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In this paper are explained the theoretical methodological basis of project model in science teaching, in the light of constructivist understanding of learning processed teaching. Author, by using the method of theoretic analysis and modeling, brought up the interpretation of the key characteristics of this model, based on a constructivist approach: active student's involving - providing surrounding and situations I which students will actively create their knowledge, applying knowledge - complexed process which includes using and developing existing knowledge, using different sources of knowing, projecting and concluding the researches, applying knowledge in new situations, reflection and improving theirs own environment, different forms for presenting the results, learning community - social context of learning as co-construction of knowledge and authentic tasks - problem based questions which are relevant to students and are connected to life outside the school. In this paper is concluded that respecting of constructivist standpoint presents essential condition for adequate implementation of project model in teaching science. Disrespecting of this condition may lead to routine organization and realization, similar to traditional teaching model.

The overall aim of this thesis is to develop knowledge of teachingand learning sustainable development in global–local contexts. Theresearch field is global learning for sustainable development (GLSD).Phenomenographic approach and contextual analysis were used asmethods of analysis, and data was collected by Semi-structuredinterviews at secondary and upper secondary schools in Sweden.In Study I, a strategic and systematic literature review was conductedof recent trends and critique to the dominating rhetoric on policy levelconcerning global education and global learning on sustainabilityissues. The complexity represented in GLSD is of global interest toface current challenges. The global–local context and the process forglobal learning were characterised by the learner's perspective andself-efficacy. The variation of ways in which contextual features wererevealed, affected how participants experienced their own learningglobal learning space. In Study II, empirical investigations were conducted of students',teachers', and head teachers' conceptions of implementation of GLSD.Results indicate that critical knowledge capabilities were needed toact towards sustainability globally. Critical knowledge capabilitiesdeveloped in the processes were to take command and collaborateas a team. Capabilities that were identified as necessary but whichhad not been sufficiently developed were to be prepared, act in atransdisciplinary manner and lead for holistic understanding in thelearning process. Critical knowledge capabilities to handle complexknowledge were characterised by volition, self-directed learning, andknowledge formation. In Study III, a re-analysis was conducted of the data from StudyII. The results shed light on pertinent transition skills in GLSD:(I) transdisciplinary action via knowledge formation in actualpractices, (II) democratic collaborative action via processes ofunderstanding, respectively (III) self-directed learning and independentinitiative. These transition skills, enabling young people to beprepared ...

The design of this study was an explorative in nature that use opinion research questionnaire on the teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning process of Visual Arts in both private and public senior secondary schools in Oyo state. The analysis of the data collected through the designed study questionnaire from thirty (30) sampled representatives' respondents selected from the three zonal post primary schools board in the state, clearly indicated that teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning process is positively significant to make the computer laboratory relevant. Both the taught and teachers will benefit positively as long as the owners of schools, schools' administrators, parents and government supports are given rightly and timely. The correlation analysis carried out clearly indicated a significant relationship among the five variables – teaching and learning (independent) and government/owners support, teachers' readiness and school support for the adoption and use of computer laboratory in the teaching and learning process of Fine and Applied Arts in secondary schools in Oyo State (dependent). There are five (5) null hypotheses formulated for this study and the results from the statistical testing rejected all the null hypotheses at 0.05 level of significance. The conclusion from this study made it compelling for all the stakeholders in the teaching and learning process of Visual Arts to embrace Computer Tutor Laboratory not as a vogue in this era of hi-tech for meaningful teaching and learning outcome in Visual Arts. Based on this note, some recommendations were made that will make the above possible and get the required stakeholders' supports feasible and meaningful.Keywords: Students, Visual Arts, Teaching, Learning, Computer Tutor Laboratory.

The design of this study was explorative in nature that use opinion research questionnaire on the teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning the process of Visual Arts in both private and public senior secondary schools in Oyo state. The analysis of the data collected through the designed study questionnaire from thirty (30) sampled representatives' respondents selected from the three zonal post-primary schools board in the state, clearly indicated that teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning process is positively significant to make the computer laboratory relevant. Both the taught and teachers will benefit positively as long as the owners of schools, schools' administrators, parents and government supports are given rightly and timely. The correlation analysis carried out clearly indicated a significant relationship among the five variables – teaching and learning (independent) and government/owners' support, teachers' readiness and school support for the adoption and use of computer laboratory in the teaching and learning process of Fine and Applied Arts in secondary schools in Oyo State (dependent). There are five (5) null hypotheses formulated for this study and the results from the statistical testing rejected all the null hypotheses at 0.05 level of significance. The conclusion from this study made it compelling for all the stakeholders in the teaching and learning the process of Visual Arts to embrace Computer Tutor Laboratory, not as a vogue in this era of hi-tech for meaningful teaching and learning outcome in Visual Arts. Based on this note, some recommendations were made that will make the above possible and get the required stakeholders' supports feasible and meaningful.Keywords: Students, Visual Arts, Teaching, Learning, Computer Tutor Laboratory.

The design of this study was an explorative in nature that use opinion research questionnaire on the teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning process of Visual Arts in both private and public senior secondary schools in Oyo state. The analysis of the data collected through the designed study questionnaire from thirty (30) sampled representatives' respondents selected from the three zonal post primary schools board in the state, clearly indicated that teachers' perception on the adoption and use of Computer Laboratory in the teaching and learning process is positively significant to make the computer laboratory relevant. Both the taught and teachers will benefit positively as long as the owners of schools, schools' administrators, parents and government supports are given rightly and timely. The correlation analysis carried out clearly indicated a significant relationship among the five variables – teaching and learning (independent) and government/owners' support, teachers' readiness and school support for the adoption and use of computer laboratory in the teaching and learning process of Fine and Applied Arts in secondary schools in Oyo State (dependent). There are five (5) null hypotheses formulated for this study and the results from the statistical testing rejected all the null hypotheses at 0.05 level of significance. The conclusion from this study made it compelling for all the stakeholders in the teaching and learning process of Visual Arts to embrace Computer Tutor Laboratory not as a vogue in this era of hi-tech for meaningful teaching and learning outcome in Visual Arts. Based on this note, some recommendations were made that will make the above possible and get the required stakeholders' supports feasible and meaningful.Keywords: Students, Visual Arts, Teaching, Learning, Computer Tutor Laboratory.

