Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.

Lorenzo Luzuriaga and the Challenge of Global Education

This article inquires into a neglected but crucial feature of the works of Lorenzo Luzuriaga: his analysis and criticism of the processes of internationalisation in education which marked the post- Second World War period and which coincided with his long Argentine exile. In particular, the article analyses – through a discussion of his initial appreciation and following criticisms in regard to UNESCO’s normative guidelines and educative practices – the philosophical premises and the political implications of his last educative proposals. These will be shown to be conceived in tight connection and continuity with his preceding works. Moreover, this investigation will permit to recognize the remarkable contribution he offered to the enhancement of José Ortega y Gasset’s pedagogical theory within a changed political context characterised by a unique attempt of defining and institutionalising new values for a global education aimed to promote world peace.A paradigmatic historical event that still grounds the current debate on the nature and purposes of citizenship education and in which the active, social and political education proposed by Luzuriaga still constitutes an interesting critical reference

Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

To learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities. Rubrics support learners in judging their skill performance as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. However, text-based rubrics have a limited capacity to support the formation of mental models with contextualized, time-related and observable behavioral aspects of a complex skill. This paper outlines the design of a study that intends to investigate the effect of rubrics with video modelling examples compared to text-based rubrics on skills acquisition and feedback provisioning. The hypothesis is that video-enhanced rubrics, compared to text based rubrics, will improve mental model formation of a complex skill and improve the feedback quality a learner receives (from e.g. teachers, peers) while practicing a skill, hence positively effecting final mastery of a skill.

Integrated science and art education for creative climate change communication

An interdisciplinary field trip to a remote marine lab joined graduate students from fine arts and natural resource science departments to think creatively about the topic of climate change and science communication. We followed a learning cycle framework to allow the students to explore marine ecosystems and participate in scientific lectures, group discussions, and an artist-led project making abstract collages representing climate change processes. Students subsequently worked in small groups to develop environmental communication material for public visitors. We assessed the learning activity and the communication product using pre- and post-field trip participant surveys, focus group discussions, and critiques by art and communication experts of the products. Significant changes in knowledge about climate change occurred in program participants. Incorporating artists and the arts into this activity helped engage multiple senses and emphasized social interaction, as well as providing support to participants to think creatively. The production of art helped to encourage peer learning and normalize the different views among participants in communicating about climate change impacts. Students created effective communication products based on external reviews. Disciplinary differences in cultures, language, and standards challenged participating faculty, yet unanticipated outcomes such as potentially transformative learning and improved teacher evaluations resulted.

Children of Matter: Luxury Value Perceptions of Millennials in Higher Education in Europe

In recent years, the luxury market has entered a period of very modest growth, which has been dubbed the ‘new normal’, where varying tourist flows, currency fluctuations, and shifted consumer tastes dictate the terms. The modern luxury consumer is a fickle mistress. Especially millennials – people born in the 1980s and 1990s – are the embodiment of this new form of demanding luxury consumer with particular tastes and values. Modern consumers, and specifically millennials, want experiences and free time, and are interested in a brand’s societal position and environmental impact. The purpose of this thesis is to investigate what the luxury value perceptions of millennials in higher education are in Europe, seeing as many of the most prominent luxury goods companies in the world originate from Europe. Perceived luxury value is herein examined from the individual’s perspective. As values and value perceptions are complex constructs, using qualitative research methods is justifiable. The data for thesis has been gathered by means of a group interview. The interview participants all study hospitality management in a private college, and each represent a different nationality. Cultural theories and research on luxury and luxury values provide the scientific foundation for this thesis, and a multidimensional luxury value model is used as a theoretical tool in sorting and analyzing the data. The results show that millennials in Europe value much more than simply modern and hard luxury. Functional, financial, individual, and social aspects are all present in perceived luxury value, but some more in a negative sense than others. Conspicuous, status-seeking consumption is mostly frowned upon, as is the consumption of luxury goods for the sake of satisfying social requisites and peer pressure. Most of the positive value perceptions are attributed to the functional dimension, as luxury products are seen to come with a promise of high quality and reliability, which justifies any price premiums. Ecological and ethical aspects of luxury are already a contemporary trend, but perceived even more as an important characteristic of luxury in the future. Most importantly, having time is fundamental. Depending on who is asked, luxury can mean anything, just as much as it can mean nothing.

