Pedagogical Meaning Research Articles

СУЩНОСТЬ СИСТЕМНО-ЛОГИЧЕСКОГО МЫШЛЕНИЯ В УСЛОВИЯХ ПРОФИЛЬНОГО ОБУЧЕНИЯ

We analyze in details pedagogical meanings of terms “thinking”, “system”, “sys-temic thinking”, “logic”, “logical thinking” as constituent parts of integrative notion “systemic and logical thinking”. We suggest tentative definition of the term “systemic and logical thinking” as the type of thinking, essence of which lies in operating with notions, judgements and conclusions with the use of principle of systemic world cognition and logical laws. This type of thinking includes number of skills as well: orientate to essential characteristics of objects and events, follow logical laws, make one’s decisions according to them, produce logical operations with conscious arguing of them, define interrelation of supersystem, system and its subsystems, observe their change through time, for hypotheses. We reveal specific features of subject oriented teaching of senior pupils and its role in the development of systemic and logical thinking among pupils.

Práticas pedagógicas de acolhimento e inclusão: a perspectiva da pedagogia critica

This article highlights the possibilities of critical pedagogy in the organization of practices for inclusion and acceptance of students. It is based on the assumption that the epistemological principles of pedagogy, in the critical perspective, contemplate the bases of the necessary processes of inclusion, beyond mere acceptance, reaffirming that in a society of contradictory, exclusionary, unequal, oppressive relationships, the practice of Pedagogy must have an emancipatory form, in the continuous search for more humanity in men, what will be done through the transformation of the conditions that produce exclusion / oppression. Part of the following research question: what is the pedagogical meaning of inclusion practices? What contributions does critical pedagogy bring to these inclusion and welcoming practices? The current research is based on the follow-up of actions researches carried out in three municipalities in Brazil, focusing on the inclusion of popular students and also on theoretical studies of the meanings of pedagogy, pedagogical practices and the epistemology of critical pedagogy.

認識の外部を語ることの教育学的意味 : シュタイナーにおける＜神話＞思想とそれを支える「教育」観から(報告論文, フォーラム2 認識の外部を語ることの教育学的意味――シュタイナーにおける＜神話＞思想とそれを支える「教育」観から――)

認識の外部を語ることの教育学的意味 : シュタイナーにおける＜神話＞思想とそれを支える「教育」観から(報告論文, フォーラム2 認識の外部を語ることの教育学的意味――シュタイナーにおける＜神話＞思想とそれを支える「教育」観から――)

学校批判としての「教育的教授」論 : 教授学的な論理を機軸としたヘルバルトの学校批判とその教授学的意味

学校批判としての「教育的教授」論 : 教授学的な論理を機軸としたヘルバルトの学校批判とその教授学的意味

플립러닝의 교육적 의미에 대한 이론적 탐색: 대화주의 관점에서

플립러닝의 교육적 의미에 대한 이론적 탐색: 대화주의 관점에서

The Influence of Socio-Educational Factors in the Selection of Contents for Fullfilling Free Time of High School Students

Starting from the fact that man is a social being, social environment has a big importance in the whole personality formation and development. Even though there are views according to which geographical and climate factors can also influence a person’s character, yet they are not the crucial ones. A social environment where the influence of: family, school, peers, mass media, different organizations and those alike is strongly expressed, enables the child as a biological being to gradually grow into a social being through gaining knowledge, habits, abilities etc. The pedagogical meaning of free time is not seen in the organisation of the free activities but in the different factors of institutional character, which more or less can help the shaping of free time with the creation of practical opportunities for its implementation. In this paper, the factors and their influence on the selection of the content of free time at high school respondents will be analysed. More precisely, we will analyse the respondents’ views and opinions about the factors which will determine the selection of free time content, if there are differences compared according to the influence, which of them appear as decisive factors and if there are gender differences from the aspect of the factors influence in the selection of free time activities and contents. In the problem researching process we decided to apply: inductive method, deductive method and comparison method.Keywords: free time, factors, school as a factor, family as a factor, social environment as a factor, student, free activities, culture and gender differences

M. ブーバーの責任論 : その教育的意義を求めて

M. ブーバーの責任論 : その教育的意義を求めて

Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

<p>This study explored the effects of collaborative writing instruction on undergraduate nursing students’ writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and nine learners were recruited through convenience sampling from four classes at a nursing vocational university in southwestern Taiwan. Quantitative data were analyzed using descriptive statistics, repeated measures MANOVA, explorative factor analysis (EFA), and structural equation modeling (SEM). The results showed that this instructional method effectively improved the learners’ writing performances and also influenced the latent structures of the learners’ self-efficacy from theoretical constructs toward pedagogical meanings, with the learners’ writing self-efficacy beliefs being altered by the instruction and becoming consistent with the assessment criteria. In addition, both the learners’ pre- and post-test self-efficacy levels had significant causal relationships with their individual learning progressions. These correlations between self-efficacy and writing performance suggest further teaching implications.</p>

