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Inkeri Ruokonen, Anu Sepp, Venla Moilanen, Ossi Autio and Heikki Ruismaki

Abstract

This article discusses the five-string kantele as an example of the Finnish national heritage, a school instrument and an example of sustainable design. A qualitative case study was made by collecting the data from the Finnish students – prospective teachers – and the sixth form pupils, who had designed and carved their own five-string kanteles. The purpose of this research was to find out which aspects of five-string kantele design are considered the most important for sustainable principles and design among these youngsters. As results, the elements and principles of designing the five-string kantele are discussed and its relevance to five sustainable characteristics (creative, ecological, economic, aesthetic and socio-environmental) is presented. The sustainable values of the kantele and the purpose for which it is made are also considered.

Open access

Ľubomír Salanci

Abstract

Programming is as an important part of informatics at Slovak schools, and therefore we put focus on didactics of programming. We have observed various issues that are related to teaching and didactics of programming. These issues should be mastered by future teachers of informatics that we prepare at our faculty. In order to prepare future teachers we have designed a course of didactics of programming. For example, we have observed that our students - future teachers do not differentiate between levels of complexity when trying to teach various programming topics, or they skip important steps when explaining solution of a problem. We came to conclusion that it is necessary to design various activities related to teaching of programming and problem solving that allow students to collect their own practical experiences by resolving various didactical problems and to develop their critical thinking about teaching.

Open access

Gil Rieger

Abstract

This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

Open access

Abdulwali H. Aldahmash, Saeed M. Alshmrani and Abdo N. Almufti

Abstract

The importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachers’ views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three dimensions used to collect the data. It was distributed to 458 (237 male and 221 female) science teachers working at high schools in Saudi Arabia. The results have indicated that teacher practices of almost all reflective activities included in the three dimensions “the extent of practicing reflection”, “areas of practicing reflection”, and “ways of practicing reflection” are at “high” level from their point of view. The results have also shown that there are no significant differences in the teachers’ views about their practices of reflective activities related to their gender, or experiences in the teaching profession.

Open access

Robsan Egne

Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus

The present study investigates the washback effects of handouts on the teaching and learning process in the higher education institutions of Ethiopia, particularly in Adama University. A descriptive survey and analytical research methods were employed in the present study. The subjects of the study included instructors and some selected students of the university. A questionnaire, an interview, a document and content analysis were employed to collect data. The data were analysed using quantitative and qualitative approaches. The data collected through close-ended items of the questionnaire were analysed quantitatively using a chi-square. Whereas the data collected via some interview guides and some items of the questionnaire were analysed using percentage. Besides, the qualitative data gathered via open-ended items of the questionnaire, some items of the interview, content and document analysis were analysed qualitatively. The research results revealed that the way handouts are being prepared and used in higher education institutions of Ethiopia does not encourage active and independent learning. Some recommendations which are deemed crucial for alleviating the problem are suggested.

Open access

Maryam Homayounzadeh

Abstract

The aim of the current study is to investigate practically the determining factor(s) affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI) questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteria were applied in practice to investigate their relative contribution in making a group of amotivated freshman English majors motivated as lifelong learners. Various instruments and materials from questionnaires to student writings were used to collect data concerning the identified variables so as to identify through both quantitative and qualitative analyses the most determining one(s) in educating lifelong learners. The results suggested critical thinking as the most consequential variable involved. Implications of the study for pedagogy in higher education were discussed and questions were raised for future studies to take into account.

Open access

Dominique C. Hill

). Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass. Holman-Jones, S., Adams, T. E., & Ellis, C. (2013). Handbook of autoethnography. Walnut Creek, CA: Left Coast Press. Holman Jones, S. (2008). Autoethnography: Making the personal political. In N. K. Denzin & Y. S. Lincoln (Eds.). (2008). Collecting and interpreting qualitative materials. London, United Kingdom: Sage Publications, Inc. Johnson-Bailey, J. (2002). Race matters: The

Open access

Eugeniusz Świtała

research methods: Collecting evidence, crafting analysis, communicating impact. Hoboken, NJ: Wiley-Blackwell. Williams, R. M. Jr. (1979). Change and stability in values and value systems: A sociological perspective. In M. Rokeach (Ed.), Understanding human values (pp.15-46). New York: The Free Press.

Open access

John Valk and Aybiçe Tosun

liberal education? Liberal Education 90, 2, 34–41, Retrieved May 10, 2015, from: http://web.ebscohost.com.proxy.hil.unb.ca/ehost/pdfviewer/pdfviewer?vid=3&hid=127&sid=49b25649-fe5a-45f8-a6fa-c0823e04e813%40sessionmgr113 Altaş, N. (2005). A study on process steps for developing multicultural religious education modal. In R. Ege (Ed.)., Cultural Diversity and Religion. Ankara: Sinemis. Barribal, L., & While, A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 328–335. Benthall, J. (2008

Open access

Rita Vaicekauskaite and Asta Valackiene

. Dutta, D. K., Li, J., & Merenda, M. (2011). Fostering entrepreneurship: impact of specialization and diversity in education. International Entrepreneurship Management Journal , 7 (2), 163–179. Farhangmehr, M., Gonçalves, P., & Sarmento, M. (2016). Predicting entrepreneurial motivation among university students. The role of entrepreneurship education. Education + Training , 58 (7/8), 861–881. Fontana, A., & Frey, J. H. (2003). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and