Suchergebnisse

We are moving into an era of intense economic, social and political crisis, where the need of active and critically thinking citizens is imperative. Teachers play a key role in the transmission of knowledge, values and skills which are essential for students to become effective citizens. The aim of the study is to investigate teachers' perceptions about citizenship and its functionality as educational tool in the classroom. Specifically I investigated their views on citizenship, on citizenship education and on ways of teaching citizenship, as well as, on the objectives of citizenship education that they consider as important. Finally, I examined the frequency with which they perform certain actions in their classroom. The survey was conducted in the spring of 2016 using a questionnaire with closed questions. In our research took part 183 Greek primary school teachers.

Theoretical substantiations and practical recommendations on media educational contain against gender stereotypes in the Ukrainian mass media are given in the work. Attention is paid to the pathogenic factor of the use of gender-sensitive content. The work is based on propedeutic theoretic studies of cultural and psychosocial background of Ukraine. We also used a content analysis of news and advertising materials of heterogenic media; sociologic methods (surveys, questionnaires); modelling of educational situations and forecasting of expected results. That was an end-to-end method of generalization (induction) that covered theoretical and practical stages of the study. It is proved that despite the weakening of gender divisions in the socio-cultural sphere in the world, in developing countries (on the example of Ukraine) gender stereotypes remain a powerful tool for affective approach of media and advertising to the consumer. Author's ways to increase the level of media literacy and critical thinking with the help of gender-sensitive experiments, mini-projects, filling the media space with "mirror" about sexist content and creating a personal media field are proposed.

Artificial Intelligence (AI) has entered the realm of higher education and has become an impressive emerging field. Since AI is starting also to be applied to Science Education, here an assay is provided while the opportunities of AI in a particular case of Science Education are reviewed and assessed, namely a chatbot on Quantum Computing, another awesome emerging field. Indeed, Quantum Computing is based on a set of principles that are difficult to understand by the general population, so the ultimate goal of such a chatbot is to learn a few complex concepts in this field and to increase public understanding and awareness of Science. Actually, AI is starting also to be applied to Science Communication, even though progress is not so advanced as in learning.Magic tricks based on mathematical principles are especially well suited to teach difficult concepts, like those related to Quantum Science. They are used to explain entanglement, quantum cryptography, the superposition principle, and other quantum-related concepts – along with other physical and chemical core elements like Entropy.Developing a chatbot is not especially difficult (e.g., with Botpress, Watson, Dialogflow, Manybot, etc.). One may build either scripted, intelligent, or application bots. Indeed, the first ones are those that are easiest to create, and correspond to the first phase of the current project. Intelligent bots understand natural spoken language and correspond to a second phase in this project. In general, Bots are connected to a real-world messaging service, like Facebook Messenger, Twitter, Telegram, Slack, etc.

This study aimed to assess the usefulness of mounted display boards of dry human bones as a self-directed learning tool for 1st year Bachelor of Medicine, Bachelor of Surgery (MBBS) students studying osteology. A prospective observational questionnaire-based study was conducted in a medical college attached to a tertiary care hospital in western Maharashtra. Feedback was obtained from 159 out of 200 participating students and was subjected for analysis. The results showed that the majority of students found the mounted display boards to be interesting (89%), beneficial for presentation skills (83%), improving thinking ability (82%), easing drawing tasks (62%), facilitating self-directed learning (79%), reducing mistakes during assessments (84%), enhancing subject understanding (91%), and promoting departmental involvement. The findings suggest that the development of department-specific display boards can enhance students' drawing skills, improve subject comprehension, thinking ability, and reduce errors made by students (75% students). Furthermore, the inclusion of charts with muscle attachments on the display boards was recommended by 94\% students for additional utility. Overall, these findings highlight the significance of incorporating mounted display boards into anatomy departments as a valuable educational resource.

SOS Children's Villages work to protect and improve the lives of children and young people placed in alternative care system. The goal is to break the cycle of family and social disadvantage within this framework, it is essential to provide tools to professionals to support young people path towards autonomy and social integration as active citizens in civil society. This article aims to present and discuss the preparation and transition into adult life—A guide for professionals recently implemented in SOS Children's Villages, Portugal, within the context of Project PORTA. Educating for autonomy arises as the main concern for the organization, individually and collectively, since it is responsible for the care and support of development needs of children and young people in its programmes. With this aim, this guide helps professionals and young people to promote better practices for developing autonomy skills and preparing transition to adult life, through the explanation of resources and structured intervention individual plans. Thereby, knowledge and practices are shared, expecting to be useful for others as well. A special focus is dedicated to the reinforcement of specific skills, protective factors and social areas, aiming the preparation for autonomy people in close collaboration with all the intervenient and, in particular, with the participation of young people.

