The Psychology of The Child
... The spread of Information and Communications Technology (ICT) and E-Learning techniques has helped to partly remove the economic constraints imposed on the didactic use of scientific laboratories. At the same time, the problem of assessing their educational impact has become a relevant topic in the literature in recent year [11] [12] [13] [14]. ...
... By adaptation we mean the biological process through which the individual maintains equilibrium towards both the external world, in the domain of individual characteristics, actions and behaviours, and toward its own "internal" world, in the domain of mental operations and ideas [13]. These two domains depend on one another, and their interaction generates, the sensory-motor intelligence and the abstract rational thought, starting from the infant's genetic endowment [14]. ...
... Let's consider the simultaneous estimate of the subjects' proficiency and parameters on a set of test questions. Assuming local independence, the likelihood function [14] which must be maximized, is formalized in the following way: The expressions into brackets, the difference between patterns and the correspondent expected probability value, are called residuals. The problem is solved if the sum of the residuals of the first expression is null for every , and the sum of the residuals of the second expression is null for every . ...
From the point of view of the educational impact on university students, four different ways of carrying out physics experiments are compared. The didactical tools suitable for simulating, by means of an e-learning platform, the inquiry-based and the recipe-based laboratory activities are constructed and described. The tests are constructed, and validated by means of Item Response Theory and Factor Analysis techniques:
- for building the necessary statistical samples,
- for determining the educational impact of the four different didactical paths.
The statistical techniques adopted for evaluating the educational impact of the different didactical paths are described in their theoretical details, also providing, for each one, an explicit example of use.
The HTML-JavaScript algorithms needed to simulate the experiments in e-learning modality are described in detail. Furthermore, a computer tool is proposed that can help the teacher to produce simulations of thermodynamic systems subjected to thermal and adiabatic interactions.
The results of the statistical experiment are given as a functions of the statistical variables competence and awareness.
The statistical experiment confirms that:
- the inquiry-based didactic paths, especially if realized in the e-learning modality, reach the maximum educational impact from the point of view of the knowledge of the topics,
- the didactic paths carried out in the laboratory, especially for the inquiry-based experiments, reach the maximum educational impact from the point of view of the awareness of the acquired knowledge.
Finally, our study confirms recent finding in the literature, i.e., that when the didactic path is carried out in inquiry mode, the students can construct robust and original knowledge of the proposed subject as an evidence of the students’ acquired agency.
... Providing students and parents with experiential, constructivist learning serves as a foundation for building social capital. Additionally, the process of developing social skills and engaging in cooperative learning provides students with opportunities to develop conceptual understanding (Dewey, 1933;Piaget, 1972;Vygotsky, 1978). Experiential, constructivist learning not only fosters conceptual understanding among students but also serves as a foundation for building social capital through the development of social skills and engagement in cooperative learning. ...
... Parental participation in homework, activities, and investigations plays a crucial role in the academic and social development of students by providing ongoing feedback, guidance, and suggestions for improvement. Therefore, involving parents in a constructivist, experiential, and interactive manner creates avenues for nurturing student ownership of science learning (Kolb, 2014;Kolb et al., 1984;Piaget, 1972;Vygotsky, 1978). Engaging parents in homework, activities, and investigations provides ongoing feedback and guidance for students' academic and social development, while also cultivating student ownership of science learning through constructivist, experiential, and interactive activities. ...
... Providing students and parents with opportunities to engage in experiential, constructivist learning provides a foundation for fostering social capital. The process of developing social skills and engaging in cooperative learning offers students opportunities to develop conceptual understanding (Dewey, 1933;Piaget, 1972;Vygotsky, 1978). As students actively construct knowledge and assess their progress for conceptual understanding, they develop a comprehension of curricular objectives and outcomes, thereby reinforcing constructivist principles (Dewey, 1933;Perkins, 1999). ...
This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.
... (Benninger & Savahl, 2017;Damon & Hart, 1982;Demo, 1992;Gecas, 1982). According to the major theories of cognitive development, early adolescents are about to make the transition from the stage of concrete reality-based thinking to the stage of abstract thinking (Piaget & Inhelder, 1969;Vygotsky, 1978). Their thinking and reasoning may still center around concrete objects and ideas, but also include elements of abstract and metacognitive thinking (Piaget & Inhelder, 1969). ...
... According to the major theories of cognitive development, early adolescents are about to make the transition from the stage of concrete reality-based thinking to the stage of abstract thinking (Piaget & Inhelder, 1969;Vygotsky, 1978). Their thinking and reasoning may still center around concrete objects and ideas, but also include elements of abstract and metacognitive thinking (Piaget & Inhelder, 1969). Concrete thinking is reflected in the use of concrete, objective attributes, such as address, appearance, possessions, and activities to define self (Bernstein, 1980;Magdalena, 2015;Montemayor & Eisen, 1977;Wang, 2004). ...
... Early adolescents frequently described themselves through concrete, objective, observable attributes: what they do, where they live, what they look like, who their friends and family members are. This is in accordance with previous studies (Bakx et al., 2021;Magdalena, 2015;Tanti et al., 2008;Tatlow-Golden & Guerin, 2017) and Piaget's theory of cognitive development indicating that 9-to 11-year-olds are in the stage of concrete operations and about to make the transition to formal operations (Piaget & Inhelder, 1969). The most popular category in early adolescence was preferences. ...
The study aimed to find out which differences and similarities emerge in the self-concepts of early and late adolescents and young, middle-aged, and older adults. A total of 822 participants, including 530 adolescents aged 9–19 (over 50% were girls) and 292 adults aged 20–71 (over 80% were women), from Estonia provided their spontaneous self-descriptions. Early adolescents described their preferences, appearance, family, peers, and peripheral attributes more frequently and traits, identity, and global attributes less frequently than other age groups. Late adolescents’ self-descriptions included significantly more traits and fewer social roles, identity, and family mentions than those of adults. The three adult groups were similar in the use of different attributes to describe themselves. Overall, the study suggests that early adolescents describe themselves mainly through concrete, objective attributes, late adolescents through abstract psychological attributes, and adults through social–psychological attributes.
... Personal Construct Theory is a constructivist learning theory (Driver, 1989;Driver et al., 1994;Mahoney, 1988;Piaget & Inhelder, 1969 which premises that students' learning depends on their previous knowledge and experiences, which are products of the students' environments (Driver, 1989;Driver et al., 1994;Kelly, 1955Kelly, /2002. Personal Construct Theory focuses on how each individual learner interprets the world and develops a personal construct system to make meaning (Kelly, 1955(Kelly, /2002. ...
... Young children's development as learners, one of the foci of this thesis, will involve these aspects, as learning is affected by mental, emotional, social, and physical capabilities and contexts (Ausubel, 2000;Bransford et al., 2000;Kelly, 1955Kelly, /2002Rogoff, 2003). Some approaches to measuring or recording children's development may be seen as setting standards for certain stages of childhood, thus constructing an idealized or normalized version of the child (Peers, 2011;Piaget & Inhelder, 1969. Other approaches to children's development focus on the following: children are not yet adults; children have not fully developed; and children lack certain abilities (Danby & Farrell, 2004). ...
