The Scholastic Spectrum in the Modern Education
Ecilana Luiza de Menezes Vieira
Issue:
Volume 10, Issue 4, August 2022
Pages:
127-132
Received:
30 March 2022
Accepted:
3 May 2022
Published:
24 August 2022
DOI:
10.11648/j.sjedu.20221004.11
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Abstract: The article discusses Modern Education and Scholasticism and their relationships using historical aspects and making parallel convenient. This research describes the methodology Scholastic for comprehension of its characteristics and its relationship with modern education through bibliography and method qualitative research to deepen the theme and enable the necessary inferences. The paper emphasizes the legacy of medieval school education today to understand which particular aspects are similar to Modern Education. The scholastic method believes that man's reasoning frees him from the possible errors of reality often caused by the excess of information which happens because the accelerated information is without the necessary analysis and correlation. And all this promotes chaos and irrationality besides makes the knowledge become inaccessible. Therein lies the importance of critical thinking, exercising the ability to think and study rigorously, always aiming at the truth are mecanism from thought scholastic which makes humans capable of discerning the good and evil. The habit of developing readings and discussions to achieve reality in its essence are nowday the biggest challenge for educators in modernity. The search for the truth sets people free, thinking for itself is a sign of freedom, and goes far beyond earning a certificate.
Abstract: The article discusses Modern Education and Scholasticism and their relationships using historical aspects and making parallel convenient. This research describes the methodology Scholastic for comprehension of its characteristics and its relationship with modern education through bibliography and method qualitative research to deepen the theme and ...
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Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab
Kerstin Roellke,
Daniela Sellmann-Risse,
Annkathrin Wenzel,
Jana-Kim Buschmann,
Norbert Grotjohann
Issue:
Volume 10, Issue 4, August 2022
Pages:
133-140
Received:
15 July 2022
Accepted:
12 August 2022
Published:
29 August 2022
DOI:
10.11648/j.sjedu.20221004.12
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Abstract: In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, Mage = 16.80 years, SDage = 0.80 years). Our second sample comprised 187 students (64.7% female, Mage = 16.94 years, SDage = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.
Abstract: In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student l...
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Lived Experiences from Management in Order to Transfer Implicit Knowledge of High Level Management to Women
Issue:
Volume 10, Issue 4, August 2022
Pages:
141-149
Received:
28 July 2022
Accepted:
23 August 2022
Published:
31 August 2022
DOI:
10.11648/j.sjedu.20221004.13
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Abstract: Background and purpose: The purpose of this research is to express and analyze the experience of holding the post of vice president in two fields of vice-chancellor and student vice-chancellor in Islamic Azad University, Kermanshah branch. Method: This research is a narrative analysis method with a narrative self-exploration approach that can be classified in the category of ethnographic research from the category of ethnographic research and also with the method of feminism with an emphasis on women's experience. This research has a qualitative and phenomenological approach. This narrative is retrospective in terms of time and pragmatism in terms of perspective. The data source of this research is the author's experiences, memories, efforts and records from university management at the highest level, which is arranged in the narrative style. The population and statistical sample of this research is a female member of the academic staff of Islamic Azad University, Kermanshah branch, who has the experience of two management positions at the level of the vice-chancellor of the university. Findings and results: The findings of the research show that the management post for women brings unique capabilities and limitations and experiences, which is only implicit and hidden knowledge that should be transferred to other women.
Abstract: Background and purpose: The purpose of this research is to express and analyze the experience of holding the post of vice president in two fields of vice-chancellor and student vice-chancellor in Islamic Azad University, Kermanshah branch. Method: This research is a narrative analysis method with a narrative self-exploration approach that can be cl...
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