A indisciplina no 1.º ciclo: conceções e práticas dos professores

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º ciclos do Ensino Básico

Educar, pesquisar e entusiasmar: em busca de soluções personalizadas

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

A promoção de competências sociais e emocionais em contexto pré-escolar

Relatório de estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

Aportes para la historia del médico laboratorista y los laboratorios clínicos de la Ciudad de Cuenca

La formación del Patólogo Clínico o Médico Laboratorista se inició en nuestro medio a partir de la primera década del siglo anterior como un aprendizaje práctico junto a un maestro, para luego independizarse, salir al exterior, realizar cursos de actualización y mantenerse al día en sus conocimientos sobre las modernas técnicas y procedimientos. Los primeros patólogos clínicos se iniciaron en el centenario Hospital “San Vicente de Paúl”. Los primeros exámenes de Laboratorio se realizaron a partir de 1912, luego del retorno de Europa de los primeros médicos que salieron al exterior. Fue el Dr. Emiliano J. Crespo A. quien inició estudios de parasitología y bacteriología. El Primer Laboratorio Clínico se fundó en el Hospital “San Vicente de Paúl” confiado al Profesor Dr. Manuel Malo Crespo, luego de su temprana muerte (1933), le sucedió desde 1937 el Dr. Timoleón Carrera Cobos que formó una escuela de Médicos Laboratoristas que ejercieron esta especialidad en la segunda mitad del siglo XX y que a su vez han continuado formando a muchos de los actuales Laboratoristas Clínicos de la ciudad de Cuenca. Termina el artículo destacando la importancia del Médico de Laboratorio en la actualidad, no solo en la medicina general, sino en la mayor parte de las especialidades, en el diagnóstico, evolución, pronóstico y seguimiento de la enfermedad. DeCS: Ciencia del Laboratorio clínico/historia; Médicos/ historia; Médicos Laboratoristas; Hospital “San Vicente de Paúl”; Historia de la Medicina.

Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico

Este trabalho consiste no relato de experiências ensino-aprendizagem realizadas ao longo da Unidade Curricular de Prática do Ensino Supervisionada, do mestrado em Ensino da Educação Musical no Ensino Básico, na Escola Superior de Educação do Instituto Politécnico de Bragança. Dividido por duas partes, no sentido de delinear uma correlação direta entre o pressuposto teórico e a sua materialização prática, tem como objetivo a demonstração de competências pedagógico-profissionais adquiridas e desenvolvidas nos 1.º, 2.º e 3.º ciclos do referido nível formativo, reconhecendo o processo de ensino aos discentes e a produção musical dos mesmos, bem como valorizando os preceitos utilizados nos três ciclos de ensino básico. Das experiências de ensino-aprendizagem procedeu-se a uma análise crítica que poderá suscitar interesse de investigadores e futuros mestrandos na área Educação Musical.

El curriculum de medicina y la formación humanística: una experiencia piloto de Aprendizaje Servicio Internacional (ASI)

Introducción Las últimas décadas las facultades de medicina españolas han conseguido un alto nivel de formación ciéntifica y tecnológica de los estudiantes. Ésta gran dedicación a la transmisión de conocimientos y avances científicos ha llevado a una merma en la formación humanística y en valores, fundamental en la formación de un buen profesional médico. Para solventar esta carencia realizamos una experiencia piloto de practicas voluntarias de cooperación internacional para valorar la posibilidad de complementar el curriculum de los estudios de medicina. Diseñamos un proyecto de cooperación internacional en colaboración con la ONG hondureña ACOES. Objetivo Analizar la experiencia de los estudiantes participantes en dicho proyecto para valorar la necesidad de introducir una modificación en los planes de estudio que consistiría en la realización de practicas o trabajo fin de grado como valor añadido al curriculum de medicina. Metodología Análisis textual cualitativo de los informes finales de los alumnos que han participado en la convocatoria oficial de la UMA. Resultados Valoración positiva de la experiencia. Aportación de sugerencias para la mejora de los resultados en un futuro. Han comprobado que el ejercicio de la medicina se puede realizar de manera mas integral y global, existiendo otras enfoques, salidas y posibilidades profesionales. Conclusión Experiencia muy positiva. Han adquirido herramientas nuevas, percibiendo a la medicina como algo mas que una resolución de problemas de salud, reforzando su motivación para trabajar de forma generosa y gratuita para la mejora del bienestar socio-sanitario.

Sammelrezension Privatschulen [Sammelrezension]

Sammelrezension von: 1. Heiner Ullrich / Susanne Strunck (Hrsg.): Private Schulen in Deutschland. Entwicklungen – Profile – Kontroversen. Wiesbaden: VS Verlag 2012 (280 S.; ISBN 978-3-531-18230-8) 2. Sylva Liebenwein / Heiner Barz / Dirk Randoll: Bildungserfahrungen an Waldorfschulen. Empirische Studie zu Schulqualität und Lernerfahrungen. Wiesbaden: VS Verlag 2012 (256 S.; ISBN 978-3-531-18508-8) 3. Sylva Liebenwein / Heiner Barz / Dirk Randoll: Bildungserfahrungen an Montessorischulen. Empirische Studie zu Schulqualität und Lernerfahrungen. Wiesbaden: VS Verlag 2013 (280 S.; ISBN 978-3-531-18507-1)

Learning to drive with cognitive impairment : the experience of young ADHD diagnosed drivers and their parent supervisors

