Inheritance Relationships for Disciplined Software Construction

Gardner, Tracy A.

doi:10.1007/978-1-4471-0121-5

Cited by 4 publications

(5 citation statements)

References 26 publications

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“…Emotions are not only important determinants of life but also of learning (Milivojević, 2007). Numerous studies indicate the need for their inclusion in teaching strategies (Chabot & Chabot, 2009;Newel, & Jeffery, 2011) and teaching methodology approaches (Armstrong, 2018;Gardner, 2005;Šindić & Pribišev Beleslin, 2018). During the learning process within this teaching methodology approach, students themselves had the opportunity to emotionally process stressful experiences, become aware of and understand their own emotions and emotional states.…”

Section: Results and Discussion -Reflection On The Process Of Shaping...mentioning

confidence: 99%

“…Emocije nisu samo važne odrednice života već i učenja (Milivojević, 2007). Brojne studije ukazuju na potrebu njihova uključivanja u nastavne strategije (Chabot i Chabot, 2009, Newell i Jeffery, 2011) i metodičke pristupe (Armstrong, 2018;Gardner, 2005;Šindić i Pribišev-Beleslin, 2018). Posebnu pozornost treba obratiti na činjenicu da tijekom ovoga metodičkog procesa studenti sami imaju priliku emocionalno obrađivati stresna iskustva, osvijestiti i razumjeti vlastite emocije i emocionalna stanja.…”

Section: Rezultati I Diskusija -Refleksija Procesa Metodičkoga Obliko...unclassified

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Teaching Methodology Approach to Writing a Therapeutic Fairy Tale: Implications for Preschool Teacher Education / Metodički pristup pisanju terapijske bajke: implikacije za obrazovanje budućih odgajatelja

Šindić,

Pribišev Beleslin,

Lepičnik Vodopivec

et al. 2022

Croatian Journal of Education

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Qualitative research involving 36 students of the Faculty of Philosophy of the University of Banja Luka and the Faculty of Education of the University of Primorska was conducted in 2020 with the aim of examining the elements of university teaching methodology in the context of students’ situational learning during the COVID-19 pandemic. An introspective written interview was applied in the study, based on the assumptions of developmental research and an interpretive approach. By applying a thematic content analysis, three interrelated categories were identified (an emotional component of the teaching methodology approach; students’ engagement and the teaching methodology elements in the context of the wider community; the teaching methodology elements in the students’ literary activities), with the emotional component as the most dominant. Research results point to the need of focusing more attention to the emotional dimension of the students’ learning process, as well as their willingness to act in the community by taking on a more active role within the contextualized and constructivist-based university teaching methodology model.Key words: contextualized teaching; COVID-19; preschool teachers’ competencies; situational learning; therapeutic fairy tales for children. --- Kvalitativno istraživanje u kojem je sudjelovalo 36 studenata Filozofskog fakulteta Sveučilišta u Banjoj Luci i Pedagoškog fakulteta Sveučilišta Primorska provedeno je 2020. godine, a cilj mu je bio ispitati metodičke elemente nastave u kontekstu situacijskoga učenja studenata tijekom pandemije COVID 19. U studiji, zasnovanoj na idejama o razvojnim istraživanjima i na interpretativnom pristupu, primijenjen je introspektivni pisani intervju i putem tematske analize sadržaja izdvojene su tri ključne, međusobno povezane kategorije (emocionalna komponenta metodičkoga pristupa, angažman studenata i metodički elementi u kontekstu šire zajednice; metodički elementi u književnim aktivnostima studenata), od kojih se emocionalna komponenta prikazala najdominantnijom. Implikacije istraživanja ukazuju na potrebu da se više pozornosti posveti emocionalnoj dimenziji procesa učenja studenata, kao i njihovoj potrebi za djelovanjem u zajednici preuzimajući aktivniju ulogu uz pomoć kontekstualiziranoga, konstruktivističkoga metodičkoga modela sveučilišne nastave.Ključne riječi: COVID 19; kompetencije odgajatelja; kontekstualizirana nastava; situacijsko učenje; terapijske bajke za djecu.

