Pub Date : 2017-08-15DOI: 10.24203/AJEEL.V5I4.2980
Hanibal Srouji
The focus of this paper is to present a methodology of teaching fundamentals of Art & Design course base on analysis of artworks, mainly paintings, aimed at supporting art & design teaching practice at the foundation year level. The main argument is that this kind of analytical research and its application has not (always) been comprehensive and may not have been guided by sufficient assessment of teaching of the fundamentals of composition. The cases here are derived from my teaching practice and research in design studios of the Foundation Studies courses at the School of Architecture and Design and are supported by the students’ outcomes in these related studio courses. The conceptual background of the program puts forward that design develops its theory from practice through the iterative creative process of “thinking through making” as it was demonstrated by the teachers in the foundation courses at the Bauhaus. (Lecanides-Arnott, 2014; Ranjan, 2005). As a teaching methodology in question, this paper argues in favor of a direct teaching approach to core ideas relating to composition at the foundation year level of Art and Design. This may question educational methodologies concerned with the teaching of the fundamentals of art & design in general, where students are to discover compositional core ideas, processes and application within rather intuitive and indirect learning processes. Although in other teaching methodologies, the elements of composition may be referred to and may be demonstrated in lectures, analysis, projects, processes and critiques, little evidence remains to show how students are consciously aware of their significance and use. The methodology presented in this paper urges for a more direct process of discovery and assimilation of the core ideas related to composition by the students: as firsthand research and development on their behalf. This research maintains that when core ideas are presented, synthesized and applied at an early stage in art & design teaching, students forge a deeper understanding of composition that empowers their visual thinking processes, analysis capacities, synthesis, self-critique and application. This research considers the transmission of core ideas related to composition as a fundamental objective in art and design learning and practice. It looks at ways of expanding the findings acquired through the analysis of artworks to notable applications in art & design, where core ideas become the basis for explorations of more complex or rather different compositional structures in diverse media. The paper also argues that most “significant” artworks are based, whether it be intuitive (visual) or intentional (rational / mathematical), on a relative and proportional relation among the “parts” that constitute the “whole”. When examined, the compositions demonstrate an inherent structural complexity comparable with a mathematical relativity among their visual constituents. Core ideas are presented wit
{"title":"A Methodology of Teaching Fundamentals of Art and Design","authors":"Hanibal Srouji","doi":"10.24203/AJEEL.V5I4.2980","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I4.2980","url":null,"abstract":"The focus of this paper is to present a methodology of teaching fundamentals of Art & Design course base on analysis of artworks, mainly paintings, aimed at supporting art & design teaching practice at the foundation year level. The main argument is that this kind of analytical research and its application has not (always) been comprehensive and may not have been guided by sufficient assessment of teaching of the fundamentals of composition. The cases here are derived from my teaching practice and research in design studios of the Foundation Studies courses at the School of Architecture and Design and are supported by the students’ outcomes in these related studio courses. The conceptual background of the program puts forward that design develops its theory from practice through the iterative creative process of “thinking through making” as it was demonstrated by the teachers in the foundation courses at the Bauhaus. (Lecanides-Arnott, 2014; Ranjan, 2005). As a teaching methodology in question, this paper argues in favor of a direct teaching approach to core ideas relating to composition at the foundation year level of Art and Design. This may question educational methodologies concerned with the teaching of the fundamentals of art & design in general, where students are to discover compositional core ideas, processes and application within rather intuitive and indirect learning processes. Although in other teaching methodologies, the elements of composition may be referred to and may be demonstrated in lectures, analysis, projects, processes and critiques, little evidence remains to show how students are consciously aware of their significance and use. The methodology presented in this paper urges for a more direct process of discovery and assimilation of the core ideas related to composition by the students: as firsthand research and development on their behalf. This research maintains that when core ideas are presented, synthesized and applied at an early stage in art & design teaching, students forge a deeper understanding of composition that empowers their visual thinking processes, analysis capacities, synthesis, self-critique and application. This research considers the transmission of core ideas related to composition as a fundamental objective in art and design learning and practice. It looks at ways of expanding the findings acquired through the analysis of artworks to notable applications in art & design, where core ideas become the basis for explorations of more complex or rather different compositional structures in diverse media. The paper also argues that most “significant” artworks are based, whether it be intuitive (visual) or intentional (rational / mathematical), on a relative and proportional relation among the “parts” that constitute the “whole”. When examined, the compositions demonstrate an inherent structural complexity comparable with a mathematical relativity among their visual constituents. Core ideas are presented wit","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126472610","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 : 2017-06-30DOI: 10.24203/AJEEL.V5I3.4803