... Education for young children can construct the development and agency of children in very specific ways from preschool onwards following Piagetian understanding of how young children develop (Piaget & Inhelder, 1969. Piaget held a constructivist understanding of children's development; he believed children went through a specific sequence of developmental stages, and that the later stages required the social, emotional, intellectual and environmental experiences of the earlier stages in order to develop (Piaget & Inhelder, 1969. ...
This study employed a phenomenographic, Mosaic, case study approach to understanding young children’s outdoor learning by analysing a select group of young children’s engagement with their chosen activities in an outdoor setting. This group was comprised of 20 Grade 1 students (5 to 7 years) at a public school in Vancouver, British Columbia. The students’ learning was investigated through a Personal Construct theoretical framework. The data collected included notes based on both video recordings made by the children and detailed researcher observations including interviews and interactions with the children.
Use of sticks was observed to be the most important element in the students’ chosen outdoor activities. Thus, the students’ engagement with sticks by creating/improvising activities in an urban forest setting can be described as stick-based, physical, and tactile outdoor learning. In this way, the outdoor activities that prominently feature the use of sticks can become important to the development of children’s engagement with environmental education and science learning.
Therefore, it can be concluded from the study’s outcomes that: 1) effective childhood outdoor curriculum and pedagogy should include the children’s chosen outdoor activities and emphasize physical and tactile interactions with natural items; 2) young children’s chosen outdoor activities can be considered cultural and social in nature, which may promote children’s inclusion and feelings of competence in the culture of environmental education and school science; 3) the incorporation of children’s chosen outdoor activities in childhood curriculum and pedagogy may offer an opportunity to better understand how children’s agency affects environmental education and science learning within local and natural settings.
Additionally, this thesis documents the emergence of an ecopedagogical system in which Place and sticks act as agentic teachers.
... The basis of this quantitative study into IL instruction and collaboration between teachers and librarians is constructivist learning theory, which has its foundations in the theoretical works of Dewey (1929), Bruner (1961), Vygotsky (1962), and Piaget (Piaget & Inhelder, 1969). Vygotsky's conception of social constructivism (Akpan et al., 2020;Vygotsky, 1962), wherein knowledge is created by the individual through interaction with others and the physical world, is central to the current study. ...
... Social constructivism is an educational theory that is rooted in the research of Dewey (1929( ), Bruner (1961, Vygotsky (1962), and Piaget (Piaget & Inhelder, 1969). The foundational tenets of social constructivism, which was applied primarily to the understanding of learning processes experienced by children (Vygotsky, 1962(Vygotsky, , 1978, are the centrality of the child or learner, the importance of cultural context, zones of proximal development, and internalization (Aubrey & Riley, 2019). ...
Information literacy is widely understood to be a critical component of the educational experience of secondary school students and prepares them for success in school and in life. Information literacy is the ability to acquire, manage, and evaluate information flows, with an emphasis on determining what information is appropriate for a given information need, how useful and credible that information is, and then using that information in an effective and ethical manner. Various secondary education standards establish the need and requirement for high school students to graduate with a set of functional information literacy skills, yet high school graduates have a range of information literacy competencies that may be inadequate. This study examined the perceptions high school classroom teachers have of the information literacy competency levels possessed by their students and the interconnectedness of those perceptions with the level of visibility of the school library and the level of collaboration those teachers have with school librarians in five states in the Mountain West region of the United States using an explanatory sequential design. This mixed methods study utilized an online survey to collect quantitative data and in-depth interviews to gather qualitative data. The survey, which was developed by merging and modifying two previously published instruments, used Likert-like and open-response questions. Pilot testing confirmed validity and internal consistency. In all, 115 participants completed the first two sections of the survey and 27 participants completed the entire survey, which consisted of three sections: demographics; teacher perceptions of student information literacy skills; and teacher relationships with the school library and librarians. Five participants, one from each of the five states included in the site, self-selected to participate in follow-up interviews. The survey consisted of 68 items related to information literacy perceptions and their relationships with the school library. Survey data showed that the correlation between teacher information literacy perceptions and library relationships was significant. Qualitative data collected from the follow-up interviews corroborated the survey data. Overall, the study findings revealed teacher perceptions of student information literacy (IL) skills competency that were average and support for collaboration between teachers and school librarians.
... Accommodation describes the mental process of adjusting to a new experience that does not fit into one's existing cognitive structure (Keltner & Haidt, 2003). In such cases, individuals modify their cognitive schema to accommodate the new experience (Piaget & Inhelder, 1969). Mountainous religious destinations offer transformative experiences that challenge tourists' cognitive frameworks (Keltner & Haidt, 2003), prompting schema adjustments or the creation of new ones (Piaget & Inhelder, 1969), ultimately fostering a profound sense of awe. ...
... In such cases, individuals modify their cognitive schema to accommodate the new experience (Piaget & Inhelder, 1969). Mountainous religious destinations offer transformative experiences that challenge tourists' cognitive frameworks (Keltner & Haidt, 2003), prompting schema adjustments or the creation of new ones (Piaget & Inhelder, 1969), ultimately fostering a profound sense of awe. ...
... One theory that aligns with the study's focus on engaging students in the learning process is constructivism. Constructivist theory posits that learning is an active process in which individuals construct their understanding of the world based on their experiences and interactions with the environment (Piaget, 1972;Vygotsky, 1978). By incorporating teaching techniques and activities that foster active participation and allow students to connect the material to their own experiences, the professor facilitates the construction of knowledge and deeper understanding among students. ...
... A substantial body of existing literature supports the present study. Numerous studies have emphasized the importance of engaging students in the learning process (Martin & Bollinger, 2017;Nworie & Igbo, 2017), and constructivist theory provides a theoretical foundation for this approach (Piaget, 1972;Vygotsky, 1978). Constructivist theory posits that learning is an active process in which individuals construct their understanding based on their experiences and interactions with the environment. ...
This research study aimed to evaluate EdD professors' effectiveness from the perspective of graduate students using a qualitative inquiry approach. The study utilized interviews and observations to gather data on teaching methods, student engagement, and learning outcomes. The findings indicated that the use of interactive and practical activities, integration of technology, and incorporation of real-life examples and case studies enhanced student engagement and learning outcomes. Professors who adopted a student-centered approach, provided opportunities for active participation and practical application of knowledge, and accommodated
different learning styles through the use of visual aids, hands-on activities, and flexible assessments created a more effective and enjoyable learning experience. These strategies promoted a more inclusive learning environment, resulting in active participation, respect for diverse perspectives, a sense of belonging, and productive
teamwork. The professor's efforts to incorporate a variety of cultural examples and perspectives and provide opportunities for students to share their personal experiences further fostered inclusivity. Overall, the professor's teaching methods, clear
presentation of content, and creation of a supportive learning environment greatly contributed to a positive and fruitful learning experience. Future courses should
continue implementing these strategies to enhance understanding, promote active
engagement, and foster critical thinking skills.
