Space In Curriculum Research Articles

Teaching Machine Learning in K–12 Classroom: Pedagogical and Technological Trajectories for Artificial Intelligence Education

Over the past decades, numerous practical applications of machine learning techniques have shown the potential of AI-driven and data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K–12 computing education, too. As machine learning enters K–12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K–12 is an even more daunting challenge for computing education research. Despite the central position of machine learning and AI in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K–12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K–12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K–12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K–12 computing curricula. A crucial step is abandoning the belief that rule-based “traditional” programming is a central aspect and building block in developing next generation computational thinking.

Developing Academic Literacies in Medicine and Agriculture: The Design, Delivery and Evaluation of Blended Learning Support for Research Writing in English

The growth of English as a scientific lingua franca and the pressure to raise the international ranking of Brazilian universities have increased the demand for English language support to develop academic literacies amongst local researchers, particularly in areas such as writing journal articles for international publication. The challenges to delivering targeted support for the development of such literacies include limited curricular space, clashing timetables, and the fact that single institutions often have geographically dispersed campuses. Blended learning offers a possible means of addressing these challenges in the flexibility afforded by course delivery that is partly face-to-face and partly online and asynchronous. This paper reports on the design, delivery and evaluation of courses in research article writing delivered to postgraduate students in the Faculty of Medicine and School of Agriculture at the University of Sao Paulo in 2018-19. The paper confirms that the blended learning format can be a successful means of enhancing academic literacies, while identifying those areas that are easier and more difficult to teach, and which aspects of the research article genre cause novice graduate writers specific problems.

Changing role of school health education in the context of Polish youth Internet (over)use

School health education is supposed to be aimed at taking actions based on the concept of positive health and good well-being but its scope is extending due to socio – cultural changes. Nowadays virtual world is becoming a part of the social reality and is perceived as an important socialization factor. For this reason Internet use should be treated as one of the health education areas as it influences psychosocial health and wellbeing of individuals. The article presents the Polish educational system and the place of health education in core curriculum. This issues constitute a theoretical framework for reporting the findings of research, which were aimed at determining the behaviours of Polish pupils undertaken in virtual space. The main goal of the research was to establish the influence of these behaviours on physical and psychosocial health as well as wellbeing of respondents. A similar studies were conducted by Sonia Livingstone, Michał Klichowski and Maciej Tanaś. The research proved the strong engagement of pupils surveyed in all types of Internet activities, which had an impact on occurring disorders of many areas of functioning (e.g. back pains, visual problems, tiredness, anxiety, insomnia, learning difficulties, social problems). The findings justified the urgent need to include the issues regarding safe and healthy behaviours undertaken in cyber space in health education curriculum. In conclusion some guidelines for educational practice have been formulated.

O ESPAÇO DA FORMAÇÃO EM PEDAGOGIA HOSPITALAR NOS CURSOS DE PEDAGOGIA NAS UNIVERSIDADES PÚBLICAS ESTADUAIS DO PARANÁ

O presente trabalho tem como temática a Pedagogia Hospitalar enquanto campo de atuação do pedagogo. Para tanto elencamos como problemática a seguinte indagação: a formação ofertada para os profissionais tem acompanhado o crescimento e o desenvolvimento do campo profissional? Tendo como objetivo geral a identificação desta formação no contexto dos cursos de Licenciatura em Pedagogia nas Universidades Públicas Estaduais do Paraná, analisamos as matrizes curriculares dos catorze cursos de pedagogia dentre as sete Universidades Estaduais em busca de espaços curriculares que tratassem dessa formação específica; obtivemos os seguintes resultados: sete não contemplam, seis contemplam apenas como possibilidade e somente uma cita diretamente a formação do pedagogo hospitalar, demonstrando a necessidade de que haja uma maior preocupação das Universidades com tal formação.