From a wider educational ethnography, we analysed the implementation of a point‐based reward system as an educational tool in a Spanish children's home. This is examined within a policy and ideological framework strongly influenced by Evidence‐Based Practice, Standardization and New Public Management. The findings show, first, how this system relied on a balance between greater use of standard tools and the experience of the managers; second, how, in practice, basic procedures regarding the system's rigour and objectivity were altered; and third, how the ratings given to evaluate children were very often coconstructed and influenced by broader individual, social and institutional processes.

This study aims to identify the use of social media as an educational tool on women politicians to be learning organizations development. The presence of information technology also makes it easy for people who are involved in politics to be able to access information relating to politics with internet including new social media. Political attitudes of society are generally more likely to prioritize conventional political issues rather than hard politics and also have an impact on women. So that learning organizations are needed as a means of political education for women in order to provide freedom for women from inequality in politics. This study uses a qualitative method. Data collection was conducted by interviewed 12 women members of the DPR-RI period 2019-2024, 5 women members of the DPD-RI period 2019-2024, 5 women activists in the political field and 10 women aged 17-20 years who were actively using social media. Documentation is also done to add information through survey. The results showed that social media can be used as a learning organization by women to understand political socialization, and provide opportunities for women to participate in politics. Members of the DPR-RI and DPD-RI can use social media more effectively not only during the election period but after the election period. The use of social media can be used as a tool of political education not only for women but the general public.

"Using Facebook as an Educational Resource in the Classroom" published on by Oxford University Press.

AbstractBiosphere reserves (BRs) function as learning sites to implement the UN's 2030 Agenda for the achievement of the Sustainable Development Goals (SDGs). However, many BRs in Japan now face issues such as depopulation and aging, and without inhabitants and young residents, these regions cannot be called sustainable. In this study, SDGs were used as tools to raise awareness in youth towards the rural issues within BRs. Fieldtrips were conducted in Japan's Mount Hakusan Biosphere Reserve. Based on the 17 SDGs, 17 community service activities were conducted by performing experiential practices in the social, tourism, and industrial sectors of a village. After the fieldtrips, 81% of the students replied that SDGs helped to identify and become aware of local issues. Most students found the lifestyle of the villagers very challenging for youth. SDGs helped students to see the reality of the village and those factors that prevent sustainable development.

Can you legislate individuality and initiative and an esprit de corps? Can you help such things into being by regulation or with Ministerial guidelines? To summarize this study, Norman Henchey reviews the stories of these not altogether unusual schools, and discovers in them characteristics common in English language education that show some affinity for the criteria and intentions of the "Educational Project", foreign as its technological manifestations may seem to the pragmatic pluralism of English schools. He notes the illusions that have been arising in Quebec in face of the apparent contradictions in recent Ministrial initiatives. But looking forward, he points to a remarkable list of transformations in the educational scene that would arise from such a successful implementation as the Ministry intends (provided that that intention is not itself an illusion), under the guiding concept of the Educational Project. RÉSUMÉ Peut-on légiférer l'individualité et l'initiative ainsi qu'un esprit de corps? Doit-on faire naître ces phénomènes au moyen de règlements ou directives ministériels? Pour résumer cette étude, Norman Henchey analyse l'histoire de ces écoles pas tout à fait insolites et y décèle des charactéristiques communes à l'enseignement de l'anglais qui font preuve d'une certaine affinité pour les critères et les intentions du projet d'enseignement, aussi étrangères que ces manifestations technologiques puissent paraître au pluralisme pragmatique des écoles anglaises. Il constate les illusions qui sont nées au Québec devant les contradictions apparentes des récentes initiatives ministérielles. Mais se tournant vers l'avenir, il signale une liste de transformations remarquables dans le milieu de l'enseignement qui proviendront du succÈs de l'exécution du projet que prévoit le Ministère (pourvu que ces prévisions ne soient pas en soi une illusion née du concept directeur du projet d'enseignement).