Search

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Thanks to medical successes and new treatment options, children and adolescents with rare diseases can now attend school more often playing an important role in their recovery as well as improving their social inclusion. For this reason, it is important for teachers to address the issue and acquire skills in dealing with rare diseases. In this context, a multi-professional team at the Salzburg University of Teacher Education organized a blended learning seminar on the topic of rare diseases at schools. Participants were provided with videos, texts, and case studies on a learning platform, which were worked on over a period of three weeks. There were also two online lectures in which questions could be asked. In order to evaluate the tool, 21 participants took part in a quantitative longitudinal study by means of a pretest and a posttest with a four-month interval. The participants completed a questionnaire consisting of a competence screening dealing with rare diseases together with questions to measure general and teacher self-efficacy. As expected, there was a statistically significant increase in both general and teacher self-efficacy with medium effect sizes. In addition, the theoretical and practical skills for supporting affected students at school were also shown to improve in a self-assessment. In view of the positive response from participants, it is recommended to further expand this offering in order to reach a broader population of teachers. In other words, only through raising awareness and increasing the competence of professionals working in schools can an environment be created for affected children and adolescents in which their specific needs are addressed.

The contribution is focused on researching the quality of teaching vocational subjects of trade and catering services in the Czech Republic. In the introduction of the empirical study, the possibilities of qualitative research into the quality of teaching professional subjects in trade and services in the field of gastronomy are defined. Furthermore, the original didactic case study is presented, which was created in cooperation with a teacher of this field at a secondary vocational school specializing in gastronomy in the South Moravian Region (Znojmo). The goal of the case study is to evaluate the given teaching situation of the concerned professional subject from the point of view of teaching quality indicators. [ABSTRACT FROM AUTHOR]

This qualitative, action research methodology study aims at the construction of a teaching unit for the development of learning processes, analyzing the learning trajectories of students around the study of geometric proportionality in topics related to similarity, homothecy, and Thales' theorem. The didactic unit was designed under the principles of the phases of the van Hiele's (1986) model, mathematical visualization, and the use of GeoGebra software. Among the results obtained, it can be evidenced that students went from not having a clear notion of similarity to constructing a definition for similarity, proportionality, and homothecy; from not identifying criteria for similarity to identifying and understanding the mathematical properties that remain invariant in similar figures; from not using visualization skills and not communicating their arguments using an appropriate mathematical language to using visualization skills and processes. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A quasi-experimental study with ninth graders evaluated a 1.5-hour hate speech teaching unit in an intervention vs. control group (N = 82) before (T1) and after the intervention (T2). Participants reported frequency of witnessing hate speech (T1), hate speech norm and self-efficacy countering hate speech (T1 and T2), and knowledge concerning hate speech (T2). Repeated ANOVAs showed a significant three-way interaction for hate speech norm: Especially among those who witnessed hate speech more often, the program diminished the agreement to hate speech norm. Self-efficacy did not change significantly, but knowledge was slightly higher in the intervention group, particularly among students with a migration background. In sum, the intervention showed effects on norms and knowledge, and longer programs with more interactive elements for coping with hate speech seem recommendable. The current research is a first step and evidence-based practice for prevention of hate speech like the current evaluation study is desperately needed. [ABSTRACT FROM AUTHOR]

