge-fixed Chern-Simons path integral as a Fresnel integral in a certain Hilbert space. Wilson loop variables are defined as Fresnel integrable functions and it is shown in this context that the expectation value of products of Wilson loops w.r.t. the Chern-Simons path integral is a topological invariant which can be computed in terms of pairwise linking numbers of the loops, as conjectured by Witten. We also propose a lattice Chern-Simons action which converges to the continuum limit. (orig.)

  6. A review of the evidence linking adult attachment theory and chronic pain: presenting a conceptual model.

    Science.gov (United States)

    Meredith, Pamela; Ownsworth, Tamara; Strong, Jenny

    2008-03-01

    It is now well established that pain is a multidimensional phenomenon, affected by a gamut of psychosocial and biological variables. According to diathesis-stress models of chronic pain, some individuals are more vulnerable to developing disability following acute pain because they possess particular psychosocial vulnerabilities which interact with physical pathology to impact negatively upon outcome. Attachment theory, a theory of social and personality development, has been proposed as a comprehensive developmental model of pain, implicating individual adult attachment pattern in the ontogenesis and maintenance of chronic pain. The present paper reviews and critically appraises studies which link adult attachment theory with chronic pain. Together, these papers offer support for the role of insecure attachment as a diathesis (or vulnerability) for problematic adjustment to pain. The Attachment-Diathesis Model of Chronic Pain developed from this body of literature, combines adult attachment theory with the diathesis-stress approach to chronic pain. The evidence presented in this review, and the associated model, advances our understanding of the developmental origins of chronic pain conditions, with potential application in guiding early pain intervention and prevention efforts, as well as tailoring interventions to suit specific patient needs.

  7. Evaluation of super-link system theory for spinal cord injury patients using participatory action research in a rehabilitation hospital.

    Science.gov (United States)

    Chen, Hsiao-Yu; Wu, Tzu-Jung; Cheng, Mei-Li; Sung, Hsi-Hui

    2012-01-01

    The purpose of this study was to integrate and evaluate the spinal cord injury rehabilitation nursing theory named Super-Link System Theory using participatory action research. Data were collected from October 2007 to September 2008 in a rehabilitation hospital by means of interviews, participant observations, documentary resources, case conferences and reports, and participants' self-reflective inquiries. The Super-Link System Theory was introduced to 31 rehabilitation nurses. The nurses selected a key reference group including the researcher to facilitate the participatory action research process to implement and evaluate the theory. Data were analyzed using content analysis. The findings shows that several key concepts were clarified and specific nursing interventions were identified. Furthermore, an integrated link system from the hospital to the community through both rehabilitation nurses and discharge planners was established. The study demonstrated an evidence base for an evolving theory of care, and empowered nurses to make sustainable changes to their practice. © 2012 Association of Rehabilitation Nurses.

  8. Links Among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.

    Science.gov (United States)

    Bensalah, Leïla; Caillies, Stéphanie; Anduze, Marion

    2016-01-01

    The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4-6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, "How do you feel seeing the little girl/boy?"; the cognitive component with the question, "Why do you feel [emotion shared with the character]?"; and the behavioral one with the question, "What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?" Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.

  9. Implementing Selective Waste Collection: The Articulation between Pedagogical Theory and Practice in the Pollution and Ecology Class in the Environmental Control Technical Course

    Science.gov (United States)

    Rocas, Giselle; Gonzalez, Wania R. Coutinho; Araujo, Flavia Monteiro de Barros

    2009-01-01

    This study focuses on the implementation of selective waste collection in a school located on the outskirts of the city of Rio de Janeiro. The participants consisted mainly of 64 students taking an Environmental Control technical course during 2007 and 2008. By addressing selective waste collection, the pedagogical proposal aimed at: a) enabling…

  10. Specifying Links between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding

    Science.gov (United States)

    Bock, Allison M.; Gallaway, Kristin C.; Hund, Alycia M.

    2015-01-01

    The purpose of this study was to specify the development of and links between executive functioning and theory of mind during middle childhood. One hundred four 7- to 12-year-old children completed a battery of age-appropriate tasks measuring working memory, inhibition, flexibility, theory of mind, and vocabulary. As expected, spatial working…

  11. What can complexity do for diabetes management? Linking theory to practice.

    Science.gov (United States)

    Cooper, Helen C; Geyer, Robert

    2009-08-01

    Diabetes presents a multifaceted picture with its rapidly rising prevalence associated with changing demographics and increasing levels of obesity in the developed world. Deaths from diabetes are predicted to rise by 25% over the next 10 years. The enormity of this public health challenge has been recognized the world over, but little attention has been paid to the theoretical frameworks underpinning practical management. This paper aims to introduce complexity theory and discuss its practical application to diabetes, focusing on a single 'tool' to provide an example of how theory can be linked to practice. Critics have questioned the all inclusive nature of complexity seeing it as an intangible concept that fails to offer anything new to health care. However, few have appraised its practical application to a chronic disease that is currently managed using an outdated, linear, reduce and resolve model which fails to address the multiple interacting systems inherent within this condition. This article proposes that complexity theory provides an interprofessional perspective for describing and understanding the processes involved, and provides working 'tools' for patients, carers and practitioners that capture the reality of managing this chronic disease in modern life.

  12. Community Theories of Change: Linking Environmental Justice to Sustainability through Stakeholder Perceptions in Milwaukee (WI, USA

    Directory of Open Access Journals (Sweden)

    Kaitlyn Hornik

    2016-09-01

    Full Text Available Environmental justice and sustainability are compatible lenses, yet action toward equity is often missing from urban sustainability initiatives. This study aims to assess the cohesion of these frameworks in practice. To do this, we parse individuals’ theories of change, or how they identify and propose to resolve environmental injustices in the pursuit of sustainability. We posit that these theories of change are comprised of three main components: (1 perceived environmental benefits and burdens; (2 the causal pathways of environmental and social injustice; and (3 visions for positive change. Drawing from 35 stakeholder interviews in Milwaukee (WI, USA we examine individual and institutional perspectives on environmental and social change and their links to the production of injustice. Our findings reveal that participants do not distinguish between environmental and social injustices. Instead, both social and environmental factors are implicated in injustice. Furthermore, we identify two mental maps for how social and economic change reproduce injustice. These findings suggest the need to reorient how urban injustice is considered and make efforts to acknowledge how a diversity of operational theories of change could either be divisive or could bring environmental justice and sustainability initiatives together.

  13. Online Instructors: Andragogical or Pedagogical Teaching?

    Science.gov (United States)

    Wang, Victor C. X.; Kania-Gosche, Beth

    2011-01-01

    This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship…

  14. Pedagogical Staff in Children's Day Care Centres in Germany--Links between Working Conditions, Job Satisfaction, Commitment and Work-Related Stress

    Science.gov (United States)

    Schreyer, Inge; Krause, Martin

    2016-01-01

    This article investigates links between staff working conditions in children's day care centres ("Kindertageseinrichtungen"--known as "Kitas" in Germany), job satisfaction, commitment and perceived stress at work. Data are based on the nationwide, representative questionnaire survey AQUA ("Arbeitsplatz und Qualität in…

  15. Pedagogical Affordances of Multiple External Representations in Scientific Processes

    Science.gov (United States)

    Wu, Hsin-Kai; Puntambekar, Sadhana

    2012-12-01

    Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students' engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement.

  16. One-particle many-body Green's function theory: Algebraic recursive definitions, linked-diagram theorem, irreducible-diagram theorem, and general-order algorithms.

    Science.gov (United States)

    Hirata, So; Doran, Alexander E; Knowles, Peter J; Ortiz, J V

    2017-07-28

    A thorough analytical and numerical characterization of the whole perturbation series of one-particle many-body Green's function (MBGF) theory is presented in a pedagogical manner. Three distinct but equivalent algebraic (first-quantized) recursive definitions of the perturbation series of the Green's function are derived, which can be combined with the well-known recursion for the self-energy. Six general-order algorithms of MBGF are developed, each implementing one of the three recursions, the ΔMPn method (where n is the perturbation order) [S. Hirata et al., J. Chem. Theory Comput. 11, 1595 (2015)], the automatic generation and interpretation of diagrams, or the numerical differentiation of the exact Green's function with a perturbation-scaled Hamiltonian. They all display the identical, nondivergent perturbation series except ΔMPn, which agrees with MBGF in the diagonal and frequency-independent approximations at 1≤n≤3 but converges at the full-configuration-interaction (FCI) limit at n=∞ (unless it diverges). Numerical data of the perturbation series are presented for Koopmans and non-Koopmans states to quantify the rate of convergence towards the FCI limit and the impact of the diagonal, frequency-independent, or ΔMPn approximation. The diagrammatic linkedness and thus size-consistency of the one-particle Green's function and self-energy are demonstrated at any perturbation order on the basis of the algebraic recursions in an entirely time-independent (frequency-domain) framework. The trimming of external lines in a one-particle Green's function to expose a self-energy diagram and the removal of reducible diagrams are also justified mathematically using the factorization theorem of Frantz and Mills. Equivalence of ΔMPn and MBGF in the diagonal and frequency-independent approximations at 1≤n≤3 is algebraically proven, also ascribing the differences at n = 4 to the so-called semi-reducible and linked-disconnected diagrams.

  17. Theory of mind as a link between oxytocin and maternal behavior.

    Science.gov (United States)

    MacKinnon, Anna L; Carter, C Sue; Feeley, Nancy; Gold, Ian; Hayton, Barbara; Santhakumaran, Sangeetha; Zelkowitz, Phyllis

    2018-06-01

    Oxytocin is a neuropeptide associated with maternal behavior. However the mechanisms underlying this link remain unclear. In a previous study we observed an indirect effect of increased plasma oxytocin during late pregnancy on early postpartum maternal interactive behavior via theory of mind, as assessed by the Reading the Mind in the Eyes Test (RMET). The current study aimed to extend these findings by testing whether this indirect effect would hold longitudinally for maternal behavior at 2-3 years postpartum, as well as for an additional observational measure of maternal mind-mindedness. The original sample of 316 pregnant women (M age  = 31.92 years) was assessed at 12-14 weeks gestation (T1), 32-34 weeks gestation (T2), and 7-9 weeks postpartum (T3). Follow-up measures were taken at 2-3 years postpartum (T4). Mothers' RMET performance (T3) was associated with more structuring and less intrusive maternal behavior at 2-3 years (T4), while their tendency to use mind-related comments (T3) was associated with greater sensitivity (T4). Bootstrap estimates also revealed a significant indirect effect of plasma oxytocin levels during late pregnancy (T2) on maternal structuring and non-intrusive behavior at 2-3 years postpartum (T4) through RMET performance (T3). Results: of the current study confirm and extend the previous findings, demonstrating that theory of mind may represent a social cognitive mechanism linking endogenous oxytocin and maternal behavior. Important changes in the oxytocinergic system during late pregnancy may help prepare for motherhood by promoting the awareness of social cues, which in turn promote maternal behavior from the early postpartum to the early childhood years. Copyright © 2018 Elsevier Ltd. All rights reserved.

  18. Bayesian inference in an item response theory model with a generalized student t link function

    Science.gov (United States)

    Azevedo, Caio L. N.; Migon, Helio S.

    2012-10-01

    In this paper we introduce a new item response theory (IRT) model with a generalized Student t-link function with unknown degrees of freedom (df), named generalized t-link (GtL) IRT model. In this model we consider only the difficulty parameter in the item response function. GtL is an alternative to the two parameter logit and probit models, since the degrees of freedom (df) play a similar role to the discrimination parameter. However, the behavior of the curves of the GtL is different from those of the two parameter models and the usual Student t link, since in GtL the curve obtained from different df's can cross the probit curves in more than one latent trait level. The GtL model has similar proprieties to the generalized linear mixed models, such as the existence of sufficient statistics and easy parameter interpretation. Also, many techniques of parameter estimation, model fit assessment and residual analysis developed for that models can be used for the GtL model. We develop fully Bayesian estimation and model fit assessment tools through a Metropolis-Hastings step within Gibbs sampling algorithm. We consider a prior sensitivity choice concerning the degrees of freedom. The simulation study indicates that the algorithm recovers all parameters properly. In addition, some Bayesian model fit assessment tools are considered. Finally, a real data set is analyzed using our approach and other usual models. The results indicate that our model fits the data better than the two parameter models.

  19. Political strategy, business strategy, and the academic medical center: linking theory and practice.

    Science.gov (United States)

    Souba, W W; Weitekamp, M R; Mahon, J F

    2001-09-01

    The purpose of this paper is to link external political strategy theory to a specific health care setting-that of the academic medical center (AMC). Political strategy encompasses those activities undertaken by AMCs to acquire, develop, and use power (clout, influence, and credibility) to gain an advantage in situations of conflict. It should be differentiated from internal politics, a topic that will not be dealt with in this review. Political strategy should also be distinguished from but not divorced from competitive strategy. As political and social action can change the competitive landscape and the rules of competition, AMCs must become adept in issues management and stakeholder management. The focus on political strategy is a reflection of the enormous changes in the external environment that have impacted AMCs in recent years. These changes have often emerged out of political and social action and they impact significantly on the organization's more traditional business strategies. We suggest that a tighter alignment between political and business strategies in the future will help ensure organizational survival and success. This article reviews the literature and theory in corporate political strategy and illustrates the application of political strategy with examples of issues and problems faced by AMCs. Models of political strategy are well crafted, and this article concludes with succinct observations on the use of political strategies to enhance the business-based strategies of AMCs. Although the focus is on AMCs, the use of political strategies is applicable to any health care institution. Copyright 2001 Academic Press.

  20. The Globalization of Business Schools: Curriculum and Pedagogical Issues

    Science.gov (United States)

    Starbird, S. Andrew; Powers, Elizabeth E.

    2013-01-01

    In this article we explore the connection between learning goals, cognitive skill development, and pedagogical strategies. We identify cognitive skills that are important to students of international business, and link them to the pedagogical strategies that support them. The characteristics that impact the effectiveness of international business…

  1. Teacher - the central figure of the pedagogical process (the historical and pedagogical aspects.

    Directory of Open Access Journals (Sweden)

    Kolesnik I.A.

    2011-07-01

    Full Text Available The article based on the study of historical and educational literature and creative heritage of teachers of classic grounded theory of the formation and development of the individual teacher in accordance with the social ideals are summarized psycho-pedagogical model of Ukrainian teachers, defined its characteristics and requirements for the implementation of their professional duties. It is defined that psychological pedagogical model of Ukrainian teacher demand a high level of national consciousness, basic knowledge of the history of Ukraine and Ukrainian psycho-pedagogical thought.

  2. Constructivism and Pedagogical Reform in China: Issues and Challenges

    Science.gov (United States)

    Tan, Charlene

    2017-01-01

    This article critically discusses the constructivist ideas, assumptions and practices that undergird the current pedagogical reform in China. The pedagogical reform is part of a comprehensive curriculum reform that has been introduced across schools in Mainland China. Although the official documents did not specify the underpinning theories for…

  3. Pedagogical practices in VET

    DEFF Research Database (Denmark)

    Louw, Arnt Vestergaard

    2013-01-01

    This article deals with pedagogical practices on the basic carpentry VET programme in Denmark. On the basis of an anthropologically inspired study among carpentry students at two VET schools, the prime objective of analysis is to understand the various pedagogical practices from the students...

  4. Health and pedagogical practice

    DEFF Research Database (Denmark)

    Koch, Anette Boye

    2014-01-01

    The aim of this book is to highlight the basic pedagogical knowledge and values in Danish educational daycare institutions (kindergartens). In the book we present a selction of current research and development projects covering central issues of the pedagogical work in Danish early childhood...

  5. Asymptotic Performance Analysis of the k-th Best Link Selection over Wireless Fading Channels: An Extreme Value Theory Approach

    KAUST Repository

    Al-Badarneh, Yazan Hussein

    2018-01-25

    We consider a general selection-diversity (SD) scheme in which the k-th best link is selected from a number of links. We use extreme value theory (EVT) to derive simple closed-form asymptotic expressions for the average throughput, effective throughput and average bit error probability (BEP) for the k-th best link over various channel models that are widely used to characterize fading in wireless communication systems. As an application example, we consider the Weibull fading channel model and verify the accuracy of the derived asymptotic expressions through Monte Carlo simulations.

  6. Asymptotic Performance Analysis of the k-th Best Link Selection over Wireless Fading Channels: An Extreme Value Theory Approach

    KAUST Repository

    Al-Badarneh, Yazan Hussein; Georghiades, Costas; Alouini, Mohamed-Slim

    2018-01-01

    We consider a general selection-diversity (SD) scheme in which the k-th best link is selected from a number of links. We use extreme value theory (EVT) to derive simple closed-form asymptotic expressions for the average throughput, effective throughput and average bit error probability (BEP) for the k-th best link over various channel models that are widely used to characterize fading in wireless communication systems. As an application example, we consider the Weibull fading channel model and verify the accuracy of the derived asymptotic expressions through Monte Carlo simulations.

  7. Experiential avoidance mediates the link between maternal attachment style and theory of mind.

    Science.gov (United States)

    Vanwoerden, Salome; Kalpakci, Allison H; Sharp, Carla

    2015-02-01

    Theoretical and empirical models suggest a relation between attachment style and theory of mind (ToM) in childhood and adulthood; however, this link has not been evaluated to the same extent in adolescence. Additionally, these models typically fail to consider mechanisms by which attachment style affects ToM abilities. The present study sought to test a mediational model in which experiential avoidance mediates the relation between maternal attachment style and ToM. A sample of 282 adolescents (Mage=15.42years, SD=1.44, 62.8% female) was recruited from an inpatient psychiatric hospital. Findings revealed that maternal attachment style in females was related to ToM, through experiential avoidance. Specifically, those with a disorganized maternal attachment were most likely to engage in experiential avoidant cognitive and emotional strategies, which in turn related to lower levels of ToM ability. Implications and areas for future research are discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

  8. Linking Task-based Language Teaching and Sociocultural Theory: Private Speech and Scaffolding in Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Soheila Tahmasebi

    2011-01-01

    Full Text Available In Sociocultural Theory, mediations in second language learning include (1 mediation by others (2 mediation by self (3 and mediation by artifacts, which incorporates brilliant insights for EFL contexts (Lantolf, 2000. Putting these ideas in a task-based method, the present study aimed at examining the contribution of scaffolding and private speech in improving EFL learners’ skills and seeking how learners performance might link to  social or interpersonal activities they engage in. Screened through an Oxford Placement Test, 54 EFL freshmen taking a reading comprehension course participated in this study and formed two randomly divided groups and pretested using a 30-item TOEFL test of reading comprehension. The control group benefited from a teacher, who paraphrased, summarized and provided the meaning of the new words and expressions. The experimental group was asked to do the same tasks through collaboration, private speech and artifacts. Students' performances were video-taped to be used for discourse analyses and provide measures of fluency, accuracy and complexity (Iwashita, Elder, & McNamara, 2001. Two types of measurements were used: 1 a final test of reading comprehension, 2 an oral presentation of a text whose readability matched that of the texts used during the experiment. The students' performances on presenting the text orally were rated based on the idea units recalled (Johnson, 1970. The data analysis revealed no difference between the two groups in the final test, but in oral presentation, the experimental group outperformed the control group.

  9. Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

    Science.gov (United States)

    Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

    2013-01-01

    The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

  10. Linked-cluster perturbation theory for closed and open-shell systems: derivation of effective π-electron hamiltonians

    International Nuclear Information System (INIS)

    Brandow, B.H.

    1977-01-01

    The Brueckner--Goldstone form of linked-cluster perturbation theory is derived, together with its open-shell analog, by an elementary time-independent approach. This serves to focus attention on the physical interpretation of the results. The open-shell expansion is used to provide a straightforward justification for the effective π-electron Hamiltonians of planar organic molecules

  11. Students' Consent to a Teacher's Pedagogical Authority

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

    In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

  12. Pedagogical Relationship in Secondary Social Science Classrooms

    Science.gov (United States)

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  13. Permanent Set of Cross-Linking Networks: Comparison of Theory with Molecular Dynamics Simulations

    DEFF Research Database (Denmark)

    Rottach, Dana R.; Curro, John G.; Budzien, Joanne

    2006-01-01

    The permanent set of cross-linking networks is studied by molecular dynamics. The uniaxial stress for a bead-spring polymer network is investigated as a function of strain and cross-link density history, where cross-links are introduced in unstrained and strained networks. The permanent set...

  14. Systemizing the Pedagogic Concepts

    Directory of Open Access Journals (Sweden)

    G. N. Serikov

    2013-01-01

    Full Text Available The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education. 

  15. A conceptual framework for organismal biology: linking theories, models, and data.

    Science.gov (United States)

    Zamer, William E; Scheiner, Samuel M

    2014-11-01

    Implicit or subconscious theory is especially common in the biological sciences. Yet, theory plays a variety of roles in scientific inquiry. First and foremost, it determines what does and does not count as a valid or interesting question or line of inquiry. Second, theory determines the background assumptions within which inquiries are pursued. Third, theory provides linkages among disciplines. For these reasons, it is important and useful to develop explicit theories for biology. A general theory of organisms is developed, which includes 10 fundamental principles that apply to all organisms, and 6 that apply to multicellular organisms only. The value of a general theory comes from its utility to help guide the development of more specific theories and models. That process is demonstrated by examining two domains: ecoimmunology and development. For the former, a constitutive theory of ecoimmunology is presented, and used to develop a specific model that explains energetic trade-offs that may result from an immunological response of a host to a pathogen. For the latter, some of the issues involved in trying to devise a constitutive theory that covers all of development are explored, and a more narrow theory of phenotypic novelty is presented. By its very nature, little of a theory of organisms will be new. Rather, the theory presented here is a formal expression of nearly two centuries of conceptual advances and practice in research. Any theory is dynamic and subject to debate and change. Such debate will occur as part of the present, initial formulation, as the ideas presented here are refined. The very process of debating the form of the theory acts to clarify thinking. The overarching goal is to stimulate debate about the role of theory in the study of organisms, and thereby advance our understanding of them. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology 2014. This work is written by US Government employees

  16. Linking Symbolic Interactionism and Grounded Theory Methods in a Research Design

    OpenAIRE

    Jennifer Chamberlain-Salaun; Jane Mills; Kim Usher

    2013-01-01

    This article focuses on Corbin and Strauss’ evolved version of grounded theory. In the third edition of their seminal text, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, the authors present 16 assumptions that underpin their conception of grounded theory methodology. The assumptions stem from a symbolic interactionism perspective of social life, including the themes of meanin...

  17. A Pedagogical Theory and Practice for College Writing Courses and Writing across the Curriculum Courses: A Social Constructionist Perspective on Learning through Argument.

    Science.gov (United States)

    Soffree-Cady, Flore

    To provide a writing pedagogy grounded in theory, a teaching method was developed which sequenced certain types of assignments. The classification of types and the organizational structure of the sequences were based on a teaching model that draws upon theories from various disciplines. Although the teaching activities are not new in themselves,…

  18. Teaching chemical reactions in the laboratory: linking theory and practice in teacher’s education and didactic action

    Directory of Open Access Journals (Sweden)

    Cleonice Puggian

    2013-03-01

    Full Text Available This paper presents the results of an investigation about chemistry teaching laboratory, describing the potential of a methodology that combines theoretical and hands on activities about chemical reactions. This proposal explores the curriculum content of high school chemistry, highlighting the teaching of chemical reactions, seeking the establishment of inter-relationships between the theoretical and practical knowledge inherent in the processes of school knowledge in Chemistry, challenging teachers to think about experimental activities not as an isolated moment in their class, but as an integral part of it. The methodology was qualitative in nature, adopting semi-structured interviews as instruments for data collection. The research was conducted with eight teachers of chemistry and seventy students from the second grade of high school from a technical school in Rio de Janeiro state. The results of this study indicate that this approach appears as an alternative to conducting laboratory experimental activities, contributing to a more formative and informative, less technical and fragmented teaching of chemistry in Basic Education. The research also shows that this approach supports teachers on their reflection of teaching practices, as well as on the planning and execution of experimental activities. We conclude that pedagogical proposals that articulate theory and practice are more effective in promoting the learning of high school students.

  19. Theory of mind in SLI revisited: links with syntax, comparisons with ASD.

    Science.gov (United States)

    Durrleman, Stephanie; Burnel, Morgane; Reboul, Anne

    2017-11-01

    According to the linguistic determinism approach, knowledge of sentential complements such as: John says that the earth is flat plays a crucial role in theory of mind (ToM) development by providing a means to represent explicitly people's mental attitudes and beliefs. This approach predicts that mastery of complements determines successful belief reasoning across explicit ToM tasks, even low-verbal ones, and across populations. (1) To investigate the link between a low-verbal ToM-task and complements in Specific Language Impairment (SLI), (2) To determine whether this population shows similar ToM performance to that of children with Autism Spectrum Disorder (ASD) or those with Typical Development (TD) once these groups are matched on competency for complements, (3) To explore whether complements conveying a falsehood without jeopardizing the veracity of the entire sentence, such as complements of verbs of communication, are more crucial for belief attribution than complements which do not have this property, namely complements of verbs of perception, (?John sees that the earth is flat). Children with SLI (n = 20), with ASD (n = 34) and TD (n = 30) completed sentence-picture-matching tasks assessing complementation with communication and perception verbs, as well as a picture-sequencing task assessing ToM. Children were furthermore evaluated for general grammatical and lexical abilities and non-verbal IQ. Results reveal that competency on complements relates to ToM performance with a low-verbal task in SLI, and that SLI, ASD and TD groups of equivalent performance on complements also perform similarly for ToM. Results further suggest that complements with an independent truth-value are the only ones to show a significant relation to ToM performance after teasing out the impact of non-verbal reasoning. This study suggests that clinical groups of different aetiologies as well as TD children perform comparably for ToM once they have similar complementation skills

  20. Pedagogical Affordances of Multiple External Representations in Scientific Processes

    Science.gov (United States)

    Wu, Hsin-Kai; Puntambekar, Sadhana

    2012-01-01

    Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs…

  1. Emotion, rationality, and decision-making: how to link affective and social neuroscience with social theory.

    Science.gov (United States)

    Verweij, Marco; Senior, Timothy J; Domínguez D, Juan F; Turner, Robert

    2015-01-01

    In this paper, we argue for a stronger engagement between concepts in affective and social neuroscience on the one hand, and theories from the fields of anthropology, economics, political science, and sociology on the other. Affective and social neuroscience could provide an additional assessment of social theories. We argue that some of the most influential social theories of the last four decades-rational choice theory, behavioral economics, and post-structuralism-contain assumptions that are inconsistent with key findings in affective and social neuroscience. We also show that another approach from the social sciences-plural rationality theory-shows greater compatibility with these findings. We further claim that, in their turn, social theories can strengthen affective and social neuroscience. The former can provide more precise formulations of the social phenomena that neuroscientific models have targeted, can help neuroscientists who build these models become more aware of their social and cultural biases, and can even improve the models themselves. To illustrate, we show how plural rationality theory can be used to further specify and test the somatic marker hypothesis. Thus, we aim to accelerate the much-needed merger of social theories with affective and social neuroscience.

  2. Interactive Links between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

    Science.gov (United States)

    Renouf, Annie; Brendgen, Mara; Seguin, Jean R.; Vitaro, Frank; Boivin, Michel; Dionne, Ginette; Tremblay, Richard E.; Perusse, Daniel

    2010-01-01

    This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and…

  3. Researcher sherlockiana pedagogical perspective

    Directory of Open Access Journals (Sweden)

    Diego Antonio Pineda

    2010-01-01

    Full Text Available The text present the conceptual development about an author denominated pedagogical research. It explains from the reading and interpretation of Sir Arthur Konan Doyle texts and its main character Sherlock Holmes, some clues on order to do the pedagogical researcher: personal passion for the knowledge, curiosity and astonished, diligence and discipline, logical and imaginatively ability. At same time it explains the possibility of free and public discussion in the university and the strength in the writing and the community academic formation as characteristic of pedagogical researcher. The text is development in three parts: first makes references to the characteristics of researcher, second it is about the process of research and performance characteristics of itself and last it explains the institutional conditions which permit its action and implication into society.

  4. Emotion, rationality, and decision-making: how to link affective and social neuroscience with social theory

    Science.gov (United States)

    Verweij, Marco; Senior, Timothy J.; Domínguez D., Juan F.; Turner, Robert

    2015-01-01

    In this paper, we argue for a stronger engagement between concepts in affective and social neuroscience on the one hand, and theories from the fields of anthropology, economics, political science, and sociology on the other. Affective and social neuroscience could provide an additional assessment of social theories. We argue that some of the most influential social theories of the last four decades—rational choice theory, behavioral economics, and post-structuralism—contain assumptions that are inconsistent with key findings in affective and social neuroscience. We also show that another approach from the social sciences—plural rationality theory—shows greater compatibility with these findings. We further claim that, in their turn, social theories can strengthen affective and social neuroscience. The former can provide more precise formulations of the social phenomena that neuroscientific models have targeted, can help neuroscientists who build these models become more aware of their social and cultural biases, and can even improve the models themselves. To illustrate, we show how plural rationality theory can be used to further specify and test the somatic marker hypothesis. Thus, we aim to accelerate the much-needed merger of social theories with affective and social neuroscience. PMID:26441506

  5. Emotion, rationality and decision-making: How to link affective and social neuroscience with social theory

    Directory of Open Access Journals (Sweden)

    Marco eVerweij

    2015-09-01

    Full Text Available In this paper, we argue for a stronger engagement between concepts in affective and social neuroscience on the one hand, and theories from the fields of anthropology, economics, political science and sociology on the other. Affective and social neuroscience could provide an additional assessment of social theories. We argue that some of the most influential social theories of the last four decades –rational choice theory, behavioral economics, and post-structuralism– contain assumptions that are inconsistent with key findings in affective and social neuroscience. We also show that another approach from the social sciences –plural rationality theory– shows greater compatibility with these findings. We further claim that, in their turn, social theories can strengthen affective and social neuroscience. The former can provide more precise formulations of the social phenomena that neuroscientific models have targeted, can help neuroscientists who build these models become more aware of their social and cultural biases, and can even improve the models themselves. To illustrate, we show how plural rationality theory can be used to further specify and test the somatic marker hypothesis. Thus, we aim to accelerate the much-needed merger of social theories with affective and social neuroscience.