... Individuals in this age group must recognize the terms and behaviors referring to character strengths to identify these characteristics in themselves and others and, thus, develop them more autonomously. At around 11, children and pre-adolescents have a greater abstract thinking capacity, enabling them to identify character strengths through more complex behaviors (Piaget, 1968(Piaget, , 1972. However, few studies have sought to analyze children and adolescents' recognition and understanding of strengths. ...
... It is approximately from the age of 11 that children develop the ability to think in abstract terms, that is, they begin to recognize patterns or a certain regularity of different behaviors, which can be of a physical or mental nature. This identification results in the abstraction of a conceptual entity, which defines the relationship between the elements they refer to at a lower and more concrete level of abstraction (Piaget, 1968(Piaget, , 1972. This developmental characteristic may explain the difficulty observed among younger children in conceptualizing some character strengths investigated in this study, such as critical thinking, perspective, leadership, social intelligence, humility and spirituality. ...
This study aims to analyze the children and pre-adolescents' knowledge regarding terms that designate character strengths and to understand how they perceive the expression of these traits in their and other people's behavior. Seventeen participants aged eight to thirteen were interviewed (M = 10.6; SD = 1.5). For each strength, seven questions were asked, which investigated the definition and examples of the strength expression. The interviews were recorded and transcribed for content analysis, generating categories for each strength. The strengths most easily described by the participants and their respective definitions were: creativity (ability to create things), curiosity and love for learning (searching for knowledge and new experiences), honesty (speaking the truth), love (acts involving affection), kindness (helping and caring for others), teamwork (collaborative works in games or school activities), forgiveness (eight categories regarding their definition, without highlighting any) and hope (longing for a future event). These findings may make developing and evaluating character strengths in this age group more accessible.
Keywords:
Character; positive psychology; qualitative research
... Siswa SD yang berumur antara tujuh sampai dengan dua belas tahun pada dasarnya perkembangan intelektualnya termasuk dalam tahap operasional konkret, sebab berfikir logiknya didasarkan atas manipulasi fisik dari obyek-obyek (Piaget, J. 1972). Alat peraga manipulatif adalah objek yang dapat dipegang, alat, atau model yang digunakan untuk menunjukkan pemahaman lebih dalam, khususnya pada topik-topik matematika (Kelly, 2006). ...
Kegiatan Pengabdian kepada Masyarakat (PkM) ini didasarkan pada hasil analisis sebelumnya tentang performa para guru dalam mengajarkan konsep geometri di Sekolah Dasar (SD). Hasil tersebut mengungkap fakta tentang minimnya alat peraga geometri di SD dan rendahnya kreativitas guru dalam membuat alat peraga geometri konkret pada pembelajaran yang dikelolanya. Sebagian guru SD di Kabupaten Pangkep mengajarkan konsep geometri dengan mengambil file via kanal youtube lalu menayangkannya dengan Liquid Crystal Display (LCD) sehingga tidak menciptakan pembelajaran yang bermakna bagi siswanya. Berdasarkan temuan tersebut, kegiatan PkM dilaksanakan dengan tujuan untuk memperdalam pemahaman konsep dan melatih guru SD dalam pembuatan alat peraga geometri konkret. Adapun tujuan dari kegiatan PkM ini adalah: (1) membuat alat peraga geometri konkret, (2) mengimplementasikan alat peraga hasil pelatihan di kelas tempat tugas masing-masing, dan (3) menularkan pembuatan alat peraga geometri konkret kepada teman sejawatnya. Metode PkM yang dilaksanakan adalah memberikan pelatihan/ pendampingan pada guru SD dalam membuat alat peraga geometri konkret melalui presentasi, peragaan, pembuatan, dan simulasi penggunaan alat peraga yang telah dibuat oleh peserta. Kegiatan PkM ini berjalan dengan baik, terlihat dari kehadiran para guru SD yang mengikuti kegiatan sesuai target yaitu sebanyak 50 orang. Berdasarkan angket yang disebarkan, 88,5% peserta menyatakan bahwa mereka merasa puas dengan kegiatan ini. Abstract . results of prior analysis from the teachers performance in teaching the geometry concepts to elementary schools (SD). The results reveals the fact about the lack of geometric teaching aids in elementary schools and lack of creativities from the teachers when it comes to create concrete geometric teaching props in the subjects they responsible for. Some of the teachers in Pangkep taught the geometric concepts by using contents from YouTube channels and showing them on a Liquid Crystal Display (LCD) and it does not create meaningful learning for their students. Based on that circumstance, PkM activities were carried out to enhance the understanding of concepts and train the elementary school teachers on making concrete geometric teaching props. The objective of this activities to (1) make concrete geometric props, (2) implement the training props in their respective classes, and (3) influence their peers to create concrete geometric props. The PkM method implemented to provides training/accompaniment to elementary school teachers in making concrete geometric teaching props through presentations, demonstrations, creating and simulating the use of props that have been made by participants. The PkM activity went well, as seen from the presence of 50 elementary school teachers whose taking part on this activity according to the target. According to the questionnaire distributed, 88.5% of participants admit that they were satisfied with this activity.
... This study was designed to adapt and validate the MYMOP for use in a paediatric population of children aged 7-11 years based on their established homogeneity in cognitive abilities [12][13][14]. ...
Background
The Measure Yourself Medical Outcome Profile (MYMOP) is an individualised tool designed for adults but used with children without any evidence of validation in this population. Individualised instruments are patient-specific rather than disease-specific and therefore can be applied across various health conditions. This study sought to adapt, and content validate the MYMOP for application in 7–11 year old children.
Methods
There were two main phases of the four iterations: expert consultation (three rounds) and interviews with child-parent pairs at the Outpatient clinics of a Children’s Hospital. Thematic analysis was undertaken using an inductive, interpretative approach.
Results
Four paediatricians completed the first survey, five paediatricians participated in the focus group, and four paediatric health-related quality of life (HRQOL) research experts completed the second survey. Several changes were recommended to the MYMOP by the expert groups. Twenty-five children (17 general medicine, and 8 diabetes/endocrine clinic) aged 7–11 years completed the draft paediatric MYMOP (P-MYMOP) and were interviewed. Results demonstrated that the majority of participants were able to identify their own problems and activity limitations, and all participants understood the 7-point faces scale. Most parents and children perceived that the P-MYMOP would be useful to complete before clinic appointments.
Conclusions
The P-MYMOP is the first content-validated generic individualised HRQOL measure for children 7–11 years old. Given that validation is an iterative process, further research to assess its feasibility, reliability, and construct validity is required.
... 2. Стъпвайки на теоретичната основа на изследванията на Маслоу за себе реализиращите се индивиди, центрираната върху човека терапия на Карл Роджърс, теорията за индивидуация на Карл Юнг и конструктивистката теория за 132 Ползи от екзекютив коучинга за професионална и личностна себереализация Докторска дисертация обучението на Жан Пиаже (Piaget 1969) и изучената до момента литература, както и на личния опит на автора се състави списък от области, върху които вероятно влияе екзекютив коучингът. ...
