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After a short introduction to the Italian context relating to science teachers’ training and updating course we explain the motives that led us to produce educational material based on interactive methodologies (role‐playing) and to present it to in‐service teachers during updating courses. The role‐playing activities that we prepared draw from specific historical and geographical situations in order to face the problems of global environmental issues, such as, for example, water resources management, waste‐disposal, reforestation techniques. Some observations on the didactic effect of our proposals and on the importance of encouraging a change in the teachers’ way of thinking are presented. The latter is a prerequisite for a correct use of the educational material supplied. This means introducing a problematic concept of scientific knowledge and stimulating new attitudes to establish less hierarchic inter‐relations in class. 相似文献
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López-Crespo Ginesa Blanco-Gandía M. Carmen Valdivia-Salas Sonsoles Fidalgo Camino Sánchez-Pérez Noelia 《Education and Information Technologies》2022,27(4):5233-5248
Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios.... 相似文献
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Laura Colucci-Gray Anna Perazzone Martin Dodman Elena Camino 《Cultural Studies of Science Education》2013,8(1):127-183
In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post-normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario. 相似文献
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M. Camino Bueno-Alastuey Izaskun Villarreal Soraya García Esteban 《Technology, Pedagogy and Education》2018,27(3):367-380
This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL)-based units by analysing the number and type of episodes related to students’ technological pedagogical content knowledge (TPACK) produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that pedagogical content knowledge was the main focus of attention and prompted most of the suggestions for change in the unit and that telecollaboration promoted collaboration and made participation more equal. Consequently, telecollaboration showed a great potential for directing students’ attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration. 相似文献
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Social Class Effects on Northeastern Brazilian Children's Conceptions of Areas of Personal Choice and Social Regulation 总被引：6，自引：2，他引：6
2 studies examined middle- and lower-class Brazilian children's concepts of personal choice and social regulation. In Study 1, interviews of 40 middle- and lower-class children (9 and 15 years old) revealed that children across classes distinguished moral from conventional issues on the bases of rule contingency and act generalizability criteria. Lower-class children, however, were less likely to view conventions as rule contingent and more likely to generalize conventional acts. In Study 2, interviews of 240 middle- and lower-class children (ages 8, 12, 16 years) found that across classes, children distinguished prudential issues from matters they treated as personal. Prudential issues were seen as subject to parental authority. Middle-class children were more likely to treat personal issues as matters of choice. With age, lower-class children increasingly tended to treat personal items as matters of choice, and by adolescence there were no class differences. Findings show that Brazilian children maintain a heterogeneous orientation to rules and authority which includes a domain of personal choice. Class differences indicate that hierarchical social structures affect children's sense of autonomy. However, developmental effects indicate that a domain of personal choice emerges among children across social classes. 相似文献
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Elena Camino 《Environmental Education Research》1996,2(3):331-344
This paper describes an educational activity that was undertaken by starting an exchange of letters between Italian and Indian students. The main goal of this initiative was to encourage friendly relationships among students living in very different cultures and socio‐economic conditions, through direct communication. The general objectives of this initiative were: to encourage Italian and Indian children to have an affective, cognitive and emotional openness towards different people, cultures and environments; to make the concept of ‘global village’ more real and the ties that constitute our interdependent world more actual; to stimulate a reflection upon the ‘Western’ model of development, that destroys our resources, the resources of other peoples and of future generations. In this work targets related to several subjects have been identified: geography, environmental science, foreign language and social studies. A few possible interdisciplinary teaching paths have been pointed out, which originated from the development of cross‐curricular themes (environment, development, world studies). Our approach has stressed the comparison between ‘us’ and ‘the other’, the deliberate effort to put oneself in the others’ place and to see the world through ‘their’ eyes. Thanks to the exchange of letters this comparison has been made more concrete, immediate and relevant. Finally, some critical thoughts about the experiences that have been carried out up till now will be suggested in order to open a debate with teachers and researchers who have had similar experiences and to provide useful elements to those who are willing to take the path of environmental and development education through the exchange of letters among their students. 相似文献
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The main objective of this article is to analyse the importance given to student guidance and diversity in the standards and criteria used in the quality accreditation and evaluation processes in Europe and the US. Agencies selected in this study are the members of ENQA (European Association for Quality Assurance in Higher Education), EQAR (European Quality Assurance Register for Higher Education) and regional and programme accrediting organisations in the US that are recognised by the Council for Higher Education Accreditation (CHEA). The data were analysed by means of qualitative and content analysis of the principles, standards and criteria published in the guidelines of the respective agencies. The results of this study reveal that guidance and attention to diversity are included in the quality evaluation guidelines for university study programmes and for higher education institutions in different ways. The main conclusion is that most guidelines include general criteria about guidance and diversity. In order to assist HEIs in the way to plan this support, guidelines should include specific criteria for the provision of academic, career and personal guidance within general student support services. Additionally, criteria should specify the actions to be taken and the resources to respond to diversity. 相似文献
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Magdalena Mendez-Lopez M. Carmen Juan Ramon Molla Camino Fidalgo 《Anatomical sciences education》2022,15(3):535-551
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose. 相似文献
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Mora José-Ginés Ferreira Camino Vidal Javier Vieira María-José 《Tertiary Education and Management》2015,21(1):29-40
Tertiary Education and Management - The national strategy for higher education of the Albanian government (2008–2013) stated the urgent need for universities to increase their role in the... 相似文献
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