Traditional Toys and Student Motivation and Commitment in Technological Education

Technological Education is a subject where students acquire knowledge and technical skills, which will enable them to analyse and resolve specific situations and will prepare them for an increasingly technological world. This course requires students to gain knowledge and know-how such that motivation and commitment are crucial for the development of classroom projects and activities. It is in this context that traditional toys come up in this study as catalysts for motivation and student interest. Thus, the aim of the research performed is to understand whether the units of work related to traditional toys promote the students’ motivation and commitment on Technological Education. In terms of methodology, we carried out an exploratory research of qualitative nature, based on semi-structured interviews with teachers and students in the 2nd cycle of basic education at five schools in the municipality of Viseu, Portugal. Nine teachers and forty-five Technological Education students, aged between 10 and 12 years, attending the 5th and 6th years of schooling participated. Content analysis of the answers revealed that the implementation of units of work involving the construction of traditional toys are conducive to students’ motivation and commitment, constituting an added value in Technological Education. As this is a classroom project, it allows students to apply technical knowledge they have acquired. Thus, starting from a first idea, it allows them to experience all of the stages of toy building, from conception to completion, contributing to greater student satisfaction in the teaching-learning process.

Traditional Toys and Student Motivation and Commitment in Technological Education

Problem Statement: This research aims to understand the contribution of traditional toys as catalysts for motivation and student commitment in the development of Technological Education projects and activities. Research Questions: To what extent do work units related to traditional toys promote student motivation and commitment in the subject of Technological Education. Purpose of Study: Technological Education requires students to gain knowledge and know-how such that motivation and commitment are crucial for the development of classroom projects and activities. It is in this context that traditional toys are assumed to be catalysts for motivation and student interest. Research Methods: In terms of methodology, an exploratory research of a qualitative nature was carried out, based on semi-structured interviews to teachers and students within a 2nd cycle of Basic Education environment, encompassing five state schools in the Viseu municipality, Portugal. Nine teachers and forty-five technological education pupils, aged between 10 and 12, attending the 5th and 6th years of schooling participated. Findings: Content analysis of the answers revealed that the implementation of work units involving the construction of traditional toys are conducive to student motivation and commitment. Starting off with an initial idea, pupils are enabled to experience all the stages of toy building, from conception to completion, contributing to greater student satisfaction in the teaching-learning process. Conclusions: The traditional toys constitute an added value in the subject of Technological Education, promoting student motivation and commitment in the development of projects and activities. Students acquire knowledge and skills, which will enable them to analyze and thus resolve specific situations and prepare them for an increasingly technological world.

NEIGHBORHOOD PERCEPTION OF SAFETY AND THE MOBILITY GAP BETWEEN MEN AND WOMEN IN OLD AGE

Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2016-10-02 21:02:07.735

Essays on employment / education, investment in education and student achievement

Méthodologie: Modèle de régression quantile de variable instrumentale pour données de Panel utilisant la fonction de production partielle

Actas da II International Conference «Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education»

É ponto assente que o desenvolvimento social e económico de um país depende do conhecimento e do nível educativo dos seus cidadãos. Num momento de crise económica profunda em que a sustentabilidade do ensino superior se encontra ameaçada e a sua organização com rumo incerto, importa, mais do que nunca, criar um espaço de reflexão em que a ciência se pronuncie, aproximando e colocando em evidência os contributos que em vários domínios se vão produzindo. Nesta conferência, que se pretende em continuidade com a realizada em 2010, elegemos como tema central a qualidade do ensino e da aprendizagem e, tendo em conta a realidade em que nos inscrevemos, alargamos a discussão aos contextos e aos modelos de organização que os podem consubstanciar. Pode parecer um paradoxo centrar esta conferência na componente mais pedagógica do ensino superior quando toda a pressão de avaliação interna e externa das instituições e dos docentes incide particularmente sobre a produção científica. Mas talvez não. Assumimos que a reflexão de cariz pedagógico continua a não ser uma prática corrente no meio universitário português que, durante gerações, se habituou a um ensino universitário tradicional destinado apenas a uma pequena elite e se alheou dos desafios da massificação de que foi alvo. A ideia de que pedagogia apenas diz respeito à relação do professor com crianças ou jovens até ao ensino secundário permaneceu latente, tornando estéril qualquer discussão que, na perspectiva de alguns, seria desnecessária e até contraproducente no ensino superior. Um novo paradigma terá de ser assumido por um ensino universitário que busca o ideal da excelência, colocando no centro do debate o equilíbrio entre as dimensões pedagógica e investigativa e uma redobrada atenção à sociedade e às mudanças se, verdadeiramente, o que pretendemos é ganhar o desafio da qualidade.

