Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.0430
Eva Zezulková, K. Janků
{"title":"RESILIENCE OF PARENTS BRINGING UP CHIDREN WITH DISABILITIES","authors":"Eva Zezulková, K. Janků","doi":"10.21125/INTED.2021.0430","DOIUrl":"https://doi.org/10.21125/INTED.2021.0430","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127706571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.0773
B. García-Fayos, M. Sancho, J. Arnal, E. Zuriaga‐Agustí, I. López-Hernández
Experimentation in Chemical Engineering III is a compulsory subject of the third course, semester B of the Chemical Engineering Degree at the Universitat Politècnica de València. It is the last experimental subject of the degree, and it applies the POL methodology ("Project Oriented Learning"). The students carry out experimental sessions, obtaining data that they later use to design an industrial installation based on the laboratory equipment but at a large scale. The course is assessed through the design project and a laboratory report of each experimental session, which is corrected by the teacher and then used as study material for the exam. Although the development of the subject is satisfactory, the teachers do not know the level that the students have about the experiment to be developed at the beginning of the experimental session and, in most of the cases, mistakes or errors of interpretation that they have had during the practice are detected during correction of the report. Therefore, last year lecturers decided to introduce the use of the Socrative tool to conduct surveys to students at the beginning and end of the session, in order to have real-time feedback on the points that should be most emphasized during the practice, as well as the degree of improvement achieved after the session. Socrative allows to carry out surveys in a simple way through the mobile phone, and to know at the same time the results of the assessment. Thus, students know their mistakes in the test before starting the experimental session, which also serves them to assess their level about the topic to develop and pay attention to find out those questions asked in the test in which they have obtained worse results. This work describes the implementation of this teaching innovation in the laboratory, as well as the results obtained and the degree of improvement achieved by comparing the results at the beginning and end of each experimental session. Finally, it is analyzed the usefulness of the innovation, as well as the necessary improvements to continue its application in the future academic courses.
{"title":"ANALYSIS OF THE APPLICATION OF SOCRATIVE AS A TOOL FOR THE LEARNING IMPROVEMENT IN A SUBJECT OF EXPERIMENTATION IN CHEMICAL ENGINEERING","authors":"B. García-Fayos, M. Sancho, J. Arnal, E. Zuriaga‐Agustí, I. López-Hernández","doi":"10.21125/INTED.2021.0773","DOIUrl":"https://doi.org/10.21125/INTED.2021.0773","url":null,"abstract":"Experimentation in Chemical Engineering III is a compulsory subject of the third course, semester B of the Chemical Engineering Degree at the Universitat Politècnica de València. It is the last experimental subject of the degree, and it applies the POL methodology (\"Project Oriented Learning\"). The students carry out experimental sessions, obtaining data that they later use to design an industrial installation based on the laboratory equipment but at a large scale. The course is assessed through the design project and a laboratory report of each experimental session, which is corrected by the teacher and then used as study material for the exam. Although the development of the subject is satisfactory, the teachers do not know the level that the students have about the experiment to be developed at the beginning of the experimental session and, in most of the cases, mistakes or errors of interpretation that they have had during the practice are detected during correction of the report. Therefore, last year lecturers decided to introduce the use of the Socrative tool to conduct surveys to students at the beginning and end of the session, in order to have real-time feedback on the points that should be most emphasized during the practice, as well as the degree of improvement achieved after the session. Socrative allows to carry out surveys in a simple way through the mobile phone, and to know at the same time the results of the assessment. Thus, students know their mistakes in the test before starting the experimental session, which also serves them to assess their level about the topic to develop and pay attention to find out those questions asked in the test in which they have obtained worse results. This work describes the implementation of this teaching innovation in the laboratory, as well as the results obtained and the degree of improvement achieved by comparing the results at the beginning and end of each experimental session. Finally, it is analyzed the usefulness of the innovation, as well as the necessary improvements to continue its application in the future academic courses.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127795456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1977
Carlos Carbonell, S. Cardona, Ivan Dominguez‐Candela, V. Fombuena, M. López-Pérez, J. Lora