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Section: Results and Discussion -Reflection On The Process Of Shaping...mentioning

confidence: 99%

Section: Rezultati I Diskusija -Refleksija Procesa Metodičkoga Obliko...unclassified

Teaching Methodology Approach to Writing a Therapeutic Fairy Tale: Implications for Preschool Teacher Education / Metodički pristup pisanju terapijske bajke: implikacije za obrazovanje budućih odgajatelja

Šindić,

Pribišev Beleslin,

Lepičnik Vodopivec

et al. 2022

Croatian Journal of Education

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“…Howard Gardner, another Harvard professor with Project Zero, described deep learning as knowledge that is "not a mile wide and an inch deep", that is, deep learning isn't knowledge acquisition in classes that is then immediately forgotten upon leaving the learning environment, but lasting knowledge (Big Thinkers: Howard Gardner on Multiple Intelligences, 2021). This knowledge comes, he says, when students can acquire knowledge in specific areas while nurturing the habits and dispositions that are part of the discipline (Gardner, 2000).…”

Section: Deep Learningmentioning

confidence: 99%

The four studio structures and deep learning

Barnett

Francis

2023

PDSP

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PurposeThis paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor.Design/methodology/approachThis paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings.FindingsAnalysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection.Research limitations/implicationsThis action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data.Practical implicationsIt is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students.Originality/valueThis case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development.

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“…During the past fifty years, in the scope of pedagogical and psychological sciences, new reflections, research results, and theories have emerged that explain the nature, processes and outcomes of learning in a new way. Here we highlight the following: constructivist learning, which foregrounds the subjectivity of knowledge, and the learner constructs it in interaction with the environment through experience (Matijević, 2017;Pivac, 2004), multiple intelligence theory, which involves different patterns of intelligence (Gardner, 2005, p. 7) and curricular theories based on learning educational standards along with students' competencies (Bašić, 2007), the results of educational neuroscience that have so far produced twelve principles of brain and mind functioning concerning learning, known as the Twelve Principles of Natural Learning/12 Principles for Brain-Based Learning (Cain & Cain, 1991;Matijević, 2017). Among the above principles, the emphasis is on the formative role of emotions in learning.…”

Section: Introductionmentioning

confidence: 99%

Innovative Learning and Teaching for Quality Careers of Graduates and Excellent Higher Education: Arts Didactics in Higher Education

2022

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Artistic expression makes an important contribution to a child's holistic development, fostering cognitive, social, personality, and problem-solving skills, and positively affecting physical, language and emotional development. The need for appropriate qualification of pedagogical staff trained for future professional activity in planning and teaching arts content at different educational levels is met by the higher education system, which strives to equip future educators and teachers with relevant knowledge in the field of arts content. Direct experience in the fields of art creation and the planning and teaching of art content contributes significantly to the development of students' own artistic expression and, consequently, to a more serious reflection on the content and organisation of art activities in practice. In doing so, the method of teaching art content is designed to develop students' understanding of the complexity of visual arts so that they are later able to design, organise and implement high quality art content.

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Inheritance Relationships for Disciplined Software Construction

Cited by 4 publications

References 26 publications

Teaching Methodology Approach to Writing a Therapeutic Fairy Tale: Implications for Preschool Teacher Education / Metodički pristup pisanju terapijske bajke: implikacije za obrazovanje budućih odgajatelja

Teaching Methodology Approach to Writing a Therapeutic Fairy Tale: Implications for Preschool Teacher Education / Metodički pristup pisanju terapijske bajke: implikacije za obrazovanje budućih odgajatelja

The four studio structures and deep learning

Innovative Learning and Teaching for Quality Careers of Graduates and Excellent Higher Education: Arts Didactics in Higher Education

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