Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]最新文献_第2页

A Multi-Disciplinary Undergraduate Pedagogical Experience Looking at Attitudes Towards Solar Development in the Mojave Desert 对莫哈韦沙漠太阳能开发态度的多学科本科教学经验

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-10 DOI: 10.5772/intechopen.101248

Jennifer Moore Bernstein, Cameron Audras, Charmaine Dalisay, Jennifer Swift

{"title":"A Multi-Disciplinary Undergraduate Pedagogical Experience Looking at Attitudes Towards Solar Development in the Mojave Desert","authors":"Jennifer Moore Bernstein, Cameron Audras, Charmaine Dalisay, Jennifer Swift","doi":"10.5772/intechopen.101248","DOIUrl":"https://doi.org/10.5772/intechopen.101248","url":null,"abstract":"This research project aimed to integrate geography, spatial analysis, environmental studies, and social psychology to understand conflicts over solar development in the Mojave Desert region. A second objective was to empower the participating undergraduate student researchers with a deep-learning experience using multidisciplinary tools. This project ran from 2019 to 2021 under the Undergraduate Research Associates Program (URAP) at the University of Southern California. The students conducted site suitability analysis, survey research, interviews, and field studies. Results combined spatial analysis, attitudinal surveys, mapping, and detailed accounts of the students’ learning experiences. An important conclusion of this project was the discovery of a discrepancy between broad support for solar development at the state and national level, and a suspicion at the local level The student researchers went on to present multiple conferences and receive awards, and based on this project, both decided to attend graduate school in environmental studies and sciences. Recommendations for further research include interpolation of attitudes toward solar development, conducting a demographically representative survey, and participatory mapping. This approach can serve as a pedagogical strategy for other institutions, as students are increasingly eager to address environmental problem solving from the perspective of both the natural and social sciences.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116863793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach 面向社会变革的教育理论:探索转型教育与能力取向的关系

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-25 DOI: 10.5772/intechopen.101368

Sunday Paul C. Onwuegbuchulam

引用次数: 0

Students’ Digital Photo Stories about School Spaces for Safety and Learning 学生数码照片故事校园空间安全与学习

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-23 DOI: 10.5772/intechopen.101195

Anneli Frelin, Jan Grannäs

引用次数: 0

Efficient Conscious Speaking - Live Communication Pedagogical Technique: “Speaker Storytelling Walk 2.0” 高效有意识的演讲-现场交流教学技巧:“演讲者讲故事散步2.0”

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-22 DOI: 10.5772/intechopen.101093

José Jesús Vargas Delgado

{"title":"Efficient Conscious Speaking - Live Communication Pedagogical Technique: “Speaker Storytelling Walk 2.0”","authors":"José Jesús Vargas Delgado","doi":"10.5772/intechopen.101093","DOIUrl":"https://doi.org/10.5772/intechopen.101093","url":null,"abstract":"Oratory is the art of speaking eloquently, it is the art of communicating persuasively, and being able to generate influence over an individual or a group, with a series of common specific characteristics. It emerged in classical times and is considered a prose literary genre. Preparing a speech is an intensive learning pedagogical process. A great opportunity that allows us to order with a challenge, and systematizes our ideas with concentration, express them from our presence, which invites us to document ourselves and makes us protagonists. The speaker’s walk is a very little-known memorization technique, and with enormous efficiency in the public speaking environment; also called the palace of memories or “loci” method, which in Latin means “places” or “locations.” Our publication aims to carry out an innovative and in-depth methodological and pedagogical review of the orator’s walk technique. A new version of 2.0 allows a much deeper and more efficient application. Which aims to display infinite and imaginative, pedagogical scenarios of concentration and memory for the speaker, incorporating novel experiential applications in persuasive environments of live communication.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127812594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Illustrative Techniques in the Primary School 小学的插图技巧

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-17 DOI: 10.5772/intechopen.100568

Cestmir Serafin

{"title":"Illustrative Techniques in the Primary School","authors":"Cestmir Serafin","doi":"10.5772/intechopen.100568","DOIUrl":"https://doi.org/10.5772/intechopen.100568","url":null,"abstract":"The goal of this chapter is to contribute to the area of teaching about technology, especially by using illustrative aids, kits as didactic training tools in contemporary schools, and to define what is required by this field in view of the goals of the teaching process, especially of the education theory. The study summarises the issue of illustrative aids, from the view of their application to the area of general training, and formulates answers to some related practical issues of the relevant subject didactics. The chapter presents the results of past research surveys which were conducted in relation to incorporating illustrative aids - kits into education, and of the effectiveness of the implemented education in the practical reality of teaching. One subject of discussion also includes the condition/the current state of implementing education in the primary school environment. The aim of this chapter is to provide a comparative and analytical insight into the teaching of general technical subjects in primary schools in the context of technical kits, defining current trends and approaches to the implementation of educational activities. The broader intention is thus to contribute to the development of a sectoral didactics of technical subjects, targeted at lower school levels and educational practice.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"21 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131971932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Researcher’s Role: An Intervention Study Using Lesson Study in Norway 研究者的角色:挪威课堂研究的干预研究

