DOS MUROS DA ESCOLA À ABERTURA PARA A CIDADE

A prática educativa na escola está carregada de uma postura tradicional e bancária , conforme aparece em várias obras de Freire, ainda que novas tecnologias sejam introduzidas em seu cotidiano pedagógico. A ênfase à informação em detrimento da construção do conhecimento e saberes, na verdade, afasta o aluno, particularmente nas escolas públicas, de apropriar-se dos instrumentos significativos de sua elaboração. Nesse sentido, dentro da linha de Políticas e Gestões Educacionais, esse trabalho se propõe à reflexão do espaço da escola no diálogo com a cidade, isto é, à possibilidade de protagonismo social no desenvolvimento do aluno. O procedimento da pesquisa fundamenta-se no estudo dos projetos de educação ambiental desenvolvidos na rede municipal de Mauá através dos registros e relatos descritivos das avaliações das escolas dessas atividades, de seus Projetos Políticos Pedagógicos e do Programa de Educação Ambiental de Mauá da Secretaria Municipal de Educação. O trabalho Dos muros da escola à abertura para a cidade foi desenvolvido de forma a entendermos o espaço geográfico, considerando sua territorialização e o conceito de espaço simbólico. Dessa forma, podemos compreender como a relação escola/espaço território e o Programa de Educação Ambiental desenvolvido em escolas da rede pública da cidade de Mauá aparece na atuação de um em relação ao outro. A metodologia de trabalho usada foi exploratória, de natureza bibliográfica e documental. A pesquisa buscou perceber a abordagem dialógica que se estabelece com a cidade a partir da conceituação do espaço simbólico da escola no processo ensino-aprendizagem. O Programa de Educação Ambiental e as escolas, de acordo com seus Projetos Políticos Pedagógicos se propõem, ainda que empiricamente, a trabalhar nessa direção. A prática pedagógica, como demonstraram algumas atividades, mesmo tratando do tema de forma sem a consciência diferenciada , aponta um avanço nesse sentido. Os textos coletivos, a participação solidária, são elementos que nos permitem concluir dessa forma. As respostas das crianças foram significativas, embora tenhamos apontado as dificuldades na execução dos procedimentos pedagógicos. Por tratar-se de algo novo, não só como proposta, o Programa de Educação Ambiental exigiu a capacidade de lidar com ações integrada e integradora, ou seja, mudança de subjetividade dos distintos atores envolvidos no processo. O tema poderia se tornar por demais abrangente e, dessa forma, perder-se em generalidades. Assim, alguns aspectos relevantes foram apontados sem, no entanto, partir para um maior aprofundamento a fim de garantir a objetividade do trabalho. A instituição escolar está presente de corpo e alma na cidade e, ainda que, a temática ambiental esteja presente em seu cotidiano ela se faz de maneira formal e informativa. Todos falam em meio ambiente, entretanto poucos internalizam os valores de um ambiente saudável e próprio para o desenvolvimento humano da maioria que produz a riqueza das nações. Consideradas as observações apontadas, o trabalho apresentou elementos que devem ser analisados com maior propriedade, isto é, com maior extensão, como proposta de continuidade da pesquisa.

Strategies for public engagement on environmental matters:you can lead a horse to water, but can you make it drink?

With no tangible evidence of widespread public engagement in the UK on matters relating to the environment, this article assesses the benefits of adopting the principles of key theoretical models on learning (e.g., Kolb's Experiential Model) in environmental campaigns. In addition, in order to facilitate the transition from environmental knowledge/awareness, to the adoption of proenvironmental behavior, the article reviews some of the key internal and external drivers to achieving sustained behavioral change.

Learning to research - researching to learn

Learning to Research Researching to Learn explores the integration of research into teaching and learning at all levels of higher education. The chapters draw on the long and ongoing debate about the teaching research nexus in universities. Although the vast majority of academics believe that there is an important and valuable link between teaching and research, the precise nature of this relationship continues to be contested. The book includes chapters that showcase innovative ways of learning to research; how research is integrated into coursework teaching; how students learn the processes of research, and how universities are preparing students to engage with the world. The chapters also showcase innovative ways of researching to learn, exploring how students learn through doing research, how they conceptualise the knowledge of their fields of study through the processes of doing research, and how students experiment and reflect on the results produced. These are the key issues addressed by this anthology, as it brings together analyses of the ways in which university teachers are developing research skills in their students, creating enquiry-based approaches to teaching, and engaging in education research themselves. The studies here explore the links between teaching, learning and research in a range of contexts, from pre-enrolment through to academic staff development, in Australia, the UK, the US, Singapore and Denmark. Through a rich array of theoretical and methodological approaches, the collection seeks to further our understanding of how universities can play an effective role in educating graduates suited to the twenty-first century

