ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender and Age in Media Education
Author: Gajek, Elzbieta
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media,Social Justice,Age Discrimination,Gender Discrimination,Critical Theory,Educational Practices,Teaching Methods,Multicultural Education,Task Analysis,Learning Activities,Controversial Issues (Course Content),Educational Strategies

Nowadays mass media shape the perception of social values and roles. Thus, aspects of media education that deal with various kinds of inequalities influence general sensitivity to diversity and its consequences. In this respect media and intercultural competences interrelate. Not only minorities&apos; rights have to be secured, but also majorities rights have to considered if it happens that majorities are discriminated. Widely accepted gender and age inequalities presented on the media in stereotypes and safely-looking conservatist behaviours may lead to harassment and even violence. That is why understanding media messages and identifying overt and covert forms of discrimination are of special interest of educators. In this article several activities for class teachers are presented to encourage them to introduce the touchy topic of gender and age inequalities into their school practice.
School Integration of Children with Autism
Author: Haiduc, Lavinia
Date: 2009-00-00
Type: Journal Articles
Subjects: Children,Autism,School Desegregation,Inclusion,Student Characteristics,Accessibility (for Disabled),Multicultural Education,Desegregation Methods,Teacher Role,Teacher Leadership,Elementary School Teachers,Foreign Countries,Mainstreaming

We consider that children with autism are invisible in contemporary Romanian society; there is even a lack of statistical data regarding children with autism in Romania. In this paper we emphasize how important it is for the education of children with autism to integrate in the school community. First we present the characteristics of children with autism, then we argue about how important it is for these children to integrate in the general education system and finally we present a model that teacher can use in order to promote school integration of these children and thus intercultural education.
Opportunities of the Intercultural Education in Teaching-Learning History
Author: Bolovan, Sorina Paula
Date: 2009-00-00
Type: Journal Articles
Subjects: History Instruction,Prosocial Behavior,Minority Groups,Cultural Pluralism,Ethnicity,Self Concept,Racial Discrimination,Gender Discrimination,Social Discrimination,Racial Relations,Intercultural Communication,Religion,Native Language,Cultural Maintenance,Multicultural Education,Teaching Methods,Cultural Awareness,Comparative Analysis,Antisocial Behavior,History,Futures (of Society),Foreign Countries

No one disputes today the fact that, for centuries, the diversity of traditions and cultures has been one of the major assets of both Europe and Romania, and that during the past decades the principle of tolerance has become the guarantee of a European open society aware of the importance of its cultural diversity. In this 21st century, in Romania and elsewhere, we need to shift the focus of tolerance from the social and political realm towards the field of human relations, because in the 21st century the concept of tolerance seems to be insufficient and limited. Thus, we need to move from a tolerant co-existence to an active collaboration (the most significant mutation should involve the replacement of &quot;I tolerate&quot; by &quot;I respect&quot;). First and foremost, this requires a knowledge of the past, and only then concrete practical and pragmatic actions. Of course, under these circumstances the education of both young people and adults plays a crucial role, as the majority must truly understand the problems of the minorities and accept and support the manifestation of their ethnic identity, by protecting their culture, religion, education, and languages. Therefore, both the authorities and the civil society must become involved in fighting discrimination and in the elimination of any form of extremism, chauvinism, anti-Semitism or territorial separatism, in supporting cultural diversity and in encouraging interethnic dialogue, in the development of civic multiculturalism as a part of the European identity. The paper proposes to emphasize on intercultural education during history lessons, insisting on the idea that intercultural education is not a new discipline taught in school, but an instrument through which the teacher uses the knowledge of his discipline in order to make the student sensitive to diversity and human solidarity. Approaching history from the perspective of intercultural education does not mean supplementary acquisitions, but emphasizing and resizing the permanent knowledge accumulation of a good professional. At the same time, the comparative study of history through an intercultural perspective leads to a better understanding by the students of the relation between the universal and the particular. History is an endless and extremely generous source of intercultural education which starts from the mere knowledge of the people's civilizations over the time and expands towards interpreting the consequences of intolerance, racism, xenophobia etc. The past offers the present a historical perspective and solutions for the future.
Developing Intercultural Competencies during History Class
Author: Costa, Vitor
Date: 2009-00-00
Type: Journal Articles
Subjects: Multicultural Education,Interpersonal Competence,History Instruction,Class Activities,Teaching Methods,Best Practices,Lesson Plans,Educational Practices,Educational Strategies,Foreign Countries,Learning Activities