... This section explores key theories relevant to the implementation of generative AI in education, focusing on constructivist learning theory, self-efficacy theory, and the technology acceptance model (TAM). Constructivist learning theory, rooted in the works of Piaget (1972) and Vygotsky (1978), posits that learners construct knowledge through interactions with their environment and experiences. This theory emphasizes active learning, where students engage in meaningful activities that promote critical thinking and problemsolving. ...
Generative artificial intelligence (AI) holds great promise in the field of education, with the potential to automate tasks such as lesson planning, feedback writing, and personalized learning. This study explores the implementation of generative AI in educational settings, examining the benefits and challenges associated with its use. Through a systematic literature review, this paper identifies effective strategies for integrating generative AI in classrooms, focusing on ethical considerations, privacy concerns, and pedagogical goals. The study also presents case studies highlighting successful implementations of generative AI, providing a framework for educators and policymakers to enhance teaching and learning experiences.
... To appreciate these new directions in education, it is necessary to bring into discussion the social construction of knowledge. Unlike the constructionists, the constructivism is identified with the theories of Piaget & Inhelder (1969), Kelly (1955), and the place of construction is in the mind of the individual. The constructivism is very bound on psychology, and in terms of education the focus is on the child. ...
This article is an invitation for social constructionist practices in the educational system to enhance school participation. The paper represents a qualitative research, and it explores the perspectives of children that are learning in rural areas. Fifteen in-depth interviews and three focus groups with children were conducted between April and December 2020. In this research is used a constructionist approach that finds participation as a social construction. In this line, school participation is created at the level of interactions between children, teachers, and parents through a continuous negotiation. The purpose of the research is not necessarily to highlight the practices through which children are involved as being appropriated or not, but rather to explore how children experience school participation, generating new practices to flourish school participation. The importance of this qualitative research is the fact that it includes the voice of the children that often is silenced in certain issues. Finally, the paper proposes a theoretical model addressing three different levels of school participation aim to generate solutions and new ideas for improving children's participation, considering their own perspectives.
... As a result, the core assumption of this theory is linked with the study findings that female outperformance is based on their acceptance and appreciation by parents and teachers. Moreover, the study findings are linked with the cognitive development theory by Piaget (1972) and Erikson (1994). The core assumption of these theories asserts that girl and boy children learn through interaction, and try to develop their stages of personality. ...
This study attempts to analyze gender diversity in higher education in Pakistan using teachers' perspectives. Gender differentials in higher education in terms of female outperformance and male underperformance in higher education have not been received due to academic concerns in Pakistan. Hence, females and males' academic performance in education has attracted academicians since the 1970s. For this study, a sample of 253 teachers has been sampled from the population of the University of the Punjab, Lahore. This study opted stratified random sampling technique and selected teachers from each department. A survey method has been used as a technique of data collection. Similarly, the structured questionnaire has been administered to collect data from the respondents on the subject. This measurement tool has been pretested to check its reliability. Statistical analysis has been done to draw results and conclusions. Normality test, Kruskal Wallis Test, and Kendall's tau_b test have been employed. The study findings reveal that there has been a significant correlation between independent variables and gender differentials in academic performance in higher education in Punjab, Pakistan.
... A teoria sociocultural de Vygotsky (1980), que estudou como as crianças aprendem à medida que se desenvolvem, considerava que, para poder aprender, as crianças necessitam da interação com outras pessoas, num ambiente colaborativo, no qual as interações sociais são necessárias tanto com o meio ambiente como com as pessoas ao seu redor. Já Piaget (2008), que também pautou seu trabalho na observação da criança, acreditava no aprendizado por descobrimento, baseado na autoconstrução do conhecimento, onde a criança pode aprender de forma autônoma, sem a necessidade de interagir com outras pessoas e, ainda que a interação possa favorecê-la, seria possível aprender assumindo um papel mais ativo e experimental. Nesse sentido, a aprendizagem é entendida como um processo que só acontece em situações de mudança; portanto, aprender seria, em parte, saber se adaptar as mudanças. ...
This article acknowledges the profound transformations that Artificial Intelligence imposes on society. A descriptive-exploratory study aims to discuss algorithmic biases and understand their impacts on society. The article starts from the understanding of human intelligence and learning from a pluralistic perspective, based on the analysis of literary works and scientific articles. This approach provides a context in which AI and machine learning can be conceived from an innovation perspective for the common good. The critical analysis emphasizes the need for ethical approaches in the development of these systems. The topics discussed highlight the importance of a multidimensional approach in mitigating algorithmic biases. From data selection to audits and accountability, diversity of perspectives, both in datasets and development teams, is crucial. The implementation of continuous training and human supervision reflects a continuous commitment to transparency and fairness in artificial intelligence. These integrated strategies are essential for the ethical, transparent, and equitable development of AI. This holistic approach, involving diverse skills and people, continuous training, and vigilant oversight, is vital to ensure the ethical use of AI for the collective well-being.
... The first was the solution of creating empty sets. For example, Piaget and Inhelder (1969) considered the empty set challenging "because a class without any elements is incompatible with the logic of concrete operations, i.e., operations in which form is inseparably bound up with content" (p. 149). ...
This study examines the solutions of 34 kindergarten children as they create equal groups from n bottle caps, where n was equal to 8, 9, 22, and 23. For each n, children were asked to find as many different solutions as possible. The number of solutions they found, i.e., children’s fluency, as well as the strategies used to create equal groups, was analyzed. Findings indicated that for large numbers, fluency was greater for an even number of objects than for an odd number of objects. In general, most children reached only one solution. For all four tasks, most children created only two equal groups of caps, even though they could have created three groups or more. A significant association was found between tasks and a preferred strategy. While children employed between one and two strategies when working on a single task, when considering all four tasks, they generally employed between two and three strategies.
... Juhana (2014) posits that children are observable from two different standpoints, namely biological and social. In terms of biological perspectives, Inhelder and Piaget (1972) mentions stages in children's development, i.e., sensory-motor stage (0 to 2 years old); pre-operational stage (2-7 years old); concrete operational stage (7-11 years old); and formal operational stage (11 years old to adolescences). In terms of the social perspective, Pinter (2017) describes that children are human beings that need any favor of other people to develop their knowledge. ...
This current study aims at revealing how Hijaiyah sounds are introduced
in teaching pronunciation in English class of elementary school students.
The qualitative research design was employed, and the research subjects
were two English teachers of an Islamic elementary school in Malang who
taught grade one and two. The data were collected through classroom
observation and interview. The data were then transcribed, reviewed, and
explored to obtain a meticulous analysis. The results revealed that there are
three techniques that are mainly used in the pronunciation class, namely
drilling, sound imitation, and test. Besides, each of the pronunciation
techniques is integrated into typical EYL activities, namely: singing songs,
storytelling, and games.