In this article, a teaching unit is presented which covers the basic concept of structure‐property‐relations by means of the phenomenon of piezoelectricity. The teaching unit is designed for chemistry education at the secondary level I and complements the common method of examining salts when dealing with the concept of structure‐property‐relations. Piezoelectricity is an interesting material property and provides the opportunity for examining the relations of structure and property on different abstraction levels. Thereby, the examined basic concept can be consolidated as structural element of content knowledge. Additionally, it is possible to approach this complex subject in a comprehensible way through gradually deepening the explanation of the phenomenon. Apart from the theoretical approach to this subject, students are able to grow their own piezoelectric crystals. Having accomplished that, they develop an experimental setup by which they can measure the piezoelectric properties of their crystals. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to present the development process of a Spanish as a foreign language didactic teaching material, focused on an audience of Portuguese-speaking adults. The development of the material is linked to Vaivén Hispano's mission of "consulting as well as teaching Spanish as a foreign language and for specific purposes". This material is founded on approaches from cognitive linguistics for foreign language teaching (RUIZ, 2007; IBARRETXE-ANTUÑANO, 2019) and on the didactic perspective of task-based language teaching methodologies (TBLT) (ESTAIRE; ZANÓN, 1990). A sample of two didactic units of introductory (A2) and advanced (C1) levels are taken to analyze the structure of the materials and the criteria considered for their elaboration. We conclude with some important and necessary considerations based on our experience during the development of the project. [ABSTRACT FROM AUTHOR]

In this article, we reflect on linguistic variation and prejudice in Brazilian Portuguese and Spanish varieties. We also analyze the representation of the ways of treating the varieties of Spanish in teaching material for High Schools, in order, later, to propose a didactic unit that develops this reflection. We created an organized didactic unit with an emphasis on synopsis and short film genres to sensitize learners about the relationships we have and can have and learn about some forms of treatment in use of three varieties of Spanish. At the end of the didactic unit, we hope that the learner will be the protagonist of his written and oral production when planning and directing a short film in Spanish. [ABSTRACT FROM AUTHOR]

Developing an overall methodological approach to teaching Bulgarian as a foreign language which is based on understanding of key competences such as overall knowledge, skills and relations, requires combining patterns that are well-established as well as new solutions. Foreign students at MU-Plovdiv, who study medical disciplines in English, need specific knowledge of Bulgarian language which is mainly in areas such as socializing, everyday life and medical communication (at a basic level). The reason for this is that they complete their practical training in Bulgarian hospitals where they have to communicate with patients and medical personnel of Bulgarian origin. At the beginning stage of Bulgarian language acquisition (A1 level) teaching ‘practical grammar’ is carried out through arranging language input in specific texts which establish the lexical minimum. The successful combination of a certain lexical topic connected with the students’ social experience and their needs to adapt in a foreign language circumstances with particular grammar input allows the natural acquisition of patterns which are quite specific for Bulgarian language and their application in immediate communication. The aim of this article is to present a teaching unit which combines a specific lexical topic ‘Weather and seasons‘ with the corresponding grammar input. This topic is part of the content in the course book ‘Bulgarian for foreigners’, part 2.(2019). The complex implementation of various methods and approaches in this unit allows certain competences to be successfully developed. The grammar patterns and specific lexis, if acquired, ensure the communicative patterns in the classroom to be transferred into real life environment. Different lesson components are also discussed in the article – sample dialogues, grammar rules and tables, exercises and dictionary. The creation and selection of tasks are connected not only with the grammatical and lexical topic of the unit, but also with the typical mistakes foreign students tend to make while acquiring Bulgarian language – phonetical, grammar, lexical and spelling. The communicative approach has priority and is applied through complex tasks that immediately follow the presented lexical units and grammatical categories. The most used communicative tasks are dialogue - supplementing, creating, reproducing; story, explanation, description. There are also exercises of a situational nature. The aim of the complex tasks proposed is also error prevention. Sharing certain efficient approaches and tasks and taking into consideration the language peculiarities, which hinder the students, we offer an approved model of a lesson unit in teaching Bulgarian as a foreign language. The practical experience which has been gained from the approbation could be of great use in the field of teaching foreign students. [ABSTRACT FROM AUTHOR]