The aim of this paper is to present some good practices for integrating Intercultural Education in History class. The activities presented in the article are developed during the ICTime course in Seixal, Portugal.
On Competencies Characteristic of Geography in High School
Author: Dulama, Maria Eliza
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Geography Instruction,Secondary School Teachers,High School Students,Teacher Competencies,Teacher Education,Secondary School Curriculum,Teacher Effectiveness,Pedagogical Content Knowledge

The purpose of our study was that of analysing, starting from literature, the definitions of the following concepts: capacity, skill, and competency, as well as of analysing the competencies they phrased in school curricula and those that teachers phrased. Moreover, we wanted to give appropriate examples. The hypotheses of our study were the following: they had not phrased correctly competencies in school curricula and teachers undergoing a continuous training course or programme phrased correctly the competencies characteristic of a certain field. This study had as a starting basis the concept of competency as a sum of declarative knowledge, procedural knowledge, and attitudes that were characteristic to an individual and that he or she activated (transformed and integrated) in planning and solving certain tasks (Brien, 1997) in a certain field, in a certain case. Roegiers (1998) underlined that competencies had five essential features: somebody's calling up of a sum of resources (different types of knowledge, experiences, capacities, schemes, automatisms, etc.); finalised character; relation to a sum of situations; frequent subject matter features; it could be assessed. To all these features we added another one, that of the level of competency. In order to reach the above-mentioned purposes and for verifying our hypotheses, we analysed the competencies in the high school curricula and the competencies that 9 Geography teachers phrased, after undergoing a continuous teacher training course on the &quot;Development of Subject Matter Skills and Competencies&quot;. We concluded that taking into account the features of the competency that Roegiers identified, they did not phrase correctly those competencies and that hindered high school students' development and assessment. Out of the particular competencies in the curriculum for Geography, in high school, we considered to be phrased correctly or partially correctly only 5 for the 9th grade, 1 for the 10th grade, 4 for the 11th grade, and 8 for the 12th grade. We noticed that: teachers presented lists including different competencies; they included competencies listed in our course, but without inserting all the possible ones and added new competencies; they included both subject matter competencies and non subject matter ones (or general ones); the group of teachers phrased 41 subject matter competencies and 48 general ones and phrased incorrectly 22 competencies, and these demonstrated that this course was an efficient one.
Measurement Units. Intercultural Educational Activities
Author: Magdas, Ioana
Date: 2009-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Multicultural Education,Learning Activities,Measurement Techniques,Activity Units,Cross Cultural Training,Metric System,Standards,Lesson Plans,Teaching Methods,Secondary School Students

Today&apos;s society is characterized by a plurality of cultures in such a way that a person will often interact and interrelate with new cultures. The situation becomes even more complicated when one has to adapt to a new culture for a short period of time (travel or study visit) or a long period of time (new work place, emigration etc.). Any person&apos;s first impulse when getting ready to travel to a foreign country is to find out as much as possible about the respective country and its culture. Most of the time however, some details which are related to the practical aspects of such a visit are neglected. By this we mean everything from obtaining a visa (if necessary) to the shopping you need to do once you have arrived in the country. The first surprise might arise at the border when you might be asked to write you height or weight in a form using a different measurement unit (for instance feet or inch instead of cm) and can continue with distances being expressed in miles not in km, having to fill the gas tank using gallons and not liters and even being forced to shop where weight is expressed in lb instead of kg etc. Subsequently, intercultural education must not overlook the aspects formerly presented. In the present article we present a set of didactic activities which serve the purpose of familiarizing pupils with different measurement units so as to cope easily with situations that required interacting with new cultures or with people that are part of other cultures.
Symmetry and Interculturality
Author: Marchis, Iuliana
Date: 2009-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Geometry,Geometric Concepts,Mathematics Education,Teaching Methods,Grade 6,Multicultural Education,Integrated Activities,Art Materials,Instructional Materials,Mathematical Applications

Symmetry is one of the fundamental concepts in Geometry. It is a Mathematical concept, which can be very well connected with Art and Ethnography. The aim of the article is to show how to link the geometrical concept symmetry with interculturality. For this mosaics from different countries are used.
Blended Learning Experience in Teacher Education: The Trainees' Perspective
Author: Cerná, Monika
Date: 2009-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Experience,Trainees,Student Teacher Attitudes,Online Courses,Interpersonal Relationship,Barriers,Social Networks,Network Analysis,Teaching Methods,Educational Practices,English (Second Language),English Instruction,English Teachers,College School Cooperation,Computer Mediated Communication,Semi Structured Interviews,Questionnaires,Foreign Countries,Teacher Education Programs

