Simultaneous implementation of the Bachelor, Masters and PhD degrees in nursing in the Universidad Jaume I. Castellón de la Plana, Spain

We present an experience in Nursing Education, accredited and implemented under the Spanish University System Reform in a Public University (Jaume I, Castellón) which had no previous nursing studies. The academics offered included all three educational levels (Bachelor, Master's and Doctorate), with an integrated theoretical-practical-clinical teaching methodology for the Bachelor Degree, competence acquisition in research in the Master's degree, and a doctorate formed by lines of research in the field of Nursing. Studies are accredited by the National Agency for Quality Assessment, which were authorized by the Spanish Ministry of Education and implanted between 2009 and 2011.

Controversy between curriculum design and curriculum development of online "highly specialized" education in the field of construction

Nowadays, on a global level, the Higher Education System has a complex and broad horizon of curricular tools to use in the teaching and learning process. In addition to these new educational instruments, full of possibilities, we face specific socio-economic conditions that affect in a significantly way the Curriculum Development in certain knowledge areas (areas traditionally built on a methodology based on a physical presence of students in the classroom). Some areas such as Restoration, Rehabilitation or Construction Pathologies, and the construction sector in general, require very defined and particular knowledge that only a small number of experts claim as specialized training. All these aspects condition the teaching methodology performed in a physical classroom at a university campus (the only option used until recent years) and made us consider the integration of online teaching in these areas too. The present work shows the teaching methodology used for the development of two online courses, where we offer distance learning for "highly specialized" formation in the Edification area (an area where traditionally there was only classroom training). At the beginning, both courses were designed by classroom training, but got a really small number of applications due to the specialized topic proposed. Later, we proposed a "Curriculum Redesign" of the contents, offering an online modality, which implied a significant demand both within and outside the university area. A notable feature of this educational experience is the great spectrum opened for attendees of both courses in the online version. This situation improved significantly the "Curriculum Development" for the student and implied an interesting new proposal on the offered contents and materials (what would have been really difficult to get in a face to face classroom). In conclusion, the absence of certain types of specialized contents in the academic university curricula makes essential to raise new methodologies to save the gap in this area through additional training courses as those analyzed in this paper. Thus, our experience opens a debate on the appropriateness of implementing online training in relation to the face to face training in constructive content subjects and, especially, presents a new scheme, not without controversy, for the curriculum design.

An Interdisciplinary Practical for Multimedia Engineering Students

Interdisciplinary projects in the industry typically require collaboration between professionals from various fields. However, this relationship is not generally addressed in the training offered by university programs, which often ignore this interdisciplinary approach. This paper offers an example of interdisciplinary interaction through joint laboratory activities in the curricula of two very different degree programs, i.e., Multimedia Engineering and Teacher Training in Primary Education. The programs' students formed an interdisciplinary team of multimedia engineers and trainee teachers to develop a Web product for children's cognitive development. The complexity of the task required students to engage in close and strong interdisciplinary cooperation and communication; in turn, they benefited from the synergy offered by collaborative work. The results of this paper, presented from the perspective of the multimedia engineering students, demonstrate a significant increase in their academic performance compared to the control group. This paper shows that university studies can incorporate an interdisciplinary perspective to engineering education without the need to introduce a specific course on the topic, thus avoiding further demands on the curriculum schedule.

Student expectations of TESOL programs: Student and teacher perspectives

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, the authors develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students' learning and performance, and enhancing student morale.

ESCOLA DE TEMPO INTEGRAL: UMA ESCOLA DIFERENTE OU A ESCOLA QUE FAZ A DIFERENÇA?

Este trabalho tem por objetivo descrever a proposta atual de Escola de Tempo Integral no Estado de São Paulo, investigar e avaliar a implantação de uma escola da rede pública estadual da Baixada Santista na cidade de Bertioga-SP, no ano de 2006. Trata-se de pesquisa descritivo-analítica do processo de implantação e da proposta de Escola de Tempo Integral, considerando alguns programas e projetos implantados em décadas anteriores no Estado de São Paulo e em outros estados brasileiros. Os dados foram coletados por meio de análise de documentos referente à proposta e observações realizadas pela pesquisadora, membro participante no processo de implantação da Escola de Tempo Integral na escola investigada. Os resultados descrevem a legislação norteadora, princípios filosóficos, diretrizes gerais, organização curricular, carga horária, práticas e atividades cotidianas, bem como as possibilidades e limites desse projeto em sua implantação.(AU)