If we analyse some of the specific skills of Chemical Engineering degree, and it would not be very different in other disciplines of engineering, the verbs design, analyse or simulate stand out above all. In essence, calculating is an intrinsic activity for the engineer and, therefore, for engineering students. How is this activity developed? When we face a real problem we translate it into mathematical language (modelling). We solve the resulting mathematical problem to obtain the mathematical solution (simulation). The analysis of the results allows us to extract information from the real problem. If the interpretation of the results does not fit with the real problem studied, we must rethink the mathematical model obtained, and so on. Teachers often restrict the real problems that students face to simple situations so that the resulting mathematical problem is simple and, if possible, provides an analytical solution. Why should we do this today if we have numerical methods, a big computing power and mathematical software available to our students? Examples of complex mathematical problems arise from analysis and design of heat exchangers, chemical reactors, distillation columns, etc, both in steady and transitory regimes. These mathematical problems can be classified in groups: solving algebraic equations, ordinary differential equations or partial differential equations systems. According to this classification, some teachers of the Chemical Engineering degree at Campus of Alcoy are providing our students with Matlab guide templates to solve these types of mathematical problems, regardless of the subjects in which these problems appear. This action makes it easier for students to face real problems by reducing the mathematical difficulties associated. This paper shows how these Matlab guide templates are and how students use them in different subjects. It allows students to focus on the engineering aspect of the processes, leaving the difficulty of the associated mathematical problem in a second plane. It also makes easy to modify process parameters to quickly see the effect on the main variables of the process (what if? analysis). Consequently, students improve their ability to analyse and interpret the results obtained and their critical thinking skills. And, finally, they know useful computer tools that can be used both academically and professionally.
{"title":"HOW TO GUIDE CHEMICAL ENGINEERING STUDENTS IN THE SOLUTION OF COMPLEX ENGINEERING PROBLEMS","authors":"Carlos Carbonell, S. Cardona, Ivan Dominguez‐Candela, V. Fombuena, M. López-Pérez, J. Lora","doi":"10.21125/INTED.2021.1977","DOIUrl":"https://doi.org/10.21125/INTED.2021.1977","url":null,"abstract":"If we analyse some of the specific skills of Chemical Engineering degree, and it would not be very different in other disciplines of engineering, the verbs design, analyse or simulate stand out above all. In essence, calculating is an intrinsic activity for the engineer and, therefore, for engineering students. How is this activity developed? When we face a real problem we translate it into mathematical language (modelling). We solve the resulting mathematical problem to obtain the mathematical solution (simulation). The analysis of the results allows us to extract information from the real problem. If the interpretation of the results does not fit with the real problem studied, we must rethink the mathematical model obtained, and so on. Teachers often restrict the real problems that students face to simple situations so that the resulting mathematical problem is simple and, if possible, provides an analytical solution. Why should we do this today if we have numerical methods, a big computing power and mathematical software available to our students? Examples of complex mathematical problems arise from analysis and design of heat exchangers, chemical reactors, distillation columns, etc, both in steady and transitory regimes. These mathematical problems can be classified in groups: solving algebraic equations, ordinary differential equations or partial differential equations systems. According to this classification, some teachers of the Chemical Engineering degree at Campus of Alcoy are providing our students with Matlab guide templates to solve these types of mathematical problems, regardless of the subjects in which these problems appear. This action makes it easier for students to face real problems by reducing the mathematical difficulties associated. This paper shows how these Matlab guide templates are and how students use them in different subjects. It allows students to focus on the engineering aspect of the processes, leaving the difficulty of the associated mathematical problem in a second plane. It also makes easy to modify process parameters to quickly see the effect on the main variables of the process (what if? analysis). Consequently, students improve their ability to analyse and interpret the results obtained and their critical thinking skills. And, finally, they know useful computer tools that can be used both academically and professionally.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127836052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.2221
Kevin Delaney, Gerard Nagle, Mingzhu Chen
{"title":"GAMIFICATION OF ICEBREAKING ACTIVITIES FOR MECHANICAL ENGINEERING STUDENTS EMBARKING ON A PROBLEM BASED LEARNING MODULE","authors":"Kevin Delaney, Gerard Nagle, Mingzhu Chen","doi":"10.21125/INTED.2021.2221","DOIUrl":"https://doi.org/10.21125/INTED.2021.2221","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115729919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.2043