... La asimilación implica alterar el entorno para ajustar la información a un esquema preexistente, mientras que la adaptación implica modificar el esquema interno para adaptarse a un nuevo entorno. Por lo tanto, el desarrollo de estructuras mentales es fundamental para adquirir el lenguaje [6]. ...
Resumen. El lenguaje oral es un sistema dinámico de símbolos convencionales que involucra múltiples estructuras anatómicas y funcionales interactuando entre si para codificar y deco-dificar señales durante el intercambio de información e ideas. El proceso de adquisición del lenguaje durante la infancia ha sido objeto de estudio desde diversas perspectivas teóricas complementarias. Aunque el desarrollo del lenguaje es un proceso complejo con numero-sos eventos superpuestos, puede dividirse en dos fases principales. La etapa prelingüística abarca desde el nacimiento hasta aproximadamente los 12 meses. Durante este período, los niños adquieren habilidades comunicativas básicas, previas a la articulación de palabras, que incluyen la capacidad para discriminar sonidos del habla, categorizar fonemas propios de su lengua nativa y distinguir palabras en su idioma nativo. La etapa lingüística finaliza alrededor de los 6 a 7 años, cuando los niños ya dominan todos los fonemas de su idioma y han desa-rrollado una gramática madura. Esta etapa puede dividirse en varias subetapas que reflejan la adquisición de los fonemas de la lengua nativa, la expansión del vocabulario y el aumento de la comprensión y el uso de las funciones del lenguaje. Reconocer estas etapas con sus respectivos hitos es esencial para identificar posibles alteraciones en el desarrollo típico del habla y la comunicación, facilitando así una intervención temprana.
... Isso exigirá alguma exposição de processos básicos de aprendizagem. O leitor pode estar mais familiarizado com as tentativas de entender a tomada de perspectiva como "teoria da mente" (Baron-Cohen & Wheelwright, 2004) e/ou estágios de desenvolvimento epistemológico (Kegan, 1994;Piaget, 1969). Espero fornecer uma estrutura técnica suficiente para entender as ideias centrais da Teoria das Molduras Relacionais e, assim, oferecer uma visão mais precisa sobre a compreensão da natureza da tomada de perspectiva e das relações. ...
Decety e Lamm argumentam que empatia é a “habilidade de experienciar e entender o que outros sentem sem confusão entre si mesmo e outros” (itálico adicionado; 2006, p. 1146). Identificação excessiva com outros que estejam sofrendo parece levar a sofrimento pessoal e evitação, em vez de preocupação empática. Isso é particularmente problemático para funções que envolvem ajuda ou outras formas de trabalho emocional. Há ainda um potencial paradoxo aqui, já que a empatia parece ser motivada por um sentimento de conexão entre o eu e o outro. Como podemos entender a diferenciação eu-outro de forma que nos permita melhorá la nas organizações? Neste capítulo, apresento uma abordagem contextual, comportamental que explica por que programas de Mindfulness ajudam a melhorar a diferenciação eu-outro. Nós podemos ver o eu e o outro tanto em termos de a) conceitualizações, b) como um fluxo de experiências ou c) como a consciência em si. Responder a conceitualizações sobre o eu e o outro pode ser útil, mas também pode impedir a empatia. A diferenciação eu-outro no nível do conteúdo geralmente cria mais separações e julgamentos do que empatia. Responder no nível da experiência do momento presente é a essência do responder a experiências alheias, mas é aqui que a diferenciação eu-outro é essencial para uma empatia madura e sustentável. No nível da consciência em si, um senso estável de self que está além da ameaça pode ser contatado de maneira a apoiar a empatia. Além disso, em casos raros pode-se experimentar uma sensação de consciência compartilhada que transcende diferenças. O treinamento em Mindfulness parece dar suporte ao desenvolvimento de todos esses três sentidos de tomada de perspectiva, de forma a aumentar a empatia, mas também melhorar os resultados organizacionais em outras áreas, como liderança autêntica.
... The cognitive development levels of undergraduate and graduate students are possibly more sophisticated to seeing alternative perspectives compared to high school students. The reason is that the ability to comprehend complex ideas and analyze nuances tends to develop with age and experience (Groslambert & Mahon, 2006;Piaget & Inhelder, 1966). The other reason may be related to educational exposure, as the level of education impacts cognitive development (Morrison et al., 1995;Terenzini et al., 1996). ...
In the present study, two commonly used versions (19-item and 23-item versions) of the Runco Ideational Behavior Scale (RIBS) were adapted into Turkish. The analyses were carried out using 2,529 responses collected from high school (n = 1,091), undergraduate (n = 735), and graduate (n = 703) students. Confirmatory factor analyses and partial credit model analyses were conducted to examine the internal structures and psychometric properties of the scales. Measurement invariance and differential item functioning analyses were performed for gender and educational level. Scores on both versions of the RIBS were highly reliable based on Cronbach’s α and McDonald’s ω coefficients. The confirmatory factor analyses provided evidence of a single-factor structure for the 19-item version and a two-factor structure for the 23-item version. The partial credit model analyses supported the unidimensional structure for the 19-item version and the two-dimensional structure for the 23-item version. The analyses showed that the psychometric properties of both versions were good with regard to factor loadings, item fit, item difficulty, item discrimination, and item as well as person reliability. Strong evidence of measurement invariances for gender and educational level was obtained for both versions of the RIBS. However, Item 7 on the 19-item version exhibited a large differential item functioning for educational level. Our findings suggest that the overwhelming majority of the items on both versions of the RIBS have acceptable qualities for measuring ideation in Turkish culture.
... There are many types of reasoning, one of which is combinatorial reasoning. Following Piaget, combinatoric reason was classified into the phase of formal operational thinking and It started at 11 years old up (Piaget, J, Inhelder, 2019). However, English claimed that 7-year-old up to 12-year-old children could think combinatorically in a simple way (Lyn D. English, 1993). ...
This study was motivated by the many shortcomings of students’ worksheets so far, including the incapability in developing students’ scientific skills and high-level thinking. Meanwhile, the learning objectives of the elementary school level get students to think reasonably and solve problems. Therefore, developing students’ worksheets based on combinatoric reason is the solution, as it drills students to have sustainable thinking. This study aimed to see the validity, practicality, and effectiveness of students’ worksheets based on combinatoric reason. It is a Research and Development study with the Plomp model. The plomp model consists of preliminary investigation; design; realization/construction; and test, evaluation, and revision. The research instruments were students’ worksheets, validation form, questionnaire, and test form. The subject involved 40 students in the sixth grade of elementary school. The data analysis used is descriptive qualitative and descriptive quantitative. It resulted in 91,5% for the validity (very valid), 90,9% for the practicality (very practical), and 92,5% for the effectiveness (very effective). Thus, it indicates that students’ worksheets based on combinatoric reason are valid, practical, and effective, which are proper for elementary school. So, it is recommended that mathematics teachers use it in learning, because it trains students to use combinatorial reasoning. As a result, students become flexible and logical in determining strategies, as well as being systematic in solving problems. As a result, elementary school students' Problem-solving and higher order thinking abilities become better.
