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El sintagma nominal y los complementos preposicionales del nombre: una propuesta didáctica para 4.º de ESO
No full textThis article addresses the teaching of the noun phrase (NP) in the 4th year of Compulsory Secondary Education (ESO). Firstly, the lack of progression and depth regarding the teaching-learning process of units smaller than sentences in the secondary and baccalaureate curriculum is brought to light. Secondly, the didactic transposition about the NP presented in several textbooks from 4th of ESO is revised. We also present a didactic proposal about several grammatical contents that can be taught at this stage, so that the configuration of the NP is examined with a level of profundity and complexity higher than the one from previous years. This proposal is completed with a set of exercises to reinforce the theoretical contents presented. The main goal of this didactic proposal is to address the study of the linguistic system in Secondary not only as a communicative tool, but also as a scientific object. In this way, the metalinguistic ability will be strengthened from the development of skills such as active observation, reflection, hypothesis formulation and (contra)argumentation.En este artículo se aborda la enseñanza del sintagma nominal (SN) en 4.º de ESO. En primer lugar, se pone de manifiesto la falta de progresión y de profundidad con que se plantea el proceso de enseñanza-aprendizaje de unidades inferiores a la oración en el currículo de ESO y Bachillerato. En segundo lugar, se revisa la transposición didáctica realizada sobre el SN en varios libros de texto de 4.º de ESO, y se presenta una propuesta didáctica de determinados contenidos gramaticales que pueden trasladarse al aula para trabajar la configuración de este sintagma en un nivel de profundidad y complejidad mayor que el de los cursos previos. Esta se completa con un conjunto de ejercicios que permiten afianzar los contenidos teóricos presentados. El objetivo principal de esta propuesta didáctica es abordar el estudio del sistema lingüístico en Secundaria no solo como una herramienta comunicativa, sino también como un objeto científico, de modo que se potencie la competencia metalingüística a partir del desarrollo de habilidades como la observación activa, la reflexión, la formulación de hipótesis y la (contra)argumentación
Are Bøe Pedersen, "En Knude, som ved Menneskelige Raisons og historiske Exempler ikke kand løses": Hebraisk mytologi og forsvar mot religionskritikk i Ludvig Holbergs Den jødiske Historie (1742) (Bergen: Universitetet i Bergen, 2022). 499 s.
No full textAgneta Helmius, Mode och hushåll. Om formandet av kön och media i frihetstidens svenska små- och veckoskrifter (Uppsala: Acta Universitatis Upsaliensia, 2022). 237 s.
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University campus as a smart technology-supported active learning arena
No full textUniversities are facing many challenges as they are expected to prepare their students in the best possible way to contribute to sustainable societal- and industrial development. Students will become researchers, innovators, entrepreneurs, and role models, and should be able to contribute in the transition to a greener and smarter future. The task is almost impossible. It requires full attention from both students and their teachers. To successfully complete this task, universities explore different approaches, including developing smart technology-supported active learning arenas.
This report provides an insight into the technological development of the learning environment and presents wish lists for organizing a smart technology-supported learning environment, both in the physical and in the virtual environment, on campus and online (virtual). In addition, the report presents possibilities for appropriate development of competencies. The infrastructure for teaching, research, and administration must be as good as possible. Universities and other educational institutions around the world are experimenting with various technological solutions to establish a learning and working environment that is adapted to increased expectations and demands from students, employees, and society in general.
An active learning arena must consider both physical, hybrid and virtual aspects and might address design and organization of physical and hybrid classrooms on campus, offices on campus, home offices, meeting places on campus, lounges and meeting rooms on campus, collaboration opportunities on campus, virtual rooms and virtual campuses, laboratories, social media, and biophilic areas
Functions of senses in learning
No full textUsing various senses to process and store new information is a powerful way of exploring the natural environment for children, but also adults. Using senses through the sensory organs (the eyes, ears, nose, tongue, and skin) makes the learning experience effective, meaningful and unforgettable. This is the most natural method that children use to learn each detail in their environment since they were born