Dilemas y desafíos de la formación para el trabajo en la educación de jóvenes y adultos

<p>Este artículo presenta preocupaciones formativas y curriculares planteadas por docentes de centros de educativos de nivel primario de jóvenes y adultos, en el marco de un proceso de capacitación realizado en los años 2018 y 2019. Esta experiencia educativa se produjo por convenio institucional entre un equipo de investigación de la Universidad Nacional de Córdoba y la modalidad de educación de jóvenes y adultos de la Municipalidad de la Ciudad de Córdoba, Argentina. Se recogen específicamente en este artículo, las discusiones, reflexiones y desarrollos en torno al Área de Formación y Trabajo, producidos bajo una metodología de trabajo en taller. Se presentan tres dimensiones que pueden entenderse como dilemas que asume la formación para el trabajo como espacio curricular de nivel primario para jóvenes y adultos: 1-Dimensión teórico-conceptual sobre formación y trabajo; 2-Dimensión social y pedagógica: saberes del trabajo y trayectorias; 3-Dimensión contextual-territorial: la escuela y el barrio. Finalmente, se recuperan estas dimensiones para dejar planteados los desafíos principales del área curricular.</p>

Abordajes del Curriculum desde la inclusión de la dimensión ambiental en ofertas académicas en la Universidad Nacional del Nordeste

<p>Este trabajo denominado “Abordajes del Curriculum desde la inclusión de la dimensión ambiental en ofertas académicas en la Universidad Nacional del Nordeste”; es parte de los primeros resultados de un Proyecto de Investigación acreditado por la Secretaría General de Ciencia y Técnica de la Universidad Nacional del Nordeste.</p><p>El objetivo fue identificar y analizar la presencia o ausencia de la Dimensión Ambiental (DA) en las ofertas académicas de la UNNE a partir del análisis de los Planes de Estudio. Se adoptó; en esta instancia una metodología de naturaleza cualitativa; de carácter descriptivo apoyada en un trabajo de Eschenhagen Durán (2009). En esta ocasión se hizo una revisión de todas las carreras; a fin de poder identificar aquellas que contemplaban en los Planes de Estudio la inclusión de la DA. Para lo cual se emplearon técnicas descriptivas basadas en la revisión y análisis de documentos oficiales; tales como los planes de estudio; enmarcadas en la revisión de antecedentes y bibliografía especializada; y posteriormente la sistematización de información y lectura cuantitativa de los datos.</p><p>Los avances hasta aquí alcanzados permitieron identificar la existencia en la UNNE de un total de 51 carreras de grado; con 14 de pregrados (tecnicaturas); distribuidas en 12 Unidades Académicas; de las cuales 20 carreras se vinculan con la DA; 17 corresponden a nivel de grado y 3 en pregrado. Realizar el análisis de las siete áreas posibilitó también identificar el contexto en que la DA toma protagonismo al momento de definir la formación universitaria.</p>

Design of a playful activity for teaching the Maximum Coverage Problem: Set up the hospital

Este articulo contiene el diseño y desarrollo de una actividad lúdica con la cual es posible explicar los términos y relaciones que hacen parte del concepto del problema de máxima cobertura. Para ello, se seleccionó y empleó la metodología de cibernética de tercer orden en la formulación de actividades didácticas, con la cual fue posible caracterizar los diferentes elementos del problema referido y establecer la forma de relación de estos, para, a partir de ellos, establecer un contexto y una secuencia de actividades que posibiliten la explicación del concepto de máxima cobertura. Esto, a través de un juego con propósito direccionado al aprendizaje, que fue probado en estudiantes de un espacio curricular y un semillero de investigación. El diseño empleado y la actividad lúdica resultado del proceso muestran cómo es posible la construcción de actividades didácticas para la enseñanza de problemas de ingeniería desde una perspectiva cibernética.

“It’s really geniuses that live in the hood”: Black urban youth curricular un/makings and centering Blackness in slavery’s afterlife

Curriculum within the US was birthed in a context of antiblackness and continues to operate as anti-Black through imagining Black youth as less than and uneducable. However, despite the ways educational space has historically worked to image Black children and communities through deficit lenses, the creation of non-traditional Black curricular spaces has long served as a strategy of resistance. In this paper, I examine the ways Black urban youth leveraged a co-created non-traditional curricular space, grounded in centering Blackness to make sense of their educational experiences. I draw from an academic yearlong (2016–2017) critical ethnography, centered in Black Critical Theory (BlackCrit), to examine what is revealed about Black living and learning and curriculum, through centering Blackness in a non-traditional curricular space. Theoretically framed through BlackCrit and Sharpe’s (2016) concept of wake work, I analyze critical literacy artifacts and interview data to examine how centering antiblackness, a strength-based positioning, facilitated Black curricular un/makings that worked to: 1) center Black empowerment and 2) affirm Black knowledge. I use the term curricular un/makings to represent the ways the Black youth leveraged their life-worlds to disrupt or abandon nation-state curriculum (unmake anti-Black curricular space) to compose new ideations of curriculum and curricular space (make curriculum anew by centering Blackness). Black curricular un/makings represent the intentional process of deconstructing anti-Black curriculum through an unapologetic centering of a Black ethos.