W. Li, Mei-Ying Chien
In Taiwan, the recent education reforms and policies have drawn its focus on transforming ‘’spoon-feeding education’’ to “adaptive education” with the main purpose of cultivating our students to have multiple-competence development. Following such trend, there have been quite a lot of service camps organized for the youth to help them develop communication skills, social responsibilities, positive thinking and self-concept. This study was conducted by adopting a case-study approach with the use of semi-structured interviews with high-school students for data collection. The researcher, a junior college student also as a volunteer serving for a youth camp, has chosen her service summer camp as a research setting to consult the research participants. There were totally four high-school students participating in this research; two females (vocational high-school students) and two males (one general high-school student and one vocational high-school student). Based on the analysis of interview data, it was found: 1. High-school students’ camping service experiences will help them to have a sense of belonging and developing their competence; 2. High-school students’ negative experiences will have an influence on their self-concept; 3. High-school students’ camping service experiences will help them to construct self-concept positively.
{"title":"That Magical Power: High School Students’ Camping Service Experiences and Self-Concept Development","authors":"W. Li, Mei-Ying Chien","doi":"10.24203/AJEEL.V5I3.4803","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I3.4803","url":null,"abstract":"In Taiwan, the recent education reforms and policies have drawn its focus on transforming ‘’spoon-feeding education’’ to “adaptive education” with the main purpose of cultivating our students to have multiple-competence development. Following such trend, there have been quite a lot of service camps organized for the youth to help them develop communication skills, social responsibilities, positive thinking and self-concept. This study was conducted by adopting a case-study approach with the use of semi-structured interviews with high-school students for data collection. The researcher, a junior college student also as a volunteer serving for a youth camp, has chosen her service summer camp as a research setting to consult the research participants. There were totally four high-school students participating in this research; two females (vocational high-school students) and two males (one general high-school student and one vocational high-school student). Based on the analysis of interview data, it was found: 1. High-school students’ camping service experiences will help them to have a sense of belonging and developing their competence; 2. High-school students’ negative experiences will have an influence on their self-concept; 3. High-school students’ camping service experiences will help them to construct self-concept positively.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"600 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116298077","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 : 2017-06-15DOI: 10.24203/AJEEL.V5I3.4764
R. F. Sari
Good Corporate Governance (GCG) is one of an idea initiated to develop the quality of Higher Education in the future. Although GCG was originally applied to the implementation of corporate governance practices of public companies, but in the context of Economic Education, higher education can be regarded as one of the places for human resource investment. National Committee on Corporate Governance (KNKCG) in 2001 issued five basic principles of good corporate governance, including 1) Transparency; 2) Accountability; 3) Responsibility; 4) independency; and 5) Fairness. The most important principle that must be maintained in the application of good university governance is the awareness towards the goal of higher education as an educational institution. Therefore, it can be ascertained whether the university has implemented a good university governance by the extent to which universities are able to address the dynamics that occur in its implementation without betraying the noble values of education and adopting the mandate of the people, nations and countries that shelter them
{"title":"Good University Governance, Is It Necessary?","authors":"R. F. Sari","doi":"10.24203/AJEEL.V5I3.4764","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I3.4764","url":null,"abstract":"Good Corporate Governance (GCG) is one of an idea initiated to develop the quality of Higher Education in the future. Although GCG was originally applied to the implementation of corporate governance practices of public companies, but in the context of Economic Education, higher education can be regarded as one of the places for human resource investment. National Committee on Corporate Governance (KNKCG) in 2001 issued five basic principles of good corporate governance, including 1) Transparency; 2) Accountability; 3) Responsibility; 4) independency; and 5) Fairness. The most important principle that must be maintained in the application of good university governance is the awareness towards the goal of higher education as an educational institution. Therefore, it can be ascertained whether the university has implemented a good university governance by the extent to which universities are able to address the dynamics that occur in its implementation without betraying the noble values of education and adopting the mandate of the people, nations and countries that shelter them","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122235686","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 : 2017-06-15DOI: 10.24203/AJEEL.V5I3.4673
G. Kaliampos, Alkistis Verevi, A. Panagopoulou, Panagiotis F. Papalexopoulos, D. Vavougios
The Department of Special Education at the University of Thessaly is in the process of setting up a scientific database called “Bibliography Observatory”. This database will collect and process scientific publications focused on teaching science to students with learning disabilities, in order to promote Special Education research and improve the existing teaching strategies. In this study, we present the pipeline of collecting and processing the research papers of interest as well as any statistical data accumulated up to now.