  6. Pedagogical entrepreneurship in learning tasks

    Directory of Open Access Journals (Sweden)

    Marit Engum Hansen

    2016-11-01

    Full Text Available Background: The action plan "Entrepreneurship in Education – from primary to higher education "(2009-2014, proposed to establish a site for digital learning materials within entrepreneurship in basic education. PedEnt (Pedagogical Entrepreneurship was launched in autumn of 2014, and both the authors have contributed to the professional development of the site. Two of the learning assignments published on PedEnt constitute the research objects of this study. Methods: Based on pedagogical entrepreneurship we present a case study of learning work carried out by students at lower and upper secondary level. Using an analysis of assignment texts and as well as with video recordings we have identified the characteristics of entrepreneurial learning methods as they were expressed through each case. Results: The analysis showed that learning assignments can be characterized as entrepreneurial because they promoted the actor role and creativity of the students. We found that the relationship between the relevance of the assignments and the context in which they are given pose an important prerequisite for the students in order to experience the learning work as meaningful. Conclusions: Entrepreneurial learning methods challenge the traditional view that theory tends to take primacy over practice. To orient learning assignments within relevant contexts gives students opportunities to experience by themselves the need for increased knowledge.

  7. Linking experiment and theory for three-dimensional networked binary metal nanoparticle–triblock terpolymer superstructures

    KAUST Repository

    Li, Zihui; Hur, Kahyun; Sai, Hiroaki; Higuchi, Takeshi; Takahara, Atsushi; Jinnai, Hiroshi; Gruner, Sol M.; Wiesner, Ulrich

    2014-01-01

    the intimate coupling of synthesis, in-depth electron tomographic characterization and theory enables exquisite control of superstructure in highly ordered porous three-dimensional continuous networks from single and binary mixtures of metal nanoparticles

  8. The Links Between Science and Philosophy and Military Theory: Understanding the Past; Implications for the Future

    National Research Council Canada - National Science Library

    Pellegrini, Robert

    1995-01-01

    ... with an emphasis on its interpretation by the German Romanticist philosopher, Immanuel Kant. He then shows how Newtonian science and Kant's philosophy affected the military theory of Carl von Clausewitz...

  9. The Links between Science, Philosophy, and Military Theory: Understanding the Past, Implications for the Future

    National Research Council Canada - National Science Library

    Pellegrini, Robert

    1997-01-01

    ... with an emphasis on its interpretation by the German Romanticist philosopher Immanuel Kant. He then shows how Newtonian science and Kant's philosophy affected the military theory of Carl von Clausewitz...

  10. Linking the Intercultural and Grounded Theory: Methodological Issues in Migration Research

    Directory of Open Access Journals (Sweden)

    Vera Sheridan

    2009-01-01

    Full Text Available Connecting intercultural research with Grounded Theory was advocated in the early history of intercultural theorising and includes the development of researchers' intercultural competencies. Such competency comes to the fore where intercultural theory places an equal emphasis on home and host cultures in migration research. In this context we have found a Grounded Theory approach particularly suitable for disentangling complex interlinkings within migration experiences and their individual outcomes. Grounded Theory allows for the exploration of various theories in different fields and the emergence of new or deeper interpretations of intercultural experiences, including where research has not engaged deeply with or avoided intercultural contexts. The use of software, based on Grounded Theory, provides the resource for systematically exploring the inter-related nature of data. In addition, engaging in intercultural research, in particular, raises questions around our practice as social science researchers: adherence to ethics guidelines, for instance, can be in some conflict with the relations we build with members of communities whose cultural values, for instance around friendship or trust, impact on the norms of both our own and institutional expectations. This leads to reflection on the relationship with research participants in terms of our own intercultural experiences and position. URN: urn:nbn:de:0114-fqs0901363

  11. Masks in Pedagogical Practice

    Science.gov (United States)

    Roy, David

    2016-01-01

    In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains…

  12. I want to be creative: exploring the role of hedonic contingency theory in the positive mood-cognitive flexibility link.

    Science.gov (United States)

    Hirt, Edward R; Devers, Erin E; McCrea, Sean M

    2008-02-01

    Three studies explored the role of hedonic contingency theory as an explanation for the link between positive mood and cognitive flexibility. Study 1 examined the determinants of activity choice for participants in happy, sad, or neutral moods. Consistent with hedonic contingency theory, happy participants weighted potential for creativity as well as the pleasantness of the task more heavily in their preference ratings. In Study 2, participants were given either a neutral or mood-threatening item generation task to perform. Results illustrated that happy participants exhibited greater cognitive flexibility in all cases; when confronted with a potentially mood-threatening task, happy participants were able to creatively transform the task so as to maintain positive mood and interest. Finally, Study 3 manipulated participants' beliefs that moods could or could not be altered. Results replicated the standard positive mood-increased cognitive flexibility effect in the nonmood-freezing condition, but no effects of mood on creativity were found in the mood-freezing condition. These studies indicate that the hedonic contingency theory may be an important contributing mechanism behind the positive mood-cognitive flexibility link. (c) 2008 APA, all rights reserved

  13. Self-Determination Theory and Web-Enhanced Course Template Development

    Science.gov (United States)

    Bachman, Christine M.; Stewart, Cindy

    2011-01-01

    A theoretical approach to the design and implementation of a web-enhanced course template for Introduction to Psychology is reviewed. Links between psychological constructs and pedagogical principles of learning that are pertinent to a web-based course and the self-determination theory literature are discussed in relation to the design and…

  14. Constructing International Relations Simulations: Examining the Pedagogy of IR Simulations through a Constructivist Learning Theory Lens

    Science.gov (United States)

    Asal, Victor; Kratoville, Jayson

    2013-01-01

    Simulations are being used more and more in political science generally and in international relations specifically. While there is a growing body of literature describing different simulations and a small amount of literature that empirically tests the impact of simulations, scholars have written very little linking the pedagogic theory behind…

  15. Beyond individualised teaching : a relational construction of pedagogical attitude

    OpenAIRE

    Aspelin, Jonas

    2014-01-01

    Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of ‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric inter-subjective relationship; b) a...

  16. Linking theories of change and observed reality: the Shea value chain partnership case in Burkina

    NARCIS (Netherlands)

    Drost, S.; Wijk, van J.; Vellema, S.

    2012-01-01

    This case study found out how a public-private partnership in Burkina Faso helped female shea nut producers to link up with the cosmetic industry. Empirical data collected from October-December 2011 revealed that the shea value chain partnership between a international shea processing company, a

  17. Making sense of self-conscious emotion: linking theory of mind and emotion in children with autism.

    Science.gov (United States)

    Heerey, Erin A; Keltner, Dacher; Capps, Lisa M

    2003-12-01

    Self-conscious emotions such as embarrassment and shame are associated with 2 aspects of theory of mind (ToM): (a) the ability to understand that behavior has social consequences in the eyes of others and (b) an understanding of social norms violations. The present study aimed to link ToM with the recognition of self-conscious emotion. Children with and without autism identified facial expressions conscious of self-conscious and non-self-conscious emotions from photographs. ToM was also measured. Children with autism performed more poorly than comparison children at identifying self-conscious emotions, though they did not differ in the recognition of non-self-conscious emotions. When ToM ability was statistically controlled, group differences in the recognition of self-conscious emotion disappeared. Discussion focused on the links between ToM and self-conscious emotion.

  18. To Save or to Consume: Linking Growth Theory with the Keynesian Model

    Science.gov (United States)

    Kwok, Yun-kwong

    2007-01-01

    In the neoclassical growth theory, higher saving rate gives rise to higher output per capita. However, in the Keynesian model, higher saving rate causes lower consumption, which may lead to a recession. Students may ask, "Should we save or should we consume?" In most of the macroeconomics textbooks, economic growth and Keynesian economics are in…

  19. Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind

    Science.gov (United States)

    Longobardi, Emiddia; Spataro, Pietro; D'Alessandro, Marta; Cerutti, Rita

    2017-01-01

    Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82…

  20. The Link between Preschoolers' Executive Function and Theory of Mind and the Role of Epistemic States

    Science.gov (United States)

    Henning, Anne; Spinath, Frank M.; Aschersleben, Gisa

    2011-01-01

    The aim of this study was to assess the specific relation between 3- to 6-year-olds' performance on a task measuring executive function (EF), the Dimensional Change Card Sort task (DCCS), and different developmental attainments in their theory of mind (ToM) by employing a battery of scaled ToM tasks that were comparable in task format and task…

  1. The Missing Link between Juvenile Delinquency and Pediatric Posttraumatic Stress Disorder: An Attachment Theory Lens

    OpenAIRE

    Amatya, Pooja L.; Barzman, Drew H.

    2012-01-01

    The present paper reviews pediatric posttraumatic stress disorder, emphasizing the relational basis of the disorder and highlighting the missing link between juvenile delinquency and trauma. The first part of the paper defines trauma and the diagnostic criteria for PTSD, noting child-specific features. The second part reviews the literature emphasizing the relational and attachment relevant nature of trauma. The third part explores psychological mechanisms for how attachment relations could a...

  2. Linking the Developmental and Degenerative Theories of Schizophrenia: Association Between Infant Development and Adult Cognitive Decline

    OpenAIRE

    Kobayashi, Hiroyuki; Isohanni, Matti; Jääskeläinen, Erika; Miettunen, Jouko; Veijola, Juha; Haapea, Marianne; Järvelin, Marjo-Riitta; Jones, Peter B.; Murray, Graham K.

    2014-01-01

    Neurodevelopmental and neurodegenerative theories may be viewed as incompatible accounts that compete to explain the pathogenesis of schizophrenia. However, it is possible that neurodevelopmental and neurodegenerative processes could both reflect common underlying causal mechanisms. We hypothesized that cognitive dysfunction would gradually deteriorate over time in schizophrenia and the degree of this deterioration in adulthood would be predicted by an infant measure of neurodevelopment. We a...

  3. Using King's interacting systems theory to link emotional intelligence and nursing practice.

    Science.gov (United States)

    Shanta, Linda L; Connolly, Maria

    2013-01-01

    King's theory is a broad theory designed to provide a framework for nursing (I.M. King, 1981), whereas emotional intelligence (EI; J.D. Mayer & P. Salovey, 2004) is a theory that is specific for addressing potential competency in dealing with emotions and emotional information. J.D. Mayer, P. Salovey, D.R. Caruso, and G. Sitarenios (2001) defined EI as the "ability to recognize the meaning of emotions and their relationships and to use them as a basis for reasoning and problem solving" (p. 234). These researchers believed that EI is related to cognitive intellect through the ability to use reasoning by way of information to find meaning. J.D. Mayer and P. Salovey (2004) argued that the skills that comprise EI were likely enhanced through obtaining a liberal education infused with values exploration. J.D. Mayer, P. Salovey, D.R. Caruso, and G. Sitarenios (2001) contended that there are 4 branches of abilities that create EI: (a) the skill of perceiving emotion within oneself and others, (b) assimilation of an emotion to facilitate thinking, (c) understanding and knowledge of emotion, and (d) conscious regulation of emotion. Each level or branch builds upon the previous one, and awareness of what each branch offers the individual in enhancing relationships with others is a key component of healthy emotional interactions. This article will provide a theoretic foundation based upon King's interacting systems theory (IST; 1981) that embraces EI as a crucial component in the nurse's ability to provide holistic care for patients, peers, and themselves. King's IST underscores the necessity of nurses possessing abilities of EI as they care for others but does not fully describe a mechanism to understand and incorporate emotions within the complex nurse-patient interactions and communications that are part of the nursing process. Copyright © 2013 Elsevier Inc. All rights reserved.

  4. Linking Simple Economic Theory Models and the Cointegrated Vector AutoRegressive Model

    DEFF Research Database (Denmark)

    Møller, Niels Framroze

    This paper attempts to clarify the connection between simple economic theory models and the approach of the Cointegrated Vector-Auto-Regressive model (CVAR). By considering (stylized) examples of simple static equilibrium models, it is illustrated in detail, how the theoretical model and its stru....... Further fundamental extensions and advances to more sophisticated theory models, such as those related to dynamics and expectations (in the structural relations) are left for future papers......This paper attempts to clarify the connection between simple economic theory models and the approach of the Cointegrated Vector-Auto-Regressive model (CVAR). By considering (stylized) examples of simple static equilibrium models, it is illustrated in detail, how the theoretical model and its......, it is demonstrated how other controversial hypotheses such as Rational Expectations can be formulated directly as restrictions on the CVAR-parameters. A simple example of a "Neoclassical synthetic" AS-AD model is also formulated. Finally, the partial- general equilibrium distinction is related to the CVAR as well...

  5. Effective boundary field theory for a Josephson junction chain with a weak link

    International Nuclear Information System (INIS)

    Giuliano, Domenico; Sodano, Pasquale

    2005-01-01

    We show that a finite Josephson junction (JJ) chain, ending with two bulk superconductors, and with a weak link at its center, may be regarded as a condensed matter realization of a two-boundary sine-Gordon model. Computing the partition function yields a remarkable analytic expression for the DC Josephson current as a function of the phase difference across the chain. We show that, in a suitable range of the chain parameters, there is a crossover of the DC Josephson current from a sinusoidal to a sawtooth behavior, which signals a transition from a regime where the boundary term is an irrelevant operator to a regime where it becomes relevant

  6. Integrative Pedagogical Bioethics

    Directory of Open Access Journals (Sweden)

    Anna Hubenko

    2014-07-01

    Full Text Available The state of bioethics in Ukraine, as well as in the world has been analyzed in this article. The author offers a model of integrative pedagogical bioethics and substantiates the necessity of the organization of the bioethics education and confirms the topicality of adoption of the new specialty – educator-bioethicist. The author defines the structure and method of the educational process and the new curriculum «Integrative Bioethics» for preparing educator-bioethicist specialist.

  7. The Missing Link between Juvenile Delinquency and Pediatric Posttraumatic Stress Disorder: An Attachment Theory Lens.

    Science.gov (United States)

    Amatya, Pooja L; Barzman, Drew H

    2012-01-01

    The present paper reviews pediatric posttraumatic stress disorder, emphasizing the relational basis of the disorder and highlighting the missing link between juvenile delinquency and trauma. The first part of the paper defines trauma and the diagnostic criteria for PTSD, noting child-specific features. The second part reviews the literature emphasizing the relational and attachment relevant nature of trauma. The third part explores psychological mechanisms for how attachment relations could affect trauma responses. Attachment relations (1) shape core schemas of the world, others, and the self and (2) foster emotional engagement or disengagement, both of which have been associated with traumatic responses. The most empirically supported pediatric trauma treatment, trauma-focused cognitive behavioral therapy (TF-CBT), acknowledges the attachment figure's influence and includes treating and training the parent and conjoint child-parent discussion. The next section reviews the noteworthy link between juvenile delinquency and trauma history. More awareness of trauma and PTSD in children and adolescents is recommended to effectively address juvenile delinquency. The review ends with a few helpful points for practicing pediatricians regarding childhood trauma.

  8. Education for Disaster Risk Reduction (DRR: Linking Theory with Practice in Ghana’s Basic Schools

    Directory of Open Access Journals (Sweden)

    Priscilla T. Apronti

    2015-07-01

    Full Text Available Current understanding of disaster risk reduction (DRR concurs that, when provided the right education, children have the potential to reduce their own vulnerability and the vulnerability of others in their community. What, then, comprises the right education for DRR? Research has established the need for disaster education to address the causes and effects, prevention and response, and management and recovery from disaster events. The educational process must include diverse and practical techniques that reinforce disaster knowledge and builds a culture of safety and resilience amongst students. Drawing on syllabus content analysis and field research in two rural communities in semi-arid Northern Ghana, this study explored the presence and nature of DRR within the syllabi of the basic school system. By comparing the result of the content analysis with results from interviews and questionnaires completed by teachers and students, significant gaps were identified between the disaster pedagogy outlined in the syllabi (theory and that which occurs in the classroom (practice. It was realized that while the theory outlines active and innovative techniques for teaching, learning, and evaluating DRR lessons, various challenges hinder the practical application of these techniques in the classroom. The study concludes that a lack of teacher training and professional development, and inadequate teaching and learning materials, generally account for these results. A new and consolidated effort is required from all stakeholders to train teachers and to provide the appropriate learning materials to improve on the current DRR education.

  9. Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

    Science.gov (United States)

    Baia, Patricia; Strang, Aimee F

    2016-10-25

    Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.

  10. Linking experiment and theory for three-dimensional networked binary metal nanoparticle–triblock terpolymer superstructures

    KAUST Repository

    Li, Zihui

    2014-02-21

    © 2014 Macmillan Publishers Limited. Controlling superstructure of binary nanoparticle mixtures in three dimensions from self-assembly opens enormous opportunities for the design of materials with unique properties. Here we report on how the intimate coupling of synthesis, in-depth electron tomographic characterization and theory enables exquisite control of superstructure in highly ordered porous three-dimensional continuous networks from single and binary mixtures of metal nanoparticles with a triblock terpolymer. Poly(isoprene-block-styrene-block-(N,N-dimethylamino)ethyl methacrylate) is synthesized and used as structure-directing agent for ligand-stabilized platinum and gold nanoparticles. Quantitative analysis provides insights into short-and long-range nanoparticle-nanoparticle correlations, and local and global contributions to structural chirality in the networks. Results provide synthesis criteria for next-generation mesoporous network superstructures from binary nanoparticle mixtures for potential applications in areas including catalysis.

  11. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

  12. Developing Nordic Pedagogical Best Practice

    DEFF Research Database (Denmark)

    Bagger, Bettan; Kelly, Hélène; Wonsyld, Merete

    2012-01-01

    This article describes a Nordic educational project that supported dialogue and cooperation between nursing students and educators from eight Nordic educational institutions. An intensive course concept was developed. The course focus of prevention and health promotion among nordic youth not only...... illuminated the benefits of student exchange with respect to student learning but also how pedagogical cooperation can contribute to institutional, pedagogical innovation. Keywords Cooperation, pedagogcial development, comparative nursing, pedagogical best practice....

  13. The link between impaired theory of mind and executive function in children with cerebral palsy.

    Science.gov (United States)

    Li, Xiaoming; Wang, Kai; Wu, Jianxian; Hong, Yongfeng; Zhao, Jingpu; Feng, Xiaojun; Xu, Mei; Wang, Min; Ndasauka, Yamikani; Zhang, Xiaochu

    2014-07-01

    The aim of the study was to explore the relationship between theory of mind (ToM) deficits and executive function (EF) impairments in children with cerebral palsy (CP), 42 CP with children and 42 typically developing (TD) children, acting as controls, were assessed on the tasks of ToM (false belief and faux pas) and EF (inhibition, updating and shifting). Results showed that CP children had deficits both in ToM and EF tasks. The correlation analyses showed that two EF components (inhibition and updating) were strongly related to false belief and faux pas in both two groups. We also found correlation between shifting and false belief and faux pas. However, this correlation was only found in TD children and not in children with CP. These findings suggest that children with CP lag behind TD children in both ToM and EF. Further, the results reveal, interestingly, that ToM deficits in CP children might be related to their inhibition and updating impairments, but not to shifting impairments. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Theory of the multiphoton cascade transitions with two photon links: comparison of quantum electrodynamical and quantum mechanical approaches

    International Nuclear Information System (INIS)

    Zalialiutdinov, T; Baukina, Yu; Solovyev, D; Labzowsky, L

    2014-01-01

    The theory of multiphoton cascade transitions with two-photon links is considered within two different approaches: quantum electrodynamical (QED) and phenomenological quantum mechanical (QM). A problem of regularization of the cascade contributions is investigated in detail. It is argued that the correct regularization should include both initial and intermediate level widths in the singular energy denominators. This result follows both from the QED and from the QM approach. Particular transitions nl → 1s + 2γ with nl = 3s, 4s, 3d, 4d and nl → 1s + 3γ with nl = 3p, 4p are considered as examples. The importance of the proper cascade regularization is also demonstrated. (paper)

  15. Public Pedagogical Portfolio

    DEFF Research Database (Denmark)

    Andersen, Shuang Ma

    • formulate my own understanding of fundamental pedagogical view derived from both theoretical and practical education up to now (there might be change in the future) • create my own recipe for a good lecture • recommend a few teaching methods optimized for engineering students • identify my own SWOT...... as tool to analyze teaching practice and thereafter improve teaching outcome. • motivate engineer students, really achieve deep learning, and gain knowledge at high SOLO level. • At the same time, hope colleagues of similar field can find some points useful as well....

  16. Pragmatic competence and the CEFR: pragmatic profiling as a link between theory and language use

    Directory of Open Access Journals (Sweden)

    Pawel Sickinger

    2014-12-01

    in learners. Our primary concern is to point out that more empirical research is needed to link the levels of theoretical description and concrete communicative performance, and that the methodology employed in PRA.PRO is a promising route to achieving this goal

  17. Effects of Cueing by a Pedagogical Agent in an Instructional Animation: A Cognitive Load Approach

    Science.gov (United States)

    Yung, Hsin I.; Paas, Fred

    2015-01-01

    This study investigated the effects of a pedagogical agent that cued relevant information in a story-based instructional animation on the cardiovascular system. Based on cognitive load theory, it was expected that the experimental condition with the pedagogical agent would facilitate students to distinguish between relevant and irrelevant…

  18. Visualising the Health of Communities: Using Photovoice as a Pedagogical Tool in the College Classroom

    Science.gov (United States)

    Cooper, Cheryl; Sorensen, William; Yarbrough, Susan

    2017-01-01

    Objective: To describe the use of Photovoice as a pedagogical tool to promote experiential learning and critical dialogue among participants on an undergraduate community health course. Design: A descriptive study of the use of the pedagogical tool Photovoice, based on three foundational education theories. Results: Based on teachers' reflective…

  19. Pedagogical Documentation as a Lens for Examining Equality in Early Childhood Education

    Science.gov (United States)

    Paananen, Maiju; Lipponen, Lasse

    2018-01-01

    In this paper, we consider pedagogical quality particularly as equal opportunities for participating in decision-making in preschool. Relying on Ferraris' [2013. "Documentality: Why it is necessary to leave traces." New York: Fordham University Press] theory of Documentality, we demonstrate how pedagogical documentation can contribute to…

  20. Transport theory calculation for a heterogeneous multi-assembly problem by characteristics method with direct neutron path linking technique

    International Nuclear Information System (INIS)

    Kosaka, Shinya; Saji, Etsuro

    2000-01-01

    A characteristics transport theory code, CHAPLET, has been developed for the purpose of making it practical to perform a whole LWR core calculation with the same level of calculational model and accuracy as that of an ordinary single assembly calculation. The characteristics routine employs the CACTUS algorithm for drawing ray tracing lines, which assists the two key features of the flux solution in the CHAPLET code. One is the direct neutron path linking (DNPL) technique which strictly connects angular fluxes at each assembly interface in the flux solution separated between assemblies. Another is to reduce the required memory storage by sharing the data related to ray tracing among assemblies with the same configuration. For faster computation, the coarse mesh rebalance (CMR) method and the Aitken method were incorporated in the code and the combined use of both methods showed the most promising acceleration performance among the trials. In addition, the parallelization of the flux solution was attempted, resulting in a significant reduction in the wall-clock time of the calculation. By all these efforts, coupled with the results of many verification studies, a whole LWR core heterogeneous transport theory calculation finally became practical. CHAPLET is thought to be a useful tool which can produce the reference solutions for analyses of an LWR (author)

  1. Problems of Pedagogical Creativity Development

    Science.gov (United States)

    Ibragimkyzy, Shynar; Slambekova, Tolkyn S.; Saylaubay, Yerlan E.; Albytova, Nazymgul

    2016-01-01

    This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In…

  2. Literacy in ESL: Pedagogical and Cultural Pathfinding in Fiji.

    Science.gov (United States)

    Lotherington-Woloszyn, Heather

    Although English is a colonial heritage in Fiji, it links the country's different ethnic groups and is the language of instruction for formal education. This paper examines pedagogical and cultural implications of the present primary English curriculum, based on findings from an empirical study of primary English teaching in Fiji. It reviews the…

  3. Teacher-Child Relationships and Pedagogical Practices : Considering the Teacher's Perspective

    NARCIS (Netherlands)

    Thijs, Jochem T.; Koomen, Helma M.Y.; Leij, Aryan van der

    2008-01-01

    This study explored the link between teachers' reports of their relationships with individual kindergartners and their self-reported pedagogical practices toward these children. Two samples of kindergarten teachers were examined. They were questioned about, respectively, 117 and 167 children

  4. Teacher-child relationships and pedagogical practices: considering the teacher’s perspective

    NARCIS (Netherlands)

    Thijs, J.T.; Koomen, H.M.Y.; van der Leij, A.

    2008-01-01

    This study explored the link between teachers' reports of their relationships with individual kindergartners and their self-reported pedagogical practices toward these children. Two samples of kindergarten teachers were examined. They were questioned about, respectively, 117 and 167 children

  5. Jane Austen on love and pedagogical power.

    Science.gov (United States)

    Fessenbecker, Patrick

    2011-01-01

    This essay notes initially recent prominence of theories of pedagogy that attempt to "de-mystify" it and reveal troubling power relations, and their subsequent contention that love is impossible in the student-teacher relationship. "Pedagogical" interpretations of Jane Austen's fiction, however, see pedagogy as essential to love. I argue that this is so precisely because of the power dynamics involved; drawing on Jessica Benjamin's psychoanalytic interpretation of G. W. F. Hegel's analysis of the "Lord-Bondsman," I suggest that Austen portrays the loving relationship as inherently involving the occupation and subsequent exchange of roles as superior and inferior, incarnated as "teacher" and "student."

  6. Editorial: Pedagogical Media Ecologies

    Directory of Open Access Journals (Sweden)

    Dorothee M. Meister

    2014-07-01

    learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘ expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the

  7. Cluster Approach to Network Interaction in Pedagogical University

    Science.gov (United States)

    Chekaleva, Nadezhda V.; Makarova, Natalia S.; Drobotenko, Yulia B.

    2016-01-01

    The study presented in the article is devoted to the analysis of theory and practice of network interaction within the framework of education clusters. Education clusters are considered to be a novel form of network interaction in pedagogical education in Russia. The aim of the article is to show the advantages and disadvantages of the cluster…

  8. pedagogical guidance for south african consumer studies education

    African Journals Online (AJOL)

    user

    preferred teaching-learning strategies utilised internationally in subjects related to Consumer. ISSN 0378-5254 Journal of Family Ecology and Consumer Sciences, Vol 42, 2014. 48. Pedagogical guidance for South African Consumer Studies education. 1 The seven theory content topics contained in the Consumer Studies ...

  9. Psycho-Pedagogical Measuring Bases of Educational Competences of Students

    Science.gov (United States)

    Kenzhegaliev, Kulush K.; Shayakhmetova, Aisulu A.; Zulkarnayeva, Zhamila A.; Iksatova, Balzhan K.; Shonova, Bakytgul A.

    2016-01-01

    The relevance of the research problem is conditioned by the weak development of measurement, assessment of educational competences at an operational level, at the level of actions, by insufficient applications of psycho-pedagogical theories and methods of mathematical statistics. The aim of the work is to develop through teaching experiments the…

  10. Three Styles Characterising Mathematicians' Pedagogical Perspectives on Proof

    Science.gov (United States)

    Hemmi, Kirsti

    2010-01-01

    The article describes mathematicians' pedagogical perspectives on proof in the teaching of first year university students at a mathematics department in Sweden. A conceptual frame that was used in the data analysis combines theories about proof from earlier mathematics education research with a social practice approach of Lave and Wenger. A…

  11. Pedagogical Bricoleurs and Bricolage Researchers: The Case of Religious Education

    Science.gov (United States)

    Freathy, Rob; Doney, Jonathan; Freathy, Giles; Walshe, Karen; Teece, Geoff

    2017-01-01

    This article reconceptualises school teachers and pupils respectively as "pedagogical bricoleurs" and "bricolage researchers" who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical…

  12. The Two-Systems Account of Theory of Mind: Testing the Links to Social- Perceptual and Cognitive Abilities

    Directory of Open Access Journals (Sweden)

    Bozana Meinhardt-Injac

    2018-01-01

    Full Text Available According to the two-systems account of theory of mind (ToM, understanding mental states of others involves both fast social-perceptual processes, as well as slower, reflexive cognitive operations (Frith and Frith, 2008; Apperly and Butterfill, 2009. To test the respective roles of specific abilities in either of these processes we administered 15 experimental procedures to a large sample of 343 participants, testing ability in face recognition and holistic perception, language, and reasoning. ToM was measured by a set of tasks requiring ability to track and to infer complex emotional and mental states of others from faces, eyes, spoken language, and prosody. We used structural equation modeling to test the relative strengths of a social-perceptual (face processing related and reflexive-cognitive (language and reasoning related path in predicting ToM ability. The two paths accounted for 58% of ToM variance, thus validating a general two-systems framework. Testing specific predictor paths revealed language and face recognition as strong and significant predictors of ToM. For reasoning, there were neither direct nor mediated effects, albeit reasoning was strongly associated with language. Holistic face perception also failed to show a direct link with ToM ability, while there was a mediated effect via face recognition. These results highlight the respective roles of face recognition and language for the social brain, and contribute closer empirical specification of the general two-systems account.

  13. Links between theory of mind and executive function in young children with autism: clues to developmental primacy.

    Science.gov (United States)

    Pellicano, Elizabeth

    2007-07-01

    There has been much theoretical discussion of a functional link between theory of mind (ToM) and executive function (EF) in autism. This study sought to establish the relationship between ToM and EF in young children with autism (M = 5 years, 6 months) and to examine issues of developmental primacy. Thirty children with autism and 40 typically developing children, matched on age and ability, were assessed on a battery of tasks measuring ToM (1st- and 2nd-order false belief) and components of EF (planning, set shifting, inhibition). A significant correlation emerged between ToM and EF variables in the autism group, independent of age and ability, while ToM and higher order planning ability remained significantly related in the comparison group. Examination of the pattern of ToM-EF impairments in the autism group revealed dissociations in 1 direction only: impaired ToM with intact EF. These findings support the view that EF may be 1 important factor in the advancement of ToM understanding in autism. The theoretical implications of these findings are discussed. Copyright 2007 APA.

