Sciences of Education

This study aimed to find out the Level of availability of equipment and tools for the effective teaching and learning of Industrial Arts-TVL Electrical Installation and Maintenance NC II and Shielded Metal Arc Welding NC II of Senior High School in Medina National Comprehensive High School. Three senior high school TVL laboratory teachers were ask to fill in the tools and equipment checklist given by the researchers. Results revealed that  the tools such as Pipe cutter, Pipe reamer, Pipe threader, Pipe bender, Bolt cutter, Ball hammer, Wire splicer, Push-pull 0-5 m, Heat gun 1200 watts, Electric drill, Multi-tester, CCTV (4 cameras, 1 DVR), Fire alarm system (5units detector, 1 control panel) were 100% available in the Electrical Installation and Maintenance Laboratory. Other tools such as Wire stripper, Spirit level, Hack saw (60%), Screwdrivers set (68.%), Electrician Pliers (56%), Clamp-on meter, Portable grinder (40%), Motion sensors (33.33%) and Ball hammer, Electrician knife, Claw hammer, Heavy-duty soldering iron (20%). The rest of the tools and equipment needed for Industrial Arts-TVL Electrical Installation and Maintenance NC II instruction were not available. On the other hand, the tools lens clear glass, metal chalk, filter lens, head shield, safety goggles, Arc Welding machine AC/DC and accessories, Electrode oven, Portable Disc Grinder, Exhaust Fan, Anvil Oxy-acetylene/Oxy-LPG cylinder with content & Electrode 3.2mm E7018/6013 were 100% available. Furthermore, there were tools and equipment given by DepEd central office which can be found in the laboratory room but are not necessary for EIM and SMAW NC II. These tools include combination wrench, wheel borrow, portable electric grinder, percussion drill and jack hammer. As a conclusion, the tools and equipment in MNCHS SHS TVL laboratory room are still inadequate. In addition, there were tools and equipment that are present but not necessary for the EIM and SMAW NC II.

Questo saggio, in attesa di pubblicazione, è una storia dell’egemonia culturale in Italia attraverso lo spettacolo e la politica-spettacolo (dalla neotelevisione di Berlusconi anni 80 ai social colonizzati dal M5S e dalla Lega). Riprende, aggiorna e sviluppa il discorso del mio precedente “Cultura pubblicitaria e berlusconismo”, Aracne 2015, scaricabile anche qui sul mio profilo. Lo stile è divulgativo, ma il testo fornisce un’ampia documentazione sui sondaggi e sulle varie interpretazioni degli studiosi. Il tema dell’egemonia attraverso i media è intrecciato a quello dell’educazione e della formazione delle diverse generazioni. Un ampio spazio è dedicato alla leadership dei diversi politici-star. Anche il mondo dei social e dello hate speech è ampiamente trattato.

Ce chapitre revient sur l’itinéraire d’une idée dans le parcours et la pensée de Maria Montessori, de la formation de la pédagogue aux premiers temps du mouvement Montessori « orthodoxe » en France, à partir de 1952. Il l’aborde à partir de quatre ancrages : la formation de la jeune Montessori ; le contexte italien de la fin du XIXe siècle ; l’itinéraire intellectuel de la pédagogue ; enfin, après la mort de Montessori, les bulletins de l’Association Montessori de France qui paraissent entre 1952 et 1962, dans un contexte historique et national différent.
Cette manière plurielle de retracer l’itinéraire d’une idée pédagogique nous permet de délimiter, sans pour autant être exhaustifs, ce que pourrait être un montessorisme « orthodoxe », pour reprendre le terme de Decroly, c’est-à-dire suivant à la fois la lettre et l’esprit montessorien, en lien direct avec les recherches de la pédagogue. Elle permet de comprendre la méthode pédagogique montessorienne, profondément marquée par l’anthropologie, comme une attention au développement de la personnalité de l’enfant et comme le développement d’un matériel pédagogique compris comme une « cure ».

n this essay, I term the dominant educational paradigm of our time as scientific education and subject it to historical analysis in order to bring its tacit racial, colonial and Eurocentric biases into view. I subsume this cluster of problems under the general heading of " the problem of scientific education " , a problem simultaneously submerged deeply in the invisible background of current education and across its foreground inasmuch as it conditions daily educational practices beyond educators' awareness. The delicate question to be answered is: enclosed as we are within a scientific framing of our educational system, how can we find an alternative way of looking at this educational system that will help us resolve the problem of colonial, racial and cultural subordinations inherent in its scientific framing? To investigate this complex question, I distinguish between the constituted surface of education or science education (e.g., planned daily educational actions like lectures, examinations, assessments, teaching methods) and the constitutive background of education or scientific education (the deep-seated presuppositions that condition any educational action beyond our awareness like " naturalised " racial and colonial legacies), and suggest a shift of focus from the former to the latter. At the heart of this distinction lie the asymmetrical relationships

This article attempts to give an account of the specific spatio-temporal mode of Montessori schools, which is in conflict with the traditional “school form”. These practices intend to modify the center of gravity of the activities of the school, from the teacher towards the child, and for this to release the movement of the latter. We first propose to define what a Montessori practice might be, or to define the questions and problems that such an attempt at definition raises; we then seek to describe the primary effect that this spatio-temporal mode produces in the classroom: child walkers, or nomadic children.