{"title":"Designing a Database of Research Papers Focused on Teaching Science to Students with Learning Disabilities","authors":"G. Kaliampos, Alkistis Verevi, A. Panagopoulou, Panagiotis F. Papalexopoulos, D. Vavougios","doi":"10.24203/AJEEL.V5I3.4673","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I3.4673","url":null,"abstract":"The Department of Special Education at the University of Thessaly is in the process of setting up a scientific database called “Bibliography Observatory”. This database will collect and process scientific publications focused on teaching science to students with learning disabilities, in order to promote Special Education research and improve the existing teaching strategies. In this study, we present the pipeline of collecting and processing the research papers of interest as well as any statistical data accumulated up to now.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"21 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120845331","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 : 2017-06-15DOI: 10.24203/AJEEL.V5I3.4747
Emmanuel Fokides
The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.
{"title":"Tablets, Very Young Primary School Students, and Basic Programming Concepts","authors":"Emmanuel Fokides","doi":"10.24203/AJEEL.V5I3.4747","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I3.4747","url":null,"abstract":"The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068222","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 : 2017-04-25DOI: 10.24203/AJEEL.V5I2.4697
Any Fitriani Rahmania, I. Kaniawati
This study was aimed to identify student’s critical thinking skills through the use of integrated sciences teaching materials on pressure topic. This study was conducted at one of SMP in Cimahi, West Java, Indonesia for the 2015/2016 academic year. It used experimental method with nonequivalent pretest-posttest control group design. There were two classes involved, the experiment class where the students using the integrated sciences teaching materials, while the control class using conventional teaching materials provided at school. Data was respectively collected and analyzed by using student’s critical thinking skills test and data analysis tools SPSS version 21. The result shows that there is a significant difference in student’s critical thinking in student taught using integrated sciences teaching materials those taught with conventional teaching materials. It can be concluded that there is improvement in critical thinking skills of students in the experiment class compared to the control class. In addition, this study provided of positive impacts on student’s active learning and independent learning.
本研究旨在透过压力主题的综合科学教材，识别学生的批判性思维能力。本研究于2015/2016学年在印度尼西亚西爪哇省Cimahi的SMP之一进行。采用非等效前测后测对照组设计的实验方法。有两个班，实验班的学生使用综合科学教材，而控制班使用学校提供的传统教材。数据的收集和分析分别使用学生批判性思维能力测试和数据分析工具SPSS version 21。结果表明，使用综合科学教材教学的学生的批判性思维与使用常规教材教学的学生有显著差异。由此可见，实验班学生的批判性思维能力比对照组学生有所提高。此外，本研究对学生的主动学习和自主学习也产生了积极的影响。
{"title":"Role of Integrated Sciences Teaching Materials on Pressure Topic to Improve Student’s Critical Thinking Skills in Junior","authors":"Any Fitriani Rahmania, I. Kaniawati","doi":"10.24203/AJEEL.V5I2.4697","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I2.4697","url":null,"abstract":"This study was aimed to identify student’s critical thinking skills through the use of integrated sciences teaching materials on pressure topic. This study was conducted at one of SMP in Cimahi, West Java, Indonesia for the 2015/2016 academic year. It used experimental method with nonequivalent pretest-posttest control group design. There were two classes involved, the experiment class where the students using the integrated sciences teaching materials, while the control class using conventional teaching materials provided at school. Data was respectively collected and analyzed by using student’s critical thinking skills test and data analysis tools SPSS version 21. The result shows that there is a significant difference in student’s critical thinking in student taught using integrated sciences teaching materials those taught with conventional teaching materials. It can be concluded that there is improvement in critical thinking skills of students in the experiment class compared to the control class. In addition, this study provided of positive impacts on student’s active learning and independent learning.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128820431","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 : 2017-04-22DOI: 10.24203/AJEEL.V5I2.4652