La singularidad (y no tanto) de las prácticas sociocomunitarias en el Colegio Nacional de Monserrat

Pre-university high school Extension is permanently opening paths and setting academic school career. Although high school extension has its own specificities, it shares difficulties and concerns with the university extension. Curricular inclusion of ‘viable unpublished’ socio-communitarian projects in the Monserrat National High School, shows that it is possible that extension is not any longer an isolated, voluntary action, developed outside the institutional margins, but a concrete integral critical humanistic formation integrated to the curricula, and that it articulates classroom learning with learning in the territory through experience. If we think humanism as the interculturality and universalization of human dignity, then socio-communitarian projects (PSC) are humanizing, sensing, historicizing, problematizing, articulating, democratizing, dialogical, rights promoting, curricular spaces. They also approach social problems critically as object of knowledge providing social transformation.

Strategies to reconcile beliefs and practices: A case study of teacher agency enactment in curriculum making

This qualitative case study investigated why and how a teacher used his agency in curriculum-making. The study uses in-depth interviews, classroom observation, and teaching artefacts to understand the socio-cultural perspective on the interplay among agency, resources, schema, and structure. It finds that in this case, teacher agency was triggered by the perturbation resulting from a misalignment between the teacher’s personal beliefs and the school’s cultural schema. Strategies for reconciling were enacted through resource creation, cultural schema integration, negotiation for curriculum space, and researching. More attention is needed to understand how the perturbation emerged in the practices, the coupling relationships between resources and cultural schema, and the agency transformation.

REDEFININDO PRÁTICAS EDUCACIONAIS À DISTÂNCIA COM COMPROMISSO SOCIAL

En el presente trabajo se describe y analiza una experiencia de virtualización de un espacio curricular de la carrera de Bioquímica de la Universidad Nacional de Rosario. La misma se desarrolló durante el primer cuatrimestre del año 2020, como alternativa pedagógica ante la emergencia sanitaria por COVID 19 y el aislamiento social preventivo y obligatorio determinado para todo el territorio argentino. Desde una perspectiva sociocrítica, se reflexiona sobre las prácticas de educación a distancia implementadas en este contexto. Para para sostener la esencia del compromiso social universitario y de la educación crítica, dialógica, emancipadora y transformadora se diseñó una planificación educativa que permitió sostener la calidad educativa, los aprendizajes y la inclusión de los estudiantes en la virtualidad. Se analiza el formato de clases para que sean problematizadoras y habiliten la construcción de aprendizajes significativos; los modos para sostener el acompañamiento, la inclusión y los vínculos pedagógicos; la identificación de estudiantes con contextos disímiles; y la modalidad de evaluación de los aprendizajes desde una perspectiva crítica. Finalmente, se reflexiona acerca de la necesidad de problematizar el presente y el futuro de la educación, en tiempos de pandemia y pospandemia, para profundizar las democracias, la participación ciudadana, la justicia social y la solidaridad.
 

Currículo, diversidade sexual e de gênero: tecendo reflexões sobre a formação docente

O artigo tece reflexões acerca das práticas de currículo e formação de professores, nas questões inerentes as relações de gênero, sexualidade e diversidade sexual, por considera-las temáticas pertinentes à constituição das subjetividades humanas na contemporaneidade. Partindo desse pressuposto o presente estudo tem por objetivo analisar quais práticas de currículo concernentes às questões de gênero e diversidade sexual permeiam os cursos de formação docente, nas instituições públicas de ensino superior do Território de Identidade do Piemonte Norte do Itapicuru, no Estado da Bahia. Quanto aos procedimentos metodológicos optamos pelas narrativas por compreendermos que tais procedimentos nos possibilitaria maior capacidade de análise no que tange ao objetivo da pesquisa. A partir das narrativas é possível evidenciar que a diversidade acaba por questionar o currículo, a escola e sua prática pedagógica, fomentando a necessidade de que as temáticas que contemplem a diversidade sejam asseguradas nos distintos tempos e espaços do fazer educação. No campo da formação docente compreendemos a necessidade de uma revisão das propostas de currículo para os cursos de licenciatura do referido Território, objetivando assegurar maior espaço no currículo.