... 2. Стъпвайки на теоретичната основа на изследванията на Маслоу за себе реализиращите се индивиди, центрираната върху човека терапия на Карл Роджърс, теорията за индивидуация на Карл Юнг и конструктивистката теория за 132 Ползи от екзекютив коучинга за професионална и личностна себереализация Докторска дисертация обучението на Жан Пиаже (Piaget 1969) и изучената до момента литература, както и на личния опит на автора се състави списък от области, върху които вероятно влияе екзекютив коучингът. ...
В съвременния период, характеризиращ се с непрекъсната трансформация на глобалните предизвикателства, търсенето на ефективни механизми за развитие на лидерството е от изключителна важност. Настоящото изследване, озаглавено ПОЛЗИ ОТ ЕКЗЕКЮТИВ КОУЧИНГА ЗА ПРОФЕСИОНАЛНА И ЛИЧНОСТНА СЕБЕРЕАЛИЗАЦИЯ, изследва значимото влияние на коучинга за ръководители върху ефективността на лидерството в динамична среда. Целта на това изследване е да се проучат начините, по които коучингът подобрява професионалните умения на лидерите и улеснява личностното им израстване и развитие. Основата на това изследване се състои в задълбочено проучване на коучинг подходите, тяхното приложение в развитието на лидерските умения и произтичащите от това ефекти както в индивидуален, така и в организационен аспект. Чрез активното участие в това изследване както учените, така и професионалистите могат да получат ценни знания относно стратегическата ефикасност на коучинга като средство за ефективно ориентиране в сложността на лидерството в съвременната епоха.
В това проучване е използван изследователски дизайн със смесени методи, който обединява количествени данни от структурирани въпросници с качествен анализ от интервюта с професионалисти и управленци. Двойният подход дава възможност за цялостно разбиране на въздействието на коучинга за ръководители върху развитието на лидерството. За разбиране на сложните връзки между коучинг интервенциите и техните резултати върху лидерските компетенции са използвани факторен анализ и моделиране на структурни уравнения (SEM). Методологията подчертава строгостта на изследването, като предлага възпроизводим модел за бъдещи изследвания в областта на коучинга на ръководители и усъвършенстването на лидерските компетенции.
Изследването разкрива, че коучингът за ръководители значително подпомага личностното израстване, обогатявайки самосъзнаването и емоционалната интелигентност на лидерите, което от своя страна повишава тяхната управленска ефективност, способностите им за работа в екип и кариерното им развитие. Тези лични развития допринасят за повишаване на организационната ефективност, което показва двойната полза от коучинга за индивидуалния и корпоративния просперитет. Резултатите от проучването са в подкрепа на стратегическото интегриране на коучинга за ръководители в програмите за развитие на лидери, като подчертават неговата незаменима роля за отглеждането на адаптивни, иновативни и емоционално интелигентни лидери.
Имам желание да си сътруднича с колеги изследователи, преподаватели и практици, които се интересуват от пресечната точка на коучинга за ръководители и развитието на лидерството. Не се колебайте да се свържете с мен за дискусии, съвместни изследователски инициативи или всякакви запитвания, свързани с прилагането на коучинг стратегии в организационна и образователна среда.
... Mere showing or talking about phenomena implies that teachers expect pupils to replicate the knowledge and skills. However, learning is perceived as a process of constructing and reconstructing personal knowledge when pupil's existing preconcepts are exposed and confronted during science classes (Piaget & Inhelder, 1969). Earlier works, Glasson (1989) point out that this is possible in interaction with others resulting also in better procedural knowledge. ...
... Piaget emphasized the important role of sensorimotor actions in children's early developmental stages. Specifically, he argued that schemas formed at the sensorimotor level can lay a solid foundation for children's later acquisition of symbolic and abstract information (Piaget & Inhelder, 1969). Both neuroscience and behavioral research has provided supporting evidence, showing that physical movements and cognitive processes are intertwined. ...
The purpose of the study was to investigate (a) whether the effects of hand tracing and whole-body tracing reported in the literature could be extended to adults, and (b) the relative superiority of whole-body tracing over hand tracing. Two experiments were conducted to investigate the potential effects of these two kinesthetic approaches on learning outcomes, cognitive load, and intrinsic motivation. The results of Experiment 1 revealed that hand tracing enhanced germane load contingent upon a low-to-medium level of perceived difficulty. This effect disappeared in Experiment 2 where additional measures were taken to improve treatment fidelity. The findings of Experiment 2 revealed the beneficial effects of whole-body tracing on germane load, extraneous load, interest, and self-monitoring, some of which were dependent upon learners’ perceived difficulty and invested effort. These findings, along with implications, limitations, and future research directions, were discussed within the framework of cognitive load theory and embodied cognition theory.
... The role modelling strategy refers to the demonstration of teaching using technologies where the PSTs are afforded the opportunity to observe and witness the ICT use for teaching and learning (Ellis, Alonzo, & Nguyen, 2020). The term constructivist refers to role modelling as the scaffolding by the knowledgeable other (Piaget & Inhelder, 1969). This implies that if there is a lack of exposure to the use of technology, where the lecturers are still grappling with the use of technology integration themselves, the PSTs may not benefit (Oubibi et al., 2022). ...
The poor correlation between fieldwork and the preservice teachers' coursework for technology integration has been observed since the introduction of technology as a teaching and learning tool in education. The quantity and quality of the preservice technological experiences as part of the teacher education program have a significant impact on how new teachers use technology. This paper highlights how the educational programs and the fieldwork experiences of the preservice teachers should be aligned to integrate technology in teaching and learning. To gain insight into the current practices in the School of Education at the University of Technology in South Africa, the embedded mixed method approach, was utilised. For quantitative data, a TPACK questionnaire was distributed to 480 preservice teachers. Observation, interviews, an open-ended questionnaire and document analysis were employed for qualitative data. To analyse quantitative and qualitative data, the Statistical Package for Social Sciences (SPSS) and Atlas.ti were employed, respectively. The findings revealed a lack of synergy between the preservice teachers’ coursework and the fieldwork for technology integration in education. It was recommended that for the preservice teachers to thrive in integrating technology in teaching practicals and in their future workplaces, the School of Education should ensure the development of programs that involve coursework and fieldwork in the school context.
... Piaget's theory (8) is rooted in meticulous observations of his own children. He posited that object permanence, the understanding that objects continue to exist even when not directly perceived, is achieved by the end of the sensorimotor stage, lasting from birth to two years of age. ...
The process of acquisition the "object constancy" and reaching separation, which is important for the "going on being", will be discussed in the present article. Three classical theories will be presented: Freud, Piaget and Winnicott. These three central, different and not so different theories illustrate how a child copes with separation by help of an object. The case description illustrates the difficulty of trusting in the existence of object constancy and its influence on the separation process following thereof.
