Teaching Preschool Music: A Praxial and Biblical Approach

The research conducted in this study strove to identify the effects of a praxial music approach with the integration of biblical principles on teacher training and preschool students’ learning. Currently, universities do not offer music education students instruction in preschool music pedagogy that incorporates a praxial music approach with biblical principles. Several sources were consulted to discover the need for a college level curriculum geared towards teaching a praxially and biblically-based music curriculum in preschool. As a method to discover how beneficial it is to incorporate praxial music teaching with a biblical foundation, this study establishes a framework and curriculum for a collegiate course that teaches prospective music instructors how to incorporate praxial and biblical concepts into preschool music. As preschool-age children tend to lack solid theoretical concepts in music, future preschool teachers will be able to utilize the material taught in this curriculum to integrate a praxial approach with biblical concepts. With the utilization of the historical research approach, the study fills a gap in the literature with this approach while projecting probable benefits from the use of the curriculum. With the need for new and effective methods of teaching preschool music from a biblical and praxial perspective, preschool teachers will be able to effectively teach the basic fundamentals of music, such as note reading, rhythms, and music listening skills to children 3-5 years old, with applied praxial activities and biblical concepts to teach Bible stories and core biblical principles

Chicago Teachers College South Bulletin, General Announcements, Undergraduate Catalog, 1963-1965

https://neiudc.neiu.edu/catalogs/1007/thumbnail.jp

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

Chicago Teachers College Bulletin, General Announcements, Undergraduate Catalog, 1958-1959

https://neiudc.neiu.edu/catalogs/1002/thumbnail.jp

Integrating mobile robotics and vision with undergraduate computer science

This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authors’ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience

Chicago Teachers College Bulletin, General Announcements, Undergraduate Catalog, 1957-1959

https://neiudc.neiu.edu/catalogs/1001/thumbnail.jp