An Alternative Australian Curriculum Model: Vertical Cubic Curriculum

This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

IB(International Baccalaureate)교과 도입과 주체와 공간의 발견

IB(International Baccalaureate)교과 도입과 주체와 공간의 발견

Metaphor Analysis as a Window into How Japanese Entry-level Medical Students Conceptualize Their Future Profession as Physicians

Metaphor analysis is a useful tool for uncovering tacit assumptions and beliefs. In education, metaphor analysis of students' attitudes and motivations can provide useful insights for educational discourse and curriculum development. The current metaphor analysis of Japanese entry-level medical students' conceptualizations of their future profession of physician was conducted to determine what insights might be derived therefrom for medical educational discourse and curriculum development. For the analysis, the students filled in the blanks of a metaphorical statement, A physician is like _____ because _____, and the metaphors thus collected were coded using content analysis procedures. Ninety-one metaphorical statements were included for analysis. Two generic-level conceptual metaphors were identified: the physician as deeply caring figure (49/91, 53.8%), in which metaphors relating to family members were predominant (25/49, 51.0%), and the physician as specially able and skillful figure, in which just over half of the metaphors related to a super being (22/42, 52.3%). The predominantly positive metaphors elicited by this study reflect high levels of idealism in this group of students about to embark on their medical studies. However, the high number of metaphors relating the physician to a super being emphasizes the need for space in the medical curriculum devoted to discussion of the realities of uncertainty and fallibility in medical care. Extrapolating more broadly, metaphor analysis may be used in other areas of the medical profession, such as for exploring values and beliefs about medical practice and for comparing cross-cultural perspectives in medical teams composed of members from different countries.

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.

Teaching Social Justice Through 'Hip Hop and the Law'

This article queries whether it is possible to teach law students about social justice through a course on hip hop and its connection to and critique of the law. We argue, in these dedicated pages of the North Carolina Central Law Review, that yes, hip hop and the law offer an excellent opportunity to teach law students about social justice. But, why publish an article advocating that national law schools offer a legal education course on Hip Hop and the Law, or more specifically, Hip Hop & the American Constitution? Of what benefit might a course be that explores hip hop lyrics and hip hop artists’ critique of United States law and policy? In an era where bar passage rates are slipping across the nation and law schools are struggling to attract students to their hallways and classrooms, is there space and time in a law school curriculum to offer a class on hip hop and its critique of the law? I argue here that time and space must be created to offer law students an opportunity to embrace hip hop’s critique of the U.S. Constitution and its critique of the laws and policies that have always been developed, since the nation’s founding, from the top down — that is to say, developed from an elite, straight, wealthy white male perspective. Here is why: Hip hop music and culture have conquered the world. Born in New York City (the Bronx), this quintessential American cultural phenomenon has captured the hearts and minds of two generations of U.S. residents as well as enthusiasts across the globe. This hip hop takeover, ne revolution, is so recognized in literature and culture, that it bears no further explanation. Suffice it to say, that today, the U.S. law professoriate is infused with a stirring population of hip hop aficionados. Further, current law students are overwhelmingly individuals that know, love, and are deeply impacted by hip hop music, art, and culture. Additionally, hip hop music, at its core, offers a provocative critique of United States law, particularly the criminal justice system. This critique, offered from the bottom up — that is to say, from the perspective of those that have been historically oppressed and voiceless — presents a knowing appraisal of how the law as promulgated, practiced, and enforced in the United States harshly impacts and does positive injury to communities of color and people living in poverty in the United States. Today, more than ever, those that teach, enforce, and practice the law should be paying attention to the critique emanating from faces at the bottom of the well, particularly from hip hop faces. Further, this article seeks to contribute meaningfully to the existing literature and debate that considers and addresses the inclusion of race and inequality within the legal education landscape and law school curriculum.

Addressing the Social Determinants of Health in Undergraduate Medical Education Curricula: A Survey Report.