Review and Outlooks of the Means for Visualization of Syntax Semantics and Source Code. Procedural and Object Oriented Paradigm – Differences

In the article, we have reviewed the means for visualization of syntax, semantics and source code for programming languages which support procedural and/or object-oriented paradigm. It is examined how the structure of the source code of the structural and object-oriented programming styles has influenced different approaches for their teaching. We maintain a thesis valid for the object-oriented programming paradigm, which claims that the activities for design and programming of classes are done by the same specialist, and the training of this specialist should include design as well as programming skills and knowledge for modeling of abstract data structures. We put the question how a high level of abstraction in the object-oriented paradigm should be presented in simple model in the design stage, so the complexity in the programming stage stay low and be easily learnable. We give answer to this question, by building models using the UML notation, as we take a concrete example from the teaching practice including programming techniques for inheritance and polymorphism.

Práticas pedagógicas e inclusão escolar: o processo de ensino-aprendizagem de alunas com deficiência intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Práticas pedagógicas e inclusão escolar: o processo de ensino-aprendizagem de alunas com deficiência intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

Hechtius 1795/98 - der Gedanke der Transnationalität in der ersten Schrift zur Vergleichenden Erziehungswissenschaft

Der 1795-1798 verfasste Text "De re scholastica Anglica cum Germanica comparata" (Über das englische Schulwesen im Vergleich zum deutschen) des sächsischen Rektors Friedrich August Hecht ist die erste bekannte Schrift zur Vergleichenden Erziehungswissenschaft. Ihre zentrale Materialgrundlage bilden englische und deutsche Schulbücher für Latein- und Gelehrtenschulen. Aus deutschsprachiger Sekundärliteratur übernimmt Hecht darüber hinaus Informationen über schulorganisatorische, curriculare und didaktische Besonderheiten der englischen Public Schools Westminster und Eton, und setzt sie zu den ihm aus eigener Praxis bekannten deutschen (sächsischen) Schulverhältnissen in Beziehung. Der Gedanke der Transnationalität im Bildungsbereich, der sich aktuell etwa im Begriff von transnationalen Bildungsräumen ausdrückt, hat bei Hecht der Sache nach drei Anknüpfungspunkte: die bildungspolitische Wirksamkeit transnationaler Herrscherfamilien, die gemeineuropäische Bedeutung der Gebildeten- und Gelehrtensprache Latein und die nationübergreifende Dimension des humanistischen Bildungskanons. Das alte Europa kannte Nationen und Staaten, aber es kannte noch keine Nationalstaaten. Die Deutschen sind für Hecht noch eine alteuropäische Nation, die Engländer dagegen auf dem Wege zur oder sind schon Staatsnation. Die Vergleichende Erziehungswissenschaft entsteht mit Hechts Schrift in einer Situation, da die alte transnationale Ordnung der Nationen und Staaten in die neue internationale Ordnung der Nationalstaaten übergeht. (DIPF/Orig.)

A Imagética como estratégia de ensino da Técnica de Dança Clássica com alunos do 3º ano de Dança da Academia de Dança do Vale do Sousa

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.

O ensino da estatística nos anos finais do ensino fundamental

Result of a professional master course of research work in Teaching Science and Technology of the Federal Technological University of Paraná (UTFPR), this work aims to provide the mathematics teacher of the final years of elementary school a teaching sequence (SE) which includes basic content of Statistics provided in the curriculum. In this book a text about the importance of the teaching of statistics is presented, as well as issues related to literacy skills, reasoning and statistical thinking. The development of the SE was designed considering the presuppositions of contextualization, being structured in six steps. We chose to develop a work with the basic contents of Statistics through real data collected with the participation of students, within a context for them significant. This option was due to be possible to develop with the students situations such as: raising hypotheses , communication situations experienced by different graphs and tables , results of discussion and understanding of the significance of the results obtained by means of statistical calculations. Thus, it is believed to be possible to contribute to the development of statistical skills by the students.

Uma prática colaborativa na construção do portifólio educacional

Acompanha: Unidade didática: elementos de astronomia e energia

O uso de filme como recurso pedagógico no estudo das epidemias: possibilidades na aprendizagem significativa

Acompanha: Epidemias na escola? Só em filmes: possibilidades de contaminação na aprendizagem significativa

Metodologia de ensino do conceito de função exponencial à luz da teoria das situações didáticas

This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.