Conversation Circles as a Teaching Strategy: An Experience to Reflect on and Implement in Higher Education

The experience approached in this paper aims at reflecting, reasoning, planning and implementing the “Conversation Circles” as a teaching strategy in the PF-4237 course “Theory of Education: Multiculturalism and Education” of the Latin American Doctoral Program in Education, University of Costa Rica. This training experience, based on the communicative action theory, intended to integrate the assistance of the teacher, the confrontation to otherness and the building of knowledge, skills and social attitudes in higher education.

Relevant Aspects on Teaching Probability and Statistics in Basic General Education

Probability and Statistics were included in the Basic General Education curricula by the Ministry of Public Education (Costa Rica), since 1995. To analyze the teaching reality in these fields, a research was conducted in two educational regions of the country: Heredia and Pérez Zeledón. The survey included university training and updating processes of teachers teaching Statistics and Probability in the schools. The research demonstrated the limited university training in these fields, the dissatisfaction of teachers about it, and the poor support of training institutions to their professional exercise.

Training and Updating of Education Boards in Indigenous Schools of Rural Areas: Strengthening Local Education Management

Education management in the schools of indigenous rural areas faces a number of difficulties to implement and comply with the guidelines and requirements of the laws related to budgetary management of resources allocated to Education or Administrative Boards. In addition to being located in scattered rural areas, far from the municipal heads and regional offices of the Ministry of Public Education, one of the main obstacles is that all regulations, laws and guidelines are written in Spanish, and there is people, in this indigenous rural communities, who do not speak, write, read or understand this language. This puts them at an enormous disadvantage, which has a direct impact on the indigenous children’s right to education.

Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation.(1) Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

Interface Between Intellectual Disability And Mental Health: Hermeneutic Review.

A literature review was conducted aiming to understand the interface between the Intellectual Disability and Mental Health fields and to contribute to mitigating the path of institutionalizing individuals with intellectual deficiencies. The so-called dual diagnosis phenomenon remains underestimated in Brazil but is the object of research and specific public policy internationally. This phenomenon alerts us to the prevalence of mental health problems in those with intellectual disabilities, limiting their social inclusion. The findings reinforce the importance of this theme and indicate possible diagnostic invisibility of the development of mental illness in those with intellectual disabilities in Brazil, which may contribute to sustaining psychiatric institutionalization of this population. 

Spinal Cord Atrophy Correlates With Disease Duration And Severity In Amyotrophic Lateral Sclerosis.

Our objective was to investigate spinal cord (SC) atrophy in amyotrophic lateral sclerosis (ALS) patients, and to determine whether it correlates with clinical parameters. Forty-three patients with ALS (25 males) and 43 age- and gender-matched healthy controls underwent MRI on a 3T scanner. We used T1-weighted 3D images covering the whole brain and the cervical SC to estimate cervical SC area and eccentricity at C2/C3 level using validated software (SpineSeg). Disease severity was quantified with the ALSFRS-R and ALS Severity scores. SC areas of patients and controls were compared with a Mann-Whitney test. We used linear regression to investigate association between SC area and clinical parameters. Results showed that mean age of patients and disease duration were 53.1 ± 12.2 years and 34.0 ± 29.8 months, respectively. The two groups were significantly different regarding SC areas (67.8 ± 6.8 mm² vs. 59.5 ± 8.4 mm², p < 0.001). Eccentricity values were similar in both groups (p = 0.394). SC areas correlated with disease duration (r = - 0.585, p < 0.001), ALSFRS-R score (r = 0.309, p = 0.044) and ALS Severity scale (r = 0.347, p = 0.022). In conclusion, patients with ALS have SC atrophy, but no flattening. In addition, SC areas correlated with disease duration and functional status. These data suggest that quantitative MRI of the SC may be a useful biomarker in the disease.

The Prevalence Of Tic Disorders In Children And Adolescents In Brazil.