S. Chirume
This study critically investigated and analysed mathematical errors made by forty rural and urban Zimbabwe Ordinary Level students who wrote a test adopted from the ZIMSEC 2012 past examination paper (4008/1). Twenty students at a rural school in Shurugwi District and twenty students of similar characteristics (except for location or district) at an urban school in Gweru District were randomly sampled. Questions 1 and 7 (arithmetic and algebraic manipulations), 2 and 21 (psychomotor skills- measurement, shading, locus and geometric constructions) and 8 and 15 (word problems) were purposively sampled and students’ written and marked scripts were subjected to a critical analysis of errors. The errors were classified into eight categories proposed by Dufresne (2012) and these were error in knowledge, error in skill, error in concept, error in making connections, error in strategy effectiveness, error in convention, error in process and error in format. Mixed methods (QUAL-quan, content and interpretivist) analyses of errors made by the rural students and those made by the urban students were made. The study offers possible strategies that teachers in rural and urban areas can use to rectify students’ mathematical errors in the classroom situation and contributes to the body of knowledge on mathematical error analysis.
{"title":"A Critical Analysis of Errors Made by Rural and Urban Students in ‘O’ Level Mathematics Paper 1 (4008/1) in Shurugwi and Gweru Districts, Zimbabwe","authors":"S. Chirume","doi":"10.24203/AJEEL.V5I2.4652","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I2.4652","url":null,"abstract":"This study critically investigated and analysed mathematical errors made by forty rural and urban Zimbabwe Ordinary Level students who wrote a test adopted from the ZIMSEC 2012 past examination paper (4008/1). Twenty students at a rural school in Shurugwi District and twenty students of similar characteristics (except for location or district) at an urban school in Gweru District were randomly sampled. Questions 1 and 7 (arithmetic and algebraic manipulations), 2 and 21 (psychomotor skills- measurement, shading, locus and geometric constructions) and 8 and 15 (word problems) were purposively sampled and students’ written and marked scripts were subjected to a critical analysis of errors. The errors were classified into eight categories proposed by Dufresne (2012) and these were error in knowledge, error in skill, error in concept, error in making connections, error in strategy effectiveness, error in convention, error in process and error in format. Mixed methods (QUAL-quan, content and interpretivist) analyses of errors made by the rural students and those made by the urban students were made. The study offers possible strategies that teachers in rural and urban areas can use to rectify students’ mathematical errors in the classroom situation and contributes to the body of knowledge on mathematical error analysis.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128329033","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 : 2017-04-22DOI: 10.24203/AJEEL.V5I2.4465
Thooptong Kwangsawad
In response to the challenges of ASEAN Economic Community 2015, Ministry of Education announced the latest policies to reform teaching and learning English at the basic education level adapting communicative language teaching (CLT) flexibly and appropriately to the Thai context, and using information computer technology (ICT) media as a tool to enhance teaching skills and knowledge of teachers. This article deals with the implementation and evaluation a professional development program for technology integration in CLT for 32 in-service EFL teachers from primary and secondary school levels with the foci on 1) evaluation of the in-service EFL teachers’ knowledge and skills in CLT and technology integration in CLT and, 2) the in-service EFL teachers’ experiences with participating in the program. The results show that the post- test scores of the in-service teachers’ knowledge in CLT and technology integration in CLT were significantly higher than the pre-test scores. However, their skills in CLT and technology integration in CLT were at the low level. Almost all participants reported having positive experiences with the program.