Laurie Bobley, Ruth Best
The onset of COVID-19 brought education to a halt: schools closed and teaching and learning as we know it moved from face-to-face to remote. With no direct access to mentor teachers or to children, teacher education programs were forced to ensure candidates had authentic learning experiences. On a global scale, schools of education were required to rethink teacher preparation and explore innovative approaches. Teacher educators at the school and university level (clinical faculty and mentor teachers) had to interact with student teachers differently. One of the major problems that surfaced was that the field and practice-based courses were not initially designed to be facilitated in an online or remote format. Furthermore, faculty and teacher candidates typically engaged in the work of teaching and learning within school buildings where they had access to children. These problems prompted the academic leadership and faculty in one graduate school of education in the Northeastern United States to engage in deep inquiry and chronicle their lived experiences to produce a qualitative ethnographic self-study. The major questions driving their work were: (1) How to find remote placements for candidates to engage in clinically rich experiences in special education settings for Practicum or student teaching? (2) How to develop alternate assignments for candidates to meet course and state certification requirements? (3) How to prepare clinical faculty to facilitate remote learning experiences? Data collection and quality assurance initiatives included a critical review of the following: quantitative course evaluation data, qualitative student feedback and reflections, clinical faculty observations, outcomes assessment, and reflexive practice data. An analysis of findings revealed the following themes: existing dissonance between methods and field-based curriculum, competing philosophies among stakeholders about what constitutes authentic teaching experiences, and the impact of faculty collaboration and learning communities. Field supervisors indicated that for candidates to be successful they need more face-to-face time and direct interactions to engage in coaching conversations. Additionally, supervisors believed that academic leadership needed to revisit sequencing and scaffolding of opportunities for teaching practice throughout the education preparation program. Doing so would allow for additional touch points to monitor progress as candidates develop competencies and translate theory introduced in foundational courses to the field. This study is significant as its ethnographic nature allows faculty and academic leadership to engage in program evaluation and collaborate closer with school-based practitioners to reframe teacher preparation in the era of COVID. Implications exist for ongoing collaboration and teacher educator professional development in a new format. The ensuing results of additional research can inform curriculum redesign and teaching
{"title":"TEACHER PREPARATION DURING COVID-19: A SHIFT FROM FACE-TO-FACE TO REMOTE FIELD EXPERIENCES AND STUDENT TEACHING","authors":"Laurie Bobley, Ruth Best","doi":"10.21125/INTED.2021.2043","DOIUrl":"https://doi.org/10.21125/INTED.2021.2043","url":null,"abstract":"The onset of COVID-19 brought education to a halt: schools closed and teaching and learning as we know it moved from face-to-face to remote. With no direct access to mentor teachers or to children, teacher education programs were forced to ensure candidates had authentic learning experiences. On a global scale, schools of education were required to rethink teacher preparation and explore innovative approaches. Teacher educators at the school and university level (clinical faculty and mentor teachers) had to interact with student teachers differently. One of the major problems that surfaced was that the field and practice-based courses were not initially designed to be facilitated in an online or remote format. Furthermore, faculty and teacher candidates typically engaged in the work of teaching and learning within school buildings where they had access to children. These problems prompted the academic leadership and faculty in one graduate school of education in the Northeastern United States to engage in deep inquiry and chronicle their lived experiences to produce a qualitative ethnographic self-study. The major questions driving their work were: (1) How to find remote placements for candidates to engage in clinically rich experiences in special education settings for Practicum or student teaching? (2) How to develop alternate assignments for candidates to meet course and state certification requirements? (3) How to prepare clinical faculty to facilitate remote learning experiences? Data collection and quality assurance initiatives included a critical review of the following: quantitative course evaluation data, qualitative student feedback and reflections, clinical faculty observations, outcomes assessment, and reflexive practice data. An analysis of findings revealed the following themes: existing dissonance between methods and field-based curriculum, competing philosophies among stakeholders about what constitutes authentic