... Sensory theory describes t wo processes of language acquisition-language re ception and language production-both of which are involved in language use and development. According to these theories, the key factors that affect children's language abilities include reactions to language-related environmental stimuli, innate language-learning me chanisms, cognitive abilities, social interactions with peers and teachers, and active participation in language learning and use (Christiansen & Chater, 2008;Flavell, 1963;Messerly, 1992;Piaget, 1966;Yang, 2014). Combining these factors within a picture book would facilitate children's language development and improve their oral expression skills. ...
The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.
... As already pointed out since the last century, motor skills represent not only the starting point of psychic development but also a structure that is progressively transformed, becoming mental logic, verbal organization and thought (Piaget, 1972;Piaget & Inhelder, 1969;Lurija & Hutton, 1977;Piattelli Palmarini, 1980;Thelen & Smith, 1994;Rizzolatti & Arbib, 1998;Oliverio, 2001;Freeman, 2001;Berthoz, 2011). The development of motor skills in developmental age cannot be thought of as dissociated from psychological, social and affective development, because the child in this phase finds in corporeality the preferred means of communication and relationship with the outside world (Casolo, 2011, p. 52). ...
International bodies recommend the daily practice of physical activity from developmental age, emphasizing the priority of enhancing levels of motor-sport activity (Who, 2015; 2020). In this sense, physical and sports education in the school setting represents an educational opportunity to increase awareness of the importance of Health Enhancing Physical Activity. The aim of this contribution is to present the national project "Gymnastics Game" promoted by the Ministry of Education, University and Research (MIUR) and The Italian Gymnastics Federation with the purposes of: facilitating a lifestyle-oriented healthy, cognitive and relational approach from kindergarten onward; preventing deviant behaviour; and developing both useful problem-solving skills facing with a creative approach and adaptable and transferable skills to everyday life. The pilot project, implemented in all regions of Italy's national territory, involved No. 40 schools, a total of 222 classes, 4500 pupils attending sections 3-4-5 years of kindergarten and the first and second classes of primary school (6-7 years old), with an additional 285 classes that only received the educational kit without being able to participate in the pilot project. The initiative involved the active participation of curricular and support teachers of the affected classes, 40 FGI specialists and families. The pathways guidelines have started a nationwide comparison aimed at developing research and educational-methodological innovation in physical and sport science, improving over the years, participation in motor and sports activities and opposing the early abandonment.
... Cultural and social environments also influence identity development as individuals are shaped by the structures, forms, activities, and events that occur within these environments [41]. Conceptually, PID is congruent with the processes that affect the personal identity development of individuals as they progress through life and continuously organize their experiences into a meaningful whole that incorporates personal, private, public, and professional identities [42][43][44]. ...
... This theory places emphasis on the important role of agency and networks in continually shaping pathways and developing AEC-PID in women [9][ [16][17][18][19][20][21][22][23][24][25][26][27][28]. ...
This research aims to develop an Assessment as Learning (AaL) model to enhance creative thinking skills within the framework of Education for Sustainable Development (ESD) among mathematics education students at UIN Syahada Padangsidimpuan. In today's educational context, fostering creative thinking skills is crucial not only for solving complex problems but also for preparing students to innovate and adapt in a rapidly changing environment. ESD provides a relevant framework to integrate these skills into the curriculum, emphasizing responsible decision-making for environmental, economic, and social sustainability. Traditional assessment methods often focus solely on measuring learning outcomes rather than actively contributing to the learning process. AaL, however, positions assessment as an integral part of learning, encouraging students to engage actively, reflect on their understanding, and develop higher-order thinking skills. By embedding AaL practices, this study seeks to empower mathematics education students to connect mathematical concepts with real-world sustainability issues, thereby enhancing their understanding and application of mathematics in practical contexts. The proposed AaL model for ESD integrates various strategies such as problem-based learning, case studies, interdisciplinary collaboration, and authentic assessment methods like portfolios and presentations. These approaches aim to provide meaningful learning experiences that go beyond theoretical knowledge, enabling students to tackle real-world challenges creatively and innovatively. Implementation of the AaL model will involve iterative cycles of development, implementation, and evaluation. The effectiveness of the model will be assessed through tests of creative thinking skills, observations, and interviews, providing insights into its impact on students' learning outcomes and perceptions. This research contributes practical guidelines for educators to integrate creative thinking skills and ESD principles effectively into mathematics education. It advocates for broader adoption of the AaL model across educational institutions to equip students with the competencies needed to address global challenges and contribute to sustainable development.
This study examines the influence of age and entry mode on the adjustment and academic performance of Mechanical Technology Education students in federal universities in Northern Nigeria. Utilizing a mixed-methods approach, data were collected from a sample of 300 students through surveys and academic records. The research investigates how different age groups and various entry modes, including direct entry and university matriculation examination (UME), impact students' ability to adjust socially and academically, as well as their overall academic success. Statistical analyses reveal significant differences in adjustment patterns and performance outcomes across age groups and entry modes. Older students and those admitted through direct entry demonstrated higher levels of adjustment and academic achievement compared to their younger and UME counterparts. The findings suggest the need for tailored support systems to enhance the academic integration and success of diverse student populations in technical education programs. Recommendations for policy and practice are discussed to optimize educational outcomes in Northern Nigerian universities.
El objetivo de esta investigación fue examinar si los espacios pedagógicos cumplen la función mediadora en la relación entre el entorno familiar y rendimiento académico de una institución educativa de Nuevo Chimbote, 2023.De tipo básica, diseño cuantitativo no experimental. Los resultados recolectados se organizaron en tablas de distribución de frecuencias y se utilizó el análisis de mediación con variables latentes y observable. La discusión de los resultados obtenidos se comparan con los hallazgos de investigaciones anteriores, con el fin de evaluar su coherencia con el marco teórico. Los hallazgos encontrados, permite concluir que un entorno familiar adecuado está significativamente asociado con ambientes pedagógicos adecuados.
This chapter outlines a qualitative study in which the researchers critically analyzed a collection of books and stories for children in early elementary school that depict the landing of Christopher Columbus in the Caribbean. Though educators are required to teach this material to their students, they often do so in a one-sided way. Noting the outsized effect that the books and stories that students encounter in schools shape and solidify young children's thinking, the authors feel called to help educators raise their consciousness of the voices and perspectives that have been left out. By not interrogating the myths of Christopher Columbus, we are committing a double genocide. The Arawak, the people who Columbus ‘discovered', have already been destroyed by the violence and diseases of Columbus and his men. By refusing to allow their voices to be a part of the way we educate children today, we continue to disavow their history and their culture.