  14. The Two-Systems Account of Theory of Mind: Testing the Links to Social- Perceptual and Cognitive Abilities.

    Science.gov (United States)

    Meinhardt-Injac, Bozana; Daum, Moritz M; Meinhardt, Günter; Persike, Malte

    2018-01-01

    According to the two-systems account of theory of mind (ToM), understanding mental states of others involves both fast social-perceptual processes, as well as slower, reflexive cognitive operations (Frith and Frith, 2008; Apperly and Butterfill, 2009). To test the respective roles of specific abilities in either of these processes we administered 15 experimental procedures to a large sample of 343 participants, testing ability in face recognition and holistic perception, language, and reasoning. ToM was measured by a set of tasks requiring ability to track and to infer complex emotional and mental states of others from faces, eyes, spoken language, and prosody. We used structural equation modeling to test the relative strengths of a social-perceptual (face processing related) and reflexive-cognitive (language and reasoning related) path in predicting ToM ability. The two paths accounted for 58% of ToM variance, thus validating a general two-systems framework. Testing specific predictor paths revealed language and face recognition as strong and significant predictors of ToM. For reasoning, there were neither direct nor mediated effects, albeit reasoning was strongly associated with language. Holistic face perception also failed to show a direct link with ToM ability, while there was a mediated effect via face recognition. These results highlight the respective roles of face recognition and language for the social brain, and contribute closer empirical specification of the general two-systems account.

  15. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  16. Framework for pedagogical learning analytics

    OpenAIRE

    Heilala, Ville

    2018-01-01

    Learning analytics is an emergent technological practice and a multidisciplinary scientific discipline, which goal is to facilitate effective learning and knowledge of learning. In this design science research, I combine knowledge discovery process, a concept of pedagogical knowledge, ethics of learning analytics and microservice architecture. The result is a framework for pedagogical learning analytics. The framework is applied and evaluated in the context of agency analytics. The framework ...

  17. Teachers’ Pedagogical Approaches to Teaching with Minecraft

    DEFF Research Database (Denmark)

    Hanghøj, Thorkild; Hautopp, Heidi

    2016-01-01

    Abstract: The aim of this paper is to explore teachers’ different pedagogical approaches to teaching the “sandbox” digital game Minecraft as a part of L1 primary education. The empirical data for the paper is based on a series of design interventions with a Minecraft curriculum in three different...... classes (two 1st grades and one 2nd grade) at three different Danish schools, which involved video observations of the teaching and interviews with the participating teachers. The project is financed by The Danish Ministry of Education (2013-2015) and is part of a larger project on “ICT in the Innovative...... School”, which aims to develop students’ 21st century skills. Drawing on theoretical work on professional practice (Schön, 1983), frame theory (Goffman, 1974), and Dialogic Self Theory (Ligorio, 2010), the paper aims to describe and understand how the teachers’ positioned themselves through redesign...

  18. A pedagogical model for simulation-based learning in healthcare

    Directory of Open Access Journals (Sweden)

    Tuulikki Keskitalo

    2015-11-01

    Full Text Available The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

  19. Green Mind Theory: How Brain-Body-Behaviour Links into Natural and Social Environments for Healthy Habits

    Directory of Open Access Journals (Sweden)

    Jules Pretty

    2017-06-01

    Full Text Available We propose a Green Mind Theory (GMT to link the human mind with the brain and body, and connect the body into natural and social environments. The processes are reciprocal: environments shape bodies, brains, and minds; minds change body behaviours that shape the external environment. GMT offers routes to improved individual well-being whilst building towards greener economies. It builds upon research on green exercise and nature-based therapies, and draws on understanding derived from neuroscience and brain plasticity, spiritual and wisdom traditions, the lifeways of original cultures, and material consumption behaviours. We set out a simple metaphor for brain function: a bottom brain stem that is fast-acting, involuntary, impulsive, and the driver of fight and flight behaviours; a top brain cortex that is slower, voluntary, the centre for learning, and the driver of rest and digest. The bottom brain reacts before thought and directs the sympathetic nervous system. The top brain is calming, directing the parasympathetic nervous system. Here, we call the top brain blue and the bottom brain red; too much red brain is bad for health. In modern high-consumption economies, life has often come to be lived on red alert. An over-active red mode impacts the gastrointestinal, immune, cardiovascular, and endocrine systems. We develop our knowledge of nature-based interventions, and suggest a framework for the blue brain-red brain-green mind. We show how activities involving immersive-attention quieten internal chatter, how habits affect behaviours across the lifecourse, how long habits take to be formed and hard-wired into daily practice, the role of place making, and finally how green minds could foster prosocial and greener economies. We conclude with observations on twelve research priorities and health interventions, and ten calls to action.

  20. Green Mind Theory: How Brain-Body-Behaviour Links into Natural and Social Environments for Healthy Habits.

    Science.gov (United States)

    Pretty, Jules; Rogerson, Mike; Barton, Jo

    2017-06-30

    We propose a Green Mind Theory (GMT) to link the human mind with the brain and body, and connect the body into natural and social environments. The processes are reciprocal: environments shape bodies, brains, and minds; minds change body behaviours that shape the external environment. GMT offers routes to improved individual well-being whilst building towards greener economies. It builds upon research on green exercise and nature-based therapies, and draws on understanding derived from neuroscience and brain plasticity, spiritual and wisdom traditions, the lifeways of original cultures, and material consumption behaviours. We set out a simple metaphor for brain function: a bottom brain stem that is fast-acting, involuntary, impulsive, and the driver of fight and flight behaviours; a top brain cortex that is slower, voluntary, the centre for learning, and the driver of rest and digest. The bottom brain reacts before thought and directs the sympathetic nervous system. The top brain is calming, directing the parasympathetic nervous system. Here, we call the top brain blue and the bottom brain red; too much red brain is bad for health. In modern high-consumption economies, life has often come to be lived on red alert. An over-active red mode impacts the gastrointestinal, immune, cardiovascular, and endocrine systems. We develop our knowledge of nature-based interventions, and suggest a framework for the blue brain-red brain-green mind. We show how activities involving immersive-attention quieten internal chatter, how habits affect behaviours across the lifecourse, how long habits take to be formed and hard-wired into daily practice, the role of place making, and finally how green minds could foster prosocial and greener economies. We conclude with observations on twelve research priorities and health interventions, and ten calls to action.

  1. THE POSITIVIST DOCTRINE IN THE HISTORICAL AND PEDAGOGICAL NARRATIVE BY DMYTRO BAHALIY

    Directory of Open Access Journals (Sweden)

    Mykola Haliv

    2016-05-01

    Full Text Available The article analyzes the influence of positivist ideas on the historical and pedagogical research of the famous Ukrainian scientist, historian, educator, public figure and academician Dmytrо Bahaliy (1857 – 1932 Among the most intellectual foundations in D. Bahaliys works about education, educational institutions and culture and education leaders, positivism, is defined as: 1 scientific approach, an escape of metaphysical compositions of idealistic and materialistic characters, but with the manifestation of religious, moral and idealistic connotations;2 biological terminology, organicism (seeking for organic links; 3 the source and factual principle of research, escape of subjective opinion as a way to achieve the objectivism; 4 focus on induction method and using inductive argumentation; 5 linear-phasic concept of the historical process and theory of progress; 6 multifactorial approach, with the emphasis on the importance of the cultural and educational factor, science, knowledge and ideas; 7 the ideology of liberalism with its educational and romantic and populist subjects.

  2. Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

    Science.gov (United States)

    Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

    2018-01-01

    To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

  3. [Pedagogical training in stricto sensu graduate programs in public health].

    Science.gov (United States)

    Corrêa, Guilherme Torres; Ribeiro, Victoria Maria Brant

    2013-06-01

    The scope of this research is to discuss the relevance and need for pedagogical training of university lecturers in the Public Health field. The contention is that college teaching is a practice that requires specific training, since it is characterized by complex elements that transcend the mastery of given content. Considering stricto sensu graduate studies as an important stage in the training of future university lecturers, an attempt was made to identify and analyze the subjects and practices of pedagogical training in academic masters and doctorate programs in Public Health. To achieve the research aim, this work was based on Pierre Bourdieu's field theory and on Tomaz Tadeu da Silva's curriculum theory. Results indicate that the programs do not consider the aspect of teacher training as a major issue. With regard to the Public Health field approximately 61% of masters and 38% of doctorate programs have pedagogical training subjects/practices. Furthermore, there is a tendency for technical-instrumental training, which is in line with the history of the Public Health field. The conclusion is that there is a need to develop a culture that values college and graduate Public Health teaching, considering the complexity of pedagogical practice in all its dimensions.

  4. Constructing Pedagogical Models For E-learning

    OpenAIRE

    Patricia Alejandra Behar

    2011-01-01

    This article brings forth an overview of the paradigmatic crisis and the introduction of new pedagogical practices. It also discusses the relationship between paradigm and pedagogical model, presenting a theoretical discussion on the concepts of pedagogical model for E-learning and its pedagogical architecture. To do so, the elements that are part of it such as organizational aspects, content, methodological and technological aspects are discussed. This theoretical discussion underlies the co...

  5. A scientific pedagogic approach to pupil’s leadership in school

    OpenAIRE

    Marrero, Rodolfo; Núñez, Adolfo; Basulto, Marilín

    2010-01-01

    The paper presents a pedagogic and scientific approach to the problem of student’s participation in school management, a tenet of Marxist Pedagogic, which has been given little attention in domestic and foreign literature. It focuses on the significance of student’s organizations and its leaders, as an essential element of the political and social education. It refers to the dialectic link between participation and student leadership in the educational context. The experience of A. S. Makar...

  6. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  7. Satisfying pedagogical practices using ICT

    NARCIS (Netherlands)

    Voogt, Joke; Law, N.; Pelgrum, W.J.; Plomp, T.

    2008-01-01

    This chapter describes the results of the international option that was included in SITES 2006. The international option, which was part of the teacher questionnaire, solicited responses from teachers on satisfying experiences in their pedagogical use of ICT. Twenty-one of the participating

  8. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  9. Making Pedagogical Adaptability Less Obvious

    Science.gov (United States)

    Vagle, Mark D.

    2016-01-01

    In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…

  10. DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Zoia Shevtsiv

    2017-04-01

    Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

  11. The socio-pedagogical thinking of J. A. Comenius

    OpenAIRE

    GRONTSOVA I.

    2015-01-01

    John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy. Comenius was the founder of the educational system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular the didactics, theory of education, pre-school education, education organisation and management and other. However, ...

  12. Drought limitations to leaf-level gas exchange: results from a model linking stomatal optimization and cohesion-tension theory

    Science.gov (United States)

    Kimberly A. Novick; Chelcy F. Miniat; James M. Vose

    2016-01-01

    We merge concepts from stomatal optimization theory and cohesion–tension theory to examine the dynamics of three mechanisms that are potentially limiting to leaf-level gas exchange in trees during drought: (1) a ‘demand limitation’ driven by an assumption of optimal stomatal functioning; (2) ‘hydraulic limitation’ of water movement from the roots to the leaves...

  13. Pedagogic process modeling: Humanistic-integrative approach

    Directory of Open Access Journals (Sweden)

    Boritko Nikolaj M.

    2007-01-01

    Full Text Available The paper deals with some current problems of modeling the dynamics of the subject-features development of the individual. The term "process" is considered in the context of the humanistic-integrative approach, in which the principles of self education are regarded as criteria for efficient pedagogic activity. Four basic characteristics of the pedagogic process are pointed out: intentionality reflects logicality and regularity of the development of the process; discreteness (stageability in dicates qualitative stages through which the pedagogic phenomenon passes; nonlinearity explains the crisis character of pedagogic processes and reveals inner factors of self-development; situationality requires a selection of pedagogic conditions in accordance with the inner factors, which would enable steering the pedagogic process. Offered are two steps for singling out a particular stage and the algorithm for developing an integrative model for it. The suggested conclusions might be of use for further theoretic research, analyses of educational practices and for realistic predicting of pedagogical phenomena. .

  14. Relational Regulation Theory : A New Approach to Explain the Link Between Perceived Social Support and Mental Health

    NARCIS (Netherlands)

    Lakey, Brian; Orehek, Edward

    Perceived support is consistently linked to good mental health, which is typically explained as resulting from objectively supportive actions that buffer stress. Yet this explanation has difficulty accounting for the often-observed main effects between support and mental health. Relational

  15. Pedagogical innovation in teacher teams

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This paper presents findings from a longitudinal design-based research project examining how to enable reflection and pedagogical innovation in teacher teams. The article identifies and analyses the teachers’ learning trajectories and innovative strategies when working together in the IT...... learning designs, the research aims to clarify what kind of knowledge is being developed and shared in the teacher teams, and how this contributes to the organisational learning process. The context is Global Classroom, an innovative synchronous hybrid videoconference concept, where adult students can......-pedagogical Think Tank for Teacher Teams (after this: ITP4T) (Weitze, 2014a), a competence development model, which was developed in an earlier phase of the research project. By using theoretical lenses from innovative knowledge development frameworks to examine the teachers’ utterances, interactions and new...

  16. Children's Understandings of Characters' Beliefs in Persuasive Arguments: Links with Gender and Theory of Mind

    Science.gov (United States)

    Kolodziejczyk, Anna M.; Bosacki, Sandra L.

    2015-01-01

    This study investigated the role of gender plays in the relation between children's theory of mind (ToM) and persuasion. We explored children's use of the belief information of the characters involved within a persuasive situation. In two studies, children (four- to eight-year-olds) performed a comic strip task that described a…

  17. High-stakes conflicts and the link between theory and practice : celebrating the work of Ellen Giebels

    NARCIS (Netherlands)

    Oostinga, Miriam S.D.; Rispens, Sonja; Taylor, Paul J.; Ufkes, Elze G.

    2018-01-01

    In this tribute to the 2012 recipient of the IACM's Jeffrey Rubin's Theory-to-Practice Award, we celebrate the work of Ellen Giebels. We highlight her groundbreaking research on influence tactics in crisis negotiations and other high-stakes conflict situations, showing how her focus on theoretical

  18. High-Stakes Conflicts and the Link between Theory and Practice : Celebrating the Work of Ellen Giebels

    NARCIS (Netherlands)

    Oostinga, Miriam S.D.; Rispens, Sonja; Taylor, Paul J.; Ufkes, Elze G.

    2018-01-01

    In this tribute to the 2012 recipient of the IACM's Jeffrey Rubin's Theory-to-Practice Award, we celebrate the work of Ellen Giebels. We highlight her groundbreaking research on influence tactics in crisis negotiations and other high-stakes conflict situations, showing how her focus on theoretical

  19. Graphic Symbols as "The Mind on Paper": Links between Children's Interpretive Theory of Mind and Symbol Understanding

    Science.gov (United States)

    Myers, Lauren J.; Liben, Lynn S.

    2012-01-01

    Children gradually develop interpretive theory of mind (iToM)--the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children's recognition that map symbols' meanings must be communicated to others when symbols are iconic (resemble their…

  20. Strengthening the Link between Theory and Practice in Teaching Design Engineering: An Empirical Study on a New Approach

    Science.gov (United States)

    Tempelman, E.; Pilot, A.

    2011-01-01

    In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical…

  1. Linking the Value Assessment of Oil and Gas Firms to Ambidexterity Theory Using a Mixture of Normal Distributions

    NARCIS (Netherlands)

    Casault, Sébastien; Groen, Arend J.; Linton, Jonathan D.; Linton, Jonathan

    2015-01-01

    Oil and gas exploration and production firms have return profiles that are not easily explained by current financial theory – the variation in their market returns is non-Gaussian. In this paper, the nature and underlying reason for these significant deviations from expected behavior are considered.

  2. Behavioural Problems in 2-Year-Olds: Links with Individual Differences in Theory of Mind, Executive Function and Harsh Parenting

    Science.gov (United States)

    Hughes, Claire; Ensor, Rosie

    2006-01-01

    Background: Cognitive and family factors are implicated in the origins of behavioural problems, but little is known about their independence or interplay. Methods: We present data from 127 two-year-olds from predominantly disadvantaged families who completed tests of "theory of mind" (ToM), executive function (EF) and verbal ability. Researchers'…

  3. Education, poverty and the 'missing link': The limits of human capital theory as a paradigm for poverty reduction

    NARCIS (Netherlands)

    Bonal, X.; Mundy, K.; Green, A.; Lingard, R.; Verger, A.

    2016-01-01

    One of the main areas where human capital theory has been especially influential is in the relationship between investment in education and poverty reduction. However, up to now, little success can be reported, with huge differences between the average levels of education globally achieved and the

  4. ECONOMY COMPETITIVENESS AND MODERN PEDAGOGICS DEFINITIONS CORRELATION

    Directory of Open Access Journals (Sweden)

    Svetlana Tolochko

    2016-11-01

    Full Text Available The purpose of the paper is to understand and explain economy competitiveness and modern pedagogic definition correlation. Education for entrepreneurship or economic development, and education for environmental sustainability, or sustainable development are seen as arguing goals in education reforms. Teachers today also encounter a number of other and equally important challenges in their work, such as educating youth for insecurity, tolerance, new technologies, peace and active citizenship, to mention but a few. National economic competitiveness is linked to intellectual and capital and is driven by knowledge, and innovation. Sustainable development requires an understanding of the complexity of the global ecosystem and of creative problem-solving the solutions searching to ‘wicked problems’ such as that of reconciling economic activity with a sustainable environment. Methodology. It is used the data from publications and reports of the European Commission, OECD, World Bank, World Economic Forum, UNESCO, International Journals in Economics and Pedagogic: American Economic Review, Journal of Education Policy, Journal of Education Change, European Journal of Education. In the article the descriptive analysis, supported by the quantitative analysis is applied. Results. It was defined that national economic competitiveness is linked to capital driven by knowledge and innovation. It was analysed the formation of Global Competitiveness Index (GCI which is made up of over 110 variables. According to the GCI Switzerland is the most competitive economy in the world in 2015. It is highlighted the following overarching needs to: give a higher profile to the notion of interdependence: how closely one part of an ecosystem is linked to and depends upon another; making humanity more aware of its own fragility on this planet; highlight the role of cooperation: problems faced will only be resolved by international cooperation; develop the notion of a global

  5. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

    Science.gov (United States)

    Aglen, B

    2016-01-01

    The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

  6. Linking the Value Assessment of Oil and Gas Firms to Ambidexterity Theory Using a Mixture of Normal Distributions

    Directory of Open Access Journals (Sweden)

    Casault Sébastien

    2016-05-01

    Full Text Available Oil and gas exploration and production firms have return profiles that are not easily explained by current financial theory – the variation in their market returns is non-Gaussian. In this paper, the nature and underlying reason for these significant deviations from expected behavior are considered. Understanding these differences in financial market behavior is important for a wide range of reasons, including: assessing investments, investor relations, decisions to raise capital, assessment of firm and management performance. We show that using a “thicker tailed” mixture of two normal distributions offers a significantly more accurate model than the traditionally Gaussian approach in describing the behavior of the value of oil and gas firms. This mixture of normal distribution is also more effective in bridging the gap between management theory and practice without the need to introduce complex time-sensitive GARCH and/or jump diffusion dynamics. The mixture distribution is consistent with ambidexterity theory that suggests firms operate in two distinct states driven by the primary focus of the firm: an exploration state with high uncertainty and, an exploitation (or production state with lower uncertainty. The findings have direct implications on improving the accuracy of real option pricing techniques and futures analysis of risk management. Traditional options pricing models assume that commercial returns from these assets are described by a normal random walk. However, a normal random walk model discounts the possibility of large changes to the marketplace from events such as the discovery of important reserves or the introduction of new technology. The mixture distribution proves to be well suited to inherently describe the unusually large risks and opportunities associated with oil and gas production and exploration. A significance testing study of 554 oil and gas exploration and production firms empirically supports using a mixture

  7. Does perceived risk influence the effects of message framing? Revisiting the link between prospect theory and message framing.

    Science.gov (United States)

    Van 't Riet, Jonathan; Cox, Anthony D; Cox, Dena; Zimet, Gregory D; De Bruijn, Gert-Jan; Van den Putte, Bas; De Vries, Hein; Werrij, Marieke Q; Ruiter, Robert A C

    2016-12-01

    Health-promoting messages can be framed in terms of the beneficial consequences of healthy behaviour (gain-framed messages) or the detrimental consequences of unhealthy behaviour (loss-framed messages). An influential notion holds that the perceived risk associated with the recommended behaviour determines the relative persuasiveness of gain- and loss-framed messages. This 'risk-framing hypothesis', which was derived from prospect theory, has been central to health message-framing research for the better part of two decades and has enduring appeal to researchers and practitioners. It has found its way into several health communication handbooks and is communicated to the general public. The present article examines the validity of the risk-framing hypothesis anew by providing a review of the health message-framing literature. In spite of its ongoing appeal, we conclude that the hypothesis has severe theoretical flaws. In addition, we find that the empirical evidence in favour of the hypothesis is weak and inconsistent. It seems that, in applying prospect theory's tenets to a health-promotion context, some of the theory's key aspects have been lost in translation. At the close of the article, we offer a research agenda for the future, arguing that, above all, new methodology is needed to bring the message-framing literature further.

  8. The pedagogical dimension of the well-conceived specialised dictionary

    DEFF Research Database (Denmark)

    Tarp, Sven

    2005-01-01

    In the course of the past 30 years it has been acknowledged that research on pedagogical lexicography has to address three main issues: (i) development of new formats to cover both communicative and non-communicative situations; (ii) the layout of the information on the dictionary page, to facili......In the course of the past 30 years it has been acknowledged that research on pedagogical lexicography has to address three main issues: (i) development of new formats to cover both communicative and non-communicative situations; (ii) the layout of the information on the dictionary page......, to facilitate the handling of information; (iii) what information is necessary for each type of learner at specific levels of proficiency. Although a big amount of specialised dictionaries have been produced during the last three decades, only some of them show the pedagogical value or dimension of general...... dictionaries. To overcome this gap the theory of lexicographic functions indicates a way forward to the design and production of the lexicographic quality products that the modern globalized world requires. This article illustrates some of the workings of this functional theory by commenting on some...

  9. STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

    Science.gov (United States)

    Mulnix, Amy B.

    2016-01-01

    Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors. PMID:27810872

  10. From Ethnocentrism to Transculturalism: A Film Studies Pedagogical Journey

    Directory of Open Access Journals (Sweden)

    Helen Yeates

    2011-09-01

    Full Text Available This study reviews the exploratory implementation of an ‘internationalising the curriculum’ policy in relation to a cultural studies unit within a Creative Industries Faculty at an Australian university. Charting certain pedagogical practices in the delivery of transnational film studies, this case study involves a critical, contextual examination of student feedback as well as current theories about transcultural curricula in general and film studies curricula in particular. The study shows that tertiary students can be provided with an extraordinarily rich range of differing, sometimes conflicting, but always engaging transcultural insights and understandings.  It is further argued that transnational competencies may be developed and enabled through the innovative realisation of a type of ‘border crossing’ pedagogical model, largely by foregrounding transcultural ‘affective’ issues around social justice.

  11. CNA web server: rigidity theory-based thermal unfolding simulations of proteins for linking structure, (thermo-)stability, and function.

    Science.gov (United States)

    Krüger, Dennis M; Rathi, Prakash Chandra; Pfleger, Christopher; Gohlke, Holger

    2013-07-01

    The Constraint Network Analysis (CNA) web server provides a user-friendly interface to the CNA approach developed in our laboratory for linking results from rigidity analyses to biologically relevant characteristics of a biomolecular structure. The CNA web server provides a refined modeling of thermal unfolding simulations that considers the temperature dependence of hydrophobic tethers and computes a set of global and local indices for quantifying biomacromolecular stability. From the global indices, phase transition points are identified where the structure switches from a rigid to a floppy state; these phase transition points can be related to a protein's (thermo-)stability. Structural weak spots (unfolding nuclei) are automatically identified, too; this knowledge can be exploited in data-driven protein engineering. The local indices are useful in linking flexibility and function and to understand the impact of ligand binding on protein flexibility. The CNA web server robustly handles small-molecule ligands in general. To overcome issues of sensitivity with respect to the input structure, the CNA web server allows performing two ensemble-based variants of thermal unfolding simulations. The web server output is provided as raw data, plots and/or Jmol representations. The CNA web server, accessible at http://cpclab.uni-duesseldorf.de/cna or http://www.cnanalysis.de, is free and open to all users with no login requirement.

  12. Socio-Pedagogical Complex as a Pedagogical Support Technology of Students' Social Adaptation

    Science.gov (United States)

    Sadovaya, Victoriya V.; Simonova, Galina I.

    2016-01-01

    The relevance of the problem stated in the article is determined by the need of developing technological approaches to pedagogical support of students' social adaptation. The purpose of this paper is to position the technological sequence of pedagogical support of students' social adaptation in the activities of the socio-pedagogical complex. The…

  13. Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed. Because we address pedagogical meta-models the consequence is that I must justify the underlying pedagogical models it describes. I have included a (far from

  14. Drought limitations to leaf-level gas exchange: results from a model linking stomatal optimization and cohesion-tension theory.

    Science.gov (United States)

    Novick, Kimberly A; Miniat, Chelcy F; Vose, James M

    2016-03-01

    We merge concepts from stomatal optimization theory and cohesion-tension theory to examine the dynamics of three mechanisms that are potentially limiting to leaf-level gas exchange in trees during drought: (1) a 'demand limitation' driven by an assumption of optimal stomatal functioning; (2) 'hydraulic limitation' of water movement from the roots to the leaves; and (3) 'non-stomatal' limitations imposed by declining leaf water status within the leaf. Model results suggest that species-specific 'economics' of stomatal behaviour may play an important role in differentiating species along the continuum of isohydric to anisohydric behaviour; specifically, we show that non-stomatal and demand limitations may reduce stomatal conductance and increase leaf water potential, promoting wide safety margins characteristic of isohydric species. We used model results to develop a diagnostic framework to identify the most likely limiting mechanism to stomatal functioning during drought and showed that many of those features were commonly observed in field observations of tree water use dynamics. Direct comparisons of modelled and measured stomatal conductance further indicated that non-stomatal and demand limitations reproduced observed patterns of tree water use well for an isohydric species but that a hydraulic limitation likely applies in the case of an anisohydric species. Published 2015. This article is a US Government work and is in the public domain in the USA.

  15. Using the realist perspective to link theory from qualitative evidence synthesis to quantitative studies: Broadening the matrix approach.

    Science.gov (United States)

    van Grootel, Leonie; van Wesel, Floryt; O'Mara-Eves, Alison; Thomas, James; Hox, Joop; Boeije, Hennie

    2017-09-01

    This study describes an approach for the use of a specific type of qualitative evidence synthesis in the matrix approach, a mixed studies reviewing method. The matrix approach compares quantitative and qualitative data on the review level by juxtaposing concrete recommendations from the qualitative evidence synthesis against interventions in primary quantitative studies. However, types of qualitative evidence syntheses that are associated with theory building generate theoretical models instead of recommendations. Therefore, the output from these types of qualitative evidence syntheses cannot directly be used for the matrix approach but requires transformation. This approach allows for the transformation of these types of output. The approach enables the inference of moderation effects instead of direct effects from the theoretical model developed in a qualitative evidence synthesis. Recommendations for practice are formulated on the basis of interactional relations inferred from the qualitative evidence synthesis. In doing so, we apply the realist perspective to model variables from the qualitative evidence synthesis according to the context-mechanism-outcome configuration. A worked example shows that it is possible to identify recommendations from a theory-building qualitative evidence synthesis using the realist perspective. We created subsets of the interventions from primary quantitative studies based on whether they matched the recommendations or not and compared the weighted mean effect sizes of the subsets. The comparison shows a slight difference in effect sizes between the groups of studies. The study concludes that the approach enhances the applicability of the matrix approach. Copyright © 2017 John Wiley & Sons, Ltd.

  16. [Recontextualization of nursing clinical simulation based on Basil Bernstein: semiology of pedagogical practice].

    Science.gov (United States)

    dos Santos, Mateus Casanova; Leite, Maria Cecília Lorea; Heck, Rita Maria

    2010-12-01

    This is an investigative case study with descriptive and participative character, based on an educational experience with the Simulation in Nursing learning trigger. It was carried out during the second semester of the first cycle of Faculdade de Enfermagem (FEN), Universidade Federal de Pelotas (UFPel). The aim is to study the recontextualization of pedagogic practice of simulation-based theories developed by Basil Bernstein, an education sociologist, and to contribute with the improvement process of education planning, and especially the evaluation of learning trigger. The research shows that Bernstein's theory is a powerful tool semiotic pedagogical of practices which contributes to the planning and analysis of curricular educational device.

  17. The Godparent Plan: A Pedagogical Strategy for CS1 Accompaniment and CS2 Pedagogical Enhancement

    Directory of Open Access Journals (Sweden)

    Pedro Guillermo Feijóo-García

    2018-02-01

    Full Text Available Courses such as CS1 and CS2 can present an interesting pedagogical challenge when it comes to the theory-practice relationship, along with aspects that involve the course's logistics, the programming language used, and the characteristics of the students involved in the process. This study presents an innovative didactic approach, oriented towards the accompaniment of CS1 students by CS2 students at Universidad El Bosque, Colombia, seeking with this Godparent Plan, to provide a personalized accompaniment to first semester students, whereby CS2 students enhance their domain over concepts and skills while accompanying, explaining and teaching younger peers. The results of this study are favorable, outlining a didactic scheme that can be adapted and replicated in other curricular scenarios.

  18. PEDAGOGICAL ASPECTS OF CLOUD COMPUTING

    Directory of Open Access Journals (Sweden)

    N. Morze

    2011-05-01

    Full Text Available Recent progress in computer science in the field of redundancy and protection has led to the sharing of data in many different repositories. Modern infrastructure has made cloud computing safe and reliable, and advancement of such computations radically changes the understanding of the use of resources and services. The materials in this article are connected with the definition of pedagogical possibilities of using cloud computing to provide education on the basis of competence-based approach and monitoring of learners (students.