‘Let’s talk about feedback’:an exploration of academic feedback practices in pharmacy education

Feedback is considered one of the most effective mechanisms to aid learning and achievement (Hattie and Timperley, 2007). However, in past UK National Student Surveys, perceptions of academic feedback have been consistently rated lower by final year undergraduate students than other aspects of the student experience (Williams and Kane, 2009). For pharmacy students in particular, Hall and colleagues recently reported that almost a third of students surveyed were dissatisfied with feedback and perceived feedback practice to be inconsistent (Hall et al, 2012). Aims of the Workshop: This workshop has been designed to explore current academic feedback practices in pharmacy education across a variety of settings and cultures as well as to create a toolkit for pharmacy academics to guide their approach to feedback. Learning Objectives: 1. Discuss and characterise academic feedback practices provided by pharmacy academics to pharmacy students in a variety of settings and cultures. 2. Develop academic feedback strategies for a variety of scenarios. 3. Evaluate and categorise feedback strategies with use of a feedback matrix. Description of Workshop Activities: Introduction to workshop and feedback on pre-reading exercise (5 minutes). Activity 1: A short presentation on theoretical models of academic feedback. Evidence of feedback in pharmacy education (10 minutes). Activity 2: Discussion of feedback approaches in participants’ organisations for differing educational modalities. Consideration of the following factors will be undertaken: experiential v. theoretical education, formative v. summative assessment, form of assessment and the effect of culture (20 minutes, large group discussion). Activity 3: Introduction of a feedback matrix (5 minutes). Activity 4: Development of an academic feedback toolkit for pharmacy education. Participants will be divided into 4 groups and will discuss how to provide effective feedback for 2 scenarios. Feedback strategies will be categorised with the feedback matrix. Results will be presented back to the workshop group (20 minutes, small group discussion, 20 minutes, large group presentation). Summary (10 minutes). Additional Information: Pre-reading: Participants will be provided with a list of definitions for academic feedback and will be asked to rank the definitions in order of perceived relevance to pharmacy education. References Archer, J. C. (2010). State of the science in health professional education: effective feedback. Medical education, 44(1), 101-108. Hall, M., Hanna, L. A., & Quinn, S. (2012). Pharmacy Students’ Views of Faculty Feedback on Academic Performance. American journal of pharmaceutical education, 76(1). Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Medina, M. S. (2007). Providing feedback to enhance pharmacy students’ performance. American Journal of Health-System Pharmacy, 64(24), 2542-2545.

The future of engineering - Do primary school engineering education interventions leave a lasting impression?

This positional paper proposes a conceptual framework and methodological approach for use in a PhD study investigating the longer term educational and social impact of 'active' engineering focused interventions for children age 8-10 in the UK. The study will critically analyse how a child's participation in an engineering education activity contributes to the Engineering Capital that the child possesses; focusing on how the child's awareness and perceptions about engineering are affected. To achieve this aim it is proposed that Grounded Theory methodology be used to enable an in-depth analysis of participation from the perspective of the child participant. The study proposed will be longitudinal, taking place over three formative years for the education and career aspirations of the child, from age 8-10 to 11-13. Although the research is in its infancy, this paper will provide the opportunity to develop theory in an underdeveloped area of engineering education research.

Bringing engineering education to life:an empirical approach

This paper focuses upon the argument that the role played by the engineering profession within today's society has changed markedly over the past several years from providing the foundations for contemporary life to leading societal change and becoming one of the key driver's of future social development. Coining the term 'Engineering-Sociology' this paper contributes to engineering education and engineering education research by proposing a new paradigm upon which future engineering education programmes and engineering education research might build. Developed out of an approach to learning and teaching practice, Engineering-Sociology encapsulates both traditional and applied approaches to engineering education and engineering education research. It suggests that in order to meet future challenges there is a need to bring together what are generally perceived to be two diametrically opposed paradigms, namely engineering and sociology. Building on contemporary theoretical and pedagogical arguments in engineering education research, the paper concludes that by encouraging engineering educators to 'think differently', Engineering-Sociology can provide an approach to learning and teaching that both enhances the student experience and meets the changing needs of society.