Ethical and Pedagogical Meaning of Representing Holocaust in MAUS

Ethical and Pedagogical Meaning of Representing Holocaust in MAUS

Revisiting Orbis Sensualium Pictus: An Iconographical Reading in Light of the Pampaedia of J. A. Comenius

Orbis Sensualium Pictus by Comenius is historical evidence of the revolutionary development of language didactic in the seventeenth century. However, this book is not only a simple encyclopedic Latin study book with pictures, but a little theology work containing Christian cosmological universalism as well as a pedagogy which provides principles for educational practice and social realizations of a theological ideal in a very new and creative form of iconography. While studying Latin seems to be the main purpose of his work, the authentic intention of the author lies in a panpedagogical call to a religious-educational mission for rebuilding humanity and society during and after the 30 Years War. In this article, we will show the historical and pedagogical meaning of this book through component analysis, framework analysis and iconographical interpretation. In addition, we will also approach Comenius’ concept of Pampaedia through an iconographical shortcut, highlighting a picture in “Invitatio” and “Clausula”, which is presented twice in this book.

A standardised, holistic framework for concept-map analysis combining topological attributes and global morphologies

Motivated by the diverse uses of concept maps in teaching and educational research, we have developed a systematic approach to their structural analysis. The basis for our method is a unique topological normalisation procedure whereby a concept map is first stripped of its content and subsequently geometrically re-arranged into a standardised layout as a maximally balanced tree following set rules. This enables a quantitative analysis of the normalised maps to read off basic structural parameters: numbers of concepts and links, diameter, in- and ex-radius and degree sequence and subsequently calculate higher parameters: cross-linkage, balance and dimension. Using these parameters, we define characteristic global morphologies: ‘Disconnected’, ‘Imbalanced’, ‘Broad’, ‘Deep’ and ‘Interconnected’ in the normalised map structure. Our proposed systematic approach to concept-map analysis combining topological normalisation, determination of structural parameters and global morphological classification is a standardised, easily applicable and reliable framework for making the inherent structure of a concept map tangible. It overcomes some of the subjectivity inherent in analysing and interpreting maps in their original form while also avoiding the pitfalls of an atomistic analysis often accompanying quantitative concept-map analysis schemes. Our framework can be combined and cross-compared with a content analysis to obtain a coherent view of the two key elements of a concept map: structure and content. The informed structural analysis may form the starting point for interpreting the underlying knowledge structures and pedagogical meanings.

Sur les origines du concept de méthode à l’âge classique : La Ramée, Bacon et Descartes

Our contemporary concept of method, as a formal discourse that comes before science itself and aims at directing scientific inquiry, prescribing several steps and checking-procedures, is not the concept of method that was familiar to educated 17th-century minds. In the 16th century, the French scholar Petrus Ramus (Pierre de la Ramée) was instrumental in importing the notion of “method” from rhetoric into logic. In his French Dialectic (1555) method is described as an art of disposition, which comes after “invention” and “judgment”, and explains how teachers should present and impart their (already acquired) knowledge. This pedagogical meaning was still dominant in the 17th century, even when people, in the wake of Bacon and Descartes, started to consider the notion of a “method of invention”, an expression which would have rung as an oxymoron to anyone schooled in the Ramist tradition. This paper carefully considers Descartes’s and Bacon’s use of the term “method” or “methodus”. Bacon never used it to name his own way of invention (for which he has terms such as “via”, “ratio” or “induction”), and he carefully restricted “method” to the old meaning of an art of transmission. Descartes, even though he may be considered as the inventor of the modern acceptation of method as an ars inveniendi, modelled on geometrical analysis, still retained the old pedagogical connotation – it is quite clear that, for him, acquiring new knowledge methodically was the result of some sort of self-education rather than the application of formal rules. Finally, this study may contribute to revising our standard approach to the contrast between the Baconian and the Cartesian “methods”. It is perhaps not as much epistemological as it is anthropological and maybe religious, revealing important differences in their approaches to human capabilities and the progress of science.

Contact with My Teacher’s Eyes

Eye contact, a subtle, pedagogical encounter in our classrooms easily slips teachers’ attention because of its transient nature. Teachers see their students almost every day. Yet, what does a moment of eye contact mean experientially to our students? By asking the question, ‘what is the student’s experience of making eye contact with their teacher,’ this paper represents a phenomenological study that captures this phenomenon and delves into its pedagogical meanings. Through lived experience description and phenomenological reflection, this research shows pedagogical eye contact, a usually taken-for-granted dimension, mediates our pedagogical relation and calls for teacher’s thoughtfulness.