The present study is designed to explore a group of high school students' perceptions of fundamental principles of electricity and magnetism. Primarily, this research is guided by the following research questions: (1) what are the common conceptual knowledge do high school students possess about electric current and magnetism? And (2) what are the possible difficulties or misconceptions and possible solutions students have in the concepts? To summarize, we sought to investigate high school students' conceptual and cognitive understandings of electricity and magnetism at a local public school in the state of Ohio in the United States. The findings revealed that most of the students could retain only inadequate amount of the topics studied in elementary physics courses and for that reasons remedies are suggested to enhance their knowledge such as including problem-based learning (PBL) strategies in the curriculum studies. LİSE ÖĞRENCİLERİNİN ELEKTRİK VE MAGNETİZMAYI KAVRAMSAL ANLAYIŞLARI ÜZERİNE NİTEL BİR ÇALIŞMA Öz Bu çalışma bir grup lise öğrencilerinin elektrik ve manyetizma kavramlarını nasıl anladıklarını keşfetmek için dizayn edilmiştir. Bu araştırmadaki araştırmayı yönlendiren sorular: (1) Lisede okuyan öğrencilerin elektrik ve manyetizma kavramlarını nasıl anlamak-tadırlar? ve (2) Elektrik ve magnetizma kavramlarını öğrenirken yaşadıkları zorluklar ne-lerdir? Kısaca, Lise öğrencilerinin elektrik ve manyetizma kavramlarını anlamak için nasıl bir süreçten geçtikleri ve yaşadıkları zorlukları bu araştırmanın ana sebepleridir. Bulgular göstermektedirki öğrencilerin çoğu öğrendikleri bilgileri hemen unutmaktadır ve bunun çözümlerinden birisi olarakta problem çözme ile öğrenme tekniğinin kullanılması tavsiye edilmektedir. Anahtar Sözcükler: Fizik Eğitimi, Fen Eğitimi, Elektrik ve Magnetizma, Kav-ramsal Değişimler.

El objetivo del siguiente texto es presentar de manera general una línea de abordaje para el análisis de la política educativa. En primer término, detallaremos el enfoque sistémico y, desde esta perspectiva, ensayaremos la descripción de nuestro objeto de análisis. A continuación, conceptualizaremos a la política educativa como política de sentidos, destacando la importancia del estudio de los supuestos ideológicos. Como cierre, implementaremos este enfoque de análisis en la explicación de una política educativa reciente.

This paper presents research presumptions being a part of the conception of a doctorate. The objective of this research to explore the temporal dimension of secondary school by means of taking advantage of a time structuration theory, being a component of transactional analysis. The text contains justification for the selection of the subject-matter, the description of the structure of the doctoral dissertation which is to be written, the profile of the scientific theory taken advantage of, the review of some of the theoretical approaches taken advantage of in sciences relevant to education, the description of the methodological aspects of the planned research, accompanied by determining their innovative character, and also a succinct profile of the scientific literature taken advantage of.

ABSTRACT Abstract: Global food security and sustainability, animal welfare, dietary health, and socially just relations of food production have become prominent societal issues. They are of particular concern for young people as their lives progress towards becoming independent consumers and citizens with the capacity to shape food systems of the future. This paper examined the role of the Food for Life Partnership programme in promoting young people’s engagement with food-related citizenship education in secondary schools. The research consisted of a two stage study of 24 English schools. We surveyed experiences and attitudes of students and staff, and recorded programme activities. The results presented a mixed picture. Staff reports and monitoring evidence showed much successful implementation of programme activities across the whole school. However, there was less evidence of positive student behavioral change. Amongst a range of possibilities to account for the findings, one explanation is the organizational challenges of delivering a complex and ambitious programme in the secondary school setting. This suggests the need to develop food citizenship programmes that combine long term institutional reforms alongside focused interventions with specific groups of students. It also highlights the case for ensuring a place for food related citizenship on the educational policy agenda.

Nowadays digitalization is one of the key global drivers of change. It acts as a catalyst for transition in all aspects of our lives. With this transition occurring at present, the traditional models of our society and economy are being challenged on a daily basis. Solutions provided by technology are becoming more accessible and commonly implemented in everyday practices. The presence of innovative companies, SMEs and R&D activities are considered crucial elements of the competitiveness of a certain region; however, it is worth to highlight that besides these elements, the role of the government and the public sector should also be accentuated. The competitiveness of the region can also be improved by focusing on providing redefined services tailored to meet the needs of citizens of a new, digital era. With digitalization, there is an opportunity for governments to be more in terms of inclusiveness, transparency and trustworthiness, hence operating in a more effective way than before. The goal of the paper is to systematize the connections between regional competitiveness and governments of the digital age.

This contribution investigates teachers' interactions with resources or, in other words, teachers' documentation work, and teachers' resource systems by crossing two case studies: the first is related to two professors teaching physics-chemistry in France and the second case concerns two Lebanese chemistry professors. First, we present the theoretical framework chosen, then our research questions and some elements of the methodology developed for this research. We also expose some findings and we highlight common points and differences between the documentation work and the resource system of these four professors as well as the impact of the teacher's relationship to the curriculum of his country on his documentation work.

One of the goals of science education is to improve the scientific literacy among the population. This is normally done through the education system of any country. Classroom science teachers are at the fore front of this goal, and hence a lot of research to assess and improve the nature of science (NOS) conception of pre-service and in-service teachers has been done especially in developed countries like United States for the last 64 years (since 1950). However, science teacher training in colleges/ Universities involves faculty members in education departments (mainly teaching method courses to pre-service courses) and those in science departments (teaching mainly content courses to pre-service science teachers). Little research has been done to explore NOS conceptions of the science faculty members moreover these members implicitly or explicitly may influence the way pre-service teachers conceive and teach about and/ with the NOS after they graduate from the teacher training colleges/ universities. Hence the purpose of this study was to explore the Chemistry professors' conceptions of the NOS in the private research University located in North Eastern part of United States. Four chemistry professors were interviewed and their classes were observed by the researcher. This paper describes how the chemistry professors' conceive nature of science, and the factors which have influenced their conception of NOS views. The implication for science teacher education is discussed accordingly.