The flexible citizen: education and citizenship

This paper considers the recent focus on citizenship within education by taking curricular reform within Scottish secondary schooling and its linkage with higher education as a case study. In Scotland the Curriculum for Excellence reform places citizenship as one of the four main capacities that pupils must work towards as part of their education. This is echoed to some extent within higher education through the Enhancement Theme reforms and the focus on graduate attributes. A unifying theme in these reforms is the need for students to work across different disciplines, to develop a cross-disciplinary perspective on the world by, for example, considering issues of sustainability in relation to scientific or technological developments. In this model of curriculum development teaching staff are considered as agents of change, enabling learners to develop their sense of citizenship in response to a fast-paced world of innovation and change. This kind of change is objectified as a need that must be responded to and met if tomorrow’s citizens are to be able to not only cope, but thrive in the world in which they inhabit. As such, the citizen is positioned as an ongoing project, as something to be worked at and worked on. However, this kind of notion of agency cloaks an neoliberal ideological construction of the citizen as a flexible resource for society, and usually in relation to economic output. The paper seeks to subject this construction of the citizen to critical scrutiny in relation to the idea that, in education, learners are developing their ability to be creative and enquiring in order to be adaptive to change.

The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection

The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.

Assessing student perceptions and comprehension of climate change in portuguese higher education institutions

The higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change. Yet, few studies have focused on higher education students’ knowledge and attitudes about this issue. This study aims to contribute to a comprehensive understanding of views and attitudes about climate change issues, across the postgraduate student population in three universities—the on Campus University of Porto and University of Coimbra, and the distance learning Universidade Aberta, Portugal. We surveyed university students and graduates from three master programs in environmental sciences targeting their knowledge, attitudes and behaviour on climate change issues, and their views of the role that their master degree had on it. A majority of the respondents believed that climate change is factual, and is largely human-induced; and a majority expressed concerns about climate change. Still, the surveyed students hold some misconceptions about basic causes and consequences of climate change. Further research is necessary to comprehend the university postgraduate students’ population, so that curricula programs can be adapted to grant consensus on scientific knowledge about climate change, and an active engagement of the graduate citizens, as part of the solution for climate change problems.

Nutritional guide for a modern woman: a strategy for health education

"In the present article, we introduce a Health Education instrument that stems from a refection on the lay knowledge, salutogenic habits and daily nutritional practices of modern women in our current society. We developed a guide aimed at modern women, where the different food groups and food hygiene and safety measures are addressed. The guide includes eleven original pictograms that help the reader to locate and look up specific issues. The guide employs the label reading and interpretation principles, following the nutrition traffic-light internationally instituted, for it renders scientific information on nutrition clear and accessible to the general population. We believe that using this guide as a central strategy in health promotion will lead its users to adopt essential changes in their eating patterns and, in so doing, contribute to prevent diseases associated to bad eating habits. We also emphasize the role of mass media in spreading the conveyed information."

Bia’s smile: an health education instrument on cleft lip and palate

This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

Doctoral Theses in History of Education: Spanish Balance (2000-2010)

The analysis of doctoral theses conducted in a scientific field is one of the pillars for the status of the field and this has been raised within the project Mapping the Discipline History of Education. With this work we intent to broaden and deepen our previous studies in the field of Doctoral thesis in History of Education. We have already presented some results about Doctoral thesis focused in one particular subject (History of Education in Franco’s times) in 2013, and Doctoral thesis registered in the Spanish database for dissertations, TESEO, in 2000, 2005 and 2010 in 2016. Starting from the works already presented about the thesis in France, Switzerland, Portugal and Italy, the aim of that article was to study the thesis included in TESEO which have among their descriptors “History of education”. We have analyzed variables such as national or local character, the study period and the duration. In ISCHE 38 (Chicago 2016), we intend to analyze the Doctoral thesis presented in Spanish universities during a decade but focusing neither on a particular subject nor on a database. Thus the main differences with our earlier researches are the criteria: On the one hand, we are going to decide if a doctoral thesis belongs or not to our field, and on the other hand we are not going to use only a database but we will try to find the Doctoral thesis in any base, repository or source.