  19. A pedagogical design pattern framework

    DEFF Research Database (Denmark)

    May, Michael; Neutzsky-Wulff, Anne Chresteria; Rosthøj, Susanne

    2016-01-01

    ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching...... framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework...

  20. Different fits satisfy different needs: linking person-environment fit to employee commitment and performance using self-determination theory.

    Science.gov (United States)

    Greguras, Gary J; Diefendorff, James M

    2009-03-01

    Integrating and expanding upon the person-environment fit (PE fit) and the self-determination theory literatures, the authors hypothesized and tested a model in which the satisfaction of the psychological needs for autonomy, relatedness, and competence partially mediated the relations between different types of perceived PE fit (i.e., person-organization fit, person-group fit, and job demands-abilities fit) with employee affective organizational commitment and overall job performance. Data from 163 full-time working employees and their supervisors were collected across 3 time periods. Results indicate that different types of PE fit predicted different types of psychological need satisfaction and that psychological need satisfaction predicted affective commitment and performance. Further, person-organization fit and demands-abilities fit also evidenced direct effects on employee affective commitment. These results begin to explicate the processes through which different types of PE fit relate to employee attitudes and behaviors. (c) 2009 APA, all rights reserved.

  1. Graphic symbols as "the mind on paper": links between children's interpretive theory of mind and symbol understanding.

    Science.gov (United States)

    Myers, Lauren J; Liben, Lynn S

    2012-01-01

    Children gradually develop interpretive theory of mind (iToM)-the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children's recognition that map symbols' meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6-9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children's success in communicating symbols' meaning to a naïve map-user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children's growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  2. Pedagogical Support Components of Students' Social Adaptation

    Science.gov (United States)

    Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

    2016-01-01

    The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

  3. Art's Pedagogical Paradox

    Science.gov (United States)

    Kalin, Nadine M.

    2014-01-01

    This article contributes to conversations concerning art education futures through engaging alternative relations between art, education, and democracy that mobilize education as art projects associated with the "pedagogical turn" as sites of liminality and paradox. An analysis of the art project, Pedagogical Factory, is used to outline…

  4. The Pedagogic Signature of the Teaching Profession

    Science.gov (United States)

    Kiel, Ewald; Lerche, Thomas; Kollmannsberger, Markus; Oubaid, Viktor; Weiss, Sabine

    2016-01-01

    Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are…

  5. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  6. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2015-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online......In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... courses were developed. Based on post-course in-depth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  7. Os saberes e o fazer pedagógico: uma integração entre teoria e prática Knowledges and pedagogical practice: an integration between theory and practice

    Directory of Open Access Journals (Sweden)

    Annatália Meneses de Amorim Gomes

    2006-12-01

    understanding of concepts, integration, as well as relaxing environment concerning the learning process. It is concluded that strategies such as games, group dynamics and pedagogical psychodrama provide participation and the expression of feelings, interaction, assimilation and experiences shared through the collective construction of knowledge.

  8. Critical analysis of the pedagogical practice of the teachers trainnees

    Directory of Open Access Journals (Sweden)

    Mónica Ruiz Quiroga

    2013-07-01

    Full Text Available This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training and systematization of experiences. Methodologically the project was developed from the Educational Action Research. It was found that students and teachers conceive pedagogical practice in a critical way, related to their reflective and transformative personalities, something that breaks, in some way, with the traditional outlook that defines it as the confirmation of the theory in the field. This way of conceiving is the result of both the training process and the life history of each other, as well as the staging and the discussion of the significance of the practice within the social sciences framework.

  9. La lectura literaria como arte de "performance": la teoria transaccional de Louise Rosenblatt y sus implicaciones pedagogicas (The Use of Literature as Performance Art: The Transactional Theory of Louise Rosenblatt and Its Pedagogical Implications).

    Science.gov (United States)

    Zoreda, Margaret Lee

    This paper focuses on the work that Louise Rosenblatt and her followers in the United States have done to improve the teaching and learning of literature at all educational levels. Although these researchers have focused almost exclusively on the use of literature in the native language, the paper uses transactional theory as a basis for teaching…

  10. CULTURAL PEDAGOGIC INCLUSION - DALTONISM AND COLOR EDUCATION FOR CHILDREN EDUCATION

    Directory of Open Access Journals (Sweden)

    Arielly Kizzy Cunha

    2017-06-01

    Full Text Available The article approaches color teaching including children with color blindness. Colors are present in everything that surrounds us and the use of colors has a direct link in the development of the child. Babies perceive colors from 3 months and naming them is a process that extends up to 3 years, since it requires stimuli, and it is at this stage, between 2 and 3 years, that the suspicion of color blindness arises. The difficulty varies between perceiving variation of shades, and not seeing specific color. The objective of this work is understood the ocular deficiency and reflect an inclusive pedagogical project of a color class.

  11. Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System

    Science.gov (United States)

    Sargent, Tanja Carmel

    2015-01-01

    Pedagogical innovations have been diffusing unevenly through the Chinese education system as a result of the implementation of the New Curriculum Reforms. Drawing on large-scale linked teacher and principal survey data from the Gansu Survey of Children and Families, this article investigates the extent to which interlocking teacher networks, which…

  12. Teacher-Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective

    Science.gov (United States)

    Thijs, Jochem T.; Koomen, Helma M. Y.; van der Leij, Aryan

    2008-01-01

    This study explored the link between teachers' reports of their relationships with individual kindergartners and their self-reported pedagogical practices toward these children. Two samples of kindergarten teachers were examined. They were questioned about, respectively, 117 and 167 children selected as socially inhibited, hyperactive, or average…

  13. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers

    Science.gov (United States)

    Aguirre Morales, Jahir; Ramos Holguín, Bertha

    2011-01-01

    This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational…

  14. [A nurse's experience using the super-link system theory to help a T6 spinal cord injury patient return to school].

    Science.gov (United States)

    Li, Pei-Yeh; Wu, Tzu-Jung; Sung, Shi-Hui; Chen, Hsiao-Yu

    2010-04-01

    The subject of this article is a 20 year-old female with thoracic spinal cord injury with paraplegia suffered during a car accident. The article reports on the nursing experience in helping the patient manage her autonomic dysreflexia (AD), training the patient in self-catheterization, and using relevant social resources in order to achieve a successful return to her studies at school. The authors collected data using interviews, observations, and physical assessments between November 20 and December 30, 2008. The two nursing diagnoses of AD and inadequate preparation for a successful return to school during rehabilitation hospitalization were made during caring procedures. Holistic nursing assessment was employed and the Super-Link System Theory was applied to establish a link between the hospital and school. Individual nursing interventions used included understanding the inducement and treatment of AD, performing self-catheterization, and enhancing the support system by introducing successful clients and relevant social resources in order to transition the patient successfully to her new post-injury life. The patient consequently transitioned smoothly from rehabilitation hospital to school. The authors hope this case report will provide a useful reference for nurses charged with caring for patients with spinal cord injuries while still enrolled at school.

  15. Linking niche theory to ecological impacts of successful invaders: insights from resource fluctuation-specialist herbivore interactions.

    Science.gov (United States)

    Gidoin, Cindy; Roques, Lionel; Boivin, Thomas

    2015-03-01

    Theories of species coexistence and invasion ecology are fundamentally connected and provide a common theoretical framework for studying the mechanisms underlying successful invasions and their ecological impacts. Temporal fluctuations in resource availability and differences in life-history traits between invasive and resident species are considered as likely drivers of the dynamics of invaded communities. Current critical issues in invasion ecology thus relate to the extent to which such mechanisms influence coexistence between invasive and resident species and to the ability of resident species to persist in an invasive-dominated ecosystem. We tested how a fluctuating resource, and species trait differences may explain and help predict long-term impacts of biological invasions in forest specialist insect communities. We used a simple invasion system comprising closely related invasive and resident seed-specialized wasps (Hymenoptera: Torymidae) competing for a well-known fluctuating resource and displaying divergent diapause, reproductive and phenological traits. Based on extensive long-term field observations (1977-2010), we developed a combination of mechanistic and statistical models aiming to (i) obtain a realistic description of the population dynamics of these interacting species over time, and (ii) clarify the respective contributions of fluctuation-dependent and fluctuation-independent mechanisms to long-term impact of invasion on the population dynamics of the resident wasp species. We showed that a fluctuation-dependent mechanism was unable to promote coexistence of the resident and invasive species. Earlier phenology of the invasive species was the main driver of invasion success, enabling the invader to exploit an empty niche. Phenology also had the greatest power to explain the long-term negative impact of the invasive on the resident species, through resource pre-emption. This study provides strong support for the critical role of species

  16. HISTORICAL AND PEDAGOGICAL HERITAGE OF N. F. LUCHINSKY

    Directory of Open Access Journals (Sweden)

    Denis V. Voloshin

    2016-01-01

    Full Text Available The aim of the research is to show the contribution in theory and practice of the Russian penitentiary staff training system foundation by Nikolay Florianovich Luchinsky (1860 – after 1917, an outstanding Russian legislator and a talented civil servant. Methods. The methods involve general scientific methods of knowledge, pedagogical and historical sciences focused on the historical and pedagogical study of documentary sources. Results. N. F. Luchinsky’s main educational ideas, principles and scientific approaches to the issues of penitentiary staff training are considered in the article. The main milestones of the professional biography of one of the main vocational education ideologists of such type are described; N. F. Luchinsky’s leading role at the beginning of the 20th century in the development of system-based and complex education of prison employees is defined. Scientific novelty. The historical material opening the pedagogical concept of N. F. Luchinsky – the outstanding lawyer who was at sources of methodical ensuring process of preparation of penitentiary personnel in imperial Russia is for the first time analysed. Basic provisions of the book «Bases of Prison Case» and the author’s project by N. F. Luchinsky on the organization of educational institution for preparation of penitentiary personnel are considered. The value and viability of scientific ideas of N. F. Luchinsky in case of their projection on the present is shown. Practical significance. Materials of article on pre-revolutionary domestic penitentiary and pedagogical experience which for a long time has been buried in oblivion can be interesting to the teachers of history of the right, experts and methodologists dealing with training issues for modern criminal and executive system.

  17. Professional identity in medical students: pedagogical challenges to medical education.

    Science.gov (United States)

    Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

    2013-01-01

    Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

  18. [Psychodrama as a pedagogical teaching strategy about worker's health].

    Science.gov (United States)

    Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

    2004-04-01

    This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

  19. The rupture in the physics teacher’s pedagogical sequence

    Directory of Open Access Journals (Sweden)

    Anne Louise Scarinci

    2013-12-01

    Full Text Available This is the result of an observational research, carried out with a group of high school physics teachers in professional development. We departed from the recognition of the incipient learning in courses, as identified from the few changes resultant in teachers’ practices. While studying their attempts to take into classroom the proposals learned in the courses, we’ve observed that such attempts frequently originated a rupture in the pedagogical sequence. This caused a great distress and a tendency to return to the “old” practice. Of what does this rupture consist? Which obstacles may be causing them? This question lead us to study the characteristics of teachers’ practices and their evolution/oscillation, motivated by the professional development course. We’ve related the ruptures in their pedagogical sequence with the incoherence in teachers' strategies and attitudes when applying the teaching theory being learned, whereas still maintaining aspects of their practice founded into the old theory. We’ve concluded that the learning of a new teaching theory requires a ground attitudinal change, more fundamental than possible changes in the teaching strategies, these ones capable of planning.

  20. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate health knowledge. Students have learned to present their ideas in an A4 poster format that resembles the types of posters one normally sees at professional conferences...... was integrated in a Nordic network’s intensive course held in the autumn of 2008. The network received funding for a research project with the goal of making recommendations with respect to best practice curriculum guidelines in prevention and health promotion education for students of nursing in the Nordic...

  1. New experiences in pedagogical lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2012-01-01

    The Santiago-based Centro de Lingüística Aplicada has produced two school dictionaries, the Diccionario Escolar Ilustrado and the Diccionario Básico Escolar, which together cover the 12 grades from Primary School over Secondary Basic School to High School. They are in various ways innovating in t......, the Internet and the Cuban national Intranet (soon). The article analyses the two dictionaries in terms of their methodology, functions, content, structure, and layout and presents some suggestions for future editions as well as for pedagogical lexicography in general...... in terms of the solid preparatory work, the design and content of the articles, the cheap production methods, and the work that has been carried out with a view to effectively reaching the target user group with an output of until now more than 100 000 printed copies as well as their accessibility on CD...

  2. Visible Pedagogic Work: Parenting, Private Tutoring and Educational Advantage in Australia

    Science.gov (United States)

    Sriprakash, Arathi; Proctor, Helen; Hu, Betty

    2016-01-01

    This article explores parents' use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated…

  3. Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study

    Science.gov (United States)

    Noughabi, Mostafa Azari

    2017-01-01

    Searching for the real voices in regard to pedagogical challenges Iranian EFL teachers may struggle against seems to be an unexplored issue, which is the purpose of this qualitative grounded study. To achieve generalizable findings, based on the tenets of grounded theory, data were collected using an open-ended questionnaire with 187 Iranian EFL…

  4. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  5. Pedagogical Transaction in Religious Education: Diversified Society and John Dewey's Philosophy of Education

    Science.gov (United States)

    Sutinen, Ari; Kallioniemi, Arto; Pihlström, Sami

    2015-01-01

    The focus of the article is on how a new approach to religious education (RE) in diversified societies can be constructed on the basis of the theory of pedagogical transaction presented by John Dewey. Reflections of developing RE are very current in Western secularized societies. We believe that Dewey's pragmatist philosophy of education and…

  6. Pedagogical Approaches Used by Faculty in Holland's Model Environments: The Role of Environmental Consistency

    Science.gov (United States)

    Smart, John C.; Ethington, Corinna A.; Umbach, Paul D.

    2009-01-01

    This study examines the extent to which faculty members in the disparate academic environments of Holland's theory devote different amounts of time in their classes to alternative pedagogical approaches and whether such differences are comparable for those in "consistent" and "inconsistent" environments. The findings show wide variations in the…

  7. Reggio Emilia, Vygotsky, and Family Childcare: Four American Providers Describe Their Pedagogical Practice

    Science.gov (United States)

    Freeman, Ramona

    2011-01-01

    This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers' pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following…

  8. Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

    Science.gov (United States)

    Hayden, H. Emily; Eades Baird, Michelle

    2018-01-01

    Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

  9. "Constantly in the Making": Pedagogical Characteristics of Education for Sustainability in Postsecondary Classrooms

    Science.gov (United States)

    Belue Buckley, Jessica

    2015-01-01

    Using a grounded theory methodology with observation of 67 courses and interviews with 42 individuals, including faculty, staff, and students, the author highlights three pedagogical characteristics of postsecondary educators who engage in education for sustainability (EfS). Educators teach beyond content, incorporate a values orientation, and use…

  10. The Pedagogical Benefits of "SimCity" in Urban Geography Education

    Science.gov (United States)

    Kim, Minsung; Shin, Jungyeop

    2016-01-01

    This article investigated the pedagogical potential of the "SimCity" simulation game in an urban geography course. University students used "SimCity" to build their own cities and applied a wide range of theories to support their urban structures. Moreover, the students critically evaluated the logic and functioning of the…

  11. If Maxwell Had Worked between Ampere and Faraday: An Historical Fable with a Pedagogical Moral.

    Science.gov (United States)

    Jammer, Max; Stachel, John

    1980-01-01

    Describes a new pedagogical approach to electromagnetic theory, in which the displacement current and the Galilean relativity principle are introduced before discussion of the Faraday induction term. Rationale for the alternate order of introducing these concepts and laws is explained, relative to their historical development. (CS)

  12. H.A. Welker and Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2010-01-01

    The lexicographer Herbert Andreas Welker's book of more than 500 pages about pedagogical lexicography provides a panoramic overview of the various types of pedagogical dic¬tionaries as well as the corresponding theoretical literature. Welker's method is descriptive, with himself mainly an observer...... of lexicographical practice and a "collector" of — frequently opposed — opinions and ideas expressed by a large number of scholars. This method allows the reader to become acquainted with an important part of the most relevant literature on pedagogical lexico¬graphy which is presented in a systematic and condensed...

  13. Pedagogical work with asylum-seeking and refugee children in Denmark

    DEFF Research Database (Denmark)

    Moldenhawer, Bolette

    Interpersonal and emotional aspects of pedagogical work have during the last decades been of great interest among educational researchers. This paper offers an analysis of social and moral dimensions of education by using professional interactions with asylum-seeking and refugee children...... as a privileged prism through which to study the emotional aspects of pedagogical work. The paper argues that the link between education and emotion is well addressed by considering the positioning of asylum-seeking and refugee children as a particularly vulnerable group characterized by anxiety and insecurity...

  14. A scientific pedagogic approach to pupil’s leadership in school

    Directory of Open Access Journals (Sweden)

    Marrero, Rodolfo

    2010-07-01

    Full Text Available The paper presents a pedagogic and scientific approach to the problem of student’s participation in school management, a tenet of Marxist Pedagogic, which has been given little attention in domestic and foreign literature. It focuses on the significance of student’s organizations and its leaders, as an essential element of the political and social education. It refers to the dialectic link between participation and student leadership in the educational context. The experience of A. S. Makarenko, in the USSR was taken a reference point. Key words: School management; leadership, involvement.

  15. Lived Relationality as Fulcrum for Pedagogical-Ethical Practice

    Science.gov (United States)

    Saevi, Tone

    2011-01-01

    What is the core of pedagogical practice? Which qualities are primary to the student-teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially…

  16. Pedagogic Approach to the Mechanisms of Personality Identity Development

    Science.gov (United States)

    Shakurova, Marina V.

    2016-01-01

    The article addresses the problem of defining and attributing pedagogic essence to the mechanisms of personality identity development. It is based on the general mechanism of social interaction. Its structure contains, on the one hand, pedagogic interaction, including the forms of pedagogic assistance and pedagogic support; on the other hand, it…

  17. Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

    Science.gov (United States)

    Haskins, Natoya H.; Singh, Anneliese

    2015-01-01

    Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.

  18. A pedagogical look at Jeans' density scale

    International Nuclear Information System (INIS)

    Chu, K-H W

    2007-01-01

    We illustrate the derivations of Jeans' criteria for the gravitational instabilities in a static homogeneous Newtonian system for pedagogical objectives. The critical Jeans density surface is presented in terms of dimensionless sound speeds and (characteristic) length scales

  19. Bringing University Pedagogical Approach into Companies

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2013-01-01

    This paper describes and discusses how the university pedagogical approach used in engineering education can be applied in a corporate setting. Problem Based and Project Organised Learning (PBL) pedagogical approach has been used in engineering education at Aalborg University for 30 years...... and this PBL structure was implemented in a Danish company which wanted to establish a learning environment, so that their employees would share their knowledge and understanding of the work processes across different departments. The pedagogical approach is described and two workshops are used as examples...... a project and found solutions for for problems related to their work. Several of the problem solutions were implemented. The participants evaluated the process and the outcome of the workshops very as very good. Furthermore the results show that the pedagogical method which has been used within engineering...

  20. Bearding the Capability Deprivation Machine: The Pedagogical ...

    African Journals Online (AJOL)

    Bearding the Capability Deprivation Machine: The Pedagogical Deal for ... Africa are managing the task of higher education in an environment marked by poverty. ... are valuable in the full range of social spaces young South Africans inhabit.

  1. The pedagogical implications of information and communication ...

    African Journals Online (AJOL)

    The pedagogical implications of information and communication technology on adult education: a case study of the osun state colleges of ... Finally, the department should give individual students access to the use of 1C1 equipment.

  2. Application of the technological, pedagogical, and content ...

    African Journals Online (AJOL)

    Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

  3. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed...

  4. Interoperability in pedagogical e-learning services

    OpenAIRE

    Queirós, Ricardo

    2009-01-01

    The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogica...

  5. Viewing mobile learning from a pedagogical perspective

    OpenAIRE

    Matthew Kearney; Sandra Schuck; Kevin Burden; Peter Aubusson

    2012-01-01

    Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a pro...

  6. Domain knowledge patterns in pedagogical diagnostics

    Science.gov (United States)

    Miarka, Rostislav

    2017-07-01

    This paper shows a proposal of representation of knowledge patterns in RDF(S) language. Knowledge patterns are used for reuse of knowledge. They can be divided into two groups - Top-level knowledge patterns and Domain knowledge patterns. Pedagogical diagnostics is aimed at testing of knowledge of students at primary and secondary school. An example of domain knowledge pattern from pedagogical diagnostics is part of this paper.

  7. Adult literacy, learning identities and pedagogic practice

    OpenAIRE

    Crowther, Jim; Maclachlan, Kathy; Tett, Lyn

    2010-01-01

    This article discusses the relationship between persistence in adult literacy and numeracy\\ud programs, changes in the participants’ attitudes to engaging in learning and pedagogic practices\\ud using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate fro...

  8. A pedagogical derivation of the matrix element method in particle physics data analysis

    Science.gov (United States)

    Sumowidagdo, Suharyo

    2018-03-01

    The matrix element method provides a direct connection between the underlying theory of particle physics processes and detector-level physical observables. I am presenting a pedagogically-oriented derivation of the matrix element method, drawing from elementary concepts in probability theory, statistics, and the process of experimental measurements. The level of treatment should be suitable for beginning research student in phenomenology and experimental high energy physics.

  9. Mobile Link - a theory-based messaging intervention for improving sexual and reproductive health of female entertainment workers in Cambodia: study protocol of a randomized controlled trial.

    Science.gov (United States)

    Brody, Carinne; Tuot, Sovannary; Chhoun, Pheak; Swendenman, Dallas; Kaplan, Kathryn C; Yi, Siyan

    2018-04-19

    In Cambodia, HIV prevalence is concentrated in key populations including among female entertainment workers (FEWs) who may engage in direct or indirect sex work. Reaching FEWs with sexual and reproductive health (SRH) services has been difficult because of their hidden and stigmatized nature. Mobile-phone-based interventions may be an effective way to reach this population and connect them with the existing services. This article describes study design and implementation of a randomized controlled trial (RCT) of a mobile health intervention (the Mobile Link) aiming to improve SRH and related outcomes among FEWs in Cambodia. A two-arm RCT will be used to determine the effectiveness of a mobile-phone-based text/voice messaging intervention. The intervention will be developed through a participatory process. Focus group discussions and in-depth interviews have been conducted to inform and tailor behavior change theory-based text and voice messages. During the implementation phase, 600 FEWs will be recruited and randomly assigned into one of the two arms: (1) a control group and (2) a mobile phone message group (either text messages [SMS] or voice messages [VM], a delivery method chosen by participants). Participants in the control group will also receive a weekly monitoring survey, which will provide real-time information to implementing partners to streamline outreach efforts and be able to quickly identify geographic trends. The primary outcome measures will include self-reported HIV and sexually transmitted infections (STI) testing and treatment, condom use, contraceptive use, and gender-based violence (GBV). If the Mobile Link trial is successful, participants will report an increase in condom use, linkages to screening and treatment for HIV and STI, and contraception use as well as a reduction in GBV. This trial is unique in a number of ways. First, the option of participation mode (SMS or VM) allows participants to choose the message medium that best links them

  10. Inflation and the theory of cosmological perturbations

    International Nuclear Information System (INIS)

    Riotto, A.

    2003-01-01

    These lectures provide a pedagogical introduction to inflation and the theory of cosmological perturbations generated during inflation which are thought to be the origin of structure in the universe. (author)

  11. Introduction to dualities in gauge theories

    Energy Technology Data Exchange (ETDEWEB)

    Kneipp, Marco A.C. [Centro Brasileiro de Pesquisas Fisicas (CBPF), Rio de Janeiro, RJ (Brazil)]. E-mail: kneipp@cbpf.br

    2000-12-01

    These notes present a pedagogical introduction to magnetic monopoles, supersymmetry and dualities in gauge theories. They are based on lectures given at the X Jorge Andre Swieca Summer School on Particles and Fields. (author)

  12. Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind.

    Science.gov (United States)

    Kouklari, Evangelia-Chrysanthi; Tsermentseli, Stella; Monks, Claire P

    2018-03-26

    The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only "cool"-cognitive EF tasks while there is limited knowledge regarding the development of "hot"-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development.

  13. Sex education and sexuality, intuition and sensitivity: references to pedagogical practices of teachers in basic education.

    Directory of Open Access Journals (Sweden)

    Vera Márcia Marques Santos

    2014-04-01

    Full Text Available This article is an excerpt from the systematization of doctoral research which established dialogues on continuing education, and pedagogical practices of teachers and teachers in Brazil and Portugal, where it presents speech applicant that "intuition and sensitivity" refer pedagogical practices of teachers / as regards the manifestations of sexuality in school premises. The speech that gave rise to the theory that motivated the research comes from the speech of teachers and teachers from different districts of a state in southern Brazil, from the spaces of initial training in pedagogy courses in the distance mode, where it had a student body made up of teachers that the time attending higher education. We opted for qualitative research, where one can see that the sensitivity and intuition does not replace the knowledge and training, but can be important elements for making pedagogical careful regarding the issues surrounding sexuality in the educational process.

  14. [Different configurations of violence in pedagogical relationships between teachers and students of higher education].

    Science.gov (United States)

    Cruz, Gênesis Vivianne; Pereira, Wilza Rocha

    2013-01-01

    The aim of this study was to investigate the different settings of violence in pedagogical relations between teachers and students in a higher education from the theory of violence symbolic power. Twelve interviews were conducted with students from six courses of graduation from a higher educational institution; it was used the content analysis to interpret the data. It was found that violence is configured from the most subtle to the most noticeable way and that, although violence was present in the pedagogical processes of the context studied, this was not fully realized, probably because of the reproduction of the symbolic order, socially constructed and internalized by teachers and students. It is considered that the teaching practice needs to be improved in order to make the classroom democratic spaces and to make the students share responsibility for the pursuit of knowledge. We conclude that violence in relationships pedagogical produces certain effects, changes and consequences both, immediate and delayed, which can be minimized.

  15. The Implementation Of A Critical Pedagogical Approach To Sexuality Education

    DEFF Research Database (Denmark)

    Roien, Line Anne; Simovska, Venka

    Introduction/background Sexuality education is compulsory in Danish public school as a part of health education. There is a national curriculum which is based on the theory of critical health education and promotion (e.g. Jensen 1997; Carlsson et al 2009; Simovska & Jensen 2012), emphasising health...... suggests that the participation of teachers in the national sexuality education campaign, titled Uge Sex, has a positive impact on teachers’ practices through providing an appropriate support for teachers in implementing the critical pedagogical approach. Uge Sex is a campaign that aims at supporting...... as the campaign as a whole, are characterized by an approach to sexuality education inspired by the tradition of critical health education, as mentioned above, as well as norm critical pedagogy developed within the theory of Swedish queer pedagogy (Brade et al 2008, Bromseth et al 2010, Kirk et al 2010...

  16. Pedagogical Interaction in High School, the Structural and Functional Model of Pedagogical Interaction

    Science.gov (United States)

    Semenova, Larissa A.; Kazantseva, Anastassiya I.; Sergeyeva, Valeriya V.; Raklova, Yekaterina M.; Baiseitova, Zhanar B.

    2016-01-01

    The study covers the problems of pedagogical technologies and their experimental implementation in the learning process. The theoretical aspects of the "student-teacher" interaction are investigated. A structural and functional model of pedagogical interaction is offered, which determines the conditions for improving pedagogical…

  17. Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

  18. Children’s Sensitivity to the Knowledge Expressed in Pedagogical and Non-Pedagogical Contexts

    Science.gov (United States)

    Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.

    2013-01-01

    The present studies test two hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009), and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., “Elephants live in Africa”) in three studies, focusing on: informational versus narrative children’s books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or non-pedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (non-pedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information, and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future, and thus more highly valued during instruction. PMID:22468565

  19. Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

    Science.gov (United States)

    Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

    2016-01-01

    This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

  20. Wilson lines in quantum field theory

    Energy Technology Data Exchange (ETDEWEB)

    Cherednikov, Igor Olegovich [Antwerpen Univ., Antwerp (Belgium). Fysica Dept.; Joint Institute of Nuclear Research, Moscow (Russian Federation). Bogoliubov Lab. of Theoretical Physics; Mertens, Tom; Veken, Frederik F. van der [Antwerpen Univ., Antwerp (Belgium). Fysica Dept.

    2014-07-01

    Wilson lines (also known as gauge links or eikonal lines) can be introduced in any gauge field theory. Although the concept of the Wilson exponentials finds an enormously wide range of applications in a variety of branches of modern quantum field theory, from condensed matter and lattice simulations to quantum chromodynamics, high-energy effective theories and gravity, there are surprisingly few books or textbooks on the market which contain comprehensive pedagogical introduction and consecutive exposition of the subject. The objective of this book is to get the potential reader acquainted with theoretical and mathematical foundations of the concept of the Wilson loops in the context of modern quantum field theory, to teach him/her to perform independently some elementary calculations with Wilson lines, and to familiarize him/her with the recent development of the subject in different important areas of research. The target audience of the book consists of graduate and postgraduate students working in various areas of quantum field theory, as well as researchers from other fields.

  1. Wilson lines in quantum field theory

    International Nuclear Information System (INIS)

    Cherednikov, Igor Olegovich; Joint Institute of Nuclear Research, Moscow; Mertens, Tom; Veken, Frederik F. van der

    2014-01-01

    Wilson lines (also known as gauge links or eikonal lines) can be introduced in any gauge field theory. Although the concept of the Wilson exponentials finds an enormously wide range of applications in a variety of branches of modern quantum field theory, from condensed matter and lattice simulations to quantum chromodynamics, high-energy effective theories and gravity, there are surprisingly few books or textbooks on the market which contain comprehensive pedagogical introduction and consecutive exposition of the subject. The objective of this book is to get the potential reader acquainted with theoretical and mathematical foundations of the concept of the Wilson loops in the context of modern quantum field theory, to teach him/her to perform independently some elementary calculations with Wilson lines, and to familiarize him/her with the recent development of the subject in different important areas of research. The target audience of the book consists of graduate and postgraduate students working in various areas of quantum field theory, as well as researchers from other fields.

