{"title":"A PROPOSAL FOR TEACHING AND LEARNING IN PRIMARY SCHOOL POST-COVID-19","authors":"","doi":"10.36315/2023v1end129","DOIUrl":"https://doi.org/10.36315/2023v1end129","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91263682","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}
In a review of the causes and consequences of the weak outcomes of South Africa’s education, researchers reported high drop-out rates before completion of secondary school and that less than five percent of learners who start primary school obtain a university qualification. The recent outbreak of the COVID-19 pandemic that resulted an unprecedented change in teaching and learning environments heightened the necessity of self-directed teachers who develop learners’ self-regulated learning skills to empower them to manage and regulate their own behaviours. Against the background of poor performance and the central role of teachers in the development of self-regulated learning skills in primary schools, the aim of this paper is to explore teachers’ perceptions of their own self-directed learning skills and the teaching strategies they utilise to develop self-regulated learning skills in their learners. The study was located within an interpretivist philosophical orientation and a qualitative research design. We made use of purposive sampling and collected data via semi-structured individual interviews from eleven teachers. Content analysis and a thematic approach were used to analyse the data deductively and inductively. Most participants were confident with their own self-directed learning skills and abilities to develop self-regulated learning skills. Participants revealed that they are well supported in the schooling environment with the needed resources to assist in developing self-regulated learning skills. Participants make use of various strategies, which seem to be more teacher initiated than learner initiated in attempting to teach and develop self-regulated learning skills by engaging in various activities.
{"title":"PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF THEIR SELF-DIRECTED LEARNING SKILLS AND USE OF PRACTICES THAT PROMOTE SELF-REGULATED LEARNING","authors":"B. Geduld, Lindie Ehlers","doi":"10.36315/2023v1end110","DOIUrl":"https://doi.org/10.36315/2023v1end110","url":null,"abstract":"In a review of the causes and consequences of the weak outcomes of South Africa’s education, researchers reported high drop-out rates before completion of secondary school and that less than five percent of learners who start primary school obtain a university qualification. The recent outbreak of the COVID-19 pandemic that resulted an unprecedented change in teaching and learning environments heightened the necessity of self-directed teachers who develop learners’ self-regulated learning skills to empower them to manage and regulate their own behaviours. Against the background of poor performance and the central role of teachers in the development of self-regulated learning skills in primary schools, the aim of this paper is to explore teachers’ perceptions of their own self-directed learning skills and the teaching strategies they utilise to develop self-regulated learning skills in their learners. The study was located within an interpretivist philosophical orientation and a qualitative research design. We made use of purposive sampling and collected data via semi-structured individual interviews from eleven teachers. Content analysis and a thematic approach were used to analyse the data deductively and inductively. Most participants were confident with their own self-directed learning skills and abilities to develop self-regulated learning skills. Participants revealed that they are well supported in the schooling environment with the needed resources to assist in developing self-regulated learning skills. Participants make use of various strategies, which seem to be more teacher initiated than learner initiated in attempting to teach and develop self-regulated learning skills by engaging in various activities.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90636518","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}
Adolescent learners, who often have fewer self-regulatory and metacognitive skills than adult learners, require more support and higher quality interactions for online learning (Borup, Graham & Davies, 2013; Cavanaugh, Barbour & Clark 2009). Through a systematic literature review, this paper identified a pattern of student feedback that collectively addressed the wide range of support they required and received from multiple stakeholders when learning online. This work is inspired by the theoretical framework of adolescent community of engagement (ACE) involving members who play different critical roles in supporting adolescent students who are enrolled in online courses (Borup, West, Graham & Davies, 2014). To thoroughly capture who, what, and how elements within online learning environments supported or failed to support adolescent students and influenced either their positive or negative perception of their online learning experiences, five major types of support were identified, and the evidence was analyzed using thematic analysis across studies included in this review. The five types consist of 1) support by the formalized teacher-student relationships and interactions, 2) support via peer relationships and interactions, 3) support from a Proximal Community of Engagement (PCE, Oviatt, Graham, Borup & Davies, 2016, p. 223), including support from a broad yet immediate cycle, the school, familial and community members, 4) support through technological affordances that are unique to online learning environments, facilitating communication synchronously and asynchronously, and 5) support regarding structured and enriched curriculum development in online course shells/learning management systems (LMSs) for self-direct learning. The shift to online learning due to the COVID 19 pandemic has greatly shaped adolescent students’ perceptions of and experiences in distance learning, as well as their readiness for the future adoption of online learning. Therefore, it is important to enhance our understanding of “smart” designs and implementation of online courses, and the related teaching and learning strategies that can lend adolescents strong support to improve their learning experience and outcomes.