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-12 DOI: 10.5772/intechopen.101100

K. Hauge

{"title":"The Researcher’s Role: An Intervention Study Using Lesson Study in Norway","authors":"K. Hauge","doi":"10.5772/intechopen.101100","DOIUrl":"https://doi.org/10.5772/intechopen.101100","url":null,"abstract":"The aim of the study has been to investigate the researcher’s role in an intervention study using Lesson Study as a mediating artifact for teachers’ professional development. The research question addressed in this article is: “How can the researcher act and react to the challenges that emerge when enhancing the development of practice and still allow teachers to own and manage the project”? An argument for this study is that there are several studies that point out that the researcher’s role in intervention research in which teachers and researchers cooperate are of great importance. At the same time, little research describes the researcher’s role and function during a research project. This article describes and explores the researcher’s role in facing challenges in a practice-oriented intervention during the study. This study lasted for a period of two years. To answer the research question, I have used several data sources to get a holistic picture of the researcher role. Data sources consist of interviews, teacher’s reflection notes, research log and observations. This study verifies that the researcher’s role and approach are of crucial importance for change and development.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126790913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coeducation in Higher Education of Afghanistan: Students’ Perspective 阿富汗高等教育中的男女同校:学生的视角

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-11-08 DOI: 10.5772/intechopen.100131

Sayeed Naqibullah Orfan, Ebtisam Niazi

{"title":"Coeducation in Higher Education of Afghanistan: Students’ Perspective","authors":"Sayeed Naqibullah Orfan, Ebtisam Niazi","doi":"10.5772/intechopen.100131","DOIUrl":"https://doi.org/10.5772/intechopen.100131","url":null,"abstract":"The study investigated Afghan undergraduate students’ perceptions of positive and negative effects of coeducation. It also examined the impact of students’ gender and ethnicity on their perceptions. A survey questionnaire was used to collect data from 230 randomly selected students from Takhar University. The authors utilized descriptive and inferential statistics to analyze the data. The results showed that students had positive attitudes towards coeducation. They believed that coeducation had both personal and social effects such as improving students’ academic confidence, communication skills, preparing them for real life, promoting gender equality and reducing gender biases and stereotypes. However, less than half of students believed that coeducation had negative effects, e.g., distracting students and male students’ domination of class activities. Moreover, the findings revealed that students’ gender had a significant impact on their responses; female students’ attitude towards coeducation was stronger than that of male students. However, students’ ethnicity did not significantly impact their responses.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129168279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reflection of Pre-Service ESL Teachers on Using e-Portfolio in Teacher Education 职前ESL教师在教师教育中使用电子档案袋的思考

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-10-29 DOI: 10.5772/intechopen.100158

Mahbub Ahsan Khan, T. Hoq

{"title":"Reflection of Pre-Service ESL Teachers on Using e-Portfolio in Teacher Education","authors":"Mahbub Ahsan Khan, T. Hoq","doi":"10.5772/intechopen.100158","DOIUrl":"https://doi.org/10.5772/intechopen.100158","url":null,"abstract":"Since the last decade of previous millennium e-portfolio has become a frequent topic of discussion in teacher education contexts. It is seen as one of the prominent innovations in educational technology that demonstrates teachers’ tangible development of competencies over time. Vast amount of literature is available that document the relative advantages and consequent advocacy for its implementation across disciplines, institutions, and applications. In Malaysia, research on e-portfolio is sparse, and particularly in pre-service teacher education it has never been explored. This article describes the findings of a qualitative study examining fifty-five pre-service ESL teachers’ learning experiences while they created e-portfolios as a part of their course requirement at Universiti Sains Malaysia (USM). Data was collected through structured surveys. Findings indicate that most of the participants perceived the process of reflecting on course objectives contributed to their growth and development. Participants also reported several drawbacks of e-portfolios which are required to consider for its successful implementation in teacher education of Malaysia.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122786138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Signature Pedagogies in Vocational Learning 职业学习中的签名教学法

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-10-20 DOI: 10.5772/intechopen.100119

Janet Hobley

引用次数: 1

Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education 批判创业教育的趣味性项目式学习教学法

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-10-15 DOI: 10.5772/intechopen.100509

Adri du Toit

{"title":"Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education","authors":"Adri du Toit","doi":"10.5772/intechopen.100509","DOIUrl":"https://doi.org/10.5772/intechopen.100509","url":null,"abstract":"The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121469386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1