There is a persistent STEM educational crisis exemplified by low student enrolments, and both high failure and attrition rates. ChatGPT is easy to use, however pedagogical quality is not necessarily assured. In one experiment the output had a high cognitive load exacerbated by cognitive gaps making the material hard to teach and learn. ChatGPT is a useful pedagogical technology but not a learning theory. Science, technology and engineering all start by quantitatively modelling systems in order to make accurate and quantitative predictions prior to construction or system modification. By contrast, the current learning theories in use today are based on qualitative soft-science principles, with subjective guidelines that are open to interpretation, which can lead to wide variations in the quality of instructional materials and learning outcomes. Cognitive Load Optimization (CLO) is a new Science of Learning (SoL) theory that quantitatively models relational knowledge as coherent, contiguous, pedagogically scalable schemas optimized for the lowest cognitive load. CLO schemas represent the easiest, fastest and most efficient learning paths and are the fundamental basis of instructional design and teaching. Because CLO schemas are pedagogically scalable it is possible to create CLO schemas that are contiguous across different educational levels (school, college and university) thereby uniquely meeting the goals of the American National Science Foundation SoL (‘optimized learning for all’) and the Australian Grattan Institute (‘optimized learning from pre-school to university’). Using CLO results in significant improvements in STEM learning outcomes but is a detailed methodology that can be time consuming to use. The relative advantages and disadvantages of ChatGPT and CLO are highlighted.
Although executive coaching has become a key part of the developmental leadership pro-grams for over 90% of Fortune 500 companies, very few tools exist in the leadership literature thatmeasure its outcomes. This is why, notwithstanding reported benefits, executive coaching is still debatable and looking for its place in the range of the most effective tools for leadership development.This article reports on an instrument designed on the basis of a study (n = 172) for measuring the benefits of executive coaching in five dimensions: Personal Development, Effective Leadership, Career Development, Teamwork, and Organizational Performance. The instrument was tested for reliability and validity, thus providing future researchers with a valuable tool to measure the benefits of executive coaching in organizational studies, and HRD managers and specialists with a valid instrument to develop key managers and employees.
Key words: executive coaching, benefits of executive coaching, factor validation, measuringexecutive coaching, survey instrument, leadership development.
Кваліфікаційна наукова праця на правах рукопису.
Дисертація на здобуття наукового ступеня доктора філософії зі спеціальності 014 Середня освіта (Іноземні мови). – Криворізький державний педагогічний університет, Кривий Ріг, 2023.
У дисертаційній роботі теоретично обґрунтовано, створено й експериментально перевірено методику формування соціокультурної компетентності в умовах багатомовного навчання в загальноосвітній школі.
Установлено, що соціокультурна компетентність – це здатність особистості свідомо використовувати набуті знання соціального й культурного контекстів у самовизначенні в іншомовному соціумі.
Виявлено, що соціокультурна компетентність є самостійним елементом у структурі іншомовної комунікативної компетентності (вміння спілкуватися в іншомовному та інокультурному суспільстві); соціокультурна компетентність передбачає формування низки взаємообумовлених компетенцій (соціокультурної, комунікативної, лінгвокраїнознавчої, культурознавчої, загальнокультурної, соціолінгвістичної), з яких вона складається; компоненти соціокультурної компетентності щільно пов’язані з культурним і соціальним контекстом; змістовний і компонентний склад соціокультурної компетентності визначається конкретними завданнями та цілями навчання іноземної мови; процес формування соціокультурної компетентності відбувається шляхом зіставлення іншомовної та рідної культур.
Формування соціокультурної компетентності у процесі навчання іноземних мов у повному обсязі узгоджується із соціокультурною лінією мовної освіти, головною метою якої є досягнення вільного володіння
виучуваною мовою в усіх видах мовленнєвої діяльності на підґрунті сформованості мовленнєвої, мовної, комунікативної, соціокультурної та діяльнісної компетенцій.
Схарактеризовано багатомовне навчання як навчання кількох мов, на відміну від білінгвального навчання, що є навчанням різних предметів двома мовами.
The study aims to assess the adequacy of adult learning strategies used for lifelong learning in Zimbabwean higher education institutions. The department of accounting sciences at the state university was used as a case study. The study was informed by Kolb's learning cycle theory, constructivism, and adult learning theory. A descriptive research design was used. The population considered registered level four accounting students and lecturers thereof. Using an Adapted Principles of Adult Learning Scale survey questionnaire by Conti (2004), it was found that teacher-centered adult learning strategies (mainly lecturing) are mostly used than learner-centered ones. Overall, the adult learning strategies used are a score of 107.17-way below the normed average mean of 146. The standard deviation was also 15.73, which was less than the norm of 20. The study recommends that training or workshops for lecturers on adult learning strategies for teaching should be organized, and that lecturers without teaching qualifications should enroll for postgraduate studies in higher and tertiary education to better understand lifelong learning teaching methodologies. The paper contributes to new knowledge by identifying areas which need improvement when teaching adults for lifelong learning.
Teaching practice points to the educational character of children's play as a specific form of learning. The content of the curriculum can be achieved through the use of properly designed activities and games with teacher's support, encouragement and guidance. Using play as a teaching tool implies knowledge of psychological and physical abilities of each child. Play allows free, spontaneous and creative expression and development of children's potential. Depending on the individual psycho-physical characteristics of every child, it will be difficult or easy for them to adapt to the school environment and learning. The aim of the research is to determine how play contributes to overcoming the difficulties in adapting to the new environment and obligations while developing into an active and creative being. By using play as a teaching method in the first grade of primary school, through teaching science, it was determined how much play contributes to socialization, development of motor skills and cognitive processes. Through play, children explore the world around them and their own possibilities, find and invent new solutions in different situations, which contribute to the acquisition of functional knowledge.
This research sought to examine teachers' attitudes and readiness towards imparting value education at a private school in Sharjah. The research was guided by four questions, investigating the attitudes and readiness of teachers to impart value education, perceptions of teachers' attitudes in recent research, teachers' own attitudes and readiness, and their experiences and views towards imparting value education. The population under study were the employees working in a Private school in Sharjah. The school has a total population of 150 primary teachers in the two schools. The researcher employed purposive sampling, a type of non-probability sampling, to select participants from the community for the quantitative research study from which 107 responses were received. The findings from the quantitative data revealed that the majority of teachers have a positive attitude towards teaching value education and feel comfortable, satisfied, and confident in doing so. These themes included the necessity of collaboration and partnerships, the call for extensive teacher training and professional development, the integration of value education across all subjects, the utilization of technology and resources, the importance of practical examples and real-life contexts, the promotion of 1 at the British University in Dubai, UAE 2 Dr Solomon Arulraj David is an associate professor of educational management, leadership and policy at the British University in Dubai, UAE This article is the summary of the M.Ed., dissertation of Sawsan Haj Abdul Kader which was supervised by Dr Solomon Arulraj David at the British University in Dubai. Journal of Studies in Social Sciences | 2 moral and ethical standards, and the awareness of mental health. The study's findings provide insights for schools in UAE and beyond, informing strategies to enhance the effective teaching of value education. The findings underline the importance of comprehensive teacher training, collaborative efforts among educators, and the integration of technology and real-life contexts in teaching. It also highlights the need to consider the moral, ethical, and mental health aspects of education.
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