{"title":"A SYSTEMATIC LITERATURE REVIEW: A PRAGMATIC MODEL OF ONLINE ENGAGEMENT AND AFFORDANCES TO SUPPORT ADOLESCENT LEARNERS","authors":"","doi":"10.36315/2023v2end001","DOIUrl":"https://doi.org/10.36315/2023v2end001","url":null,"abstract":"Adolescent learners, who often have fewer self-regulatory and metacognitive skills than adult learners, require more support and higher quality interactions for online learning (Borup, Graham & Davies, 2013; Cavanaugh, Barbour & Clark 2009). Through a systematic literature review, this paper identified a pattern of student feedback that collectively addressed the wide range of support they required and received from multiple stakeholders when learning online. This work is inspired by the theoretical framework of adolescent community of engagement (ACE) involving members who play different critical roles in supporting adolescent students who are enrolled in online courses (Borup, West, Graham & Davies, 2014). To thoroughly capture who, what, and how elements within online learning environments supported or failed to support adolescent students and influenced either their positive or negative perception of their online learning experiences, five major types of support were identified, and the evidence was analyzed using thematic analysis across studies included in this review. The five types consist of 1) support by the formalized teacher-student relationships and interactions, 2) support via peer relationships and interactions, 3) support from a Proximal Community of Engagement (PCE, Oviatt, Graham, Borup & Davies, 2016, p. 223), including support from a broad yet immediate cycle, the school, familial and community members, 4) support through technological affordances that are unique to online learning environments, facilitating communication synchronously and asynchronously, and 5) support regarding structured and enriched curriculum development in online course shells/learning management systems (LMSs) for self-direct learning. The shift to online learning due to the COVID 19 pandemic has greatly shaped adolescent students’ perceptions of and experiences in distance learning, as well as their readiness for the future adoption of online learning. Therefore, it is important to enhance our understanding of “smart” designs and implementation of online courses, and the related teaching and learning strategies that can lend adolescents strong support to improve their learning experience and outcomes.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084983","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}
Architectural design courses are an essential part of many universities' curricula, offering students the opportunity to learn about building construction, building physics, mechanics, environmental ecology, and architectural aesthetics. Traditional architectural training typically starts with architectural graphics and model making by hand, which helps students understand the relationship between human scale and space scale and develops their aesthetic taste and innovative thinking. However, the rise of advanced technologies and AI products in recent years has led to a decline in students' interest in practical training. Some students prefer to use online searches to understand room size rather than taking measurements, and they would rather learn how to use 3D printers than how to make models with utility knives. This trend has prompted questions about the relevance of traditional architectural training methods to the new generation of students. Should educators abandon traditional training and adopt new technologies? This research examines traditional architectural training methods through personal teaching experience in universities, using first-stage AI skills to compare traditional methods and adjusted methods. The study seeks to determine the adaptability of traditional training methods to face AI trends while maintaining the relevance of human scale and space scale, aesthetic taste, and innovative thinking. The findings of this research offer insights into how educators can adjust their teaching methods to provide students with the necessary skills to succeed in the current and future technological environment. The study also offers discussions and possible solutions to address the challenges faced by architectural educators for future generations.