The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small-scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.
Intercultural and Media Education on Art Classes
Author: Borges, Maria José
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media,Visual Arts,Intercultural Programs,Multicultural Education,Language Arts,Cultural Education,Best Practices,Class Activities,Teaching Methods,Educational Practices

Visual art, music and literature, are part of the culture. Thus Art shows the interactions between different cultures. The aim of the article is to present some activities to include intercultural issues in Art and Mother Language classes. Art classes also give the opportunity to do Media Education.
Intercultural and Media Education in Teaching Practice. An Exemple of Good Practice
Author: Marchis, Iuliana
Date: 2008-00-00
Type: Journal Articles
Subjects: Multicultural Education,Media Literacy,Best Practices,Background,Mass Media,Teaching Methods,Technology Education,Technology Uses in Education,Teacher Education Programs,Foreign Countries,Program Descriptions

Both Media Education and Intercultural Education are considered in Romania as a study subject on school and university level, too, in spite of the European Commission's recommendations, which request that these two subjects to be included in other disciplines, and not to be taught as separate ones. In this article we give some theoretical background and practical clarifications for both media and intercultural education, and we present a good practice in this domain, which is a result of a European project.
Romanian, Spanish and US Secondary Science Teacher Perceptions of Threats to the Biosphere
Author: Robinson, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Secondary School Teachers,Science Teachers,Questionnaires,Environmental Influences,Environmental Education,Conferences (Gatherings),Science Curriculum,Ecology,Measures (Individuals),Teacher Attitudes

This paper presents the data from a current study involving 41 Romanian secondary science teachers and a previously published study that compared 89 Spanish and 42 US secondary science teachers. All three groups were convenience samples who answered a two part questionnaire that was given in English, Spanish or Romanian, depending on the sample. The overriding question was whether citizens in countries that have different environmental experiences perceive threats to the biosphere differently and teach about different environmental problems/threats in science classes if at all. Five specific research questions were addressed including the following two: 1) What were some of technological and environmental problems and or threats that were discussed in the 2002 Johannesburg Earth Summit? 2) Can you describe any reasons why you do or do not teach about environmental and technological problems and or threats in your science classes? The results indicated considerable differences in the three nationalities perceptions of and understanding of threats to the biosphere. Perhaps the most important conclusions were: First, perceptions of environmental threats are based to a large degree on citizens personal experiences with the threat/s in the environment in which they live even when those threats may not be the most urgent global threats; and second, if all citizens, no matter where they live, are to become better informed about global threats to the biosphere faced by the world as a whole, there must be a common global science curriculum that addresses these threats.
Is Educational Technology Useful to Mathematics Teachers Activists?
Author: Stoilescu, Dorian
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Technology,Mathematics Teachers,Activism,Mathematics Education,Cultural Awareness,Teacher Improvement,Teacher Education,Qualitative Research,Action Research,Case Studies,Secondary School Teachers,Classroom Techniques,Technology Integration,Program Implementation,Faculty Development,Controversial Issues (Course Content),Teacher Attitudes,Teaching Experience,Technology Uses in Education,Interviews,Meetings,Classroom Observation Techniques,Position Papers,Content Analysis,Foreign Countries

This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers' cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this research. Actor Network Theory (ANT) was considered as research paradigm for this study.
The Influence of Hands On Physics Experiments on Scientific Process Skills According to Prospective Teachers' Experiences
Author: Hirça, Necati
Date: 2013-00-00
Type: Journal Articles
Subjects: Hands on Science,Science Instruction,Physics,Science Experiments,Science Process Skills,Science Teachers,Preservice Teachers,Science Laboratories,Correlation,Laboratory Equipment,Foreign Countries,Scientific Concepts,Concept Formation,Measurement,Statistical Analysis