teaching experiences, and the impact of faculty collaboration and learning communities. Field supervisors indicated that for candidates to be successful they need more face-to-face time and direct interactions to engage in coaching conversations. Additionally, supervisors believed that academic leadership needed to revisit sequencing and scaffolding of opportunities for teaching practice throughout the education preparation program. Doing so would allow for additional touch points to monitor progress as candidates develop competencies and translate theory introduced in foundational courses to the field. This study is significant as its ethnographic nature allows faculty and academic leadership to engage in program evaluation and collaborate closer with school-based practitioners to reframe teacher preparation in the era of COVID. Implications exist for ongoing collaboration and teacher educator professional development in a new format. The ensuing results of additional research can inform curriculum redesign and teaching ","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"264 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117034817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1795
Yueying Zeng
This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
{"title":"BARRIERS TO TECHNOLOGY INTEGRATION INTO TEACHING CHINESE AS A FOREIGN LANGUAGE: A CASE STUDY OF AUSTRALIAN SECONDARY SCHOOLS","authors":"Yueying Zeng","doi":"10.21125/INTED.2021.1795","DOIUrl":"https://doi.org/10.21125/INTED.2021.1795","url":null,"abstract":"This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124981927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.0185
R. Petani, Jasmina Vrkić Dimić, Valentina Bartolčić
Bilingualism is the ability of an individual to speak two languages. If we put this phenomenon in the context of the family, it can be said that bilingual families do not differ in their functions from monolingual ones. The only difference between bilingual and monolingual families is in their communication because bilingual families use two languages instead of one. The process of native language acquisition differs from the process of second language acquisition. This process is contributed by various factors such as parental actions that encourage the development of bilingualism in children, the influence of older siblings and the influence of extended family in native language transmission. Furthermore, different types of bilingualism and the advantages and disadvantages of growing up children in such families are described in literature. The aim of this research was to determine the conditions of growing up in bilingual families from the perspective of parents and children. For the purpose of collecting material for analysis, the interview method was conducted, and the instrument used was a semi-structured type interview. The research included 10 participants, of which five were parents of bilingual children and five were children from bilingual families. The data confirmed the importance of the role of parents in the bilingual planning process. It has been shown that parents most often use conversation, reading books, playing together, watching cartoons, singing songs and video calls with the whole family as motivation for achieving bilingualism in children. In addition, older siblings have been shown to greatly assist parents in transmitting their mother tongue to a younger child, or younger sibling as well as the extended family. The analysis of the respondents' answers showed that they tend to emphasize the advantages of this way of growing up more than the disadvantages. Thus, the advantages include facilitated language acquisition in childhood in comparison with adult acquisition, openness to learning new languages, belonging to different cultures, transmission of traditions, a broader view of the world and better opportunities in the labour market. As disadvantages respondents point out difficulties in explaining, language mixing and distraction in two languages, delayed speech development and shame of incorrect pronunciation.
{"title":"GROWING UP CONDITIONS IN BILINGUAL FAMILIES: THE PERSPECTIVE OF PARENTS AND CHILDREN","authors":"R. Petani, Jasmina Vrkić Dimić, Valentina Bartolčić","doi":"10.21125/INTED.2021.0185","DOIUrl":"https://doi.org/10.21125/INTED.2021.0185","url":null,"abstract":"Bilingualism is the ability of an individual to speak two languages. If we put this phenomenon in the context of the family, it can be said that bilingual families do not differ in their functions from monolingual ones. The only difference between bilingual and monolingual families is in their communication because bilingual families use two languages instead of one. The process of native language acquisition differs from the process of second language acquisition. This process is contributed by various factors such as parental actions that encourage the development of bilingualism in children, the influence of older siblings and the influence of extended family in native language transmission. Furthermore, different types of bilingualism and the advantages and disadvantages of growing up children in such families are described in literature. The aim of this research was to determine the conditions of growing up in bilingual families from the perspective of parents and children. For the purpose of