{"title":"In-service EFL Teacher Development for Technology Integration in Communicative Language Teaching","authors":"Thooptong Kwangsawad","doi":"10.24203/AJEEL.V5I2.4465","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I2.4465","url":null,"abstract":"In response to the challenges of ASEAN Economic Community 2015, Ministry of Education announced the latest policies to reform teaching and learning English at the basic education level adapting communicative language teaching (CLT) flexibly and appropriately to the Thai context, and using information computer technology (ICT) media as a tool to enhance teaching skills and knowledge of teachers. This article deals with the implementation and evaluation a professional development program for technology integration in CLT for 32 in-service EFL teachers from primary and secondary school levels with the foci on 1) evaluation of the in-service EFL teachers’ knowledge and skills in CLT and technology integration in CLT and, 2) the in-service EFL teachers’ experiences with participating in the program. The results show that the post- test scores of the in-service teachers’ knowledge in CLT and technology integration in CLT were significantly higher than the pre-test scores. However, their skills in CLT and technology integration in CLT were at the low level. Almost all participants reported having positive experiences with the program.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124147116","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 : 2017-04-22DOI: 10.24203/AJEEL.V5I2.4675
M. Abed
Arthrogryposis Multiplex Congenita, commonly referred to as AMC, is a disorder recognised by multiple contractures of the joints. The symptoms associated with the disorder span across various levels of severity. Regardless of the physical problems, however, intelligence remains undisturbed. The aim of this paper is centred on investigating the social coping experiences of a child living with this condition, adopting a qualitative approach to the research. A case study design was adopted for the research, with the theoretical framework applied known as Phenomenology. One sample was used for the data collection, notably a child diagnosed with Arthrogryposis, with her coping experiences shared by her parents. When examining the data, thematic analysis was applied. This study has significance in the fact it seeks to develop an understanding of children living with this condition, as well as for the disabled child population as a whole. The key issues seen to arise from this study include the role of social relationships, the role of the parent in socialisation, and the perceptions of others concerning AMC.
{"title":"The Social Coping Experiences of a Female Child with Arthrogryposis Multitplex Congenita Shared by her Parents","authors":"M. Abed","doi":"10.24203/AJEEL.V5I2.4675","DOIUrl":"https://doi.org/10.24203/AJEEL.V5I2.4675","url":null,"abstract":"Arthrogryposis Multiplex Congenita, commonly referred to as AMC, is a disorder recognised by multiple contractures of the joints. The symptoms associated with the disorder span across various levels of severity. Regardless of the physical problems, however, intelligence remains undisturbed. The aim of this paper is centred on investigating the social coping experiences of a child living with this condition, adopting a qualitative approach to the research. A case study design was adopted for the research, with the theoretical framework applied known as Phenomenology. One sample was used for the data collection, notably a child diagnosed with Arthrogryposis, with her coping experiences shared by her parents. When examining the data, thematic analysis was applied. This study has significance in the fact it seeks to develop an understanding of children living with this condition, as well as for the disabled child population as a whole. The key issues seen to arise from this study include the role of social relationships, the role of the parent in socialisation, and the perceptions of others concerning AMC.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121270192","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 : 2017-04-22DOI: 10.24203/AJEEL.V5I2.4471
R. Valli, P. Valli, Sirkku Lähdesmäki
During the last few years the change of the school and how the school should change in the first place to meet the challenges of the future have been discussed a great deal. The talk has begun of the cross-disciplinary competences, referred to also as transversal (generic) competences in the curriculum, and of developing teaching towards the integrated modules called multidisciplinary learning modules in the reformed curriculum of the basic education. The multidisciplinary learning modules promote the reaching of the objectives set for the basic education and in particular, the development of the cross-disciplinary competences. This research was carried out in a Finnish class teachers' adult education programme during a study unit in January 2016. This study unit was a multidisciplinary learning experience, which was planned together and in which the contents of the seven different subjects taught in the comprehensive school were combined. The aim was to gain experiences of integrating the subjects, of planning and implementing learning modules, of meaningfully adapting information and communication technology as well as of collaborative learning. The research also surveys the knowledge of the concepts, which are related to the study unit. The results showed that the multidisciplinary learning module had offered meaningful experiences. The students had mastered well the study unit concepts. Their experiences in relation to the aims were mainly good, versatile and sufficient. Nearly every student intended to implement similar modules in their future work. The main objective of this study unit was to increase the students' understanding and knowledge about the multidisciplinary learning module through experiential learning and to provide them with a surface to reflect on the matters in their future studies.
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