{"title":"ADAPTING ARCHITECTURAL DESIGN EDUCATION FOR THE AI ERA: PRELIMINARY FINDINGS AND FUTURE DIRECTIONS","authors":"Chih-Wen Lan","doi":"10.36315/2023v1end080","DOIUrl":"https://doi.org/10.36315/2023v1end080","url":null,"abstract":"Architectural design courses are an essential part of many universities' curricula, offering students the opportunity to learn about building construction, building physics, mechanics, environmental ecology, and architectural aesthetics. Traditional architectural training typically starts with architectural graphics and model making by hand, which helps students understand the relationship between human scale and space scale and develops their aesthetic taste and innovative thinking. However, the rise of advanced technologies and AI products in recent years has led to a decline in students' interest in practical training. Some students prefer to use online searches to understand room size rather than taking measurements, and they would rather learn how to use 3D printers than how to make models with utility knives. This trend has prompted questions about the relevance of traditional architectural training methods to the new generation of students. Should educators abandon traditional training and adopt new technologies? This research examines traditional architectural training methods through personal teaching experience in universities, using first-stage AI skills to compare traditional methods and adjusted methods. The study seeks to determine the adaptability of traditional training methods to face AI trends while maintaining the relevance of human scale and space scale, aesthetic taste, and innovative thinking. The findings of this research offer insights into how educators can adjust their teaching methods to provide students with the necessary skills to succeed in the current and future technological environment. The study also offers discussions and possible solutions to address the challenges faced by architectural educators for future generations.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76290564","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}
Ana Remesal, María José Corral, I. SanMiguel, Patricio García-Minguez, Tomas Macsotay, Ernesto Suárez, Spain
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{"title":"EMOTIONS LINKED TO CERTAINTY-BASED SELF-ASSESSMENT: A MULTIDISCIPLINE EXPERIENCE","authors":"Ana Remesal, María José Corral, I. SanMiguel, Patricio García-Minguez, Tomas Macsotay, Ernesto Suárez, Spain","doi":"10.36315/2023v1end121","DOIUrl":"https://doi.org/10.36315/2023v1end121","url":null,"abstract":",","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74712638","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}
The aim of this project is to examine the educational dimensions of esport as part of the course syllabi in secondary education. An increasing number of schools on the upper secondary level (in Sweden: gymnasium) are offering three-year programs with an “esport profile” within aesthetics and media. School marketing suggests that esport can work as a bait for potential students who are interested in playing computer games, but the scholastic values of computer gaming remain to be clarified. Whereas “gamification” is an established term for transforming educational (and other formal) practices into game-like activities, little has been said about its counterpart “schoolification”: how originally playful and informal practices are transformed to fit within school curricula and syllabi for achieving academic goals. A number of unanswered questions follow. For example, teachers have observed that students in the esport program are less motivated in schoolwork but are highly motivated gamers. Is this a question of what students learn, or how they learn? How do the students themselves perceive esport performance in relation to academic performance? What are their driving factors and can motivation in one domain transfer to another? How do students perceive fear of failure, gains of winning, competition and success, across esport and traditional school topics? Here, we address the challenges and procedures of setting up a practice-based research program where the practitioners (i.e. students, teachers, an esport coach and school leaders) collaborate with researchers in investigating the relationship between computer gaming and traditional teaching-and-learning activities in the classroom.
{"title":"THE SCHOOLIFICATION OF COMPUTER GAMING – IDENTIFYING THE ROLE OF ESPORT IN SCHOOL SYLLABI","authors":"Björn Sjödén, K. Jonasson","doi":"10.36315/2023v1end084","DOIUrl":"https://doi.org/10.36315/2023v1end084","url":null,"abstract":"The aim of this project is to examine the educational dimensions of esport as part of the course syllabi in secondary education. An increasing number of schools on the upper secondary level (in Sweden: gymnasium) are offering three-year programs with an “esport profile” within aesthetics and media. School marketing suggests that esport can work as a bait for potential students who are interested in playing computer games, but the scholastic values of computer gaming remain to be clarified. Whereas “gamification” is an established term for transforming educational (and other formal) practices into game-like activities, little has been said about its counterpart “schoolification”: how originally playful and informal practices are transformed to fit within school curricula and syllabi for achieving academic goals. A number of unanswered questions follow. For example, teachers have observed that students in the esport program are less motivated in schoolwork but are highly motivated gamers. Is this a question of what students learn, or how they learn? How do the students themselves perceive esport performance in relation to academic performance? What are their driving factors and can motivation in one domain transfer to another? How do students perceive fear of failure, gains of winning, competition and success, across esport and traditional school topics? Here, we address the challenges and procedures of setting up a practice-based research program where the practitioners (i.e. students, teachers, an esport coach and school leaders) collaborate with researchers in investigating the relationship between computer gaming and traditional teaching-and-learning activities in the classroom.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74292849","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}
Power electronics emerges more and more within daily life. Its use is widely increased within many application areas, at the same time, industries are emerging in which this technology is being involved for the first time ever. Regarding this trend, there is need for qualified and experienced people with the knowledge of the power electronic systems. This contribution presents the way how to support educational process of the power electronics, while the focus is given here on the experimental-laboratory training. We have developed a unique power electronic system experimental board, which is equipped with necessary electronic components to be able to form standard and advanced topologies of power semiconductor converters. The students can understand operational principles of power rectifiers, DC/DC switched regulators, isolated DC/DC converters, while open loop and closed loop operation can be studied as well. Final paper will contribute with key construction aspects, main circuit components and circuit topologies with their operational principles and examples from measurements. The paper should inspire more university professionals working in this field, i.e. it supports the idea how to increase the practical way of the university study in the field of electrical engineering.