Tourette syndrome (TS) and tic disorders represent events of familiar magnitude characterized by involuntary movements and/or vocalization. To determine the prevalence of TS/tic disorders we studied a sample of 762 subjects (388 M, 374 F), between 1992 and 1997, age 6 to 43 years old, taken out of a population of 10,155 subjects (4,918 M, 5,237 F; age: 3-56 years old). A structured 4-item questionnaire, direct interview (multistaged), >1 yr follow-up, were used. 9,565 subjects (4,614 M, 4,951 F) sent back the questionnaires, 3,354 of these (1,671 M, 1,683 F) with positive answers to tics. 42 subjects (31 M, 11 F, age: 7-21 years old, mean: 11 years old) met the DSM-III-R criteria. The total minimal prevalence of TS is 0.43%, with a 3:1 ratio male/female. The minimal prevalence of chronic tic disorder is 2.27%. The total minimal prevalence for tic disorders at all is 2.91%. No special education students participation.

Unexpected Diversity of Cellular Immune Responses against Nef and Vif in HIV-1-Infected Patients Who Spontaneously Control Viral Replication

Background: HIV-1-infected individuals who spontaneously control viral replication represent an example of successful containment of the AIDS virus. Understanding the anti-viral immune responses in these individuals may help in vaccine design. However, immune responses against HIV-1 are normally analyzed using HIV-1 consensus B 15-mers that overlap by 11 amino acids. Unfortunately, this method may underestimate the real breadth of the cellular immune responses against the autologous sequence of the infecting virus. Methodology and Principal Findings: Here we compared cellular immune responses against nef and vif-encoded consensus B 15-mer peptides to responses against HLA class I-predicted minimal optimal epitopes from consensus B and autologous sequences in six patients who have controlled HIV-1 replication. Interestingly, our analysis revealed that three of our patients had broader cellular immune responses against HLA class I-predicted minimal optimal epitopes from either autologous viruses or from the HIV-1 consensus B sequence, when compared to responses against the 15-mer HIV-1 type B consensus peptides. Conclusion and Significance: This suggests that the cellular immune responses against HIV-1 in controller patients may be broader than we had previously anticipated.

Charles Darwin goes to school: the role of cartoons and narrative in setting science in an historical context

Science education is under revision. Recent changes in society require changes in education to respond to new demands. Scientific literacy can be considered a new goal of science education and the epistemological gap between natural sciences and literacy disciplines must be overcome. The history of science is a possible bridge to link these `two cultures` and to foster an interdisciplinary approach in the classroom. This paper acknowledges Darwin`s legacy and proposes the use of cartoons and narrative expositions to put this interesting chapter of science into its historical context. A five-lesson didactic sequence was developed to tell part of the story of Darwin`s expedition through South America for students from 10 to 12 years of age. Beyond geological and biological perspectives, the inclusion of historical, social and geographical facts demonstrated the beauty and complexity of the findings that Darwin employed to propose the theory of evolution.

The roles of xylan and lignin in oxalic acid pretreated corncob during separate enzymatic hydrolysis and ethanol fermentation

High yields of hemicellulosic and cellulosic sugars are critical in obtaining economical conversion of agricultural residues to ethanol. To optimize pretreatment conditions, we evaluated oxalic acid loading rates, treatment temperatures and times in a 2(3) full factorial design. Response-surface analysis revealed an optimal oxalic acid pretreatment condition to release sugar from the cob of Zea mays L ssp. and for Pichia stipitis CBS 6054. To ferment the residual cellulosic sugars to ethanol following enzymatic hydrolysis, highest saccharification and fermentation yields were obtained following pretreatment at 180 degrees C for 50 min with 0.024 g oxalic acid/g substrate. Under these conditions, only 7.5% hemicellulose remained in the pretreated substrate. The rate of cellulose degradation was significantly less than that of hemicellulose and its hydrolysis was not as extensive. Subsequent enzymatic saccharification of the residual cellulose was strongly affected by the pretreatment condition with cellulose hydrolysis ranging between 26.0% and 76.2%. The residual xylan/lignin ratio ranged from 0.31 to 1.85 depending on the pretreatment condition. Fermentable sugar and ethanol were maximal at the lowest ratio of xylan/lignin and at high glucan contents. The model predicts optimal condition of oxalic acid pretreatment at 168 degrees C, 74 min and 0.027 g/g of oxalic acid. From these findings, we surmised that low residual xylan was critical in obtaining maximal glucose yields from saccharification. Published by Elsevier Ltd.