collecting material for analysis, the interview method was conducted, and the instrument used was a semi-structured type interview. The research included 10 participants, of which five were parents of bilingual children and five were children from bilingual families. The data confirmed the importance of the role of parents in the bilingual planning process. It has been shown that parents most often use conversation, reading books, playing together, watching cartoons, singing songs and video calls with the whole family as motivation for achieving bilingualism in children. In addition, older siblings have been shown to greatly assist parents in transmitting their mother tongue to a younger child, or younger sibling as well as the extended family. The analysis of the respondents' answers showed that they tend to emphasize the advantages of this way of growing up more than the disadvantages. Thus, the advantages include facilitated language acquisition in childhood in comparison with adult acquisition, openness to learning new languages, belonging to different cultures, transmission of traditions, a broader view of the world and better opportunities in the labour market. As disadvantages respondents point out difficulties in explaining, language mixing and distraction in two languages, delayed speech development and shame of incorrect pronunciation.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133754672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1392
David A. Tobinski, Katharina Cyra
{"title":"DIGITAL COMPETENCE OF EDUCATORS – AN EXPLORATORY STUDY OF TEACHERS’ USAGE OF DIGITAL (EDUCATIONAL) TECHNOLOGIES AND THEIR MOTIVATION BEFORE THE SARS-COV-2 PANDEMIC","authors":"David A. Tobinski, Katharina Cyra","doi":"10.21125/INTED.2021.1392","DOIUrl":"https://doi.org/10.21125/INTED.2021.1392","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114427652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1839
Carlos Calderón-Guerrero, M. Martínez Núñez, Susana Sastre Merino, M. Marchamalo
The Dive & Breath project is part of the Madrid Deep Demonstration (DD) portfolio and it is supported by the Spanish Climate KIC Education Office (CK). The project promotes the participatory innovation of teenagers and incorporates experiential learning to guide them to the collective design and implementation of a network of the environmental quality sensors of their neighbourhood (air and water monitoring). The process is carried out by professors and is applied to pilot groups of students, and later, the students, based on their experience and learning, teach other students. This way, the replication phase of the innovative methodologies in the educational field is introduced. The interdisciplinary approach merges through games, observation, and data collection. The project has used ICTs tools, due to COVID circumstances. The practical learning has been developed through DIY (construction of sensors) and citizen science. The proposal incorporates innovative learning methodologies such as experiential learning, based on a collective construction of knowledge that brings together all the agents involved. This approach transcends the usual proposals in the educational field. In this case, from the design phase, diverse visions come together to build a conceptual framework on which practical knowledge is built through experience. Further on, Service-learning for UPM students, in the context of secondary education, boots enormous potential for university students to interact with teenagers, performing a service of solidarity while learning and developing technical, transversal, social and ethical skills that will be of great value in their professional and personal development. Among the advantages of this approach, it highlights and increases their motivation and social awareness. The project is a fully scalable proposal with remarkable impact in the target area of Madrid City (Southern Districts). It is developed in critical districts and supported by key stakeholders for further expansion. Such as, the neighbour’s platform " Nave Boetticher " (NB) that ensures the involvement of education leaders from 2 secondary education centres in the neighbourhood ( Montserrat & Comunidad infantil ). The group of university professor and researchers would young students promoting the construction and monitoring of sensors for air & water quality. D&B data will work in synergy with Spanish Climate KIC Education Office, and MonteMadrid foundation, to promote the spread of Young Innovators experiment in other target areas in Spain. Climate-KIC has played the role as an orchestrator of networks to facilitate and shared investment of deeper system change and on a larger scale and offering guidance and support due to their knowledge and experience. Climate-KIC has offered interesting innovative tools to be applied to our project and could facilitate connections with other Spanish colleagues who are working in a similar path as us. We totally agree in the fact that