{"title":"DESIGN OF POWER ELECTRONIC SYSTEM WITH VARIABLE TOPOLOGY OF THE MAIN CIRCUIT FOR EDUCATIONAL SUPPORT OF LABORATORY EXERCISES OF POWER SEMICONDUCTOR CONVERTERS","authors":"Michal Frivaldsky","doi":"10.36315/2023v1end093","DOIUrl":"https://doi.org/10.36315/2023v1end093","url":null,"abstract":"Power electronics emerges more and more within daily life. Its use is widely increased within many application areas, at the same time, industries are emerging in which this technology is being involved for the first time ever. Regarding this trend, there is need for qualified and experienced people with the knowledge of the power electronic systems. This contribution presents the way how to support educational process of the power electronics, while the focus is given here on the experimental-laboratory training. We have developed a unique power electronic system experimental board, which is equipped with necessary electronic components to be able to form standard and advanced topologies of power semiconductor converters. The students can understand operational principles of power rectifiers, DC/DC switched regulators, isolated DC/DC converters, while open loop and closed loop operation can be studied as well. Final paper will contribute with key construction aspects, main circuit components and circuit topologies with their operational principles and examples from measurements. The paper should inspire more university professionals working in this field, i.e. it supports the idea how to increase the practical way of the university study in the field of electrical engineering.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72473291","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}
Ona Monkevičienė, Birutė Vitytė, Birutė Autukevičienė
STEAM education is recognized as an efficient practice of holistic education, which is already relevant at the stage of early childhood education. STEAM research focuses on the search for models of interdisciplinary integration and the justification of innovative educational approaches. The aim of this paper is to reveal the relationship between practicing social-emotional and cognitive teaching strategies and STEAM activities in early childhood education. The conducted quantitative study reveals that the population of early childhood teachers is heterogeneous in terms of practicing teaching strategies and STEAM activities. Early childhood teachers, who use social-emotional and cognitive teaching strategies with equal frequency, also often use integrated STEAM activities in young children education. Other teachers prioritise social-emotional teaching strategies and pay less attention to cognitive teaching strategies, although the latter have a slightly stronger link to the development of STEAM practices. Teachers who are less likely to use cognitive strategies to teach young children tend to use STEAM activities less frequently.
{"title":"PRACTICING SOCIAL-EMOTIONAL AND COGNITIVE TEACHING STRATEGIES AND STEAM ACTIVITIES IN EARLY CHILDHOOD EDUCATION","authors":"Ona Monkevičienė, Birutė Vitytė, Birutė Autukevičienė","doi":"10.36315/2023v1end066","DOIUrl":"https://doi.org/10.36315/2023v1end066","url":null,"abstract":"STEAM education is recognized as an efficient practice of holistic education, which is already relevant at the stage of early childhood education. STEAM research focuses on the search for models of interdisciplinary integration and the justification of innovative educational approaches. The aim of this paper is to reveal the relationship between practicing social-emotional and cognitive teaching strategies and STEAM activities in early childhood education. The conducted quantitative study reveals that the population of early childhood teachers is heterogeneous in terms of practicing teaching strategies and STEAM activities. Early childhood teachers, who use social-emotional and cognitive teaching strategies with equal frequency, also often use integrated STEAM activities in young children education. Other teachers prioritise social-emotional teaching strategies and pay less attention to cognitive teaching strategies, although the latter have a slightly stronger link to the development of STEAM practices. Teachers who are less likely to use cognitive strategies to teach young children tend to use STEAM activities less frequently.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83289727","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}
The modern work environment requires many new abilities. Hence, there are often called 21st-century skills. It can be caused to the increasingly common use of digital tools or by more and more individualization (fitting) occurring in all aspects of life. These skills are not only subject-matter skills but auxiliary such as time planning, flexibility, ability to contact and discuss with others, social skills, etc. These skills are often called "hard" and "soft" skills. Many professions introduce these skills to help employees adjust to future changes. All industries had to follow changing world, mainly from an economic point of view. Banking, manufacturing, tourism, hotel industry, and sometimes administration, medicine, and healthcare focus on customization. Doing work quicker and more flexibly in all these areas is essential. Unfortunately, education is one of the arenas more resistant to these changes. There are "traditional" exam forms, "traditional" lecture forms, etc. The pandemic has introduced changes, but now there is a great willingness (from teachers, administration, and some students) to return to the previous situation. University is an old institution. There was a time when the university was used to individual development. There were units – students studied chosen subject in their own time and developed themself in the desired direction (Humboldt University model). Most important was feeling like part of science society. After this, the following model – the French university, shows that students should learn to be a valuable element of the state. Students' feelings were not significant. Students can be treated as the "labor force". They learn to fulfill state expectations.