P F Thompson - Australia's pioneer in corrosion research and education

Percival Faraday Thompson (P F Thompson, PFT), (1885-1951),(Figure1), a metallurgistand chemical analyst, is widely considered as Australia’s pioneer in corrosion science and education. Each year at the annual ACA Conference, the P F Thompson Memorial Lectureis presented by a person who has made a most significant contribution to corrosion science and engineering in Australia. While each presenter usually gives a few detailsof the work of PFT for the benefit of Conference attendees, the entire body of his work and details about his life are not provided due to the limitations on the lecture duration. A review of Thompson’s life and some of his work is available in the ‘Australasian Corrosion Engineering’ publication which was the ACA publication in the early 70s, and is one of theprecursors to the current ACA publication Corrosion & Materials (Potter, 1972). However this publication is not widely available to the ACA membership, and certainly not inelectronic format. The purpose of this paper is to provide readers with some of the history of the PFT Lecture, and to acquaint readers of ‘Corrosion & Materials’ and the broader corrosion prevention community with the breadth of the scientific work of PFT and his enthusiasm for describing corrosion science through practical public demonstrations ofexperiments of the basic principles of corrosion.

Innovation in language education: enriching Arabic language learner experiences and proficiency in 2D and 3D environments.

Abstract:-Global language and cultural communicative competency is an ever increasing requirement in our connected world. Learners of Arabic at the only five Australian universities where Arabic is taught have access to predominantly on-campus delivery modes. One of the main challenges learners face when learning another language (L2) in an academic setting in countries where that language is not actively used – so little L2 exposure – is that it is harder to provide meaningful contexts for learning. This restriction in L2 exposure in the formal academic framework is due to the limited face-to-face learning time and, more significantly, is compounded by lack of exposure to the language‟s authentic use settings. Students are often isolated from the target language‟s authentic discourse communities and native speakers. This situation is exacerbated for Cloud (online) students, studying in relative isolation. All of these factors make developing communicative oral fluency in Modern Standard Arabic (MSA) moredifficult and challenging for many learners. This paper will discuss two innovative approaches used at Deakin University in Melbourne, Australia to enable learners of Arabic at Deakin University to practice their developing skills by listening, practising, and experiencing directly how the language is used outside the classroom boundaries as well as allow learners to develop their oral and cultural communicative competency by engaging them in simulating and evolving authentic language scenarios with native Arabic speakers through the Virtual World (VW).

Scientific ethics

Scientific ethics is and should be part of a science education (Chemistry in Australia, February 2014 issue, page 38). The Australian Curriculum implies ethical practice as early as year 2 when collecting and recording observations, and explicitly discussing ethical considerations from as early as year 3, in which students are expected to learn that science knowledge helps people to understand the effect of their actions, and in particular, considering how materials including solids and liquids affect the environment in different ways, and deciding what characteristics make a material a pollutant. As students progress through various year levels, this becomes more involved, for example at year 7, they learn that solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations. At tertiary level, students are also expected to have an awareness of the ethical requirements that are appropriate for the discipline. Professional organisations, like the RACI, have long had a Code of Ethics (By-Law 13), and more employers are also introducing formal or informal codes: for example, the Victorian government requires that all public sector employees uphold the following values: responsiveness, integrity, impartiality, accountability, respect, leadership, and human rights.

Young children's everyday concepts about the internet: Implications for cyber-safety education in the early years

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber-safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cybersafety education for young children. We argue that cyber-safety education for young children cannot be effectively developed without first considering young children’s thinking about the internet. In this paper, we use Vygotsky’s ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children’s thinking about the internet as a platform for cyber-safety education in the early years.