An analysis on pedagogical meaning of G. Simmel's discourse on the space - for implication of the discourses on lifelong learning city, creative city & village making -

An analysis on pedagogical meaning of G. Simmel's discourse on the space - for implication of the discourses on lifelong learning city, creative city & village making -

'De dageraad der natuurwetenschappen, ook in de volksschool'. Wetenschap, vormingsidealen en vrijdenken in het lager onderwijs (1855-1870)

'The dawn of science, in the primary school too'. Science, pedagogical ideals and freethinking in primary education (1855-1870) Historical research has been done into science education in primary schools in the Netherlands. This is remarkable, because the introduction of science in the curriculum marked an important shift in the history of the primary school. This article focuses on the pedagogical meaning of science education in the period after 1857, the year when several scientific subjects, like natural science and the ‘study of forms’, became obligatory to all pupils. Some teachers feared that this change would turn primary schools into industrial schools. This, however, was not the case. On the contrary, as became clear by studying cultural and pedagogical journals, teachers appreciated the benefits of science education because it supported the development of pupils in all the aspects of life: cognitive, moral and religious. Freethinkers are included in this research because their liberal theological thought and interest in the moral meaning of science was both exemplary and limiting for the identity of science education.The outcome of this article challenges the idea in historiography that the function of Dutch primary schools in the mid-nineteenth century was either socialisation or qualification. Instead, it intended to educate pupils towards ‘full humanity’, science education having an important role in this.

The Use of Virtual Measuring Devices in Teaching Modeling of Physical Processes

Informatization of education makes to reconsider traditional training courses of computer science, methods, technologies and the means of informatization applied in teaching other subjects. In this article we consider the problem of the creation and use of virtual measuring devices in teaching modeling of physical processes. The difficult or costly experimental conditions, the new equipment, the risks connected with carrying out of tests, bulky procedure of mathematical calculations, frequently lack of material resources, considerably constrain process of physical researches. Emergence of virtual laboratory of stands and simulators became one of solutions of a problem. The resulting stage of modeling is computing experiment, so in teaching modeling it is necessary to use virtual laboratory work - connected animated images, which simulate the experimental installation. The special system of virtual switches, windows to set parameters of experiment and manipulation with the mouse allow students to change operatively conditions of experiment and to make calculations or to build charts. Pedagogical meaning of laboratory researches is that students do the analysis results of modeling and conclusions himself. Application of such laboratory complexes allows making experiments, to observe and manage them in real time using a personal computer, that provides improvement quality of teaching and learning of teaching materials by students. Virtual laboratory installations supplement real laboratory installations. This is explained by the modeling capabilities of real experiment, high reliability of their work and rather low cost. As at performance of laboratory works most part of time is spent on understanding how to work with the installation, by downloading a virtual installation, the student has the opportunity to prepare in advance, having mastered the laboratory equipment, examining its performance in different modes. Using technology of virtual devices, it is possible to fully reproduce the actual installation as a virtual model, keeping all its functionality. Virtual installations on the monitor screen have visual similarity to real installations. Convenient management of the program facilitates understanding of studied processes. Also it is possible to create virtual devices. For today the most powerful and reliable tool for the development of virtual devices is the environment of graphic programming LabView of company National Instruments. This article contains the steps in conducting of laboratory workshop, their sequence promotes increase of effectiveness of the work, increases relationship of steps and lowers their complexity.

“Experiments” and the inquiry emphasis conflation in science teacher education

AbstractThis article examines the use and role of the term “experiment” in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning with the analysis based on the notion of pivot terms, introduced in an earlier article, to operationalize language use as habit and mediated action. The term “experiment” was found to be conflated with “laboratory task” and referred to as primarily a pedagogical activity in contrast to a research methodology, in line with the previously described inquiry emphasis conflation. The notion of “controlled experiment” was unfamiliar to most students and had not been explicitly discussed in terms of research methodology during their teacher education. The pedagogical meaning given to the term “experiment” is discussed in contrast to its use and function in scientific research. The possible problems of this conflation of terms are discussed in relation to the educational goal of teaching students about the nature of scientific inquiry. Recommendations for teacher education are discussed, and a heuristic model to use pivot terms to facilitate explicit reflection on unexamined customs of science education is introduced. © 2011 Wiley Periodicals, Inc.Sci Ed95:908–926, 2011

