Revista y Edición

Volumen 24 (2022): Edición 1 (June 2022)

Volumen 23 (2021): Edición 2 (December 2021)

Volumen 23 (2021): Edición 1 (June 2021)

Volumen 22 (2020): Edición 2 (December 2020)

Volumen 22 (2020): Edición 1 (June 2020)

Volumen 21 (2019): Edición 2 (December 2019)

Volumen 21 (2019): Edición 1 (June 2019)

Volumen 20 (2018): Edición 2 (December 2018)

Volumen 20 (2018): Edición 1 (June 2018)

Volumen 19 (2017): Edición 2 (December 2017)

Volumen 19 (2017): Edición 1 (June 2017)

Volumen 18 (2016): Edición 2 (December 2016)

Volumen 18 (2016): Edición 1 (June 2016)

Volumen 17 (2015): Edición 2 (December 2015)

Volumen 17 (2015): Edición 1 (June 2015)

Volumen 16 (2014): Edición 2 (December 2014)

Volumen 16 (2014): Edición 1 (June 2014)

Volumen 15 (2013): Edición 2 (December 2013)

Volumen 15 (2013): Edición 1 (June 2013)

Volumen 14 (2012): Edición 2 (December 2012)

Volumen 14 (2012): Edición 1 (June 2012)

Volumen 13 (2011): Edición 2 (December 2011)

Volumen 13 (2011): Edición 1 (June 2011)

Volumen 12 (2010): Edición 2 (December 2010)

Volumen 12 (2010): Edición 1 (June 2010)

Volumen 11 (2009): Edición 2 (December 2009)

Volumen 11 (2009): Edición 1 (June 2009)

Volumen 10 (2008): Edición 2008 (December 2008)

Volumen 9 (2008): Edición 2008 (June 2008)

Volumen 8 (2007): Edición 2007 (December 2007)

Volumen 7 (2007): Edición 2007 (June 2007)

Detalles de la revista
Formato
Revista
eISSN
1691-5534
Publicado por primera vez
04 May 2009
Periodo de publicación
2 veces al año
Idiomas
Inglés

Buscar

Volumen 16 (2014): Edición 1 (June 2014)

Detalles de la revista
Formato
Revista
eISSN
1691-5534
Publicado por primera vez
04 May 2009
Periodo de publicación
2 veces al año
Idiomas
Inglés

Buscar

7 Artículos
Acceso abierto

Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

Publicado en línea: 12 Sep 2014
Páginas: 5 - 31

Resumen

Abstract

Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.

Keywords

  • mathematical identity
  • mathematics teachers
  • dialogical self
  • competences for educators in education for sustainable development
  • interpretative phenomenological analysis
  • social constructionism
Acceso abierto

Environmental Issues in the Media – Studentsí Perceptions in the Three Nordic-Baltic Countries

Publicado en línea: 12 Sep 2014
Páginas: 32 - 53

Resumen

Abstract

The media, as a source of information, is supposed to have a significant role in effecting peopleís environmental knowledge and attitudes. The purpose of this study was to find studentsí perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

Palabras clave

  • higher education
  • sources of environmental knowledge
  • educational use of media
  • environmental issues
Acceso abierto

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

Publicado en línea: 12 Sep 2014
Páginas: 54 - 75

Resumen

Abstract

The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`

Palabras clave

  • content analysis
  • multicultural society
  • representation
  • secondary education
  • teacher education curriculum
Acceso abierto

The Finnish Five-String Kantele: Sustainably Designed for Musical Joy

Publicado en línea: 12 Sep 2014
Páginas: 76 - 88

Resumen

Abstract

This article discusses the five-string kantele as an example of the Finnish national heritage, a school instrument and an example of sustainable design. A qualitative case study was made by collecting the data from the Finnish students – prospective teachers – and the sixth form pupils, who had designed and carved their own five-string kanteles. The purpose of this research was to find out which aspects of five-string kantele design are considered the most important for sustainable principles and design among these youngsters. As results, the elements and principles of designing the five-string kantele are discussed and its relevance to five sustainable characteristics (creative, ecological, economic, aesthetic and socio-environmental) is presented. The sustainable values of the kantele and the purpose for which it is made are also considered.

Palabras clave

  • sustainable design
  • artifact
  • five-string kantele
  • musical instrument design
  • the Kalevala
Acceso abierto

Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

Publicado en línea: 12 Sep 2014
Páginas: 89 - 101

Resumen

Abstract

The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.

Palabras clave

  • technology education
  • teaching
  • teaching methods
  • sustainability
Acceso abierto

Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

Publicado en línea: 12 Sep 2014
Páginas: 102 - 116

Resumen

Abstract

Environmental education in the 21st century requires well-instructed teachers with teaching and communication abilities. This paper presents an educational experience developed in several biology and environmental teacher training courses and focused on the treatment of environmental education as a transversal educational topic. For that aim, text analysis techniques, concept mapping and informatics tools have been used to represent individual and collaborative knowledge about environmental topics. 69 students participated in the research. Data about the educational activities developed by the participants have been collected. Furthermore, students have expressed their opinions on the formative process by means of an opinion survey. The outcomes of this study reveal that future teachers and environmental educators consider that concept mapping is a valuable tool to represent their knowledge about environmental education, to encourage reflexive and collaborative learning, to improve teaching communicative abilities and to use effectively ICT in the classroom.