  2. Teaching virtue: pedagogical implications of moral psychology.

    Science.gov (United States)

    Frey, William J

    2010-09-01

    Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom.

  3. A Curriculum-Linked Professional Development Approach to Support Teachers' Adoption of Web GIS Tectonics Investigations

    Science.gov (United States)

    Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows

    2016-01-01

    A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…

  4. of students pedagogical skills to physical education

    Directory of Open Access Journals (Sweden)

    Galina Bezverkhnya

    2015-04-01

    Full Text Available Purpose: to describe the motivation to physical education of pedagogical skills girls in the context of motivation to learn and motivation to succeed. Material and Methods: 90 second-year students of pedagogical specialties were researched (30 girls from pre-school education, philological and economic faculties Pavlo Tychyna Uman State Pedagogical University. Results: described the motivation of students in physical education by the analysis of involvement of subject and the target set. Student's motivation to learning activities and their level to success motivation were additionally investigated. Conclusions: is outlined reason of not formed internal motivation of students’ physical training in general psychological orientation of the girls that sufficiently shown in context of motivation to learn and progress.

  5. Narrative intelligence and pedagogical success in english

    Directory of Open Access Journals (Sweden)

    Pishghadam, Reza

    2011-01-01

    Full Text Available The present study intends to investigate the relationship between English as a Foreign Language (EFL teachers’ narrative intelligence and their pedagogical success. Eighty EFL teachers along with 673 EFL learners participated in this study. Narrative Intelligence Scale (NIS and the Characteristics of the Successful Teachers Questionnaire (CSTQ were utilized to gather data in this study. The results revealed that there exists a significant association between EFL teachers’ pedagogical success and their narrative intelligence. Moreover, Genre-ation, among the subscales of narrative intelligence, was found to be the best predictor of teacher success. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching

  6. The Success Criteria of Scientific Pedagogic Activities

    Directory of Open Access Journals (Sweden)

    M. V. Ovchinnikov

    2013-01-01

    Full Text Available The paper considers the problem of scientific pedagogic activity assessment of the higher school academic staff. The existing options of quality estimation are listed along with their deficiencies; the most acceptable in the authors’ opinion being the systematic approach. The latter allows considering almost every aspect of scientific-pedagogic activity. On that ground, the authors recommend the following success estimation criteria: gnostic, projecting, communicative, informational, and organizational. The criteria of work satisfaction and its results are taken into consideration as additional ones. The indicators of each criterion are given demonstrating that the as- sessment can be both internal (subjective and external (objective, denoted in the normative acts. The problem of complex and just quality assessment of scientific- pedagogic activity is quite relevant as it affects the academic staff motivation. The authors believe that the research findings can improve the objectivity of teachers’ work assessment and give way to differentiated approaches to their motivation and stimulation. 

  7. Supervisors' pedagogical role at a clinical education ward - an ethnographic study.

    Science.gov (United States)

    Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

    2015-01-01

    Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and

  8. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  9. Theories and Frameworks for Online Education: Seeking an Integrated Model

    Science.gov (United States)

    Picciano, Anthony G.

    2017-01-01

    This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated "Multimodal Model for Online Education" is provided based on pedagogical purpose. The model attempts to integrate the work of…

  10. Need theory

    NARCIS (Netherlands)

    R. Veenhoven (Ruut)

    2014-01-01

    markdownabstract__Abstract__ Need theory of happiness is linked to affect theory, which holds that happiness is a reflection of how well we feel generally. In this view, we do not "calculate" happiness but rather "infer" it, the typical heuristic being "I feel good most of the time, hence

  11. Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece

    Science.gov (United States)

    Fessakis, Georgios; Karakiza, Tsampika

    2011-01-01

    Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The…

  12. Didactical And Ethics Demands For Automated Pedagogical Diagnostics.

    Directory of Open Access Journals (Sweden)

    O. Kolgatin

    2009-06-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters under conditions of active using of ICT in instruction process of universities are analysed. The ethics questions of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined.

  13. Activity Theory and the Transformation of Pedagogic Practice

    Science.gov (United States)

    Yamazumi, Katsuhiro

    2006-01-01

    Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and development. As human activity quickly changes to…

  14. Understanding the Relationship between Teachers' Pedagogical Beliefs and Technology Use in Education: A Systematic Review of Qualitative Evidence

    Science.gov (United States)

    Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne

    2017-01-01

    This review was designed to further our understanding of the link between teachers' pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative…

  15. A novel embryological theory of autism causation involving endogenous biochemicals capable of initiating cellular gene transcription: a possible link between twelve autism risk factors and the autism 'epidemic'.

    Science.gov (United States)

    King, Chiara R

    2011-05-01

    Human alpha-fetoprotein is a pregnancy-associated protein with an undetermined physiological role. As human alpha-fetoprotein binds retinoids and inhibits estrogen-dependent cancer cell proliferation, and because retinoic acid (a retinol metabolite) and estradiol (an estrogen) can both initiate cellular gene transcription, it is hypothesized here that alpha-fetoprotein functions during critical gestational periods to prevent retinoic acid and maternal estradiol from inappropriately stimulating gene expression in developing brain regions which are sensitive to these chemicals. Prenatal/maternal factors linked to increased autism risk include valproic acid, thalidomide, alcohol, rubella, cytomegalovirus, depression, schizophrenia, obsessive-compulsive disorder, autoimmune disease, stress, allergic reaction, and hypothyroidism. It will be shown how each of these risk factors may initiate expression of genes which are sensitive to retinoic acid and/or estradiol - whether by direct promotion or by reducing production of alpha-fetoprotein. It is thus hypothesized here that autism is not a genetic disorder, but is rather an epigenetic disruption in brain development caused by gestational exposure to chemicals and/or conditions which either inhibit alpha-fetoprotein production or directly promote retinoic acid-sensitive or estradiol-sensitive gene expression. This causation model leads to potential chemical explanations for autistic brain morphology, the distinct symptomatology of Asperger's syndrome, and the differences between high-functioning and low-functioning autism with regard to mental retardation, physical malformation, and sex ratio. It will be discussed how folic acid may cause autism under the retinoic acid/estradiol model, and the history of prenatal folic acid supplementation will be shown to coincide with the history of what is popularly known as the autism epidemic. It is thus hypothesized here that prenatal folic acid supplementation has contributed to the

  16. Trade-offs between seed and leaf size (seed-phytomer-leaf theory): functional glue linking regenerative with life history strategies … and taxonomy with ecology?

    Science.gov (United States)

    Hodgson, John G; Santini, Bianca A; Montserrat Marti, Gabriel; Royo Pla, Ferran; Jones, Glynis; Bogaard, Amy; Charles, Mike; Font, Xavier; Ater, Mohammed; Taleb, Abdelkader; Poschlod, Peter; Hmimsa, Younes; Palmer, Carol; Wilson, Peter J; Band, Stuart R; Styring, Amy; Diffey, Charlotte; Green, Laura; Nitsch, Erika; Stroud, Elizabeth; Romo-Díez, Angel; de Torres Espuny, Lluis; Warham, Gemma

    2017-11-10

    While the 'worldwide leaf economics spectrum' (Wright IJ, Reich PB, Westoby M, et al. 2004. The worldwide leaf economics spectrum. Nature : 821-827) defines mineral nutrient relationships in plants, no unifying functional consensus links size attributes. Here, the focus is upon leaf size, a much-studied plant trait that scales positively with habitat quality and components of plant size. The objective is to show that this wide range of relationships is explicable in terms of a seed-phytomer-leaf (SPL) theoretical model defining leaf size in terms of trade-offs involving the size, growth rate and number of the building blocks (phytomers) of which the young shoot is constructed. Functional data for 2400+ species and English and Spanish vegetation surveys were used to explore interrelationships between leaf area, leaf width, canopy height, seed mass and leaf dry matter content (LDMC). Leaf area was a consistent function of canopy height, LDMC and seed mass. Additionally, size traits are partially uncoupled. First, broad laminas help confer competitive exclusion while morphologically large leaves can, through dissection, be functionally small. Secondly, leaf size scales positively with plant size but many of the largest-leaved species are of medium height with basally supported leaves. Thirdly, photosynthetic stems may represent a functionally viable alternative to 'small seeds + large leaves' in disturbed, fertile habitats and 'large seeds + small leaves' in infertile ones. Although key elements defining the juvenile growth phase remain unmeasured, our results broadly support SPL theory in that phytometer and leaf size are a product of the size of the initial shoot meristem (≅ seed mass) and the duration and quality of juvenile growth. These allometrically constrained traits combine to confer ecological specialization on individual species. Equally, they appear conservatively expressed within major taxa. Thus, 'evolutionary canalization' sensu Stebbins (Stebbins GL

  17. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  18. Teaching social justice: Reframing some common pedagogical ...

    African Journals Online (AJOL)

    Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses ...

  19. Pedagogical discourses in Bhutanese upper secondary schools

    DEFF Research Database (Denmark)

    Keller, Hanne Dauer; Utha, Karma

    2017-01-01

    two pedagogical discourses in our analysis of the Bhutanese school system: The traditional cognitive learning discourse and an alternative, experience-based discourse. The theoretical framework is then used in our analysis of empirical data from classroom observations and semi-structured interviews...

  20. Brick: Mining Pedagogically Interesting Sequential Patterns

    NARCIS (Netherlands)

    Anjewierden, Anjo; Gijlers, Hannie; Saab, Nadira; de Hoog, Robert; Pechenizkiy, Mykola; Calders, Toon; Conati, Cristina; Ventura, Sebastian; Romero, Cristobal; Stamper, John

    2011-01-01

    One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve

  1. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  2. Visual Stereotypes and Virtual Pedagogical Agents

    Science.gov (United States)

    Haake, Magnus; Gulz, Agneta

    2008-01-01

    The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual…

  3. The Pedagogic Signature of Special Needs Education

    Science.gov (United States)

    Weiß, Sabine; Kollmannsberger, Markus; Lerche, Thomas; Oubaid, Viktor; Kiel, Ewald

    2014-01-01

    The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of…

  4. A Pedagogical Approach to Detective Fiction

    Science.gov (United States)

    Reyes-Torres, Agustín

    2011-01-01

    One of the main concerns when teaching a foreign language is how to encourage students to read and become interested in its literature. This article presents detective fiction as a pedagogical tool that provides the key elements to make it appealing for young readers. In this way, the mystery, the action and the suspense in the story; the figure…

  5. Critical Revolutionary Pedagogy Spiced by Pedagogical Love

    Science.gov (United States)

    FitzSimmons, Robert; Uusiautti, Satu

    2013-01-01

    The latest incidents demonstrating human beings' inhumanity to their fellow human beings have given impetus to dissect the connection between critical revolutionary pedagogy and the idea of pedagogical love. In this essay we attempt to answer the following questions: How do these two pedagogies complement each other? What can they offer for…

  6. [The room of errors, fun and pedagogical].

    Science.gov (United States)

    Oriol, Pascale; Fortier, Élise; Grenier, Dominique

    2016-05-01

    Simulation in health care opens the way for innovative pedagogical developments particularly well suited to the training of nursing teams. It is ideal for acquiring or reinforcing knowledge, without any risk to patients, in a climate which facilitates exchanges. In this article, users share their experiences. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  7. Pedagogical Pleasures: Augustine in the Feminist Classroom

    Science.gov (United States)

    Labinksi, Maggie A.

    2017-01-01

    Many feminist philosophers of education have argued that the teacher's pleasure plays an important role in the classroom. However, accessing such pleasure is often easier said than done. Given our current academic climate, how might teachers develop pedagogical practices that cultivate these delights? This article investigates the (rather…

  8. Is International Accounting Education Delivering Pedagogical Value?

    Science.gov (United States)

    Patel, Chris; Millanta, Brian; Tweedie, Dale

    2016-01-01

    This paper examines whether universities are delivering pedagogical value to international accounting students commensurate with the costs of studying abroad. The paper uses survey and interview methods to explore the extent to which Chinese Learners (CLs) in an Australian postgraduate accounting subject have distinct learning needs. The paper…

  9. The Three Pedagogical Dimensions of Nietzsche's Philosophy.

    Science.gov (United States)

    Aloni, Nimrod

    1989-01-01

    Nietzche is presented as a counternihilistic philosopher-educator who explored cultural conditions and ways of life that could lift man to higher modes of existence. Three pedagogical dimensions of Nietzsche's work are explored: recovery of health and worth as education's aim, endorsement of holistic education, harmonious combination of themes and…

  10. Exploring pedagogical possibilities for transformative approaches to ...

    African Journals Online (AJOL)

    How can research on academic literacies throw light on the challenge to widen access to undergraduate science studies? This article explores what an academic literacies approach might mean in the context of undergraduate physics. The study examines the pedagogical practices and student learning in two ...

  11. CRISIS OF PEDAGOGICAL CULTURE AND SOME PROBLEMS OF THE MODERN PEDAGOGICAL THOUGHT

    Directory of Open Access Journals (Sweden)

    R. M. Asadullin

    2017-01-01

    Full Text Available The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture.The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy.Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview.Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered.The authors set changes in cultural practices and discursive formations that distinguish the

  12. Exploring a pedagogical approach to integrating research, practice and teaching.

    Science.gov (United States)

    Newton, Jennifer M; McKenna, Lisa G; Gilmour, Carole; Fawcett, Jacqueline

    2010-01-01

    Application of evidence is accepted as an important component of clinical practice. Teaching research to undergraduate students has been reported internationally as a challenge, particularly for nurse educators. In this paper, reported is a strategy designed to enhance research learning for undergraduate midwifery students at one university, which formed part of a larger, international investigation into women's responses to caesarean birth. Following theory classes and briefings, students worked with their clinical educators in practice to interview women using existing tools, and were engaged in qualitative data analysis. A number of challenges were encountered throughout the process, both for the educators and students. However, the teaching approach provided benefits for students in learning about midwifery research. Recommended as essential is for continued development of pedagogical approaches that make research tangible for students. Furthermore, provision of support for clinical staff working with students is important for success of such approaches.

  13. EDUCATIONAL EVENT AS THE PEDAGOGICAL CATEGORY

    Directory of Open Access Journals (Sweden)

    Victor V. Lobanov

    2015-01-01

    Full Text Available The aim of the investigation is to reveal the essence of the educational event as a pedagogical category. The reason to study the issue is the methodological generality of the term that came into pedagogical everyday life, but which semantic content is still not clear enough. Methods. The methods involve a theoretical analysis of the philosophical and pedagogical literature on the study, the categorical analysis, surveys of students and teachers. Results. The concept content of «event» is looked upon in both historical scholarship and pedagogy, «educational event» is analyzed in unity with the «educational situation» and «educational process». The attitude of students and teachers to educational events was clarified through the surveys; emotional and rational responses of the respondents were differentiated and the peculiarities of events organization in the education system were classified. While teachers and students are considered as subjects of educational events, their goals are delineated. Scientific novelty. The author's own definition of is given. Educational event is defined as a specially organized and unique pedagogical fact limited, but not rigidly determined by the educational situation, and capable of changing the educational process going beyond the boundaries of its conformism. The formulation above is the result of analysis how the concepts of «event», «situation» and «process» may interact in pedagogical discourse. Practical significance. The results can be used while designing the educational programs and projects, as well as in the development of academic courses of innovative pedagogy. 

  14. NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

    OpenAIRE

    Campos, R. S.; Fernandes, I. L.; Andrade, G. P.V.; Matta, L. D.M.; Filgueira, L. G.A.

    2015-01-01

    This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Ou...

  15. Lessons on social justice: a pedagogical reflection on the educational message of The Boxtrolls

    OpenAIRE

    Odrowaz-Coates, Anna

    2016-01-01

    The author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of The Boxtrolls (film - 2014). The paper discusses rich analytical material that may be explored by employing The Boxtrolls story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma an...

  16. A "Journey in Feminist Theory Together": The "Doing Feminist Theory through Digital Video" Project

    Science.gov (United States)

    Hurst, Rachel Alpha Johnston

    2014-01-01

    "Doing Feminist Theory Through Digital Video" is an assignment I designed for my undergraduate feminist theory course, where students created a short digital video on a concept in feminist theory. I outline the assignment and the pedagogical and epistemological frameworks that structured the assignment (digital storytelling,…

  17. The Relationship between Pedagogical Beliefs and Teacher Efficacy: A Case Study of Chinese Foreign Language Teachers in Texas

    Science.gov (United States)

    Liu, I-Chun

    2012-01-01

    This study investigated an emerging language learning culture by examining the relationship between teachers' pedagogical beliefs and perceived efficacy in two cities in southern Texas. Drawing on Bandura's (1994) theory of self-efficacy and Ashton and Webb's (1986) notions about teacher efficacy, a multi-sited case study was conducted to explore…

  18. Theory of simple liquids

    CERN Document Server

    Hansen, Jean-Pierre

    1986-01-01

    This book gives a comprehensive and up-to-date treatment of the theory of ""simple"" liquids. The new second edition has been rearranged and considerably expanded to give a balanced account both of basic theory and of the advances of the past decade. It presents the main ideas of modern liquid state theory in a way that is both pedagogical and self-contained. The book should be accessible to graduate students and research workers, both experimentalists and theorists, who have a good background in elementary mechanics.Key Features* Compares theoretical deductions with experimental r

  19. The Essence of the Concept “Ethno-Pedagogical Competence”

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva

    2014-03-01

    Full Text Available The paper discloses the nature and content of the notion “ethno-pedagogical competence”, based on a study of scientific works of Russian and foreign researchers. The analysis of these works shows that ethno-pedagogical competence as a scientific and pedagogical problem is disclosed in the ethno-pedagogical concept and is associated with the development of ethno-pedagogical science. The article presents an analysis of the definitions of “ethno-pedagogical competence” by several scientists; it discloses the driving conditions of the development of ethno-pedagogical competence in modern pedagogical science. The necessity of forming ethno-pedagogical competences as part of the training process of the future teachers at the university has been proven. The article defines more precisely the notion of “ethno-pedagogical competence of future teachers”, which is considered to be a set of integrative professionally significant personal qualities, contributing to the implementation of ethno-pedagogical knowledge, skills and professional experience in the conditions of a multi-ethnic educational environment.

  20. Pedagogical discourses in Bhutanese school system

    DEFF Research Database (Denmark)

    Keller, Hanne Dauer; Utha, Karma

    2013-01-01

    In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared with the stud......In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared...... with the students. On a value basis the teachers agree with the pedagogical ideal of student centered learning which is in line with an experiential learning discourse. In addition students tell about how they go to the better students, rather than to the teacher, for help. This behavior, where peers are used...... as ‘teachers’, points to a third understanding of how learning is undertaken, which builds on the social ressources of the local community of practice. Despite these smaller variations, the overall picture is that the underlying discourse of the Bhutaneese school system is in accordance with a traditional...

  1. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  2. WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS?

    Directory of Open Access Journals (Sweden)

    Leonid I. Lourie

    2015-01-01

    Full Text Available The problems of future graduates’ motivation increase to their occupational work is investigated. The features of the educational process organization in schools and universities of the country on the basis of the cultural orientation of training and the author’s style of teaching are observed. In modern society, it is important to create new standards of moral and ethical rights as an essential component of the educational process and a new image of a man that should focus on pedagogical science. The system of continuous education «school – pedagogical university» should be expanded, the mode of university life should be changed and combined with the development and introduction if innovative processes in educational establishments. Practical steps of reform in higher pedagogical education are pointed out.The purpose of the paper is to identify the causes of the crisis in pedagogy science and in the system of teacher working up.Methods. Cultural, philosophical approaches are used to investigate the crisis of teacher education and teacher training.Results. Theoretical and practical activities of teaching activity methodology are considered under the conditions of economic and spiritual crisis. Being at a stable condition of a society, the teacher follows traditions and represents self as the compiler of memory of generations. Cultural and historical influence of pedagogical events of previous years ceases to be a significant; the teacher needs to have non-standard decisions, real affairs and the acts are required, helping to avoid repeatability and stability of professional failures. Also it’s important to possess a high level of education, culture, emotions and relationships that would provide live and emotionally rich communication of participants of the educational process; the aim of such communication is to establish the authenticity of the moral and spiritual values.Scientific novelty. Cultural bases of activity of the teaching

  3. A statistical rain attenuation prediction model with application to the advanced communication technology satellite project. 3: A stochastic rain fade control algorithm for satellite link power via non linear Markow filtering theory

    Science.gov (United States)

    Manning, Robert M.

    1991-01-01

    The dynamic and composite nature of propagation impairments that are incurred on Earth-space communications links at frequencies in and above 30/20 GHz Ka band, i.e., rain attenuation, cloud and/or clear air scintillation, etc., combined with the need to counter such degradations after the small link margins have been exceeded, necessitate the use of dynamic statistical identification and prediction processing of the fading signal in order to optimally estimate and predict the levels of each of the deleterious attenuation components. Such requirements are being met in NASA's Advanced Communications Technology Satellite (ACTS) Project by the implementation of optimal processing schemes derived through the use of the Rain Attenuation Prediction Model and nonlinear Markov filtering theory.

  4. Tertiary Students' Intention to e-Collaborate for Group Projects: Exploring the Missing Link from an Extended Theory of Planned Behaviour Model

    Science.gov (United States)

    Cheng, Eddie W. L.; Chu, Samuel K. W.; Ma, Carol S. M.

    2016-01-01

    With the emergence of web technologies, students can conduct their group projects via virtual platforms, which enable online collaboration. However, students' lack of intention to use web technologies for conducting group work has recently been highlighted. Based on the theory of planned behaviour (TPB), this paper developed and examined an…

  5. China’s Institutional Architecture: A New Institutional Economics and Organization Theory Perspective on the Links between Local Governance and Local Enterprises

    NARCIS (Netherlands)

    B. Krug (Barbara); H. Hendrischke (Hans)

    2008-01-01

    textabstractWe start our exploration of China’s institutional change by asking what the China experience can tell us about institutional economics and organization theory. We point to under-researched areas such as the formation of firms and the interplay between firms and local politics. Our

  6. Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

    Directory of Open Access Journals (Sweden)

    Sidinei Oliveira Sousa

    2017-12-01

    Full Text Available This article aims to investigate how the Information and communications technology (ICT are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK. Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL, allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

  7. Social Pedagogy and Social Work: An analysis of their Relationship from a Socio-pedagogical Perspective

    Directory of Open Access Journals (Sweden)

    Ewa Marynowicz-Hetka

    2016-04-01

    Full Text Available A proposal for the relationship between social pedagogy and social work will be made in this manuscript. It is assumed that social work is a certain type of practice cultivated by representatives of the social professions. Social pedagogy can provide an analysis of the field of social work, helping to orient activities within the field and to determine the proper selection of ways of conduct, a kind of a meta-theory. Such an approach enables interaction and cooperation between representatives of multiple disciplines within the humanities and social sciences who are engaged in social work. It also has consequences for the acceptance of multi-faceted and multi-dimensional approaches to activities in the field of social work, which is recognized as an important field for social pedagogues, allowing them to carry out social actions from various perspectives, socio-pedagogical among them. The socio-pedagogical perspective on social work will be analyzed in this article.

  8. Theory! The missing link in understanding the performance of neonate/infant home-visiting programs to prevent child maltreatment: a systematic review.

    Science.gov (United States)

    Segal, Leonie; Sara Opie, Rachelle; Dalziel, Kim

    2012-03-01

    Home-visiting programs have been offered for more than sixty years to at-risk families of newborns and infants. But despite decades of experience with program delivery, more than sixty published controlled trials, and more than thirty published literature reviews, there is still uncertainty surrounding the performance of these programs. Our particular interest was the performance of home visiting in reducing child maltreatment. We developed a program logic framework to assist in understanding the neonate/infant home-visiting literature, identified through a systematic literature review. We tested whether success could be explained by the logic model using descriptive synthesis and statistical analysis. Having a stated objective of reducing child maltreatment-a theory or mechanism of change underpinning the home-visiting program consistent with the target population and their needs and program components that can deliver against the nominated theory of change-considerably increased the chance of success. We found that only seven of fifty-three programs demonstrated such consistency, all of which had a statistically significant positive outcome, whereas of the fifteen that had no match, none was successful. Programs with a partial match had an intermediate success rate. The relationship between program success and full, partial or no match was statistically significant. Employing a theory-driven approach provides a new way of understanding the disparate performance of neonate/infant home-visiting programs. Employing a similar theory-driven approach could also prove useful in the review of other programs that embody a diverse set of characteristics and may apply to diverse populations and settings. A program logic framework provides a rigorous approach to deriving policy-relevant meaning from effectiveness evidence of complex programs. For neonate/infant home-visiting programs, it means that in developing these programs, attention to consistency of objectives, theory

  9. Linking the Organizational Forms Teachers and Teaching Methods in a Class Instructional Methodology

    Directory of Open Access Journals (Sweden)

    Graciela Nápoles-Quiñones

    2016-05-01

    Full Text Available A descriptive study was conducted to show the link between the organizational forms teachers and teaching methods, to expose the pedagogical theory, to deepen the teaching-learning process through methodological class. The main content of the work of teachers is the preparation and level rise; which requires the selection and use of working methods, ways and procedures in accordance with the real and objective conditions of staff who have received the action and conducive to teaching work. Teachers should be aware that you need to master the content they teach, be aware of the level of development of its students, the specific characteristics of the group and of each student, and competent to reciprocate the content they teach with reality.

  10. Peculiarities of pedagogical practice in professional training of preschool teachers

    OpenAIRE

    Kodirova Zokhida Sobirovna

    2015-01-01

    This article deals with the preparation of the future educators for their professional activities. Pedagogical practice is an important stage of educators’ training for their further professional activities.

  11. Pedagogical Conditions of Future Philologists’ Research Culture Formation

    Directory of Open Access Journals (Sweden)

    Marina Trufkina

    2014-08-01

    Full Text Available The article deals with the problem of - the pedagogical conditions- and it discloses the give phenomenon. In the following work there are outlined three kinds of pedagogical conditions that determine the formation of the future philologist's research culture and it also gives their detailed analysis. The urgency of the paper is determined by progressive methods of contemporary higher education. The aim of the work is to analyse pedagogical conditions that contribute to the research culture formation. The outlook of our investigations is connected with the detailed analysis of the Ŗresearch cultureŗ phenomenon, its components and pedagogical conditions contributing to its development.

  12. Analogy as a means of theoretical adoption of pedagogical disciplines

    Directory of Open Access Journals (Sweden)

    Solovcova Irina A.

    2006-01-01

    Full Text Available The paper considers an application of analogy in the initial-teacher training as a tool of approaching pedagogical disciplines. The author proposes a classification of pedagogical analogies which provides choices of the most efficient model for a specific didactic situation. The article clarifies the model of the theoretical approach to pedagogical disciplines through active use of analogy, which contributes to a higher efficiency in a teacher and student interaction. The model consists of three stages: training (the stage of acquiring analogy model, the analytical stage (acquisition of pedagogical concepts, phenomena and systems through the application of analogy, and the stage of self-realization (the application of analogy method in students’ scientific-research activities considering external and internal didactic conditions which transform analogy from a teaching method into a tool for the acquisition of pedagogical disciplines. The author demonstrates that the application of analogy has a positive effect not only on the acquisition of pedagogical knowledge (especially methodic and the development of heuristic skills in students, but also on motivation for the study of pedagogical disciplines (cognitive aspect and professional pedagogical activity (formation of an individual-pedagogical attitude. .

  13. Teacher spatial skills are linked to differences in geometry instruction.

    Science.gov (United States)

    Otumfuor, Beryl Ann; Carr, Martha

    2017-12-01

    Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.

  14. Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

    NARCIS (Netherlands)

    Gemmink, Michelle; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas

    2017-01-01

    In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results

  15. Mental health among students of pedagogical universities

    Directory of Open Access Journals (Sweden)

    Malinauskas R.

    2010-06-01

    Full Text Available This article deals with questions of mental health among students of pedagogical universities. There were analysed differences in the level of mental health among sporting and non-sporting students. Two methods were used in the inquiry. Stepanov's questionnaire was used to estimate the level of mental health, Gundarov's questionnaire was used to evaluate psychical satisfaction. The sample consisted of 263 sporting students (athletes and 288 non-sporting students. Results have shown that the level of mental health among sporting students was higher than the level of mental health among non-sporting students.

  16. Risk theory

    CERN Document Server

    Schmidli, Hanspeter

    2017-01-01

    This book provides an overview of classical actuarial techniques, including material that is not readily accessible elsewhere such as the Ammeter risk model and the Markov-modulated risk model. Other topics covered include utility theory, credibility theory, claims reserving and ruin theory. The author treats both theoretical and practical aspects and also discusses links to Solvency II. Written by one of the leading experts in the field, these lecture notes serve as a valuable introduction to some of the most frequently used methods in non-life insurance. They will be of particular interest to graduate students, researchers and practitioners in insurance, finance and risk management.

  17. Agency Theory

    DEFF Research Database (Denmark)

    Linder, Stefan; Foss, Nicolai Juul

    Agency theory studies the problems and solutions linked to delegation of tasks from principals to agents in the context of conflicting interests between the parties. Beginning from clear assumptions about rationality, contracting and informational conditions, the theory addresses problems of ex...... ante (“hidden characteristics”) as well as ex post information asymmetry (“hidden action”), and examines conditions under which various kinds of incentive instruments and monitoring arrangements can be deployed to minimize the welfare loss. Its clear predictions and broad applicability have allowed...... agency theory to enjoy considerable scientific impact on social science; however, it has also attracted considerable criticism....

  18. Agency Theory

    DEFF Research Database (Denmark)

    Linder, Stefan; Foss, Nicolai Juul

    2015-01-01

    Agency theory studies the problems and solutions linked to delegation of tasks from principals to agents in the context of conflicting interests between the parties. Beginning from clear assumptions about rationality, contracting, and informational conditions, the theory addresses problems of ex...... ante (‘hidden characteristics’) as well as ex post information asymmetry (‘hidden action’), and examines conditions under which various kinds of incentive instruments and monitoring arrangements can be deployed to minimize the welfare loss. Its clear predictions and broad applicability have allowed...... agency theory to enjoy considerable scientific impact on social science; however, it has also attracted considerable criticism....

