1,720,956 research outputs found
Invertir las aulas como forma de construir el oficio del estudiante : una estrategia de retención en tiempos de pandemia
Get PDFEn este trabajo se presenta la reorganización de una cátedra completa de Física II de la Universidad Tecnológica Nacional, Facultad Regional Avellaneda, para adaptarse a la situación de pandemia. La reorganización, requerida por el aislamiento, llevó no solo a incluir tecnologías sino, esencialmente, a invertir el aula, redefiniendo los roles de docentes y estudiantes en la actividad de estudio. Esta reorganización se hizo a partir de un análisis de la actividad de estudio del aula desde una mirada sistémica basada en la Teoría de los Sistemas de Actividad, (TdSA). La TdSA, es una herramienta en perspectiva sociohistórica, que permite analizar la actividad y las acciones de los estudiantes y docentes en términos de contradicciones en las mediaciones, roles y artefactos.
Esta reorganización se basó en experiencias anteriores en las que el cambio en los lugares de docentes y estudiantes y, sobre todo, en los modos de evaluación, resultó positivo para disminuir la deserción. El cambio implementado consistió en poner al estudiante y sus actividades en el centro: las clases se unificaron y se generaron espacios de trabajo sincrónico. De esta manera, se redefinió la distribución de tareas en el sistema de actividad de aula, cambiando los roles y las acciones requeridas de cada uno. El cambio central consistió en la modificación de la valoración y del significado dado a las evaluaciones formativas periódicas, con devoluciones personalizadas a los estudiantes. Estas pudieron llevarse adelante gracias a un tipo de cuestionario cuyo soporte fue la plataforma Moodle.
Los resultados fueron altamente positivos ya que, la deserción se mantuvo similar a las épocas prepandemia y los estudiantes se mostraron mucho más participativos y comprometidos con las tareas.Fil: Bender, Gustavo . Universidad Tecnológica Nacional.Fil: Defago, Alejandra E.. Universidad de Buenos Aires
Reading a Natural Sciences Curriculum with a Freirian Approach: the Case of Curricular Designs in the Province of Buenos Aires, Argentina
Get PDFLa provincia de Buenos Aires sancionó sus Diseños Curriculares para la Educación Secundaria Orientada entre los años 2010 y 2012. En estos se sostiene que para la Educación en Ciencias Naturales que ésta tiene como objetivo la formación para la participación ciudadana y que las Ciencias son actividades sociales y humanas situadas histórica y culturalmente. Estas definiciones dejan el camino abierto para que, en las aulas, se puedan desarrollar prácticas que se acerquen progresivamente a la Educación Popular en esta área. En este trabajo presentamos los resultados de observaciones de clases de Ciencias Naturales que reconocemos que trabajan en perspectiva freiriana, identificando elementos clave necesarios para esta integración. Hallamos que las estrategias privilegiadas para interpretar los Diseños Curriculares en un abordaje emancipatorio son: el llevar adelante una educación situada, recuperando problemáticas de los grupos sociales que asisten a la escuela y pensada desde la justicia curricular, y el construir vínculos con la comunidad.A província de Buenos Aires sancionou seus Projetos Curriculares de Educação Secundária Orientada entre 2010 e 2012. Nestes, argumenta-se que a Educação em Ciências Naturais visa a formação para a participação cidadã e a Ciência é uma atividade social e humana situada histórica e culturalmente. Essas definições abrem caminho para que, na sala de aula, desenvolvam-se práticas que se aproximem progressivamente da Educação Popular nessa área. Neste trabalho, apresentamos os resultados das observações das aulas de Ciências Naturais que reconhecemos que trabalham na perspectiva Freiriana, identificando os elementos-chave necessários para esta integração. Sinalizamos que as estratégias privilegiadas para interpretar os Desenhos Curriculares em uma abordagem emancipatória são: fazer uma educação situada, resgatar problemas dos grupos sociais que frequentam a escola, pensar a partir da justiça curricular e construir vínculos com a comunidade.The province of Buenos Aires issued Curricular Designs (guidelines) for Oriented Secondary Education between 2010 and 2012. They argue that Natural Sciences Education should train for citizenship, and that Sciences are social and human activities situated historically and culturally. These definitions open the door so that practices that approach Popular Education progressively can be developed in the classroom. In this paper we present results from observations of Natural Sciences classes that we identify as using a Freirean perspective, describing key elements necessary for this integration. We found that the best strategies to interpret Curriculum Designs from an emancipatory perspective are: carrying out a situated education, assessing social issues of the groups that attend school, and thinking the curriculum from a justice point of view, and creating bonds with the community.Fil: Defago, Alejandra E.. Universidad de Buenos Aires. Ciclo Basico Comun. Departamento de Física, Química y Matemática; ArgentinaFil: Ithuralde, Raúl Esteban. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet Noa Sur. Instituto de Estudios para el Desarrollo Social. - Universidad Nacional de Santiago del Estero. Facultad de Humanidades Ciencias Sociales y de la Salud. Instituto de Estudios para el Desarrollo Social; Argentina. Universidad Nacional de Santiago del Estero. Facultad de Agronomía y Agroindustrias; Argentin
Reading a Natural Sciences Curriculum with a Freirian Approach: the Case of Curricular Designs in the Province of Buenos Aires, Argentina
Get PDFLa provincia de Buenos Aires sancionó sus Diseños Curriculares para la Educación Secundaria Orientada entre los años 2010 y 2012. En estos se sostiene que para la Educación en Ciencias Naturales que ésta tiene como objetivo la formación para la participación ciudadana y que las Ciencias son actividades sociales y humanas situadas histórica y culturalmente. Estas definiciones dejan el camino abierto para que, en las aulas, se puedan desarrollar prácticas que se acerquen progresivamente a la Educación Popular en esta área. En este trabajo presentamos los resultados de observaciones de clases de Ciencias Naturales que reconocemos que trabajan en perspectiva freiriana, identificando elementos clave necesarios para esta integración. Hallamos que las estrategias privilegiadas para interpretar los Diseños Curriculares en un abordaje emancipatorio son: el llevar adelante una educación situada, recuperando problemáticas de los grupos sociales que asisten a la escuela y pensada desde la justicia curricular, y el construir vínculos con la comunidad.A província de Buenos Aires sancionou seus Projetos Curriculares de Educação Secundária Orientada entre 2010 e 2012. Nestes, argumenta-se que a Educação em Ciências Naturais visa a formação para a participação cidadã e a Ciência é uma atividade social e humana situada histórica e culturalmente. Essas definições abrem caminho para que, na sala de aula, desenvolvam-se práticas que se aproximem progressivamente da Educação Popular nessa área. Neste trabalho, apresentamos os resultados das observações das aulas de Ciências Naturais que reconhecemos que trabalham na perspectiva Freiriana, identificando os elementos-chave necessários para esta integração. Sinalizamos que as estratégias privilegiadas para interpretar os Desenhos Curriculares em uma abordagem emancipatória são: fazer uma educação situada, resgatar problemas dos grupos sociais que frequentam a escola, pensar a partir da justiça curricular e construir vínculos com a comunidade.The province of Buenos Aires issued Curricular Designs (guidelines) for Oriented Secondary Education between 2010 and 2012. They argue that Natural Sciences Education should train for citizenship, and that Sciences are social and human activities situated historically and culturally. These definitions open the door so that practices that approach Popular Education progressively can be developed in the classroom. In this paper we present results from observations of Natural Sciences classes that we identify as using a Freirean perspective, describing key elements necessary for this integration. We found that the best strategies to interpret Curriculum Designs from an emancipatory perspective are: carrying out a situated education, assessing social issues of the groups that attend school, and thinking the curriculum from a justice point of view, and creating bonds with the community.Fil: Defago, Alejandra E.. Universidad de Buenos Aires. Ciclo Basico Comun. Departamento de Física, Química y Matemática; ArgentinaFil: Ithuralde, Raúl Esteban. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet Noa Sur. Instituto de Estudios para el Desarrollo Social. - Universidad Nacional de Santiago del Estero. Facultad de Humanidades Ciencias Sociales y de la Salud. Instituto de Estudios para el Desarrollo Social; Argentina. Universidad Nacional de Santiago del Estero. Facultad de Agronomía y Agroindustrias; Argentin
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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