Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers` skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

Teaching and learning english phonetics and phonology in the EHEA through design and creation of audiovisual material at the ULPGC

[ES]In this paper we describe the procedure followed in the design and recording of a set of videos for teaching and learning ‘English phonetics and phonology’, a second-year undergraduate course at Universidad de Las Palmas de Gran Canaria. The student’s L1 is Spanish. Two different types of technological support were used: screencast and Powerpoint® presentations. The traditional whiteboard together with the lecturer’s presence also contributed both to the integrated learning of certain acoustic/articulatory aspects of the course contents and to the use of specific software for speech analysis. This video production owns the advantage of being an interactive and autonomous tool which favours a continuous learning process on the student’s side.

Teaching and learning stance in specialized English for computing. A corpus linguistics approach

[EN]The use of large corpora in the study of languages is a well established tradition. In the same vein, scholarship is also well represented in the case of the study of corpora for making grammars of languages. This is the case of the COBUILD grammar and dictionary and the case of the Longman Grammar of Spoken and Written English. This means that corpora have been analyzed in order to identify patterns in languages that can be later practised by learners following those patterns described and exemplified with real instances.

Influence of Engineering Instructors' Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses

This study explored how academics' beliefs about teaching and learning influenced their teaching in engineering science courses typically taught in the second or third year of 4-year engineering undergraduate degrees. Data were collected via a national survey of 166 U. S. statics instructors and interviews at two different institutions with 17 instructors of engineering science courses such as thermodynamics, circuits and statics. The study identified a number of common beliefs about how to best support student learning of these topics; each is discussed in relation to the literature about student development and learning. Specific recommendations are given for educational developers to encourage use of research-based instructional strategies in these courses.

Advances in Teaching and Learning 2005 Webcast - Introductions and Expert Panel

Expert Panel: Documenting Teaching Scholarship for Promotion and Tenure Lemuel Moye, School of Public Health Miguel daCunha, School of Nursing William Tate, Dental School Katherine Loveland, Medical School

Some reflections on the impact of globalization in the teaching and learning of English in socalled “expanding circle” countries

This article deals with the ongoing debate on the complex role of English as an International Language, be it understood as a homogeneous entity (one language with an international role [EIL]) or a heterogeneous one (different varieties (WE or ELF) grouped under one label, «English») as well as on the implications of this «globalising» status for its teaching in non-native settings. Given the complexity of this phenomenon, whose study is still in its infancy, we attempt neither to provide definitive answers nor adopt a prescriptive attitude, but simply contribute to the discussion and clarification of this, to some extent, emergent, controversial situation.

Sketches of the history of literature and learning in England ; with specimens of the principal writers /

v.1-2 (1st ser.). From the Norman conquest to the accession of Elizabeth.--v.3-4 (2nd ser.). From the accession of Elizabeth to the revolution of 1688.--v.5-6 (3rd ser.). From the revolution of 1688 to the present day.

A new practical system for teaching and learning the French pronunciation : in seven lessons, illustrated and supported by numerous examples from the best French poets /

"Answers to Mr. A. Bolmar's criticisms, and a few of his errors corrected"--30 p. at end of vol.