Hlavním cílem je představení sportovní hry Brenbal jako atraktivní hry vhodné pro rozvoj aerobní zdatnosti u dětí školního věku v rámci outdoorových aktivit (TV, kurzy, školy v přírodě apod.). Výzkumná část projektu se zabývá intenzitou pohybového zatížení při využití hry Brenbal. Měření se zúčastnilo 76 probandů ve věku 12-13 let a bylo realizováno na dvou základních školách v Liberci. K realizaci projektu byly použity monitory srdeční frekvence typu Polar 800CX umožňující individuální nastavení zón intenzity. Dominantně byly sledovány zóny 2-4 (60-89 % SFmax) a počet minut v nich strávených. Měřeným úsekem byla 45minutová vyučovací jednotka. Soubor dívek a chlapců dosáhl při realizaci hry Brenbal hodnoty 25 min 36 s (56,91 % času) z 45 min v zónách 2-4. Při intersexuálním rozdělení byl soubor chlapců aktivnější, s časem 25 min 51 s (57,47 % času) v zónách 2-4. Soubor dívek dosáhl času 25 min 18 s (56,23 % času) v zónách 2-4. Na základě výzkumu lze doporučit atraktivní hru Brenbal jako ideální pro rozvoj aerobní zdatnosti dětí.

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Problem-Based Learning (PBL) is a methodological strategy that presents the teacher and the student with a group of activities that seek to make learning active, dynamic and meaningful; ttiis strategy is based on problem situations that arise from the student's daily life, thus achieving meaningful learning. For the development of the research, the objective was to implement the ABP for the development of scientific competencies for fifth grade students in teaching the respiratory system. ttie implemented methodology was given from the qualitative approach, research-action method, with an experimental group and a control group, in the Instituto Universitario de Caldas, in the city of Manizales. For the collection of the information, the level of appropriation that the students have on the scientific competences was taken into account, to then carry out the implementation of the PBL in the teaching of the subject related to the respiratory system and thus evaluate the development of the scientific competences in students of said degree. By way of conclusion, the fifth grade students of the Instituto Universitario de Caldas presented an advance in the appropriation and development of scientific competences, being a more conscious and meaningful process, achieving learning from experience and their own experiences. [ABSTRACT FROM AUTHOR]

This study proposes a didactic unit through tasks addressed to teachers. These tasks are conceived as a supporting point for the teaching of discursive connectors in Spanish as a Foreign Language (SFL) classes of level B1 (threshold) -according to the Common European Framework Reference (CEFR)- or intermediate, through the use of advertising texts referred to tourist destinations in Santiago de Cuba. In this way, it is shown how advantageous it would be for the student, with an intermediate level, to face classes on discursive connectors, which, in general, are planned for advanced levels. In addition, it highlights not only their importance when participating in the construction of the meaning of oral and written discourse in a foreign language (FL), but also the knowledge of numerous pragmatic-cultural aspects, due to the nature of the selected texts. These results are strengthening of communicative competence. [ABSTRACT FROM AUTHOR]

Thanks to medical successes and new treatment options, children and adolescents with rare diseases can now attend school more often playing an important role in their recovery as well as improving their social inclusion. For this reason, it is important for teachers to address the issue and acquire skills in dealing with rare diseases. In this context, a multi-professional team at the Salzburg University of Teacher Education organized a blended learning seminar on the topic of rare diseases at schools. Participants were provided with videos, texts, and case studies on a learning platform, which were worked on over a period of three weeks. There were also two online lectures in which questions could be asked. In order to evaluate the tool, 21 participants took part in a quantitative longitudinal study by means of a pretest and a posttest with a four-month interval. The participants completed a questionnaire consisting of a competence screening dealing with rare diseases together with questions to measure general and teacher self-efficacy. As expected, there was a statistically significant increase in both general and teacher self-efficacy with medium effect sizes. In addition, the theoretical and practical skills for supporting affected students at school were also shown to improve in a self-assessment. In view of the positive response from participants, it is recommended to further expand this offering in order to reach a broader population of teachers. In other words, only through raising awareness and increasing the competence of professionals working in schools can an environment be created for affected children and adolescents in which their specific needs are addressed., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2024 The Author(s).)