潜水与呼吸项目是马德里深度示范(DD)项目的一部分，由西班牙气候KIC教育办公室(CK)提供支持。这个过程由教授进行，并应用于试点学生群体，然后，这些学生根据他们的经验和学习来教授其他学生。通过这种方式，介绍了创新方法在教育领域的复制阶段。跨学科的方法通过游戏、观察和数据收集融合在一起。由于新冠疫情的影响，该项目使用了信息通信技术工具。通过DIY(传感器的建造)和公民科学来发展实践学习。该提案结合了创新的学习方法，如体验式学习，基于将所有相关主体聚集在一起的集体知识构建。这种方法超越了教育领域的通常建议。在这种情况下，从设计阶段开始，不同的愿景聚集在一起，构建一个概念框架，在这个框架上，通过经验构建实践知识。此外，芬欧汇川学生的服务学习，在中学教育的背景下，为大学生与青少年互动提供了巨大的潜力，在学习和发展技术、横向、社会和道德技能的同时，提供了团结的服务，这将对他们的专业和个人发展有很大的价值。这种方法的优点之一是，它突出并提高了他们的动机和社会意识。该项目是一个完全可扩展的提案，对马德里市(南区)的目标地区产生了显著影响。它是在关键地区开发的，并得到主要利益攸关方的支持，以便进一步扩大。例如，邻居的“Nave Boetticher”(NB)平台确保了社区两个中学教育中心(Montserrat & Comunidad infantil)教育负责人的参与。由大学教授和研究人员组成的小组将向青年学生推广空气和水质传感器的建设和监测。D&B数据将与西班牙气候KIC教育办公室和蒙特马德里基金会协同工作，促进青年创新者实验在西班牙其他目标地区的传播。气候kic发挥了网络协调者的作用，以促进和分享对更深层次和更大规模的系统变化的投资，并凭借其知识和经验提供指导和支持。气候kic为我们的项目提供了有趣的创新工具，可以促进与其他与我们工作在类似道路上的西班牙同事的联系。我们完全同意这样一个事实，即为了实现真正的制度变革，我们都需要共同努力，以获得对挑战和必要投资的认识。与这些行动相关的潜在价值(货币和非货币)提供:1)赋予弱势群体权力，2)促进邻国与其领土之间的联系，3)创建可复制和可持续的学习和服务教学模式，4)促进年轻人的气候领导力。
{"title":"PILOT EXPERIENCE TO INCREASE THE ENVIRONMENTAL AWARENESS OF YOUNG STUDENTS (12-18 YEARS) THROUGH INNOVATING FORMATION BY UPM RESEARCHERS IN THE CLASSROOM","authors":"Carlos Calderón-Guerrero, M. Martínez Núñez, Susana Sastre Merino, M. Marchamalo","doi":"10.21125/INTED.2021.1839","DOIUrl":"https://doi.org/10.21125/INTED.2021.1839","url":null,"abstract":"The Dive & Breath project is part of the Madrid Deep Demonstration (DD) portfolio and it is supported by the Spanish Climate KIC Education Office (CK). The project promotes the participatory innovation of teenagers and incorporates experiential learning to guide them to the collective design and implementation of a network of the environmental quality sensors of their neighbourhood (air and water monitoring). The process is carried out by professors and is applied to pilot groups of students, and later, the students, based on their experience and learning, teach other students. This way, the replication phase of the innovative methodologies in the educational field is introduced. The interdisciplinary approach merges through games, observation, and data collection. The project has used ICTs tools, due to COVID circumstances. The practical learning has been developed through DIY (construction of sensors) and citizen science. The proposal incorporates innovative learning methodologies such as experiential learning, based on a collective construction of knowledge that brings together all the agents involved. This approach transcends the usual proposals in the educational field. In this case, from the design phase, diverse visions come together to build a conceptual framework on which practical knowledge is built through experience. Further on, Service-learning for UPM students, in the context of secondary education, boots enormous potential for university students to interact with teenagers, performing a service of solidarity while learning and developing technical, transversal, social and ethical skills that will be of great value in their professional and personal development. Among the advantages of this approach, it highlights and increases their motivation and social awareness. The project is a fully scalable proposal with remarkable impact in the target area of Madrid City (Southern Districts). It is developed in critical districts and supported by key stakeholders for further expansion. Such as, the neighbour’s platform \" Nave Boetticher \" (NB) that ensures the involvement of education leaders from 2 secondary education centres in the neighbourhood ( Montserrat & Comunidad infantil ). The group of university professor and researchers would young students promoting the construction and monitoring of sensors for air & water quality. D&B data will work in synergy with Spanish Climate KIC Education Office, and MonteMadrid foundation, to promote the spread of Young Innovators experiment in other target areas in Spain. Climate-KIC has played the role as an orchestrator of networks to facilitate and shared investment of deeper system change and on a larger scale and offering guidance and support due to their knowledge and experience. Climate-KIC has offered interesting innovative tools to be applied to our project and could facilitate connections with other Spanish colleagues who are working in a similar path as us. We totally agree in the fact that","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124332877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1826
Emma Groenewald, Anthony Mpisi
Since 1994, numerous policies promoted social justice and the transformation of the South African society. The re-curriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this study was to explore Sol Plaatje University students’ experiences and perceptions of a curriculum that aims to promote social justice. We selected 3 education modules, with the assumption that they reflected social justice content. Four students, representative of different ethnic and language groupings at the university were chosen as participants. Data were generated through 3 reflective exercises about each of the modules, spread over a period of 3 years. The module aims, linked with the narratives of the participants’ perceptions and experiences of each module, provided an overview of their experiences of the enacted curriculum. A qualitative research design with an interpretivist approach informed by Dover’s (2013) social justice pedagogy was used. The students’ narratives shed light on the strengths and weaknesses of how the BEd curriculum worked towards social justice and revealed the students’ perceptions of otherness. From the narratives it became apparent that the 3 modules did promote a social justice orientation in prospective teachers educated at the university.
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