In this study, relationship between prospective science and technology teachers' experiences in conducting Hands on physics experiments and their physics lab I achievement was investigated. Survey model was utilized and the study was carried out in the 2012 spring semester. Seven Hands on physics experiments were conducted with 28 prospective science and technology teachers (18 female and 10 male) enrolled in physics I laboratory course. The results showed that although there was no significant correlation among the observation, providing explanations, prediction, making an inquiry, forming logic skills and academic achievement, it was found a significant relationship between the &quot;producing according to a plan&quot; skill regarding their physics I lab achievement (Pearson r = 0.385 and p = 0.04 &lt; 0.05). This study points out that physics instructors, whenever they need, may prepare syllabuses for physics laboratory courses that include low cost materials instead of laboratory equipment to enhance their students' scientific process skills.
How Students&apos; Epistemological Beliefs in the Domain of Physics and Their Conceptual Change Are Related?
Author: Kaymak, Ercan
Date: 2013-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Concept Formation,Epistemology,High School Students,Student Attitudes,Correlation,Learning Strategies,Case Studies,Grade 10,Urban Schools,Science Instruction,Rating Scales,Measures (Individuals),Attitude Change,Taxonomy,Questionnaires,Observation,Interviews

The purposes of this study were to determine high school students&apos; epistemological beliefs in the domain of physics and to explore and explain the possible relationship between their beliefs and their conceptual change in physics by taking the students&apos; learning strategies into account. A multi-case study design was used for the research in order to focus on the epistemological beliefs-conceptual change relationship within several examples. The research was conducted with 17 tenth-grade students studying in an urban high school. Various instruments were used for the study. The following conclusions can be drawn from the study. First, high school students&apos; level of epistemological beliefs in the domain of physics is very close to sophistication. Second, there is a positive association between students&apos; physics epistemological beliefs and their learning gains. Third, sophisticated domain-specific epistemological beliefs especially in the dimensions of simplicity of knowledge and quick learning are prerequisite but not adequate for conceptual change. When these beliefs are existed together with advanced learning strategies, knowledge revision is accomplished and scientific knowledge is acquired.
Solutions to Environmental-Educational Problems through the Integration of Competences
Author: Soós, Lenke
Date: 2008-00-00
Type: Journal Articles
Subjects: Environmental Education,Competence,Integrated Activities,Educational Practices,Educational Objectives,Conservation (Environment),Sustainability,Land Settlement,Human Geography,Water Quality,Learning Activities,Consciousness Raising,Change Strategies,Water Pollution,Science Education,Foreign Countries

The importance and significance of the environmental education, as one of today's accentuated assignments, is unquestionable. The reasons for these are approached from different perspectives, both by specialists and by educators/pedagogues, but also by the entire society. In this article --selecting from various possibilities--we shall demonstrate what this all means in practice, by presenting the so-called valley-settlements' formation and structure, their long-ago functioning ethnic peculiarities, and today's environmental problems.
Upper Secondary School Pupils' Attitudes towards Natural Science
Author: Akarsu, Bayram
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Natural Sciences,Science Education,Student Surveys,High School Students,Gender Differences,Grades (Scholastic),Parent Background,Educational Attainment,Career Choice,Questionnaires,High School Graduates,Correlation,Science Interests,Likert Scales,Age Differences,Foreign Countries,Statistical Analysis

Students' attitudes towards natural science constitute an important area in science education as fewer students are interested in natural science and they do not choose corresponding science disciplines in postsecondary education. The current study reports preliminary results of a survey on high school students' interests and attitudes towards science topics according to their genders, grades, and parents' educational levels. This is part of a large project, an evidence-based research project to explore why students choose particular professions in college as well as factors that affect their decisions. Data were collected by means of a questionnaire at eight higher secondary school campuses in Turkey. A total of 422 students participated in the study. Of them, 162 were seniors and 260 were high school graduates. The results of the study revealed that some degree of relationship exists between students' attitudes towards science and corresponding variables: science interests, genders, grades, and parents' educational levels. In conclusion, the current study revealed participants' interests in various science branches and their relationships with factors such as genders, grades, and parents' educational levels and occupations. Students at high school level showed a relatively high interest level in all disciplines of science.
A Macroscopic Analogue of the Nuclear Pairing Potential
Author: Dunlap, Richard A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Nuclear Energy,Magnets,Scientific Concepts,Scientific Principles,Interaction

A macroscopic system involving permanent magnets is used as an analogue to nucleons in a nucleus to illustrate the significance of the pairing interaction. This illustrates that the view of the total nuclear energy based only on the nucleon occupancy of the energy levels can yield erroneous results and it is only when the pairing interaction is considered that a correct picture emerges. The macroscopic analogue of combined gravitational and magnetic interactions shows that a consideration of only the gravitational interaction can lead to an incorrect picture and that the inclusion of magnetic coupling is needed to properly describe the ordering of the energy levels.