The article analyzes teaching policies understood as a methodological instrument to address information technologies and modification of practices which allow the deployment of truth and social government of pedagogy. The analysis is conducted from a genealogical and analytical perspective of emergency surfaces, delimitation and specification instances of the teaching knowledge in relation to its discontinuity, systematization, and exteriority with the purpose of understanding the number of relations of the pedagogic power. It is alleged that teaching is a governmental technique intended to produce and modify individuals: from the teaching itself, as a gregarious experience of meditation and religious conversion through analysis of consciousness, test, guilt, and confession through the inscription and exteriorization of the individual's truth for salvation; from the education, a mediator between individual and society for the individual's standardization, supported by supervision, test, and identification; from the management, as a managing practice to control the individual and the others for the demand of competences and the subjective opinion on ethics and aesthetics of differences. ; El artículo analiza las políticas docentes, entendidas como un instrumental metodológico, para abordar las tecnologías de formación y modificación de prácticas que permiten el despliegue del decir verdad y del gobierno social de la pedagogía. Se parte, desde una perspectiva genealógica y analítica, de las superficies de emergencia, las instancias de delimitación y de especificación de los saberes docentes en su discontinuidad, sistematicidad y exterioridad con el objetivo de comprender el haz de relaciones del poder pedagógico. Se argumenta que la docencia es una técnica de gobierno que produce y modifica sujetos: desde la enseñanza, como experiencia gregaria de recogimiento y de conversión religiosa mediante las prácticas de análisis de la conciencia, del examen, de la culpa y de la confesión a través de la inscripción y exteriorización de la verdad del sujeto para la salvación; desde la educación, mediadora entre el sujeto y la sociedad para la normalización del individuo, apoyada por la vigilancia, el examen y la identificación; desde el decir de la gestión, como práctica de gerenciamiento, de control de sí y de los otros por la demanda de las competencias, pero también, decir subjetivo de éticas y estéticas de la diferencia.

El artículo analiza las políticas docentes, entendidas como un instrumental metodológico, para abordar las tecnologías de formación y modificación de prácticas que permiten el despliegue del decir verdad y del gobierno social de la pedagogía. Se parte, desde una perspectiva genealógica y analítica, de las superficies de emergencia, las instancias de delimitación y de especificación de los saberes docentes en su discontinuidad, sistematicidad y exterioridad con el objetivo de comprender el haz de relaciones del poder pedagógico. Se argumenta que la docencia es una técnica de gobierno que produce y modifica sujetos: desde la enseñanza, como experiencia gregaria de recogimiento y de conversión religiosa mediante las prácticas de análisis de la conciencia, del examen, de la culpa y de la confesión a través de la inscripción y exteriorización de la verdad del sujeto para la salvación; desde la educación, mediadora entre el sujeto y la sociedad para la normalización del individuo, apoyada por la vigilancia, el examen y la identificación; desde el decir de la gestión, como práctica de gerenciamiento, de control de sí y de los otros por la demanda de las competencias, pero también, decir subjetivo de éticas y estéticas de la diferencia. ; The article analyzes teaching policies understood as a methodological instrument to address information technologies and modification of practices which allow the deployment of truth and social government of pedagogy. The analysis is conducted from a genealogical and analytical perspective of emergency surfaces, delimitation and specification instances of the teaching knowledge in relation to its discontinuity, systematization, and exteriority with the purpose of understanding the number of relations of the pedagogic power. It is alleged that teaching is a governmental technique intended to produce and modify individuals: from the teaching itself, as a gregarious experience of meditation and religious conversion through analysis of consciousness, test, guilt, and confession through the inscription and exteriorization of the individual's truth for salvation; from the education, a mediator between individual and society for the individual's standardization, supported by supervision, test, and identification; from the management, as a managing practice to control the individual and the others for the demand of competences and the subjective opinion on ethics and aesthetics of differences.

This volume presents a collection of research papers investigating how to foster the learning and teaching of pragmatic phenomena, as well as how to administer tests that assess pragmatic competence in second/foreign language education with regards to several target languages. The topics investigated include: speech acts; computer-mediated communication; conversation analysis; pragmatic, intercultural, and emotional competence; native and non-native performance; data collection and instructional methods; needs analysis; and syllabus design and materials development. The contributions will be of particular interest to linguists, language learners and teachers, teacher trainers, and communication experts

In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

Environmental education in elementary schools is one of the important issues related to the overall institutional education. During the last few decades we have witnessed threats to the environment which have made the environmental education of young people a necessity. The process of this education should be continuously examined and improved. It has been noticed that along with education, it there is a growing need for more effective environmental training. The education system in schools is formed according to guidelines set by legislation, curriculum and educational standards relevant to the level of achievement of students and binding for all participants in the teaching process. An analysis of class 5-8 standardized geography curriculum emphasizes the lacks of environmental education goals, general and operational tasks, curriculum contents and instructions for teaching environmental protection related curriculum. With the aim of improving teaching methods and achieving better results concerning environmental awareness among students, the paper presents suggestions for improving the existing primary school geography curriculum.