{"title":"EDUCATION MODEL FOR FUTURE","authors":"Marcin Fojcik, M. Fojcik","doi":"10.36315/2023v1end071","DOIUrl":"https://doi.org/10.36315/2023v1end071","url":null,"abstract":"The modern work environment requires many new abilities. Hence, there are often called 21st-century skills. It can be caused to the increasingly common use of digital tools or by more and more individualization (fitting) occurring in all aspects of life. These skills are not only subject-matter skills but auxiliary such as time planning, flexibility, ability to contact and discuss with others, social skills, etc. These skills are often called \"hard\" and \"soft\" skills. Many professions introduce these skills to help employees adjust to future changes. All industries had to follow changing world, mainly from an economic point of view. Banking, manufacturing, tourism, hotel industry, and sometimes administration, medicine, and healthcare focus on customization. Doing work quicker and more flexibly in all these areas is essential. Unfortunately, education is one of the arenas more resistant to these changes. There are \"traditional\" exam forms, \"traditional\" lecture forms, etc. The pandemic has introduced changes, but now there is a great willingness (from teachers, administration, and some students) to return to the previous situation. University is an old institution. There was a time when the university was used to individual development. There were units – students studied chosen subject in their own time and developed themself in the desired direction (Humboldt University model). Most important was feeling like part of science society. After this, the following model – the French university, shows that students should learn to be a valuable element of the state. Students' feelings were not significant. Students can be treated as the \"labor force\". They learn to fulfill state expectations.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91084170","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}
Purpose: The workshop 'conscious critical thinking' provides insight into the concept of critical thinking and the importance of this basic skill for literature education at secondary schools. Background: The student who reads a text formulates a judgment: immediately and instinctively. By using the academic skill of critical thinking in the lesson, the teacher can make the student think more deeply about his own judgment and the meaning of a literary work. The workshop focuses on the primary response when reading a literary text: participants experience the influence of this primary reaction on the reasoned final judgment on a literary text. Key Points: Critical thinking is an extremely useful tool that allows the teacher to strengthen the students in three areas: knowledge about literary conventions, the application of critical thinking as an academic skill and the understanding of the individual thought process. Procedure: After a general introduction, the participants are asked to read a short text and to give a first reaction in specific places in the text using keywords. These responses are then compared with the results of an intervention in students from the upper classes of secondary education. The ensuing discussion focuses on the general tendency in these responses and the influence that the primary reading experiences can have on the further thought process. Description participants: The workshop is aimed at researchers as well as language teachers with a maximum number of 25 participants.
{"title":"THE APPLICATION OF CRITICAL THINKING IN LITERATURE EDUCATION","authors":"Gepco de Jong","doi":"10.36315/2023v1end146","DOIUrl":"https://doi.org/10.36315/2023v1end146","url":null,"abstract":"Purpose: The workshop 'conscious critical thinking' provides insight into the concept of critical thinking and the importance of this basic skill for literature education at secondary schools. Background: The student who reads a text formulates a judgment: immediately and instinctively. By using the academic skill of critical thinking in the lesson, the teacher can make the student think more deeply about his own judgment and the meaning of a literary work. The workshop focuses on the primary response when reading a literary text: participants experience the influence of this primary reaction on the reasoned final judgment on a literary text. Key Points: Critical thinking is an extremely useful tool that allows the teacher to strengthen the students in three areas: knowledge about literary conventions, the application of critical thinking as an academic skill and the understanding of the individual thought process. Procedure: After a general introduction, the participants are asked to read a short text and to give a first reaction in specific places in the text using keywords. These responses are then compared with the results of an intervention in students from the upper classes of secondary education. The ensuing discussion focuses on the general tendency in these responses and the influence that the primary reading experiences can have on the further thought process. Description participants: The workshop is aimed at researchers as well as language teachers with a maximum number of 25 participants.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88819687","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}
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