  19. Operative Links

    DEFF Research Database (Denmark)

    Wistoft, Karen; Højlund, Holger

    2012-01-01

    educational goals, learning content, or value clarification. Health pedagogy is often a matter of retrospective rationalization rather than the starting point of planning. Health and risk behaviour approaches override health educational approaches. Conclusions: Operational links between health education......, health professionalism, and management strategies pose the foremost challenge. Operational links indicates cooperative levels that facilitate a creative and innovative effort across traditional professional boundaries. It is proposed that such links are supported by network structures, shared semantics...

  20. Astrobites as a Pedagogical Tool in Classrooms

    Science.gov (United States)

    Khullar, Gourav; Tsang, Benny Tsz Ho; Sanders, Nathan; Kohler, Susanna; Shipp, Nora; Astrobites Collaboration

    2018-06-01

    Astrobites is a graduate-student organization that publishes an online astrophysical literature blog (astrobites.org), and has published brief and accessible summaries of more than 1600 articles from the astrophysical literature since its founding in 2010. Our graduate-student generated content is widely being utilised as a pedagogical tool to bring current research into the classroom of higher education. We aim to study the effectiveness of Astrobites in teaching of current research, via the AAS Education & Professional Development Mini-Grant funded in Fall 2017. This talk gives an overview of the functioning of Astrobites, our past pedagogical initiatives, as well as a brief description of the grant proposal. We describe the workings of our teaching workshop at the 231st AAS Meeting in January 2018, as well as a 10-educator focus group that has been assembled to conduct a post-workshop follow-up that serves as a dataset for our research study. We present here a brief analysis of the workshop, the focus group and preliminary inferences.

  1. Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

    Science.gov (United States)

    Baker, D.

    2006-12-01

    As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

  2. The pedagogical implications of Maxwellian electromagnetic models: a case study from Victorian-Era physics.

    Science.gov (United States)

    Bullock, Shawn Michael

    2014-01-01

    In the late Victorian Era, a group of British physicists devoted their time to interpreting and extending the work of James Clerk Maxwell. There has been considerable discussion about the ways in which these "Maxwellian" physicists used mechanical models by in the for research purposes; less attention has been paid to the relevance of their mechanical models for pedagogical purposes. Drawing from educational research literature, I begin from the premise that understanding a scientist's self-identity in its historical context is crucial to understanding how she or he enacts particular pedagogical approaches. I aim to extend Bruce Hunt's seminal work on the Maxwellians by providing a pedagogical analysis of one of Sir Oliver Lodge's lectures. In so doing, I claim that Lodge drew on his identity as a Maxwellian as an organizing framework for his lecture and that he attempted to engage his audience in Maxwellian thought by exposing them to many mechanical models. I conclude that Lodge's self-concept as a teacher and his apparent broad appeal as a public educationist were deeply embedded in his life history as a member of the Maxwellians. Sir Oliver Lodge's identities as a Maxwellian and a pedagogue are inextricably linked. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. A first evaluation of a pedagogical network for medical students at the University Hospital of Rennes.

    Science.gov (United States)

    Fresnel, A; Jarno, P; Burgun, A; Delamarre, D; Denier, P; Cleret, M; Courtin, C; Seka, L P; Pouliquen, B; Cléran, L; Riou, C; Leduff, F; Lesaux, H; Duvauferrier, R; Le Beux, P

    1998-01-01

    A pedagogical network has been developed at University Hospital of Rennes from 1996. The challenge is to give medical information and informatics tools to all medical students in the clinical wards of the University Hospital. At first, nine wards were connected to the medical school server which is linked to the Internet. Client software electronic mail and WWW Netscape on Macintosh computers. Sever software is set up on Unix SUN providing a local homepage with selected pedagogical resources. These documents are stored in a DBMS database ORACLE and queries can be provided by specialty, authors or disease. The students can access a set of interactive teaching programs or electronic textbooks and can explore the Internet through the library information system and search engines. The teachers can send URL and indexation of pedagogical documents and can produce clinical cases: the database updating will be done by the users. This experience of using Web tools generated enthusiasm when we first introduced it to students. The evaluation shows that if the students can use this training early on, they will adapt the resources of the Internet to their own needs.

  4. Pedagogical Management of University Students' Communication Ability Development

    Science.gov (United States)

    Anatolievna, Spirchagova Tatiana; Munirovna, Nasyrova Albina; Kasimovna, Vakhitova Dilyara; Mirzayanovna, Sadrieva Liliya; Anatolievna, Brodskaya Tatiana

    2017-01-01

    The development of social interaction forms emphasizes urgency and importance of the topic. The purpose of the study is to find out peculiarities of pedagogical management of university students' communication ability development. The leading approach to the research was the narrative approach which allows considering pedagogical management of…

  5. Refracting Schoolgirls: Pedagogical Intra-Actions Producing Shame

    Science.gov (United States)

    Wolfe, Melissa Joy

    2017-01-01

    This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call "the schoolgirl affect," as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular…

  6. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  7. The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

    Science.gov (United States)

    Friesen, Norm

    2011-01-01

    The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, the TED talk, and the "smart" lecture hall. This article examines the lecture as a pedagogical genre, as "a site where differences between media are negotiated" (Franzel) as these media coevolve. This examination shows…

  8. Are Massive Open Online Courses (MOOCs) Pedagogically Innovative?

    Science.gov (United States)

    Armellini, Alejandro; Padilla Rodriguez, Brenda Cecilia

    2016-01-01

    While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n =…

  9. Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

    Science.gov (United States)

    Bailey, Craig J.; Card, Karen A.

    2009-01-01

    Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

  10. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

  11. Pedagogical System of Future Teachers' Professional Thinking Culture Formation

    Science.gov (United States)

    Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

    2016-01-01

    Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

  12. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

    Science.gov (United States)

    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  13. A comparison of two pedagogical systems of sentence analysis

    DEFF Research Database (Denmark)

    Jensen, Kim Ebensgaard

    2011-01-01

    This paper describes, compares, and analyzes the slashes-and-vertical-lines model of sentence analysis and the SPOAC model, both of which were designed with pedagogical purposes in mind.......This paper describes, compares, and analyzes the slashes-and-vertical-lines model of sentence analysis and the SPOAC model, both of which were designed with pedagogical purposes in mind....

  14. Safety and Security at School: A Pedagogical Perspective

    Science.gov (United States)

    de Waal, Elda; Grosser, M. M.

    2009-01-01

    Education law and policy currently focus on broader physical aspects of safety and security at schools, as well as, for example, on pedagogical insecurity such as is caused by discriminatory teaching, but law and policy have yet to pay attention to the overall and far-reaching pedagogical safety and security of learners. By means of a descriptive…

  15. Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change

    Science.gov (United States)

    Southerland, Sherry A.; Sowell, Scott; Enderle, Patrick

    2011-01-01

    This research explored science teachers' pedagogical discontentment and described its role in teachers' consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one's teaching practices do not achieve one's teaching goals. Through a series of structured interviews…

  16. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  17. Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

    Science.gov (United States)

    Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara

    2011-01-01

    This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based…

  18. Working with Gender Pedagogics at 14 Swedish Preschools

    Science.gov (United States)

    Sandstrom, Margareta; Stier, Jonas; Sandberg, Anette

    2013-01-01

    In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17…

  19. Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

    Science.gov (United States)

    Schroeder, Noah L.; Adesope, Olusola O.

    2015-01-01

    Advances in information technologies have resulted in the use of pedagogical agents to facilitate learning. Although several studies have been conducted to examine the effects of pedagogical agents on learning, little is known about gender stereotypes of agents and how those stereotypes influence student learning and attitudes. This study…

  20. Pedagogical Framing of OER--The Case of Language Teaching

    Science.gov (United States)

    Bradley, Linda; Vigmo, Sylvi

    2016-01-01

    This study investigates what characterises teachers' pedagogical design of OER [Open Educational Resources], and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers' framing of the OER shared on the repository included the analyses of a…

  1. Self-Development of Pedagogical Competence of Future Teacher

    Science.gov (United States)

    Mirzagitova, Alsu Linarovna; Akhmetov, Linar Gimazetdinovich

    2015-01-01

    Relevance of a considered problem is caused by that situation, in which appeared pedagogical education of Russia at present. Absence of clear understanding of prospect of school, of requirements to the modern teacher, of the purposes of students training in the conditions of continuous reformed education brought in pedagogical universities to loss…

  2. Diagnostics of communication and information environment of pedagogical program means

    Directory of Open Access Journals (Sweden)

    Елена Вадимовна Журавлёва

    2010-06-01

    Full Text Available The efficiency of pedagogical program means is considered through the correctness of a communication and information environment organization. The totality of pedagogical conditions is adduced; the communication and information environment answers these conditions. The main directions (didactic, psychological, ergonomic of analysis are determined and the methods choice for their diagnostics is grounded.

  3. Between Body and Spirit: The Liminality of Pedagogical Relationships

    Science.gov (United States)

    Todd, Sharon

    2014-01-01

    This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building…

  4. Determining suitable pedagogical approaches to the application of ...

    African Journals Online (AJOL)

    The purpose of this pilot action research study was to document the process of choosing a suitable pedagogical approach that best fits a participant. Three pedagogical approaches as described by Ware were chosen: mechanistic, holistic and eclectic (a combination of mechanistic and holistic). Results indicated that each ...

  5. Pedagogical Lexicography: Towards a New and Strict Typology ...

    African Journals Online (AJOL)

    The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dictionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author ...

  6. The Reaffirmation Professional Pedagogical in the formation of educators

    Directory of Open Access Journals (Sweden)

    Omar Blas Aulet-Álvarez

    2016-11-01

    Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

  7. Institutional and pedagogical criteria for productive open source learning environments

    DEFF Research Database (Denmark)

    Svendsen, Brian Møller; Ryberg, Thomas; Semey, Ian Peter

    2004-01-01

    In this article we present some institutional and pedagogical criteria for making an informed decision in relation to identifying and choosing a productive open source learning environment. We argue that three concepts (implementation, maintainability and further development) are important when...... considering the sustainability and cost efficiency of an open source system, and we outline a set of key points for evaluating an open source software in terms of cost of system adoption. Furthermore we identify a range of pedagogical concepts and criteria to emphasize the importance of considering...... the relation between the local pedagogical practice and the pedagogical design of the open source learning environment. This we illustrate through an analysis of an open source system and our own pedagogical practice at Aalborg University, Denmark (POPP)....

  8. Developing the Simulator Instructor’s Pedagogical Competence

    DEFF Research Database (Denmark)

    Sjøstedt, Peter

    2014-01-01

    The full benefits of investment in simulator-based training are achieved only when development of the simulator instructor’s pedagogical competence accompanies the acquisition of advanced technology. In spite of this, the instructor’s pedagogical competence often is not well developed. Courses...... for simulator instructors that address their experiential instructional skills and their understanding of adult participants' learning processes are rare. Lessons learned about the instructor’s role that focus on the relationship between instruction and learning are seldom reported. Simulator instructors......’ pedagogical competence appears to be an area afforded insufficient attention from the simulation community. Based on lessons learned from our four-day pedagogical course for naval simulator instructors in the Danish armed forces, this paper presents a framework for instructors’ pedagogical competence...

  9. Family curriculum: an alternative pedagogical tool for education

    Directory of Open Access Journals (Sweden)

    Andrés José Salazar

    2017-01-01

    Full Text Available The research that here is presented is centered in the process of generation of knowledge and truths through the curriculum family, as tool pedagogical alternative for weaving encounters with it lived. In the work is taken as samples representative to three groups family of the State Sucre, specifically of the peninsula of Araya: the corner, family Ortiz; Manicuare, Pereda family; Araya, Salazar family. Through this curriculum is achieved to know its history and shows its behavior in various aspects of his live daily; among those who can point out: the preservation of the values, customs, beliefs and traditions of his native lar. Similarly, the role of the family education beyond school spaces are taken into account, and get know these living testimonies of their wisdom, warmth and authenticity; legacies left during the course of its existence, as a contribution of live or have lived. These personal aspects, each family in particular, were important for the researcher to set its position on the conceptualization of the “family resume”. The study is purely empirical and is part of the qualitative approach by applying two methodological variants: Phenomenology and the life stories; in an ethnographic study that combines observation participant and interview in depth biographical type. At work is made clear how develop perceptions of breeding, training, education, work and other categories of analysis of importance of families involved in the study, linked with the conditions and experiences of its transit through life.

  10. Automatic annotation of lecture videos for multimedia driven pedagogical platforms

    Directory of Open Access Journals (Sweden)

    Ali Shariq Imran

    2016-12-01

    Full Text Available Today’s eLearning websites are heavily loaded with multimedia contents, which are often unstructured, unedited, unsynchronized, and lack inter-links among different multimedia components. Hyperlinking different media modality may provide a solution for quick navigation and easy retrieval of pedagogical content in media driven eLearning websites. In addition, finding meta-data information to describe and annotate media content in eLearning platforms is challenging, laborious, prone to errors, and time-consuming task. Thus annotations for multimedia especially of lecture videos became an important part of video learning objects. To address this issue, this paper proposes three major contributions namely, automated video annotation, the 3-Dimensional (3D tag clouds, and the hyper interactive presenter (HIP eLearning platform. Combining existing state-of-the-art SIFT together with tag cloud, a novel approach for automatic lecture video annotation for the HIP is proposed. New video annotations are implemented automatically providing the needed random access in lecture videos within the platform, and a 3D tag cloud is proposed as a new way of user interaction mechanism. A preliminary study of the usefulness of the system has been carried out, and the initial results suggest that 70% of the students opted for using HIP as their preferred eLearning platform at Gjøvik University College (GUC.

  11. Exploration of Scholars’ Attributions of Instructional Barriers in the Context of Pedagogical-Epistemological Belief Systems

    Directory of Open Access Journals (Sweden)

    Yılmaz SOYSAL

    2017-08-01

    Full Text Available In this study, two academics’ who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars’ beliefs systems’ divergences (teacher-centered vs. learner-centered allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory and instructional (pedagogical-epistemological beliefs lenses and suggestions are offered in the context of higher education.

  12. COGNITIVE ARPOACH TO MOTIVATION AND ITS PEDAGOGICAL IMPLICATION IN EFL LEARNING

    Directory of Open Access Journals (Sweden)

    Priyanto Ardi

    2017-04-01

    Full Text Available This paper seeks to explore university students’ motivation from the perspectives of cognitive approach and discuss its pedagogical implication in EFL learning. A questionnaire which consisted of 19 Likert-scale items was distributed to 192 students. The questionnaire was adapted from Language Learning Orientation Scale, which was developed by Noels, Pelletier, Clément, and Vallerand (2000. The language learning orientation scale was developed based on self-determination theory. The items of the instrument sought to explore students’ level of cognitive motivation, which were originally grouped into six aspects, such as external regulation, introjected regulation, identified regulation, intrinsic motivation-accomplishment, intrinsic motivation-knowledge and intrinsic motivation-stimulation. The results of the research suggested that the students were identified with a high degree of both extrinsic and intrinsic motivation. The pedagogical implications EFL teachersmay provide include authentic materials and communication, students’ engagement and collaboration, as well as feedback and reward. The pedagogical implications are expected to increase students’ current state of motivation.

  13. A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face

    Directory of Open Access Journals (Sweden)

    Donovan A. McFarlane

    2011-01-01

    Full Text Available This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such as leadership, and curriculum, among other factors in virtual and brick-and-mortar schools, several recommendations are presented for improving the teaching-learning process.

  14. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

    Directory of Open Access Journals (Sweden)

    Jahir Aguirre Morales

    2011-12-01

    Full Text Available This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational topics from a critical point of view. This experience has guided us to help pre-service teachers acquire skills to eventually become critical educators of the future.

  15. Unraveling trauma and stress, coping resources, and mental well-being among older adults in prison: empirical evidence linking theory and practice.

    Science.gov (United States)

    Maschi, Tina; Viola, Deborah; Morgen, Keith

    2014-10-01

    A theoretical integration of the life course perspective, cumulative advantage, disadvantage or inequality, and stress processing theories provide an important integrated lens to study the relationship between accumulated interpersonal, social-structural, and historical trauma and stressful experiences on mental well-being mental well-being in later life. This study builds upon the extant literature by examining the mediating role of coping resources on the relationship between trauma and stressful life experiences, post traumatic stress symptoms, and mental well-being among a sample of 677 adults aged 50 and older in prison. The majority (70%) reported experiencing one or more traumatic or stressful life experiences during their life span. Participants also reported on average 11 occurrences of multilevel trauma and stressful life events and lingering subjective distress related to these events. Results of a structural equation model revealed that internal and external coping resources (e.g., cognitive, emotional, physical, spiritual, and social) had a significant and inverse effect on the relationship between trauma and stressful life experiences and mental well-being. As prisons are forced to deal with an aging population, research in this area can take the preliminary steps to enhance understanding of risk and resilience among older adults in prison. This understanding will aid in the development and improvement of integrated theory-based interventions seeking to increase human rights, health, and well-being among older adults in prison. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  16. Understanding of the Alphabetic Principle through Invented Spelling among Hearing-Impaired Children Learning to Read and Write: Experimentation with a Pedagogical Approach

    Science.gov (United States)

    Sirois, Pauline; Boisclair, Andree; Giasson, Jocelyne

    2008-01-01

    Given the problems experienced by hearing-impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing-impaired children and 25…

  17. Pedagogical innovation for science teachers training in the information age

    International Nuclear Information System (INIS)

    Horta, L.M.P.

    2009-01-01

    It urges to improve internet skills on the people, for dealing with lots of different global important issues such as health, education, economy, environment, food chemistry, Portuguese Cultural Heritage, sustainable development. The available information in the internet and the interactive resources is immense, but we have to elaborate education strategies for the enriching, discerning and pedagogic use of the internet. We are in the information age, being crucial to get to transform the information in knowledge and to transform knowledge produced in to information, effectively and efficiently. The introduction of new ideas, theories, methodologies, contexts, technological innovations as in students of the basis and secondary education (the new generations), as in science teachers through new practices and knowledge using the science, technology, society and environment perspective present in the Portuguese curricula for motivating students and with strategies that allow them to identify, to observe of to scrutiny on science, technology and society applications, being the internet the privileged vehicle of that whole new knowledge. Can be targeted and developed to Physics and Chemistry teachers; Biology and Geology teachers; Mathematics and Nature Sciences Teachers; Physical Education Teachers. Science teachers training courses design in the information age challenges us to rethink global environment, and many factors (quick examples are how close the interactive virtual lab model is to the real world or the psychological effect of color) present in the web for the human learning must be subject of consideration. (author)

  18. Results of experimental testing of system of future physical culture teachers’ training for art pedagogic means’ application in pedagogic functioning

    Directory of Open Access Journals (Sweden)

    T.V. Nizhevska

    2015-10-01

    Full Text Available Purpose: the research is devoted to seeking of ways to rising of quality of future physical culture teachers. Material: in experiment 436 students and 29 teachers participated. Results: it was found that readiness of future physical culture teachers for application of art pedagogic means in professional functioning is achieved through realization of appropriate block system. Such system ensures mastering by students of the following: theoretical principles of art pedagogic; mastering of art pedagogic skills in teaching and quasi professional functioning; acquiring of practical experience of art means’ application in period of pedagogic practice at schools. It was also determined that training system of future teachers includes the following three blocks: conceptual-target, knowledge-procedural; control-correcting. Conclusions: it is recommended to use such criteria of students’ readiness for application of art means in pedagogic functioning: motivation-axiological, cognitive-active, personality’s-reflexive.

  19. Pedagogical Strategies to Increase Pre-service Teachers’ Confidence in Computer Learning

    Directory of Open Access Journals (Sweden)

    Li-Ling Chen

    2004-07-01

    Full Text Available Pre-service teachers’ attitudes towards computers significantly influence their future adoption of integrating computer technology into their teaching. What are the pedagogical strategies that a teacher education instructor or an instructional designer can incorporate to enhance a pre-service teacher’s comfort level in using computers? In this exploratory report, the researcher synthesizes related literature, provides a comprehensive list of theory-based instructional strategies, and describes a study of the perceptions of 189 pre-service teachers regarding strategies related to increasing their comfort in using computers.

  20. Motivational interviewing as a pedagogical approach in behavioral science education: "walking the talk".

    Science.gov (United States)

    Triana, A Catalina; Olson, Michael

    2013-01-01

    Motivational Interviewing (MI) is an evidence-based approach to facilitating behavior change. This approach has been applied in multiple settings (e.g., healthcare, drug and alcohol treatment, psychotherapy, health and wellness coaching, etc.). This article applies MI in a pedagogical context with medical residents as a semi-directive, learner-centered teaching style for eliciting clinical behavior change. Herein we present the foundational theories that inform this approach, describe the process of teaching, address barriers and challenges, and conclude with a review of performance to date including residents' narrative accounts of their experience with the curriculum.

  1. A genuine article: Intersectionality, Black lesbian gender expression, and the feminist pedagogical project.

    Science.gov (United States)

    Lewis, Mel Michelle

    2017-10-02

    This article examines gender expression as central to the pedagogical projects of Black lesbian feminist pedagogues teaching interdisciplinary material related to race, gender, and sexuality. Participants discuss the ways in which their own masculinity, femme identity, and gendered performances influence instructive practices in the classroom and collegiality on campus. Being a "genuine article" of intersectionality theory plays a role in creative applications of the body as text and the institutional impediments to education as the practice of freedom for pedagogues whose marginalized gender, racial, sexual, and political identities closely align with their subject matter and influence campus roles and relationships.

  2. USING A PEDAGOGICAL TOOL TO IMPROVE LEARNING:

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène; Hørdam, Britta

    at University College Zealand of nursing students’ bachelor projects highlighted students’ difficulties when categorizing and evaluating research literature. Students relied upon introductory textbooks as a major source of information and used proportionately few researched based resources. In 2011 a pilot......Abstract Content: Nurses work in complex organizations and solve multifaceted problems in an ever changing society when meeting patient needs. Therefore there is a need to develop students´ skills in the use of evidence based literature in clinical decision making. A retrospective study...... project aimed at raising students’ awareness with respect to the choice and assessment of literature was initiated and students were introduced to a new pedagogical tool. Effects of the educational intervention were measured via quantitative and qualitative data and a follow-up clinical intervention...

  3. Opening up education - some pedagogical considerations

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2016-01-01

    would we need universities? Libraries could do the job!” In order to open up education, we need to develop a pedagogical framework for knowledge building to supplement the tradition for knowledge acquisition in higher education. In this article we present our strategic considerations for organising......In the “Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions” from September 25, 2013 the Commission advocated strongly to ‘Opening up Education’ through ‘Innovative teaching and learning for all...... through new Technologies and Open Educational Resources’. We strongly support this vision for the future and aim at realising it within a Danish context with a population of five million. However, we also retain a certain scepticism and remember the saying of David Wiley: “If content is all we need, why...

  4. Hacia una pedagogía pacicultora

    Directory of Open Access Journals (Sweden)

    ALEXANDER LUIS ORTIZ OCAÑA

    2013-11-01

    Full Text Available En este artículo se demuestra científicamente que el Bachillerato Pacicultor1 es un modelo didáctico innovador y pertinente dentro del contexto de las políticas de atención educativa a la población vulnerable y desplazada, sustentado en los modelos educativos de la Escuela Nueva y la Escuela del Desarrollo Integral, basado en enfoques constructivistas, tendencias humanistas, teorías sociocríticas o histórico – culturales y corrientes cognitivas de aprendizajes significativos. Este enfoque sistémico y configuracional del bachillerato aporta elementos esenciales que permitirán configurar una Pedagogía Pacicultora.   

  5. Audio Description as a Pedagogical Tool

    Directory of Open Access Journals (Sweden)

    Georgina Kleege

    2015-05-01

    Full Text Available Audio description is the process of translating visual information into words for people who are blind or have low vision. Typically such description has focused on films, museum exhibitions, images and video on the internet, and live theater. Because it allows people with visual impairments to experience a variety of cultural and educational texts that would otherwise be inaccessible, audio description is a mandated aspect of disability inclusion, although it remains markedly underdeveloped and underutilized in our classrooms and in society in general. Along with increasing awareness of disability, audio description pushes students to practice close reading of visual material, deepen their analysis, and engage in critical discussions around the methodology, standards and values, language, and role of interpretation in a variety of academic disciplines. We outline a few pedagogical interventions that can be customized to different contexts to develop students' writing and critical thinking skills through guided description of visual material.

  6. Pedagogía de la metamorfosis

    Directory of Open Access Journals (Sweden)

    Jairo Hernando Gómez-Esteban

    2012-01-01

    Full Text Available Este ensayo presenta los fundamentos teóricos de la pedagogía de la metamorfosis. Esta perspectiva retoma los cambios paradigmáticos de la ciencia en función de una ética planetaria, unos procesos de conocimiento que incluyen el entorno, el cuerpo y la conciencia, y una idea del devenir humano que, sin oponerse a sus nuevas formas de expresión y realización, se resiste a cualquier forma de invasión y colonización del cuerpo, de nuestra condición animal biológica, y de nuestra dignidad y espiritualidad. Como estrategia metodológica, propone el relato de formación, la implementación de la transdisciplinariedad y el papel de la espiritualidad.

  7. Pedagogical Experience of Teaching Financial Coaching

    Directory of Open Access Journals (Sweden)

    Lucy M. Delgadillo

    2015-12-01

    Full Text Available This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was collected in pre- and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicates that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was apparently very fear-provoking but valuable for the students. Challenges for teaching financial coaching by future instructors are discussed in the last section

  8. Social-pedagogical aspects of trainer's activity

    Directory of Open Access Journals (Sweden)

    Kramskoy S.I.

    2012-11-01

    Full Text Available Analysed social-pedagogical aspect of activity of trainer-teacher on preparation of sporting reserve of different level. Activity of trainer is studied on forming socially-active personalities of sportsman. The personal long-term experience is presented to trainer-teaching works of child's trainer, trainer of student command, trainer of command of major league on a handball. It is shown that multilateral activity of trainer is estimated not only the sporting results of his pupils but also has considerably more wide circle of influence on the ward. Influence of employments is represented sport on forming socially-meaningful qualities of personality. It is marked that to the basic personal qualities of trainer behave: creative activity, flexibility of mind, industriousness, honesty, disinterestedness, of principle, self-control, demand, modesty, culture.

  9. Does pedagogical documentation support maternal reminiscing conversations?

    Directory of Open Access Journals (Sweden)

    Bethany Fleck

    2015-12-01

    Full Text Available When parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event. This study sought to understand if pedagogical documentation, from the Reggio Approach to early childhood education, would support and enhance the conversation. Mother–child dyads reminisced two separate times about preschool lessons, one time with documentation available to them and one time without. Transcripts were coded extracting variables indicative of high and low maternal reminiscing styles. Results indicate that mother and child conversation characteristics were more highly elaborative when documentation was present than when it was not. In addition, children added more information to the conversation supporting the notion that such conversations enhanced memory for lessons. Documentation could be used as a support tool for conversations and children’s memory about lessons learned in school.

  10. Cognitive component of Tolerance in Pedagogic Education

    Directory of Open Access Journals (Sweden)

    O. V. Akimova

    2013-01-01

    Full Text Available The paper looks at one of the urgent educational problems of tolerance development by teachers and students; tolerance being viewed as the openness to the new knowledge acquisition, willingness to understand other people and cooperate with them, and therefore the opportunity for self- development.The paper outlines the ways of tolerant attitudes formation by all the human subjects of educational process; the concept of person oriented teaching is considered to be the basic one for tolerance development. To optimize the specialists’ training for communication at any level of professional environment, the cognitive activity educational model is suggested, providing the ways out of any complicated pedagogical situation. The cognitive psychology concepts give the background for the above model. The education in question promotes the intellectual level of the prospective teachers, intensifies their creative potential, methodological thinking and practical experience, as well as tolerance development in professional communication process. 

  11. Theory of mind, empathy and neuropsychological functioning in X-linked spinal and bulbar muscular atrophy: a controlled study of 20 patients.

    Science.gov (United States)

    Di Rosa, Elisa; Sorarù, Gianni; Kleinbub, Johann Roland; Calvo, Vincenzo; Vallesi, Antonino; Querin, Giorgia; Marcato, Sonia; Grasso, Irene; Palmieri, Arianna

    2015-02-01

    Recent studies have described brain involvement, mainly at frontal level, in patients with spinal and bulbar muscular atrophy (SBMA), a rare adult-onset motor neuron disease caused by a CAG repeat in the androgen receptor (AR) gene. The aim of our research was to investigate the poorly characterized neuropsychological and psychological profile of these patients, on the basis of previous literature. We administered a neuropsychological screening and tests relating to cognitive and affective empathy, attributed to the theory of mind (ToM) framework, to 20 males with SBMA, and to age- and education-matched controls. Although patients' neuropsychological performance was unimpaired, a clear dissociation emerged between their cognitive and affective empathy. Patients had distinctive deficits in mentalizing, as assessed with the Faux Pas Test, whilst affective empathy (i.e., sharing experience), assessed with the Reading the Mind in the Eyes test, appeared to be preserved. The likely implications of subtle frontal lobe impairments on the one hand, and a protective influence of androgen insensitivity in these patients on the other, are discussed in the light of our results.

  12. Pedagogía de los medios y pedagogía Freinet: puntos de encuentro

    Directory of Open Access Journals (Sweden)

    Verónica Gabriela Silva Piovani

    2013-04-01

    Full Text Available El objetivo de este trabajo fue abordar los principales aportes de la pedagogía Freinet, así como de los estudios de pedagogía de los medios, mídia-educação y media literacy, a fin de reflexionar cómo las contribuciones de cada propuesta pueden complementarse y perfeccionar entre sí. El texto surge del análisis bibliográfico, desarrollado como parte de una propuesta de disertación de maestría en Educación Física Escolar. Como síntesis, puede considerarse qué aspectos relacionados con la propuesta de Freinet, como la escucha de los alumnos, estímulo de la comunicación, la práctica de correspondencia interescolar, entre otros, están vinculados y pueden ser considerados antecesores de los estudios de pedagogía de los medios, mídia-educação y media literacy.