Palabras clave

  • teacher training
  • environmental education
  • concept mapping
  • collaborative work
  • CmapTools
Acceso abierto

Re-examining the Importance of Indigenous Perspectives in the Western Environmental Education for Sustainability: “From Tribal to Mainstream Education”

Publicado en línea: 12 Sep 2014
Páginas: 117 - 127

Resumen

Abstract

This paper highlights the importance of integrating indigenous perspectives on environmental sustainability into mainstream education as a way of bridging the gap in the understanding of indigenous knowledge systems into Western science explanations of sustainable development (SD) in education, at the same time ensuring traditional ecological knowledge (TEK) continuity for future generations as well as taking a steady stand in the global debates on SD. The first part of the paper will attempt to explore the issue of SD through Western and indigenous perspectives and will emphasise on the model of strong sustainability (in theory). Secondly, the importance of TEK will be examined and justified through case studies on Aboriginal peoples of British Colombia and Roviana people of Solomon Islands in achieving goals of sustainability. Thirdly, challenges for TEK will be investigated and some possibilities of protecting the rapid disappearance of indigenous knowledge will be dealt with. Lastly, a pedagogical approach to sustainability will be provided that postulates the relevance of indigenous pedagogy to formal and informal education, attempting to integrate Tilburyís (1995) characteristics of environmental education for sustainability.

Palabras clave

  • sustainable development
  • indigenous perspectives
  • Western science
  • traditional ecological knowledge
  • environmental education for sustainability
7 Artículos
Acceso abierto

Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

Publicado en línea: 12 Sep 2014
Páginas: 5 - 31

Resumen

Abstract

Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.

Keywords

  • mathematical identity
  • mathematics teachers
  • dialogical self
  • competences for educators in education for sustainable development
  • interpretative phenomenological analysis
  • social constructionism
Acceso abierto

Environmental Issues in the Media – Studentsí Perceptions in the Three Nordic-Baltic Countries

Publicado en línea: 12 Sep 2014
Páginas: 32 - 53

Resumen

Abstract

The media, as a source of information, is supposed to have a significant role in effecting peopleís environmental knowledge and attitudes. The purpose of this study was to find studentsí perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

Palabras clave

  • higher education
  • sources of environmental knowledge
  • educational use of media
  • environmental issues
Acceso abierto

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

Publicado en línea: 12 Sep 2014
Páginas: 54 - 75

Resumen

Abstract

The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`

Palabras clave

  • content analysis
  • multicultural society
  • representation
  • secondary education
  • teacher education curriculum
Acceso abierto

The Finnish Five-String Kantele: Sustainably Designed for Musical Joy

Publicado en línea: 12 Sep 2014
Páginas: 76 - 88

Resumen

Abstract

This article discusses the five-string kantele as an example of the Finnish national heritage, a school instrument and an example of sustainable design. A qualitative case study was made by collecting the data from the Finnish students – prospective teachers – and the sixth form pupils, who had designed and carved their own five-string kanteles. The purpose of this research was to find out which aspects of five-string kantele design are considered the most important for sustainable principles and design among these youngsters. As results, the elements and principles of designing the five-string kantele are discussed and its relevance to five sustainable characteristics (creative, ecological, economic, aesthetic and socio-environmental) is presented. The sustainable values of the kantele and the purpose for which it is made are also considered.

Palabras clave

  • sustainable design
  • artifact
  • five-string kantele
  • musical instrument design
  • the Kalevala
Acceso abierto

Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

Publicado en línea: 12 Sep 2014
Páginas: 89 - 101

Resumen

Abstract

The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.

Palabras clave

  • technology education
  • teaching
  • teaching methods
  • sustainability
Acceso abierto

Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

Publicado en línea: 12 Sep 2014
Páginas: 102 - 116

Resumen

Abstract

Environmental education in the 21st century requires well-instructed teachers with teaching and communication abilities. This paper presents an educational experience developed in several biology and environmental teacher training courses and focused on the treatment of environmental education as a transversal educational topic. For that aim, text analysis techniques, concept mapping and informatics tools have been used to represent individual and collaborative knowledge about environmental topics. 69 students participated in the research. Data about the educational activities developed by the participants have been collected. Furthermore, students have expressed their opinions on the formative process by means of an opinion survey. The outcomes of this study reveal that future teachers and environmental educators consider that concept mapping is a valuable tool to represent their knowledge about environmental education, to encourage reflexive and collaborative learning, to improve teaching communicative abilities and to use effectively ICT in the classroom.

Palabras clave

  • teacher training
  • environmental education
  • concept mapping
  • collaborative work
  • CmapTools
Acceso abierto

Re-examining the Importance of Indigenous Perspectives in the Western Environmental Education for Sustainability: “From Tribal to Mainstream Education”

Publicado en línea: 12 Sep 2014
Páginas: 117 - 127

Resumen

Abstract

This paper highlights the importance of integrating indigenous perspectives on environmental sustainability into mainstream education as a way of bridging the gap in the understanding of indigenous knowledge systems into Western science explanations of sustainable development (SD) in education, at the same time ensuring traditional ecological knowledge (TEK) continuity for future generations as well as taking a steady stand in the global debates on SD. The first part of the paper will attempt to explore the issue of SD through Western and indigenous perspectives and will emphasise on the model of strong sustainability (in theory). Secondly, the importance of TEK will be examined and justified through case studies on Aboriginal peoples of British Colombia and Roviana people of Solomon Islands in achieving goals of sustainability. Thirdly, challenges for TEK will be investigated and some possibilities of protecting the rapid disappearance of indigenous knowledge will be dealt with. Lastly, a pedagogical approach to sustainability will be provided that postulates the relevance of indigenous pedagogy to formal and informal education, attempting to integrate Tilburyís (1995) characteristics of environmental education for sustainability.

Palabras clave

  • sustainable development
  • indigenous perspectives
  • Western science
  • traditional ecological knowledge
  • environmental education for sustainability

Planifique su conferencia remota con Sciendo