Se han revisado algunos de los principales marcos de pensamiento que interpretan las complejas relaciones entre las tecnologías y la educación, intentando relacionarlos y mostrando sus afinidades, ...aunque otros van en direcciones muy distintas. Los marcos son formas de analizar las relaciones que tienen «enmarcadas», casi siempre como presupuestos poco o nada explicitados, como una cierta creencia difícil de cambiar. La educación es analizada, contrastando lo que se denomina educación formal y educación informal (esta última sólo como lo que se aprende en la vida cotidiana), mostrando sus grandes diferencias y la imposibilidad de utilizar un único marco para comprender ambas. Finalmente, se desplaza el foco a las distintas formas de conocimiento que se producen en ambos tipos de educación, sus formas contrapuestas, y cómo se organiza.
ABSTRACT The Solidarity Economy - SE consists of economic experiences based on differentiated values and practiced with self-management. Data collection took place with the Coordination of the ...Solidarity Economy Forum of Guarabira (PB) and Region, through a focus group and semi-structured interviews, which were analyzed based on discourse analysis (French perspective). ...it was possible to verify several training demands by this public, related to the management of the enterprises, organizational aspects, but, mainly, about the values that guide ES. Este, por sua vez, tem como objetivo manter e (re)criar condiçöes favoráveis ao desenvolvimento do capital, na sociedade Capitalista, fato que nao exclui o processo de organizaação e modernizaação das diretrizes que orientam a educaação brasileira, diretrizes essas que sao a base da educaação formal no país. Mesmo assim, segundo Afonso (2001), ela nao está isenta das pressöes sistemicas para o fortalecimento do capital, como destaca o autor: "Até mesmo a educaação nao formal pode ser redefinida em funação de interesses e poderemos muito diversos daqueles que constituíram até o momento" (Afonso, 2001, p.32).
The paper is a first effort of its kind to discuss the issue of post conflict reconstruction efforts in the tribal belt of Pakistan by focusing on soft skills and peaceful behavior of locals on ...account of informal means of delivering education. The paper explains why informal education in comparison to formal schooling isa preferred strategy to change the behaviors of locals towards subtle national integration in short time span. The paper presents the learning initiatives and possible outcomes with help of academic literature that focuses on post conflict reconstruction efforts in regions like Africa and Asia.
To date, most studies of citizen science engagement focus on quantifiable measures related to the contribution of data or other output measures. Few studies have attempted to qualitatively ...characterize citizen science engagement across multiple projects and from the perspective of the participants. Building on pertinent literature and sociocultural learning theories, this study operationalizes engagement in citizen science through an analysis of interviews of 72 participants from six different environmentally based projects. We document engagement in citizen science through an examination of cognitive, affective, social, behavioral, and motivational dimensions. We assert that engagement in citizen science is enhanced by acknowledging these multiple dimensions and creating opportunities for volunteers to find personal relevance in their work with scientists. A Dimensions of Engagement framework is presented that can facilitate the innovation of new questions and methodologies for studying engagement in citizen science and other forms of informal science education.
The COVID-19 pandemic has disrupted the timing and substance of conservation research, management, and public engagement in protected areas around the world. This disruption is evident in US national ...parks, which play a key role in protecting natural and cultural resources and providing outdoor experiences for the public. Collectively, US national parks protect 34 million ha, host more than 300 million visits annually, and serve as one of the world's largest informal education organizations. The pandemic has altered park conditions and operations in a variety of ways. Shifts in operational conditions related to safety issues, reduced staffing, and decreased park revenues have forced managers to make difficult trade-offs among competing priorities. Long-term research and monitoring of the health of ecosystems and wildlife populations have been interrupted. Time-sensitive management practices, such as control of invasive plants and restoration of degraded habitat, have been delayed. And public engagement has largely shifted from in-person experiences to virtual engagement through social media and other online interactions. These changes pose challenges for accomplishing important science, management, and public engagement goals, but they also create opportunities for developing more flexible monitoring programs and inclusive methods of public engagement. The COVID-19 pandemic reinforces the need for strategic science, management planning, flexible operations, and online public engagement to help managers address rapid and unpredictable challenges.
This study aims to explore phenomenologically informal education through the role of parents in providing economic education to children and education in family financial management. This study uses ...a qualitative approach to phenomenology. The informants in this study were six parents who were heads of families and, based on their profiling, met the requirements for achieving the research objectives. Data collection was carried out using interviews, observation, and documentation. Qualitative data analysis techniques are used through the data reduction phase to present information and draw conclusions. Based on the research findings, it can be concluded that parents have the perception that economic education must be taught to children from an early age, especially in terms of managing money, reducing unnecessary expenses, and starting to save from an early age, so that children get used to being intelligent economic beings and prepare for future success. When teaching their children about family economics, parents focus on helping their children understand their family's financial situation and how to act responsibly by only spending as needed by providing explanations and modeling economic behavior.
Keywords: Informal Education, Economic Education, Family Financial Management
The trouble with STEAM and why we use it anyway Mejias, Sam; Thompson, Naomi; Sedas, Raul Mishael ...
Science education (Salem, Mass.),
March 2021, 2021-03-00, 20210301, Letnik:
105, Številka:
2
Journal Article
Recenzirano
Odprti dostop
As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric ...of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable learning. On the other hand, it is often deployed in theory, pedagogy, and practice in ambiguous or potentially problematic ways toward varying ends. This paper attempts to disentangle some of the key tensions and contradictions of the STEAM concept as currently operationalized in educational research, policy, and practice. We pay particular attention to the transformative learning potential supported by contexts where STEAM is conceptualized as both pedagogical and mutually instrumental. That is, neither STEM nor arts are privileged over the other, but both are equally in play. We link the possibilities suggested by this approach to emerging theories for understanding how designing for and surfacing epistemic practices linked to the relevant disciplines being integrated into STEAM programs may point the way toward resolving tensions in inter‐ and transdisciplinary learning approaches.
Science education is likely to respond to the post-truth era by focusing on how science education can help individuals use scientists' epistemological tools to tell what is true. This strategy, by ...itself, is inadequate for three reasons. First, science does not actually offer foundational truth, and incautious assertions about scientific truth can make the problems of the post-truth era worse. Second, scientific knowledge offers only part of the solution to personal and policy problems and must be reconstructed in context. Third, people think about and act on science in social context-both as members of their social and cultural groups and with other members of those groups. Taken together, these arguments suggest that we should be focusing on a different question: How can science education help people work together to make appropriate use of science in social context?
Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies ...focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.
The Maker Movement in Education Halverson, Erica Rosenfeld; Sheridan, Kimberly M
Harvard educational review,
12/2014, Letnik:
84, Številka:
4
Journal Article
Recenzirano
In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the ...theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.
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