  13. A PEDAGOGICAL CRITICAL REVIEW OF ONLINE LEARNING SYSTEM

    Directory of Open Access Journals (Sweden)

    Dwi SULISWORO

    2016-08-01

    Full Text Available E-learning which have various shapes such as blog, classroom learning which is facilitated the World Wide Web; a mix of online instruction and meeting the class known as additional models or hybrid; or the full online experience, where all assessment and instruction is done electronically. Object relationship of learning and constructivist educational philosophy and confirmed that online learning has the orientation which is basically a constructivist ideology, where the combination of some of the knowledge is an inquiry-oriented activities and authentic and also promote the progress of the construction of new knowledge. Description of the online learning system in theory and practice can be illustrated in a few examples that have been found in the research that has been done and found new discoveries obtained in the study, but not everything can be done because of several factors. Please note that the components in the online learning system can serve as a learning system which is very strong influence on learning in the class. The objective of this research is to a pedagogical critical review of online learning system in theory and practice that can be applied by teachers in the teaching process in the classroom. The results obtained in this study were teachers and students need extra effort to make online classes and virtual. Further research is needed on appropriate strategies in order to determine the next result is more useful. There some advices for any studies that discuss online learning system are done in certain areas, namely the use of electricity and other disciplines such as social and humanities.

  14. Knots and links

    CERN Document Server

    Rolfsen, Dale

    2003-01-01

    Rolfsen's beautiful book on knots and links can be read by anyone, from beginner to expert, who wants to learn about knot theory. Beginners with a basic background find an inviting introduction to the elements of topology, emphasizing the tools needed for understanding knots, the fundamental group and van Kampen's theorem, for example, which are then applied to concrete problems, such as computing knot groups. For experts, Rolfsen explains advanced topics, such as the connections between knot theory and surgery and how they are useful to understanding three-manifolds. Besides providing a guide

  15. Student autonomy in classroom context: A critical perspective of the self-determination theory

    Directory of Open Access Journals (Sweden)

    Tadić Aleksandar

    2015-01-01

    Full Text Available The paper stresses that in the field of pedagogic theory it is necessary to develop an interpretational framework for analysing basic pedagogic processes based on the assumptions of critical pedagogy and the theory of self-determination. Analyzed were the definitions of the idea of autonomy and control in the works of Michael Apple, John Dewey, Richard Ryan, Edward Deci, and Alfie Kohn. The starting standpoints that control, limitations and requirements are constitutive elements of education and that autonomy is the result of internalized control are argued. The student's autonomy is not linked exclusively with their engagement in the activities accompanied with pleasant feelings. Even an extrinsically motivated student feels that he is behaving autonomously in the cases of internalization and integration of the value of such behaviour when he internalizes classroom rules and teaching requirements as his own values and regulators of his own behaviour. Among the conclusions it is stated that the teacher expecting a certain behaviour and participation in the activities which his students do not perceive as helpful or important, will tend to support the feeling of autonomous acting in the students by making an effort to explain to them the value of such behaviour or potentional personal benefit it can bring them.

  16. An approach critical in mathematics education: Opportunities and interaction theory-practice-through critical mathematics education

    Directory of Open Access Journals (Sweden)

    Itamar Miranda da Silva

    2011-06-01

    Full Text Available This paper discusses the possibilities of articulation of theory-and-practice in the teaching, by means of critical mathematics education as a proposal for the teacher facing the challenges of daily life in the classroom. The discussion is based on the literature through which was estudied and analyzed several books, articles and dissertations on the subject, as well as our experiences and reflections resulting from the process of teacher education we experienced. From the readings and analysis was possible to construct a teaching proposal that suggests to address critical mathematics education as an alternative link between theory and practice and to assign to the teaching of mathematics a greater dynamism, with the prospect of developing knowledge and pedagogical practices that contribute to a broader training, which prepares for citizenship and for being critical students and teachers in the training process. Conjectures were raised about possible contributions of critical mathematics education as a differentiated alternative as opposed to reproductivist teaching. We believe therefore that this article could help with the reflections on the importance of mathematics education in teacher education which enables the realization that beyond disciplinary knowledge (content, are necessary pedagogical knowledge, curriculum and experiential to address the problems that relate to the teaching of mathematics

  17. Curriculum Management Practices in Pedagogical Coordinations of Araucania Schools: Unveiling Technical/Instrumental Rationality, Control and Power Mechanisms Underlying

    Directory of Open Access Journals (Sweden)

    Juan Carlos Beltrán-Véliz

    2016-01-01

    Full Text Available This article consists of a case study regarding curriculum management practices of pedagogical coordinators in schools in Araucania area. The study aims to reveal technical/instrumental rationality, control and power mechanisms that underlie the curriculum management practices of such pedagogical coordinators of schools in Araucania region. A descriptive qualitative design based on the constructionist grounded theory and the constant comparative method is considered. Subjects studied included 12 technical leaders and 22 teachers from Araucania schools. Techniques for collecting information were semi-structured interview and texts for reading. Four categories rose from axial coding. Findings reveal that the teaching process is reduced to an instructional process. Furthermore, there is no uniformity of criteria regarding general functions that must be met. In the same extent, activity coordination is centered on bureaucratic administrative aspects, with main focus on task control. Regulations, programs and educational projects are used as control mechanisms. In addition, absence of spaces for professional discussion of pedagogical work and for constructive criticism is envisioned. This study concludes that pedagogical coordination practices are geared from an “instrumental rationality”, anchored in technical management set up in control and power.

  18. Social psychological-pedagogical support of singleparent family

    Directory of Open Access Journals (Sweden)

    Ruslana Kazhuk

    2018-01-01

    Full Text Available The article deals with the definition of the concept of "incomplete family", describes the typology of single-parent families, the necessity of special social psychological and pedagogical support for children from such families and their parents has been proved. The analysis of various concepts of ―support‖has been made. The idea of psychological and pedagogical support of modern incomplete families has been determined. Key words: incomplete family, types of single-parent families, support, social support, psychological and pedagogical support of single-parent families.

  19. Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing

    Directory of Open Access Journals (Sweden)

    Fredy Orlando Salamanca González

    2015-04-01

    Full Text Available In a public university in Tunja (Colombia, undergraduate language students mentioned that writing was important and yet, they kept at a distance from it due to its requirements. The aim of this pedagogical intervention was to find a strategy to encourage students to write and, more importantly, to feel an identity with their texts. For this pedagogical intervention, students were required to write narratives that allowed them to portray their experiences using the target language and to look for the most accurate words and descriptions. From a pedagogical perspective, writing the narratives provided the teacher with the possibility of knowing his students better and to feel an affiliation towards them.

  20. The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising from the Context

    Science.gov (United States)

    Körhasan, Nilüfer Didis

    2015-01-01

    Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about…

  1. THE MODEL OF REALIZATION OF INTEGRATIVE APPROACH TO THE WORK WITH PEDAGOGICALLY GIFTED STUDENTS

    Directory of Open Access Journals (Sweden)

    Golubova Anna Vasilievna

    2013-05-01

    Full Text Available The article examines the components and criteria of pedagogical giftedness of students; the levels of formedness and pedagogical conditions of its development are identified. Purpose: to describe the model of realization of integrative approach to the work with pedagogically gifted students in educational space of university. Methodology: theoretical level methods of pedagogical phenomena learning, methods of empirical level (observation, interviewing, questionnaires, conversations, psychological tests etc.. The results of the research proved that phased realization of integrative approach to the work with pedagogically gifted students in educational space of university provides the rising of pedagogically giftedness formation level. The next pedagogical conditions of pedagogically giftedness formation are described: the creation of pedagogically-oriented creative environment; promotion of positive motivational setting for future professional and educational activities; attracting future teachers to the creative professional-oriented learning and cognitive activity. Practical implications: the educational process of higher pedagogical educational institutions.

  2. Pedagogías emergentes en contextos cambiantes: pedagogías en red en la sociedad del conocimiento

    OpenAIRE

    Binod Gurung; Amparo Clavijo Olarte

    2015-01-01

    La noción de pedagogías es un concepto multidimensional emergente construido a partir de la relación entre los componentes pedagógicos (como la tecnología, la pedagogía y el contenido) y los contextos pedagógicos cambiantes de la sociedad, la economía, la educación y la ciencia y tecnología para mencionar algunos. Desafortunadamente, para los marcos teóricos tradicionales existentes no es importante la relación entre los componentes y los contextos pedagógicos cambiantes. Las pedagogías tradi...

  3. Actual and Potential Pedagogical Use of Tablets in Schools

    Directory of Open Access Journals (Sweden)

    Jenni Rikala

    2013-01-01

    Full Text Available This study reviews the potential of tablet technology for teaching and learning. In autumn 2012, we conducted a focused survey comprising quantitative and qualitative questions with Finnish teachers (N = 171, from 54 schools. We focused on perceived pedagogical opportunities and the actualized pedagogical potential of tablets at schools. The survey results indicate that the actual usefulness of tablets in schools was significantly less than what teachers perceived as the pedagogical potential. However, the results demonstrate the positive impact these devices are having on teaching and learning, as well as prompting changes in pedagogical perspectives. Teachers stated that tablets can diversify and enhance teaching and learning in many ways, particularly in supporting learners’ motivation and independent learning, and promoting engaging teaching methods. Nevertheless, teachers voiced concern that the student-to-device ratio at the moment is too low, thus serving as a barrier to widespread use of tablets.

  4. Rethinking Game Based Learning: applying pedagogical standards to educational games

    NARCIS (Netherlands)

    Schmitz, Birgit; Kelle, Sebastian

    2010-01-01

    Schmitz, B., & Kelle, S. (2010, 1-6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria.

  5. Reference models for forming organisational or collaborative pedagogical best practices

    NARCIS (Netherlands)

    Lee, Chien-Sing; Koper, Rob; Kommers, Piet; Hedberg, John

    2008-01-01

    Lee, Chien-Sing, Koper, R., Kommers, P., & Hedberg, John (Eds.) (2008). Reference models for forming organisational or collaborative pedagogical best practices [special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 18(1).

  6. Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mousten, Birthe; Vandepitte, Sonia; Arnó Macà, Elisabet

    Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments is a critical scholarly resource that examines experiences with virtual networks and their advantages for universities and students in the domains of writing, translation, and usability testing. Featuring coverage o...

  7. Pedagogic Knowledge and the Victorian Era Anglo-American Teacher.

    Science.gov (United States)

    Larsen, Marianne A.

    2002-01-01

    Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)

  8. Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

    Science.gov (United States)

    Pusparini, F.; Riandi, R.; Sriyati, S.

    2017-09-01

    The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

  9. Using Large Scale Test Results for Pedagogical Purposes

    DEFF Research Database (Denmark)

    Dolin, Jens

    2012-01-01

    The use and influence of large scale tests (LST), both national and international, has increased dramatically within the last decade. This process has revealed a tension between the legitimate need for information about the performance of the educational system and teachers to inform policy......, and the teachers’ and students’ use of this information for pedagogical purposes in the classroom. We know well how the policy makers interpret and use the outcomes of such tests, but we know less about how teachers make use of LSTs to inform their pedagogical practice. An important question is whether...... there is a contradiction between the political system’s use of LST and teachers’ (possible) pedagogical use of LST. And if yes: What is a contradiction based on? This presentation will give some results from a systematic review on how tests have influenced the pedagogical practice. The research revealed many of the fatal...

  10. Natural Interaction With Pedagogical Agents in Virtual Environments

    National Research Council Canada - National Science Library

    Johnson, W

    2002-01-01

    .... ISI's main contribution to this project was the development of the Steve pedagogical agent, an embodied agent that can participate in training simulations, as a virtual coach or a virtual team member...

  11. Operative Links

    DEFF Research Database (Denmark)

    Wistoft, Karen; Højlund, Holger

    2012-01-01

    and have been the object of great expectations concerning the ability to incorporate health concerns into every welfare area through health promotion strategies. The paper draws on results and analyses of a collective research project funded by the Danish National Research Council and carried out...... links' that indicate cooperative levels which facilitate a creative and innovative effort in disease prevention and health promotion targeted at children and adolescents - across traditional professional boundaries. It is proposed that such links are supported by network structures, shared semantics...

  12. Three pedagogical approaches to introductory physics labs and their effects on student learning outcomes

    Science.gov (United States)

    Chambers, Timothy

    This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through distinct cognitive processes in conducting their laboratory investigations. We administered post-tests containing multiple-choice conceptual questions and free-response quantitative problems one week after students completed these laboratory investigations. In addition, we collected data from the laboratory practical exam taken by students at the end of the semester. Using these data sets, we compared the learning outcomes for the three curricula in three dimensions of ability: conceptual understanding, quantitative problem-solving skill, and laboratory skills. Our three pedagogical approaches are as follows. Guided labs lead students through their investigations via a combination of Socratic-style questioning and direct instruction, while students record their data and answers to written questions in the manual during the experiment. Traditional labs provide detailed written instructions, which students follow to complete the lab objectives. Open labs provide students with a set of apparatus and a question to be answered, and leave students to devise and execute an experiment to answer the question. In general, we find that students performing Guided labs perform better on some conceptual assessment items, and that students performing Open labs perform significantly better on experimental tasks. Combining a classical test theory analysis of post-test results with in-lab classroom observations allows us to identify individual components of the laboratory manuals and investigations that are likely to have influenced the observed differences in learning outcomes associated with the different pedagogical approaches. Due to

  13. Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

    Science.gov (United States)

    Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

    2017-05-01

    Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison

  14. PLACE OF RESIDENCE: THE SPACE OF SOCIO-PEDAGOGICAL TRANSFORMATIONS

    OpenAIRE

    M. P. Guriyanova

    2017-01-01

    Introduction. In modern society Pedagogics is no longer the domain only of tutors, school teachers and teachers of educational institutions of general and vocational training of various levels. Pedagogics, being in integration with Sociology, Philosophy, Psychology, and Cultural Science, has an impact on sociocultural life of both all society and local communities, along with well-being of children and families, and population’s quality of life. In some regions ofRussia, state bodies responsi...

  15. Critical analysis of the pedagogical practice of the teachers trainnees

    OpenAIRE

    Mónica Ruiz Quiroga; Cristian Camilo Ortiz Castiblanco; Jhider Soler Mejía

    2013-01-01

    This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training an...

  16. The socializing workshop and the scientific appraisal in pedagogical sciences

    Directory of Open Access Journals (Sweden)

    Matos, Eneida Catalina

    2012-01-01

    Full Text Available The systematization of the authors' experiences as agents of the process of Ph. D. formative process in Pedagogical Sciences leads them to propose The Socialization Workshop, as a valid alternative for scientific valuation of pedagogical investigations, supported in the epistemic nature of this science, as well as the author’s previous contributions about epistemic communication. The definition of The Socialization Workshop, its rationale and corresponding methodological stages are presented.

  17. Pedagogical and conflict situations of teacher of physical training

    Directory of Open Access Journals (Sweden)

    Pechko O.M.

    2011-02-01

    Full Text Available The article reveals the essence of pedagogical and conflict situations between teacher and student. Considered ways of solving and preventing pedagogical and conflict situations in school. Principal reasons of conflict situations are selected, situations of activity, conduct and relations. The receptions of influence of teacher of physical culture are separated on personality of schoolchildren. It is well-proven that the profession of teacher of physical culture supposes possibility of conflict situations.

  18. CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia

    OpenAIRE

    Trigano , Philippe; Pacurar Giacomini , Ecaterina

    2004-01-01

    We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped...

  19. Development formalization of the e-learning pedagogical scenario

    Directory of Open Access Journals (Sweden)

    Олександр Іванович Пушкар

    2016-10-01

    Full Text Available The place of the pedagogical scenario in development of the e-learning support system has been defined. The process of student's interaction with the system of e-learning in the form of a proper dialogue has been proposed. Peculiarities of constructing typical models of scenarios of academic disciplines have been analyzed. A technique for quantitative assessment of the relationships between the objects of study in the model of a pedagogical scenario has been offered

  20. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  1. Pedagogical Studies in Teacher Education: Reintroducing methodology as the core of pedagogical studies

    Directory of Open Access Journals (Sweden)

    Marianne Vinje

    2016-04-01

    Full Text Available Den historiske utviklingen til pedagogikkfaget i norsk lærerutdanning kan studeres på mange måter. Gjennom dokumentanalyse av de nasjonale planene fra 1837 til de differensierte utdanningene i 2010, forsøker denne studien å forklare fagets opplevde mangel på relevans for lærerprofesjonen. Resultatene viser at det ikke er noen konsistent bruk av begreper i faget, og begrep som anvendes på didaktiske kategorier i klasserommet har variert. Ulike disipliner har dominert til ulike tider, selv om psykologien totalt sett har vært mest fremtredende. Pedagogikkens rolle har variert fra å være utdanningens viktigste fag til å være et refleksjonsfag og, fra å være et redskapsfag til å ha danning og personlighetsutvikling av lærerstudenten som hovedmål. På bakgrunn av dokumentanalysen og tidligere studier foreslås en lærerutdanningspedagogikk der grunnleggende begreper hentet fra sentrale aktiviteter i klasserommet utgjør fundamentet og rammeverket. På denne måten re-introdu­seres metodikken i pedagogikkfaget, og undervisningshåndverket får en sentral plass. Overbygningen dannes i kombinasjon med pedagogikken som vitenskap, og slik skapes et område der pedagogikkfaget i lærerutdanningen kan konstituere seg. Ved at undervisnings­læren og metodikken får tilbake sin sentrale plass, kan profesjonsnærheten sikres. Da er vi tilbake til den egentlige pedagogikken i lærerutdanningen, pedagogikken fra de nasjonale planene i perioden 1837–1939.Nøkkelord: lærerstudenter, pedagogikk, metodikk, læreplan, refleksjon, lærerutdannings­pedagogikkAbstractOne way to study the historical development of pedagogical studies in Norwegian teacher education is to examine the national curricula. Through documentary analyses of the national curricula for general teacher education from 1837 until the arrival of the differentiated programmes in 2010, this study tries to explain the pedagogical studies’ perceived lack of relevance to the

  2. Pestalozzi and the Origins of Pedagogical Drawing.

    Science.gov (United States)

    Ashwin, Clive

    1981-01-01

    The author credits Pestalozzi with influencing most nineteenth century Continental theorists on the teaching of drawing through his theories, published circa 1800, on drawing as an essential and integral part of each child's education. He analyzes Pestalozzi's approach in the context of his life, times, and general theory of education. (Author/SJL)

  3. A Pedagogical Approach to the Magnus Expansion

    Science.gov (United States)

    Blanes, S.; Casas, F.; Oteo, J. A.; Ros, J.

    2010-01-01

    Time-dependent perturbation theory as a tool to compute approximate solutions of the Schrodinger equation does not preserve unitarity. Here we present, in a simple way, how the "Magnus expansion" (also known as "exponential perturbation theory") provides such unitary approximate solutions. The purpose is to illustrate the importance and…

  4. Scandinavian links

    DEFF Research Database (Denmark)

    Matthiessen, Christian Wichmann; Knowles, Richard D.

    2014-01-01

    are impressive mega structures spanning international waterways. These waterways between the Baltic Sea and the North Sea have played major roles in history. The length of each of the crossings are around 20 km. The fixed links closes gaps between the Scandinavian and European motorway and rail networks...

  5. A Pedagogical Experiment Using Bubble Chamber Pictures

    CERN Multimedia

    2002-01-01

    We have taken, in October 1981, 20.000 pictures of proton-proton interactions at 5 GeV/c in order to get some clean elastic events which can be easily studied by high school students. The purpose is to illustrate, by actual measurements of these real events, some basic concepts of relativistic mechanisms. This experiment will be an extension of our previous one, performed with HBC 2m events taken at 2 GeV/c. In 1980, all french lycees were provided with large size reproduction of HBC 2m events. Before distribution they were carefully selected and severe kinematical cuts were made. The students measured track curvatures by template, and checked the necessity and the validity of relativistic mechanics by computing the energy balance using non-relativistic and relativistic formulae. No practical problems have been encountered during this experiment and the pedagogical results are encouraging. This new sample of events will be interesting because they are relativistic than the old ones although with the same curv...

  6. Humor: a pedagogical tool to promote learning.

    Science.gov (United States)

    Chabeli, M

    2008-09-01

    It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking. This paper seeks to explore the perceptions of nurse teacher learners regarding the use of humor as a pedagogical tool to promote learning. A qualitative, exploratory, descriptive and contextual research design was employed (Burns & Grove, 2001:61; Mouton, 1996:103). 130 naive sketches were collected from nurse teacher learners who volunteered to take part in the study (Giorgi in_Omery, 1983:52) Follow up interviews were conducted to verify the findings. A qualitative, open-coding method of content analysis was done Tesch (in Creswell, 1994:155). Measures to ensure trustworthiness of the study were taken in accordance with the protocol of (Lincoln & Guba, 1985:290-326). The findings of the study will assist the nurse educators to create a positive, affective, psychological and social learning environment through the use of humor in a positive manner. Nurse educators will appreciate the fact that integration of humor to the learning content will promote the learners' critical thinking and emotional intelligence. Negative humor has a negative impact on learning. Learner nurses who become critical thinkers will be able to be analytical and solve problems amicably in practice.

  7. Defining science literacy: A pedagogical approach

    Science.gov (United States)

    Brilakis, Kathryn

    A functional knowledge of science is required to capably evaluate the validity of conflicting positions on topics such as fracking, climate change, and the safety of genetically modified food. Scientifically illiterate individuals are at risk of favoring the persuasive arguments of those championing partisan, anti-science agendas. In an effort to enhance the scientific literacy of community college students and equip them with the skill set necessary to make informed decisions, this study generated a pedagogical definition of science literacy using survey methodology and then utilized the definition to construct an accessible, comprehensive, and pragmatic web-based science literacy program. In response to an email solicitation, college and university science educators submitted lists of topics within their specialty they considered essential when assessing science literacy. Their responses were tabulated and those topics cited most frequently by the participating physicists, biologists, chemists and geoscientists were assembled into a definition of science literacy. This definition was translated into a modular, web-based course suitable for both online and classroom learning published as: www.scienceliteracyforum.com.

  8. On the Issue of Pedagogical Authority

    Directory of Open Access Journals (Sweden)

    Sobkin V.S.

    2016-03-01

    Full Text Available The paper focuses on Mikhail Kondratyev’s contributions to the exploration of pedagogical authority. Basing on the survey of 3056 students of 5—9 classes of Moscow schools the paper analyzes adolescents’ attitudes towards teacher as a referent adult: evaluations of his/her significance as a role model, descriptions of his/her social status with regard to the usefulness of the information received by the adolescent. It also reviews some features of interpersonal relationships within the teacher-student interaction: the adolescents’ reactions to criticisms, their evaluations of the significance of various reasons underlying conflicts with the teacher. The attitude of the students toward their teacher is analyzed through the lens of the educational process, including such parameters as the students’ physical and mental state during the lesson (authori- tarian/democratic style of the teacher’s behavior; the students’ trust in the teacher as the source of credible evaluations of their learning success; the impact of the teacher on the students’ interest in the school subject. The outcomes of the survey are reviewed in the context of the influence of certain demographic and social stratification factors. Special attention is drawn to the impact of academic achievements and the adolescent’s status in the group on his/her attitudes towards the teacher as the authoritative adult.

  9. Quantitative Analysis of the Usage of a Pedagogical Tool Combining Questions Listed as Learning Objectives and Answers Provided as Online Videos

    Directory of Open Access Journals (Sweden)

    Odette Laneuville

    2015-05-01

    Full Text Available To improve the learning of basic concepts in molecular biology of an undergraduate science class, a pedagogical tool was developed, consisting of learning objectives listed at the end of each lecture and answers to those objectives made available as videos online. The aim of this study was to determine if the pedagogical tool was used by students as instructed, and to explore students’ perception of its usefulness. A combination of quantitative survey data and measures of online viewing was used to evaluate the usage of the pedagogical practice. A total of 77 short videos linked to 11 lectures were made available to 71 students, and 64 completed the survey. Using online tracking tools, a total of 7046 views were recorded. Survey data indicated that most students (73.4% accessed all videos, and the majority (98.4% found the videos to be useful in assisting their learning. Interestingly, approximately half of the students (53.1% always or most of the time used the pedagogical tool as recommended, and consistently answered the learning objectives before watching the videos. While the proposed pedagogical tool was used by the majority of students outside the classroom, only half used it as recommended limiting the impact on students’ involvement in the learning of the material presented in class.

  10. Environmental job training of non-teaching staff of the University of Pedagogical Sciences "Rafael María de Mendive". Theoretical basis

    Directory of Open Access Journals (Sweden)

    Juan Carlos Vento Carballea

    2010-09-01

    Full Text Available The working training needs of the general workers (not teaching staff from the universities of pedagogical sciencies are not common issues in pedagogical research. This article deals with the theoretical grounds of the general workers ́environmental working training, a limited area within the general training these workers from the University of Pedagogical Sciencies “Rafael María de Mendive”, should receive. Such grounds are identified in the philosophy and the sociology of education, the historical-cultural approach by L. S. Vigotski and his followers, the Theory of Advanced Education, and the contents of the environmental education, along with the parameters to qualify an environmentalist educator.

  11. Decision of pedagogical tasks as mean of forming of pedagogical position of students of higher education physical establishments

    Directory of Open Access Journals (Sweden)

    Stepanchenko N.I.

    2012-08-01

    Full Text Available In the article one of terms of forming of pedagogical position for the students of higher education physical establishments - decision of educational-pedagogical situations (EPS is examined. Monitoring of progress from pedagogical disciplines confronted with the results of experiment on determination of levels of decision of EPS by students is conducted. It is set that the traditional model of studies provides the high level of capture students theoretical knowledge, but does not influence on forming of them pedagogical position. Most students were shown by the medium-and-low levels of formed of abilities to decide EPS. It is set that the traditional model of teaching provides the high level of capture students theoretical knowledge's, but substantially does not influence on forming of their pedagogical position. Basic difficulties are certain at a decision the students of EPS, which allow to define the basic going near development of methodical accompaniment of EPS, which must include: educational material which is based on integration of pedagogical and sporting preparation with support on context approach; algorithm of decision of tasks; questions of cognitive character.

  12. Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

    Directory of Open Access Journals (Sweden)

    Shandy Hauk

    2014-07-01

    Full Text Available The accepted framing of mathematics pedagogical content knowledge (PCK as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

  13. Fractal fluctuations and quantum-like chaos in the brain by analysis of variability of brain waves: A new method based on a fractal variance function and random matrix theory: A link with El Naschie fractal Cantorian space-time and V. Weiss and H. Weiss golden ratio in brain

    International Nuclear Information System (INIS)

    Conte, Elio; Khrennikov, Andrei; Federici, Antonio; Zbilut, Joseph P.

    2009-01-01

    We develop a new method for analysis of fundamental brain waves as recorded by the EEG. To this purpose we introduce a Fractal Variance Function that is based on the calculation of the variogram. The method is completed by using Random Matrix Theory. Some examples are given. We also discuss the link of such formulation with H. Weiss and V. Weiss golden ratio found in the brain, and with El Naschie fractal Cantorian space-time theory.

  14. A pedagogical approach to the Magnus expansion

    International Nuclear Information System (INIS)

    Blanes, S; Casas, F; Oteo, J A; Ros, J

    2010-01-01

    Time-dependent perturbation theory as a tool to compute approximate solutions of the Schroedinger equation does not preserve unitarity. Here we present, in a simple way, how the Magnus expansion (also known as exponential perturbation theory) provides such unitary approximate solutions. The purpose is to illustrate the importance and consequences of such a property. We suggest that the Magnus expansion may be introduced to students in advanced courses of quantum mechanics.

  15. Pedagogical progeniture or tactical translation? George Fordyce's additions and modifications to William Cullen's philosophical chemistry--Part II.

    Science.gov (United States)

    Taylor, Georgette

    2014-08-01

    This paper compares the affinity theories and the associated affinity diagrams of William Cullen (1710-1790) and George Fordyce (1736-1802), exploring in particular one episode that took place during the brief hiatus between Fordyce's student years at Edinburgh University and the start of his own pedagogical career in London. This investigation complements that contained in Part I of this paper, which compared the chemistry courses given by Cullen and Fordyce, demonstrating that the knowledge originally imparted to Fordyce by Cullen in his Edinburgh lectures was augmented and translated by Fordyce for his own pedagogical purposes. Part II offers greater insight into the flow of knowledge between Fordyce and Cullen. Their correspondence suggests that the relationship between master and student transmuted into something more complicated after Fordyce left Edinburgh, while the model of knowledge transmission between the two can be seen to be more collaborative than might be expected.

  16. Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    2016-01-01

    Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

  17. La pedagogía del poder

    Directory of Open Access Journals (Sweden)

    Caludia MÖLLER

    2010-03-01

    Full Text Available RESUMEN: La propuesta que presento tiene un gran objetivo general: estudiar y evaluar una pedagogía del poder —o múltiples—, unas técnicas del poder, unas prácticas. Para ello, propongo al lector poner a funcionar un grupo de presupuestos teóricos y metodológicos, provinientes del campo de la historia para ser aplicados también en el espacio de la historia de la educación en un estudio de caso concreto, Castilla en la época del emperador Carlos I, en función del análisis de dos grandes macrorrealidades que aún hoy perviven: la estructura del Estado y el espacio creado en sus relaciones con la universidad. Para la época seleccionada (la primera mitad del siglo XVI, estaríamos en presencia de un Estado monárquico con un poder «casi» incuestionable, y una universidad como la de Salamanca, referente indiscutible de la república de las letras del momento, tanto si la observamos en la península Ibérica como fuera de ella. Estas relaciones, estudiadas por ejemplo desde la historia de las familias de poder, o desde la microhistoria, pueden darnos como resultados nuevas perspectivas que nos encaminen hacia una nueva historia de la educación, hacia una historia cultural de la universidad y hacia una reflexión sobre un concepto interesante como el de pedagogía del poder. ABSTRACT: The proposal made in this paper has a great goal: to study and evaluate a pedagogy of power —or many—, it's techniques and it's practices. In order to achive this goal it makes the following proposal for the reader: putting to work a set of theorycal and metodological proposals taken from the field of history in order to apply them in a concrete case: the Castilla at the times of emperor Carlos I. This study will be made trough the analysis of two macrorealites still present in our times: the structure of the State and the space created trough it's relationship with the university. This set us in the first half of the XVI century with a monarchic

  18. On novel string theories from 4d gauge theories

    Directory of Open Access Journals (Sweden)

    Kiritsis Elias

    2014-04-01

    Full Text Available We investigate strings theories as defined from four dimensional gauge theories. It is argued that novel (superstring theories exist up to 26 dimensions. Some of them may support weakly curved geometries. A proposal is outlined to link their local conformal invariance to the dynamics of the bulk string theory.