The effect of osteoporosis education on calcium intake and physical activity in a group of community-dwelling Black older adults

The unprecedented increase in the number of older adults is expected to increase the burden of osteoporosis on the individual and society. Blacks have been understudied in osteoporosis prevention education research. Although the risk of osteoporosis is low in this population, its consequences are significant. This study employs a two-group experimental design (experimental and wait-list control groups) to evaluate the effect of an osteoporosis education on two osteoporosis prevention behaviors (OPBs)—calcium intake (CI) and physical activity (PA), in a group of community-dwelling Black older adults, 50 years and older resident in South Florida. A final sample of 110 (mean age 70.15 years), 90% female and 10% male completed a battery of questionnaires at two assessment periods. The experimental group participated in six weekly education program sessions immediately following baseline assessment, and the wait-list control group received the education following end of program assessment by all participants. The weekly educational sessions were conducted in social settings (church or senior center) employing constructs of the Revised Health Belief Model. The sessions focused on improving CI; osteoporosis knowledge (OKT), self-efficacy (SE), health beliefs (HB) and PA. Findings revealed significantly greater increase in reported CI ( M = 556 mg, Wilks’ λ = .47, F (1,108)=122.97, p< .001, η2=.53), OKT (p< .001), and SE (p< .001) among participants in the experimental compared to the wait-list control group. There was no significant difference between the two groups for PA and most of the HB subscales. OKT and SE were the best predictors of CI, while perceived barrier was a predominant factor predicting PA. Over the study period, a change in SE was the only variable related to changes in both OPBs. Attrition rate was lower than expected, which can be attributed to the settings utilized for the study. These findings support the importance of utilizing a familiar social setting. These results suggested the effectiveness of a program offered in multiple short sessions among this underserved minority population to improve OKT and SE resulting in a change in OPBs (increase in CI). However, there is need to explore alternative strategies to improve PA in this population group.

The Effect of Incorporating Math Skills into Physical Education Classes on Math Achievement of Second Grade Elementary Students

The effect of embedding math skills into physical education lessons on math achievement of second grade students in two classes was investigated. There were no statistical differences between the experimental (PE/Math) group and the control group. However, practical observations indicated more research is needed in this area.

The Effect of Sportspersonship Instruction on the Behaviors Of Second Grade Physical Education Students

The effect of sportspersonship instruction on the behaviors of second grade physical education students was examined. Instruction consisted of defining sportspersonship focus words, modifying the words into target behaviors, modeling the behaviors, and reinforcing the behaviors. Results revealed that students from two intact classes improved their behaviors.

Multicultural Literacy in Education: Meeting the Objectives of the Florida Sunshine State Standards

The purpose of this paper is to show how incorporating multicultural literacy in education can meet the Florida Sunshine State Standards to promote a more equitable approach to classroom discourse and a qualitative teacher-facilitated learning environment for students who reflect a multicultural and global community.

Teachers’ Knowledge, Awareness and Pedagogy of Global Education in Secondary Schools

For the last fifty years, social studies teachers have been prepared to teach from a global perspective, but since September 11, 2001 have faced a difficult challenge teaching from a global perspective. This study examines ninety secondary school teachers’ global knowledge and their disposition toward teaching from a global perspective.

“Mind the gap”: Qualitative Researchers and Mixed Methods Research

This paper presents a heuristic investigation of mixed methods organized around three pairs of opposing standpoints: methods (qualitative vs. quantitative), paradigms (constructivist vs. post positive), and inquiry approaches (dialectical vs. pragmatic).

Radiology Technology: An Examination of the Transfer of Training through Continuing Education

This paper discusses the transfer of training as it relates to mandatory continuing education for the radiologic technologist. Through continuing education the technologists' satisfy their requirements for recertification and/or licensure. Continuing education should provide a method to maintain competency, however, attitudes determine the success of learning outcomes.

Using Critical Race Theory: An Analysis of Cultural Differences in Healthcare Education

This paper is a literature review of articles published from 1992 to 2002 in the American Journal of Health Education using critical race theory as a lens of analysis of culture differences in healthcare.