O professor de filosofia: limites e possibilidades - dinâmica e problematização do ensino-aprendizagem

A temática do presente texto versa sobre limites e possibilidades do professor de filosofia na relação ensino-aprendizagem desenvolvida nas salas de aula. Localizando os elementos fundamentais ao processo pedagógico - tais como o ensino, o papel do professor, a experiência filosófica e o sentido pedagógico de reaprender o aprendido -, o contexto pedagógico é pensado nos seus agentes e no objetivo a ser alcançado: o conhecimento que permite a integração de saberes. Recorrendo à contribuição do pensamento de Hannah Arendt no que corresponde ao esclarecimento de uma das várias questões da crise da educação, que segundo a autora é a quebra da autoridade do professor, faz-se o resgate do papel fundamental do docente no jogo ensino-aprendizagem. Tal resgate torna-se possível quando a prática docente é repensada nos termos próprios de sua fundamentação e perspectiva mais abrangente: a formação humana. Ao longo do texto, as propostas pedagógicas de pensadores da educação para o ensino de filosofia em turmas de ensino médio contribuem para a compreensão das perspectivas lançadas na abordagem do tema. Elementos como aprendizagem, conteúdo, ensino, processo educativo são retomados de modo que favoreçam a apreensão do sentido verdadeiramente filosófico da disciplina filosofia. Imprescindível para tal acontecimento é a experiência, que não se caracteriza empiricamente, mas no modo pela qual busca contribuir para o desenvolvimento do modo de conceber e desenvolver a docência de filosofia, da mesma forma que tem por intenção permitir o florescimento de novas formas de aprendizagem como proporcionadora de uma verdadeira experiência filosófica.

The Pedagogical Meaning in Joseph Beuys’s ‘Social Sculpture’: Mainly Through ‘Blackboard’ in the 1970

The Pedagogical Meaning in Joseph Beuys’s ‘Social Sculpture’: Mainly Through ‘Blackboard’ in the 1970

Guest Editor’s Introduction to Special Theme Issue: Part 2 Pedagogical Meanings Emerging in Practice

Seldom does an individual exceed his own expectations.(Anonymous)IntroductionThis is the second part of two issues of the International Journal of Pedagogies and Learning in 2008 both of which relate in a variety of ways to the theme of meanings emerging in practice. This theme was the major focus of the Third International Conference on Pedagogies and Learning in Brisbane, Australia in 2007 and several articles were post-conference submissions. In this issue, Part two, there are eight anonymously peer reviewed articles and a book review. Although two articles (the third and eight) were not submitted for the conference theme they are highly pertinent to the investigation of the way pedagogical meanings are emerging in practice. Similarly, the book review highlights the longer term impact of authoritative pedagogies and on the mobility of both staff and students in higher education, with this article and all others strongly reflecting the current global context of cultural, economic, linguistic and political diversity and controversy that surrounds the nature of and the ongoing demand for particular outcomes.Overall these articles cause one to reconsider the concept of learning, and the nature of pedagogies and practices for twenty-first century learning. Besides drawing attention to how may be conceptualised by young children in primary school, and the importance of student voice in the development of effective environments in schools, they draw attention to a range of issues impacting on preservice teacher education and the role and impact of ICT in learning. These papers also provide a variety of valuable insights into approaches to improve pedagogical practices across sectors, including primary, secondary and tertiary, and in particular raise awareness of issues impacting on arts education, child protection education, languages education and the use of ICT.OverviewIn his first article Caroline Lodge highlights the importance of involving students in dialogue about the concept of learning, learner expectations and their own as a way to help them become better learners and for to become better teachers. While remaining conscious of the school improvement, accountability agenda, within which today's teachers' work, she provides an exciting and lucid description of classroom pedagogical developments that demonstrate through dialogue. She both emphasises that talk, and particularly dialogue, is a key process for developing meta-cognitive abilities relating to learning and as a result teachers understand the of their pupils in new ways and change their pedagogy as a result.Article two, by Denise Murray reminds us how the use of ICT in classrooms has developed and changed over time as has the technology itself. She reports on how evidence-based practice has informed pedagogical change and in the way ICT has been used in second language learning, concluding that for effective instruction needs to be carefully scaffolded to include modelling language, explicit teaching of the characteristics of language, and feedback that is timely, specific and multimodal. In article three, Wong Yew Leong and Charlene Tan describe their use of audio-visual media such as film and podcasts in their pedagogical approach to the challenge of teaching philosophy to secondary school students. They describe how these students learn to examine and evaluate their own reasoning as well as that of others. Besides highlighting the use of ICT they provide a convincing argument for the teaching of philosophy as contributing to students' devlopment of critical and creative thinking skills. …