  19. PEDAGOGICAL TECHNOLOGY AIMED AT STUDENTS’ ADAPTATION TO DISCIPLINE-BASED EDUCATION IN SECONDARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Ekaterina M. Cheprakova

    2015-01-01

    Full Text Available The aim of the study is to describe the educational technology aimed at students adaptation to discipline-based education in basic school; results discussion of the application practice to the educational process of the 5th grade.Methods. The methods involve learning experience, school documentation analysis, pedagogical experiment, study of students’ creativity and pedagogical experience on its organizational work. Systematic approach is used while structuring of the 5th grade students’ representations on the disciplines’ content of primary and basic general education on the methodological levelResults. The pedagogical technology of breaking the students’ educational disadaptation in the basic school is presented. The program of the course «All the subjects are good» is worked out. This program may allow students to adapt to the discipline content of the general education, to understand the essence of curriculum disciplines content and links between them, and the motivation development towards disciplinebased education evidence students’ adaptation. These objectives can be achieved through generation of skills based on the algorithmic of the concepts’ definitions mastering. The pilot implementation of the proposed technology in secondary school № 65 and in the Center «Giftedness and technology» of Yekaterinburg is presented.Scientific novelty. The effective way of neutralization and elimination of students’ discipline-educational disadaptation based on purposeful development of their conceptual thinking is proposed.Practical significance. The technology developed by authors allows teachers to form and develop the universal educational actions representing itself as a result of school training in the requirements of the educational standard. Timely use of this technology at transition age of children from primary school to secondary one provides the further success of their education.

  20. PRESENTATION POTENTIAL USING IN PEDAGOGICAL INTERACTION PROCESS

    Directory of Open Access Journals (Sweden)

    Olga V. Ershova

    2016-01-01

    Full Text Available The given article is aimed at considering multimedia presentation potential and its influence on strengthening classroom teacher-student interaction. In the article the importance of using this kind of activity in the study process is pointed in connection with educational state policy on the one hand. On the other hand, gained students’ skills as a final result of work with presentations met employers’ demand for both parent and world labour-markets and bring competitive benefit to the candidates. Scientific novelty and results. Multimedia presentation is considered as a specific complex of classroom activities. The students are oriented on the self analysis and presentation assessment. It is shown that well-organized process of peer students’ assessment allows to simultaneously helping in solving the didactic and methodical problems. To this purpose the system of assessment criteria should be developed. It has to be clear for students for making assessment feasible and time-saving. The example of a possible variant of criteria system is described; quality of the presentations prepared by students can be defined based on such system criteria. The author also analyzed software products of the three main platforms (Windows, Linux, MacOs which have different tools and allow to follow users’ needs for creating presentations. In the article there is a comparative table of the two most popular software development: the program Microsoft PowerPoint and the web-service Prezi for realizing the relevance of their use in the study process. Practical significance of the present article concludes in author’s suggestions of some recommendations for presentation potential use as a tool of improving pedagogical interaction process with contemporary students. 

  1. Geometry of supersymmetric gauge theories

    International Nuclear Information System (INIS)

    Gieres, F.

    1988-01-01

    This monograph gives a detailed and pedagogical account of the geometry of rigid superspace and supersymmetric Yang-Mills theories. While the core of the text is concerned with the classical theory, the quantization and anomaly problem are briefly discussed following a comprehensive introduction to BRS differential algebras and their field theoretical applications. Among the treated topics are invariant forms and vector fields on superspace, the matrix-representation of the super-Poincare group, invariant connections on reductive homogeneous spaces and the supermetric approach. Various aspects of the subject are discussed for the first time in textbook and are consistently presented in a unified geometric formalism

  2. Lectures on matrix field theory

    CERN Document Server

    Ydri, Badis

    2017-01-01

    These lecture notes provide a systematic introduction to matrix models of quantum field theories with non-commutative and fuzzy geometries. The book initially focuses on the matrix formulation of non-commutative and fuzzy spaces, followed by a description of the non-perturbative treatment of the corresponding field theories. As an example, the phase structure of non-commutative phi-four theory is treated in great detail, with a separate chapter on the multitrace approach. The last chapter offers a general introduction to non-commutative gauge theories, while two appendices round out the text. Primarily written as a self-study guide for postgraduate students – with the aim of pedagogically introducing them to key analytical and numerical tools, as well as useful physical models in applications – these lecture notes will also benefit experienced researchers by providing a reference guide to the fundamentals of non-commutative field theory with an emphasis on matrix models and fuzzy geometries.

  3. Linking Ethics and Economic Growth

    DEFF Research Database (Denmark)

    Foss, Nicolai Juul

    2012-01-01

    Hunt (2012) builds on his work concerning ethics and resource-advantage theory to link personal ethical standards, societal norms, and economic growth but offers few details concerning the precise mechanisms that link ethics and growth. This comment suggests a number of such mechanisms – for exam...... – for example, the influence of prevailing ethical norms on the aggregate elasticity of substitution and, therefore, total factor productivity and growth....

  4. LinkMind: Link Optimization in Swarming Mobile Sensor Networks

    DEFF Research Database (Denmark)

    Ngo, Trung Dung

    2012-01-01

    of the most advantageous properties of the swarming wireless sensor network is that mobile nodes can work cooperatively to organize an ad-hoc network and optimize the network link capacity to maximize the transmission of gathered data from a source to a target. This paper describes a new method of link...... optimization of swarming mobile sensor networks. The new method is based on combination of the artificial potential force guaranteeing connectivities of the mobile sensor nodes and the max-flow min-cut theorem of graph theory ensuring optimization of the network link capacity. The developed algorithm...

  5. NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

    Directory of Open Access Journals (Sweden)

    R. S. Campos

    2015-08-01

    Full Text Available This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1 preparation of teaching materials; 2nd application in class and 3rd students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance. The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

  6. The Theory of Quark and Gluon Interactions

    CERN Document Server

    Ynduráin, Francisco J

    2006-01-01

    F. J. Ynduráin's book on Quantum Chromodynamics has become a classic among advanced textbooks. First published in 1983, and translated into Russian in 1986, it now sees its fourth edition. It addresses readers with basic knowledge of field theory and particle phenomenology. The author presents the basic facts of quark and gluon physics in pedagogical form. Theory is always confronted with experimental findings. The reader will learn enough to be able to follow modern research articles. This fourth edition presents a new section on heavy quark effective theories, more material on lattice QCD and on chiral perturbation theory.

  7. To the Issue of the Subject Definition of Pedagogic Acmeology

    Directory of Open Access Journals (Sweden)

    N. K. Tchapayev

    2012-01-01

    Full Text Available The paper investigates the subject of pedagogic acmeology as an evolving phenomenon integrating a complex set of pedagogic, psychological, anthropological and socially significant characteristics. The methodology framework is based on dialectics – «the only method that can grasp a living reality on the whole» (A. F. Losev. As the result, the author comes up with his own definition of pedagogic acmeology as a science dealing with the conformities and ways of developing the human potential and aimed at the positive personal achievements in educational process; wherein the man is regarded as the human subject, individual and individuality - i.e. a holistic multidimensional personality. The significant conclusion of the study involves the idea that pedagogic acmeology should not be confined to teacher’s professional activities, as it was previously stated, but should include the activities of a learner as a growing and developing human being. In other words, pedagogic acmeology should overcome the age restrictions confining its subject matters to the adult’s activities. 

  8. PSYCHOLOGICAL FACTORS OF STYLISTIC FEATURES MANIFESTATION IN PEDAGOGICAL COMMUNICATION

    Directory of Open Access Journals (Sweden)

    I V Arendachuk

    2016-12-01

    Full Text Available The article deals with the contemporary theoretical approaches to defining such concepts as “pedagogical communication” and “the style of pedagogical communication”, the substantial features of pedagogical communication in the system of the teachers’ attitude to their students, their professional work and themselves are revealed. The results of the empirical research conducted on a sample of Saratov secondary school teachers ( n = 67; average age of 42 years old; average length of service of 18 years, intended to identify the relationships between the style of pedagogical communication and its psychological factors (personal and practical are demonstrated in the article. We used the methods of determining the style of interpersonal interaction (S.V. Maksimov, Yu.A. Lobeiko, diagnostics of dominant emotional modality in teachers (L.A. Rabinovich in T.G. Syritso’s modification, satisfaction evaluation of the profession of a teacher and identification of crisis factors and factors of overcoming the professional crisis of teachers (O.M. Chorosova, R.E. Gerasimova; the method of “psychological portrait of a teacher” (Z.V. Rezapkina, G.V. Rezapkina. The article demonstrates that the more constructive the style of pedagogical communication is, the larger number of psychological factors it has, and the system of these factors is dominated by the factors that characterize the individual features of the teacher’s personality.

  9. Law of Large Numbers: the Theory, Applications and Technology-based Education.

    Science.gov (United States)

    Dinov, Ivo D; Christou, Nicolas; Gould, Robert

    2009-03-01

    Modern approaches for technology-based blended education utilize a variety of recently developed novel pedagogical, computational and network resources. Such attempts employ technology to deliver integrated, dynamically-linked, interactive-content and heterogeneous learning environments, which may improve student comprehension and information retention. In this paper, we describe one such innovative effort of using technological tools to expose students in probability and statistics courses to the theory, practice and usability of the Law of Large Numbers (LLN). We base our approach on integrating pedagogical instruments with the computational libraries developed by the Statistics Online Computational Resource (www.SOCR.ucla.edu). To achieve this merger we designed a new interactive Java applet and a corresponding demonstration activity that illustrate the concept and the applications of the LLN. The LLN applet and activity have common goals - to provide graphical representation of the LLN principle, build lasting student intuition and present the common misconceptions about the law of large numbers. Both the SOCR LLN applet and activity are freely available online to the community to test, validate and extend (Applet: http://socr.ucla.edu/htmls/exp/Coin_Toss_LLN_Experiment.html, and Activity: http://wiki.stat.ucla.edu/socr/index.php/SOCR_EduMaterials_Activities_LLN).

  10. FORMATION OF MORAL VALUES OF STUDENTS OF PEDAGOGICAL INSTITUTES

    Directory of Open Access Journals (Sweden)

    Tatiana Mikhaylovna Borisova

    2017-03-01

    Full Text Available Purpose. The article is devoted, in terms of improving the education system in Russia, political and economic reality, the subject of moral education of future teachers. The subject of analysis are the pedagogical conditions of education of moral values. The author aims to reveal the value of the spiritual culture of the people in the education of moral values at the future teachers. Methodology. The basis of the research form the theoretical and methodological analysis, equity and advanced pedagogical experience, diagnostic methods. Results. The results concluded that the author notes a significant increase in the level of formation of moral values in students of the experimental group. Practical implications. The proposed system of pedagogical conditions, technologies, forms and methods as a holistic innovation process can be used in the work of teachers and educators of secondary schools, employees of institutions of additional education.

  11. Towards a more pedagogical use of a new LMS

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    2015-01-01

    Background In September 2013 the implementation of the new learning management system (LMS) started at Aarhus University. Contained in the central project each faculty was responsible for their own implementation; projects running for approximately two years. Summary of work The project work showed...... of super users to assure relevant, local support for the departments together with continuous communication between the departments and the project. 2) How all academic and administrative staff is offered an education in central principles and functionality of the system to assure a base for pedagogical...... use (cf. Salmon’s Five Stage Model). 3) How the pilot project are used as pedagogical inspiration. We conclude that all principles above are important in the use of the LMS because these steps make the users feel safe and motivated to explore the pedagogical possibilities Take-home message The users...

  12. Using Posters as a Pedagogical Tool in Nurse Education

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène

    2013-01-01

    Using Posters as a Pedagogical Tool in Nurse Education Bettan Bagger and Hélène Kelly Experiences from teaching 5th semester, nursing students at bachelor level with respect to prevention and health promotion have resulted in the introduction of poster presentations as a pedagogical tool. Poster...... in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning. This is in tact with professional demands highlighting the necessity of life long learning. Poster presentations have successfully been employed...... in developing students’ intellectual, professional and academic competences as well as being useful in developing competencies with relevance to practice. Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate their theoretical...

  13. Deep Reflection on My Pedagogical Transformations

    Science.gov (United States)

    Suzawa, Gilbert S.

    2014-01-01

    This retrospective essay contains my reflection on the deep concept of ambiguity (uncertainty) and a concomitant epistemological theory that all of our human knowledge is ultimately self-referential in nature. This new epistemological perspective is subsequently utilized as a platform for gaining insights into my experiences in conjunction with…

  14. System Approach to Pedagogical Discourse: CLD Learners

    Science.gov (United States)

    Rojas, Eliana D.; Avitia, Maria J.

    2017-01-01

    This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability-based…

  15. FUTURE TEACHERS TRAINING TO INNOVATIVE PEDAGOGICAL ACTIVITY: CONTEXT APPROACH

    Directory of Open Access Journals (Sweden)

    Shevchenko L.

    2017-03-01

    Full Text Available The innovative processes in education arose in different historical periods and determined its development. The analysis of theoretical and experimental studies showed that now the teachers have difficulty in developing and implementing innovative technologies, choosing the most appropriate pedagogical methods and assets. The widespread innovations lead to changes in future teachers’ training to the professional activity. The leading objective of higher pedagogical education is to train teacher who has the developed personal and professional skills, able to perform innovative teaching activity. The achievement of this strategic objective requires the organization of targeted training of future teachers to innovative pedagogical activity in terms of higher education system, promoting their professional and personal growth, the formation of innovative capacity and innovative culture. In this regard, there is a need to find approaches to education that are focused on the future content of professional activity. In our opinion, these requirements fully meet the contextual approach that provides consistent, continuous and systematic formation of future teachers’ readiness to innovative pedagogical activity. The this article we analyzed the features of the training of future teachers to innovative pedagogical activity; identified the possibilities of contextual education application in pedagogical institutions; considered the survey results of the beginning teachers of secondary and vocational schools; defined a number of innovative forms, methods and technologies for implementing the contextual education system thet allow combining educational, quasi professional and educational-professional activity, such as: design and usage of electronic educational resources, electronic teaching methods; engaging students into self-educational activity by means of Web services; fulfillment of individual and group projects based on Web and Blog-quests in which

  16. Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

    Science.gov (United States)

    Bowles, David; Radford, Julie; Bakopoulou, Ioanna

    2017-11-19

    Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. To explore TAs' perceptions about their use of inclusive pedagogical strategies. The study involved eleven TAs in two mainstream primary schools. The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory. © 2017 The British Psychological Society.

  17. INTERDISCIPLINARY, CURRICULUM AND TECNOLOGY: A STUDY ON THE PEDAGOGICAL PRACTICE IN THE ELEMENTARY AND MIDDLE SCHOOL

    Directory of Open Access Journals (Sweden)

    Mariana Aranha de Souza

    2017-06-01

    Full Text Available In this study is discussed the relationship between curriculum, Interdisciplinarity, and Technology based upon an epistemological, methodological, and ontological perspective. Reasoned on the studies by Sacristán (2000, and Moreira and Silva (1990, this work reports the main theories to the curriculum and their applications on the everyday school. The interdisciplinary, supported by the work by Fazenda (2001,2014, points to the possible complementarity between knowledge and effectiveness of the partnership as essential to an intentional and contextualized practice. Valente (1993 and Silva (2002 stress out that the technology must be integrated into the curriculum and must contribute to the discussion that involves the everyday school.  Based upon a qualitative perspective, it is discussed two pedagogical practices carried out in computer labs in two classes of elementary and middle schools of a private school branch, one of the fifth and another of the eighth grades. The practices have shown: i the importance of the partnership between teachers; ii the need to work into thematics coming from critical perspective of the curriculum; and iii the possibilities to use the technology offers pedagogical practices and development of the autonomy of students, which contribute to their formation and to the own formation of the teachers.

  18. Teacher’s Generosity as the Counteraction to the Young People’s Hardening Pedagogic

    Directory of Open Access Journals (Sweden)

    O. B. Akimova

    2012-01-01

    Full Text Available The paper analyzes the growing tendency for young people’s harden- ing. According to the authors that phenomenon is caused by such current trends as the language degradation, the militaristic and alienation vocabulary predominance re- sulting in disdainful attitude towards the surrounding people. As a pedagogic counter- action to such trends, the authors consider the revival of the forgotten domestic moral values in educational sphere. Their objective is to contemplate the necessity of enrich- ing the educational institutions by means of the national moral and cultural potential.The research methodology basis is defined as the axiology principle substantiat- ing the humanistic importance of the specifics of teachers’ vocabulary. To demonstrate the advantages of the humanistic vocabulary educational potential the authors com- pare the specifics of such notions as generosity and tolerance. They prove that the teacher’s tolerant attitude to students deforms both the pedagogic theory and educa- tional practice. In contrast, the generous attitude favors the student’s, as well as teacher’s moral development. The process of the youth refinement can be facilitated by the large-scale revival of half-forgotten national humanistic values and the vocabulary reflecting such values. 

  19. THE OFICIAL PEDAGOGICAL CONSTRUCTIVIST CONCEPTION OF STATE SCHOOLS IN SÃO PAULO

    Directory of Open Access Journals (Sweden)

    Ana Carolina Galvão Marsiglia

    2010-08-01

    Full Text Available The State of São Paulo is the main trading, corporate and financial market center of Brazil. The State Department of Education of São Paulo (SEE manages around five million students, 230 thousand teachers, 5,500 schools. The number of students in the State of São Paulo is bigger than the population of 15 Brazilian states. Given these figures, it is important to reveal hidden educational politics in state schools of São Paulo, making explicit the constructivism perspective as a strategic element of this policy. The SEE has maintained since 1983, more than twenty-five years, constructivism as official pedagogic discourse and, at the same time, as one of the pillars of process of constructing school models in accordance with the post-liberal and postmodern injunctions through legal devices, production as well as circulation of materials distributed to the school system. These mechanisms act as mediators on teaching practices and convey values, theories and ideologies, carrying implications that can be observed in the poor performance of students in the various assessment tools for learning. Thus, the route of the official publications in the last 25 years should serve the public policy analysis for the state education system and offer the ways of denunciation the consequences of the theoretical and pedagogical option of SEE: low-quality formation, which is limited to the reproduction of the social division of labor.

  20. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  1. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  2. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Science.gov (United States)

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

  3. [The pedagogical practice of nursing teachers and their knowledge].

    Science.gov (United States)

    Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa

    2007-01-01

    This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.

  4. Pedagogical Content Knowledge in Indonesian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Faisal Faisal

    2015-12-01

    Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

  5. PEDAGOGICAL RESEARCH: IN SEARCH FOR MEANS OF QUALITY IMPROVEMENT

    Directory of Open Access Journals (Sweden)

    Vladislav V. Serikov

    2015-01-01

    Full Text Available The aim of the investigation is to disclose lacks of dissertational works on pedagogics and to show possible ways of improvement of their quality.Results. It is stated that despite high volume and a variety of dissertational researches on pedagogical sciences, efficiency of their influence on education practice still remains rather low. The reason is low degree of quality of researches as many researches do not stimulate occurrence of innovations and growth of quality of education. As shown in the article the basic lacks that obstruct practical application are the following: a triviality and the unsubstantiated character, and insufficient novelty and excessive « scientificity». The author finds out the process and result of the most widespread type of the pedagogical research devoted to process of formation of personal quality, a kind of cultural experience or any pupils’ competence. The result of pedagogical research should contain criteria characteristic: the purposes of this process; maintenances of «transferred» experience; psychological conditions of its mastering; the description of system of pedagogical means and the receptions providing actualisation of these conditions; criteria and indicators of productivity of process; requirements to the teachers who are carrying out this process, and characteristics of pupils for which the offered technique is the most effective. The typical errors made by authors of researches are listed: psychological conditions (common factors, mechanisms of expected innovations are not revealed; as a result the choice of means has no sufficient bases and reached effect can be a simple accident; authors do not provide evidence of changes that have resulted from application of any stated technique; the role of personal and professional qualities of the researcher are not pointed out, though it always takes a considerable place n pedagogical systems.cientific novelty. The paper is rather useful as the author

  6. Pedagogical co-operation in the country of childhood

    Directory of Open Access Journals (Sweden)

    Gonchar O.V.

    2012-01-01

    Full Text Available Here both the general principles of the concept of "childhood" are revealed and the general features of the childhood period, teaching child development criteria are outlined. It is paid special attention to the essence of humanistic ideas of V. Sukhomlynsky of a teacher and student pedagogical mutual relations which resonated both in contemporaries and subsequent teacher generations work, dominant tasks of Ukrainian schools of different levels were outlined by an outstanding Ukrainian teacher as well. It is marked that a leading place in pedagogical mutual relations is occupied by principles of humanizing, socialization, nationality and self-perfection.

  7. E-pedagogical strategies in the profession oriented learning context

    DEFF Research Database (Denmark)

    Borgnakke, Karen; Lyngsø, Anita

    The paper is focusing on e-pedagogical strategies in online nursing education and summarizes empirical findings from ongoing fieldwork. In the ethnographic research close up analysis of the e-pedagogical practice bring light to the process of learning. Following the shifting online and offline...... activities, the analysis of the digital classroom and observations of the students in the clinical practice show how the students creates strategies in interaction with both students fellows, supervisors and patients. The paper will give examples from the fieldwork and hereby show how strategies and the e...

  8. Link polynomial, crossing multiplier and surgery formula

    International Nuclear Information System (INIS)

    Deguchi, Tetsuo; Yamada, Yasuhiko.

    1989-01-01

    Relations between link polynomials constructed from exactly solvable lattice models and topological field theory are reviewed. It is found that the surgery formula for a three-sphere S 3 with Wilson lines corresponds to the Markov trace constructed from the exactly solvable models. This indicates that knot theory intimately relates various important subjects such as exactly solvable models, conformal field theories and topological quantum field theories. (author)

  9. Uma análise crítica dos ideários pedagógicos contemporâneos à luz da teoria de A. N. Leontiev A critical analysis of the contemporary pedagogical ideas in the light of A. N. Leontiev's theory

    Directory of Open Access Journals (Sweden)

    Nadia Mara Eidt

    2010-08-01

    Full Text Available O presente artigo objetiva demonstrar o alcance das "pedagogias do aprender a aprender" (DUARTE, 2001, uma vez que elas fundamentam as propostas educacionais no âmbito nacional e no internacional, na atualidade; bem como apresentar suas principais premissas, que mantêm sua filiação ao pragmatismo e ao irracionalismo e, no limite, submetem o desenvolvimento humano à ordem do capital. Tais proposições se contrapõem ao objetivo humanizador da educação escolar pressuposto na produção teórica do psicólogo soviético Alexis Leontiev. Como resultados, temos que, dessas produções, é possível extrair subsídios para o enfrentamento do processo de esvaziamento do ensino escolar e do papel do professor engendrado pelas referidas pedagogias. Além disso, pretendese evidenciar a impossibilidade de aproximações entre as produções da psicologia histórico-cultural com outras correntes pedagógicas que estão a serviço da legitimação e do revigoramento da sociedade capitalista.This article aims to demonstrate the extent of the "pedagogies of learning to learn" (DUARTE, 2001, since they support the current educational proposals nationally and internationally, and also present their main assumptions, which keep their membership to pragmatism and irrationalism, and in the limit, submit human development to the order of the capital. These propositions go against the goal of humanizing education's assumption in the theoretical production of the Soviet psychologist Alexis Leontiev. As a result, we concluded that, from these productions it is possible to extract subsidies to face the process of empting the school education and the teacher's role engendered by these pedagogies. Moreover, it is intended to highlight the impossibility of the approaches between historical-cultural psychology productions with other pedagogical currents aimed at the legitimacy and the reinvigoration of the capitalist society.

  10. A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations.

    Science.gov (United States)

    Cassel, Stacy Gallese; Hadley Edd, Amy J

    2016-01-01

    Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation. This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience. To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations.

  11. A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations

    Directory of Open Access Journals (Sweden)

    Stacy Gallese Cassel

    2016-07-01

    Full Text Available Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation.  This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience.  To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations.

  12. Linking numbers and variational method

    International Nuclear Information System (INIS)

    Oda, I.; Yahikozawa, S.

    1989-09-01

    The ordinary and generalized linking numbers for two surfaces of dimension p and n-p-1 in an n dimensional manifold are derived. We use a variational method based on the properties of topological quantum field theory in order to derive them. (author). 13 refs, 2 figs

  13. FORMATION OF PEDAGOGICS OF NATIONAL ART CREATIVITY IN THE TIDEWAY OF DEVELOPMENT OF MOTHERLAND HUMANISTIC PEDAGOGICS OF A XIX-TH CENTURY. SOCIAL-PEDAGOGICAL PROBLEMS OF RUSSIAN NATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Lyubov Kalantaryan

    2012-01-01

    Full Text Available To the middle of XIX-th century the increased interest of a society to national education problems stimulated transition from the state pedagogics to public. Main currents in motherland humanistic pedagogics (abstract, practical and universal humanism were designated. Priority value is received by ideas of a humanisation of national education, the primary goals of Russian national school are proved. In sphere of national education find wide application and ideas of national pedagogics, national education.

  14. Pedagogically aware academics’ conceptions of change agency in the fields of science and technology

    OpenAIRE

    Clavert, Maria; Löfström, Erika; Nevgi, Anne

    2015-01-01

    Pedagogical transformations in universities are typically explored as ‘top down’ attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the discipline-specific and pedagogical communities of practice in order to establish mutually shared new concepts and practices of teaching and learning. Thirteen pedagogicall...

  15. DYNAMICS OF VIEWS ON ETHICS OF PEDAGOGICAL DIAGNOSTICS IN INFORMATION AND COMMUNICATION LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Oleksandr Kolgatin

    2016-11-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters in information and communication learning environment of university are analysed. The questions of ethics and information security of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined. Results of survey of students about their view points on issues of security of pedagogical diagnostics data are discussed.

  16. Spring School on Superstring Theory and Related Topics

    CERN Document Server

    2017-01-01

    ICTP's annual Spring School on Superstring Theory and Related Topics provides pedagogical treatment of these subjects through lectures by some of the world's top string theorists. The activity is intended for theoretical physicists or mathematicians with knowledge of quantum field theory, general relativity and string theory. It is organized in collaboration with the Asia Pacific Center for Theoretical Physics (APCTP) and the Italian Institute for Nuclear Physics (INFN).

  17. A pedagogical introduction to theta functions

    International Nuclear Information System (INIS)

    Koh, I.G.; Shin, H.J.

    1988-01-01

    This paper reports on revolutions in physics that have been frequently accompanied by new developments in mathematics. In seventeenth century, Newton has initiated a program of describing celestial motion by classical mechanics. Integral and differential calculus was essential tool. Orbits of the moon and the earth are given by solving the differential equation of Newton's equation. Imagine a situation where one tries to solve such orbits without integral and differential calculus. Similar revolutions in understanding quantum gravity and in making deep connections between statistical and string physics are under progresses. One of indispensible tools are the theory of theta functions on Riemann surfaces. Since the literature of theta functions is mainly written by professional mathematician, physicists feel somewhat uneasy to begin to read a long chapters of lemmas and theorems, but it is now generally accepted that theta function is essential in understanding two-dimensional conformal field theory as the integral and differential calculus was indispensible in Newtonian mechanics

  18. Psycho-pedagogical Research of Inclusive Education in the Undergraduates Training

    Directory of Open Access Journals (Sweden)

    Alyohina S. V.

    2015-11-01

    Full Text Available The author examines the cultural and historical psychology as a methodological basis of research in the inclusive process of education. The article presents the current trends in research of inclusive education such as the design of organizational and psychological and pedagogical conditions for reinforcing the cultural norms of inclusion in the school: individual development in inclusive education; designing an inclusive educational environment. The article describes the logic of the research master students training. The author suggests for discussion some variants of design and research tasks in order to form the necessary research and development competencies of master students. The author is convinced that the quality of an inclusive process in basic education linked to the development of inclusive practice based on scientific research. Cultural-historical framework and its main idea becomes the methodological basis of psychological research as it claims a leading role of social environment in the development and educating of children

  19. Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

    Science.gov (United States)

    Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

    2017-05-01

    Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

  20. Pedagogical progeniture or tactical translation? George Fordyce's additions and modifications to William Cullen's philosophical chemistry--Part I.

    Science.gov (United States)

    Taylor, Georgette

    2014-02-01

    This article contributes to a growing body of research on the dissemination, dispersion or diffusion of scientific knowledge via pedagogical networks. By examining students' handwritten lecture notes, I compare the eighteenth-century chemistry lectures given by William Cullen (1710-1790) at Glasgow and Edinburgh Universities with those of his one-time student George Fordyce (1736-1802), in London, at first privately and then as part of the medical education of physicians at St. Thomas's Hospital. Part I examines the broad structure of Cullen's and Fordyce's courses, comparing both course content and pedagogical approaches to ask how far knowledge flowed directly 'downstream,' and the extent to which it was transformed, translated or transmuted in the process of transmission. Part II (forthcoming) will approach the affinity theories of Cullen and Fordyce in greater depth, revealing the dynamics of knowledge transfer. The results shed light on the transmission of knowledge and skills between master and student, and reflect on whether Fordyce can be better described as Cullen's pedagogical progeny, or less straightforwardly as a tactical translator.