PurposeSocial determinants of health (SDH) are recognized as important factors that affect health and well-being. Medical schools are encouraged to incorporate the teaching of SDH. This study investigated the level of commitment to teaching SDH; learning objectives/goals regarding student knowledge, skills, and attitudes; location in the curriculum and teaching strategies; and perceived barriers to teaching SDH.MethodsA team from the American Medical Association’s Accelerating Change in Medical Education Consortium developed a 23-item inventory survey to document consortium school SDH curricula. The 32 consortium schools were invited to participate.ResultsTwenty-nine (94%) schools responded. Most respondents indicated the teaching of SDH was low priority (10, 34%) or high priority (12, 41%). Identified learning objectives/goals for student knowledge, skills, and attitudes regarding SDH were related to the importance of students developing the ability to identify and address SDH and recognizing SDH as being within the scope of physician practice. Curricular timing and teaching strategies suggested more SDH education opportunities were offered in the first and second undergraduate medical education years. Barriers to integrating SDH in curricula were identified: addressing SDH is outside the realm of physician responsibility, space in curriculum is limited, faculty lack knowledge and skills to teach material, and concepts are not adequately represented on certifying examinations.ConclusionDespite the influence of SDH on individual and population health, programs do not routinely prioritize SDH education on par with basic or clinical sciences. The multitude of learning objectives and goals related to SDH can be achieved by increasing the priority level of SDH and employing better teaching strategies in all years. The discordance between stated objectives/goals and perceived barriers, as well as identification of the variety of strategies utilized to teach SDH during traditional “preclinical” years, indicates curricular areas in need of attention.

Navigating Black Racial Identities: Literacy Insights from an Immigrant Family

BackgroundThe increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural influences that shape their educational experiences. Both racialized and cultural experiences come to play a major role in how students experience schooling in the U.S. The relationship that Black immigrant families have with schools and teachers can impact immigrant children's well-being and inform teachers. Therefore, it is important that Black immigrant families and schools create lasting relationships grounded in a respect for language, culture, race, and county of origin.Purpose/Objective/Research QuestionI use the insights from discussions with one Black immigrant family from Senegal who participated in an after-school critical literacy workshop where relationships were built among parents, students, and educators. Although there is an extensive body of literature on Black immigrants in the U.S., this research will contribute to filling the gap concerning how Black immigrant parents can be supported in serving as agents of socialization as their children come to understand the way race functions in the United States and how other parents, teachers, and curricula can be informed through discussions with them. This study is guided by the following question: What can be learned about the role of an after-school critical literacy workshop in creating a space for a Senegalese immigrant family to engage in discussions with their children, other families, and teachers as they react to race and violence in the U.S.?Research Design/Data Collection and AnalysisThroughout the course of the project, students’ participation was documented through field notes, research memos, and audio and video recordings of family workshop meetings. Classroom data in the form of children's writing samples, written response journaling, and visual responses (sketch to stretch) were also collected. The study included in-depth interviews with student participants at the conclusion of the workshop. Parents completed a survey to share their experiences. Data were uploaded to Dedoose to identify codes.Findings/ResultsThree themes refected how the critical literacy workshop enhanced the family's ability to prepare their children for a racialized society and inform other children, families, and teachers: (a) transnational literacies were important in building racial and heritage knowledge for the children, (b) children's literature and film opened spaces for conversation that allowed the family to inform other parents about racial injustices and the importance of African heritage pride and also informed the classroom teacher about the need for discussing colorism in his classroom, and (c) transnational literacies and talk about anti-Blackness occurred within a supportive environment.Conclusions/ImplicationsWhen the after-school critical literacy workshop affirmed a Black immigrant family in their “Black thinking” and sociopolitical consciousness, they were able to articulate their feelings about racist acts and violence and the need for African heritage pride. Findings corroborate the studies that argue for the value of teaching about contemporary movements such as #BlackLivesMatter and the importance of honoring the voices of Black immigrant youth and families in curricular spaces.

Starting From Scratch (Jr.): Integrating Code Literacy in the Primary Grades

AbstractIn today’s multimodal landscape, coding has a space in the elementary literacy curriculum. Coding and literacy have many parallels, which are described in further detail. The author also explains why coding should be integrated into the primary grades and the steps that teachers can take to implement coding in the literacy curriculum. The free app ScratchJr is used to illustrate how block coding can be integrated into literacy instruction. The author provides an example, embedded throughout, of how code literacy was implemented in a second‐grade classroom, with relation to content area literacy in science.