A subset of novice drivers exhibit executive function impairments which may adversely impact on the learn-to-drive period and subsequent driving experience, potentially explaining their overrepresentation in traffic offences and crashes. This paper presents the results of a qualitative analysis of a small series of in-depth semi-structured interviews undertaken individually with affected young drivers (n = 7) and each of their parent supervisors (n = 6). Young drivers were selected on the basis of their ADHD diagnosis, as a sample particularly affected by executive function impairments. Standardised rating scale measures confirmed the currency of the young drivers’ ADHD symptoms and executive function impairment. Results are discussed in terms of common experiences of the young affected drivers and those of their parents as supervising drivers of the learn-to-drive process and subsequent driving behaviour. Key themes included difficulties that were related to core executive function impairments symptomatic of ADHD. Themes also included common emotions that the young drivers associated with driving, with particular types of impact on their driving behaviour. Common strategies that were used by both the young driver and their parent during this learning process and their perceived effectiveness are also discussed. Those that were perceived to be most effective tended to focus on reducing the cognitive load for the young driver when introducing new information and skills.

Creating and enabling opportunities for increased student participation in experience based learning in professional practice

This paper explores models for enabling increased participation in experience based learning in legal professional practice. Legal placements as part of “for-credit” units offer students the opportunity to develop their professional skills in practice, reflect on their learning and job performance and take responsibility for their career development and planning. In short, work integrated learning (WIL) in law supports students in making the transition from university to practice. Despite its importance, WIL has traditionally taken place in practical legal training courses (after graduation) rather than during undergraduate law courses. Undergraduate WIL in Australian law schools has generally been limited to legal clinics which require intensive academic supervision, partnerships with community legal organisations and government funding. This paper will propose two models of WIL for undergraduate law which may overcome many of the challenges to engaging in WIL in law (which are consistent with those identified generally by the WIL Report). The first is a virtual law placement in which students use technology to complete a real world project in a virtual workplace under the guidance of a workplace supervisor. The second enables students to complete placements in private legal firms, government legal offices, or community legal centres under the supervision of a legal practitioner. The units complement each other by a) creating and enabling placement opportunities for students who may not otherwise have been able to participate in work placement by reason of family responsibilities, financial constraints, visa restrictions, distance etc; and b) enabling students to capitalise on existing work experience. This paper will report on the pilot offering of the units in 2008, the evaluation of the models and changes implemented in 2009. It will conclude that this multi-pronged approach can be successful in creating opportunities for, and overcoming barriers to participation in experiential learning in legal professional practice.

Learning wellness : how ageing Australians experience health information literacy

Given identified synergies between information use and health status greater understanding is needed about how people use information to learn about their health. This article presents the findings of preliminary research into health information literacy which sought to explore how this is phenomenon is experienced among ageing Australians. Analysis of data from semi-structured interviews has revealed six different ways ageing Australians experience using information to learn about their health within one aspect of community life. Health information literacy is a new terrain for information literacy research endeavours and one which warrants further attention by the profession to foster and promote within the community.

Using concept mapping to scaffold learning for students who experience learning difficulties in science classes

In order to develop scientific literacy students need the cognitive tools that enable them to read and evaluate science texts. One cognitive tool that has been widely used in science education to aid the development of conceptual understanding is concept mapping. However, it has been found some students experience difficulty with concept map construction. This study reports on the development and evaluation of an instructional sequence that was used to scaffold the concept-mapping process when middle school students who were experiencing difficulty with science learning used concept mapping to summarise a chapter of a science text. In this study individual differences in working memory functioning are suggested as one reason that students experience difficulty with concept map construction. The study was conducted using a design-based research methodology in the school’s learning support centre. The analysis of student work samples collected during the two-year study identified some of the difficulties and benefits associated with the use of scaffolded concept mapping with these students. The observations made during this study highlight the difficulty that some students experience with the use of concept mapping as a means of developing an understanding of science concepts and the amount of instructional support that is required for such understanding to develop. Specifically, the findings of the study support the use of multi-component, multi-modal instructional techniques to facilitate the development of conceptual understanding with students who experience difficulty with science learning. In addition, the important roles of interactive dialogue and metacognition in the development of conceptual understanding are identified.

Work integrated learning as a component of the capstone experience in undergraduate law

Background: The “Curriculum renewal in legal education” project has been funded by the Australian Learning and Teaching Council with the core objectives being the articulation of a set of final year curriculum design principles, and the development of a model of a transferable final year program. Through these principles and the development of the model, it is anticipated that the final year experience for law students will provide greater opportunity for them to understand the relevance of their learning, and will enhance their capacity to make decisions regarding their career path. Discussion / Argument: This paper reports on the project’s progress to date, and presents an argument for the inclusion of work integrated learning (WIL) as a component of the final year experience in undergraduate law programs. The project has identified that the two principal objectives of capstone experiences are to provide closure and to facilitate transition to post-university life. Reflective practice and Bruner’s spiral curriculum model are the central theoretical foundations by which these objectives can be achieved. Experiential learning is also increasingly seen as an essential element of a capstone experience. WIL is consistent with the objectives of capstones in focusing on the transition to professional practice and providing opportunities for reflection. However, the ability of WIL to meet all of the objectives of capstones, particularly closure and integration, may be limited. Conclusions / Implications: The paper posits that while WIL should be considered as a potential component of a capstone experience, educators should ensure that WIL is not equated with a capstone experience unless it is carefully designed to ensure that all of the objectives of capstones are met. Keywords: Work-integrated learning, capstone, final year experience, law