Teaching during the pandemic: The case of Chilean mathematics teachers

This study sought to explore the implementation of remote teaching activities in mathematics classrooms in Chile and its outcomes in this neoliberal country during the COVID-19 pandemic. The challenges that teachers encountered when trying to carry out their remote teaching are also presented. By attending to different types of schools in the Chilean education system, the results of a comparative analysis of frequencies show differences in the use of two options of synchronous and asynchronous teaching activities, software, and in the challenges experienced by the participating teachers from three different school sectors. The results highlight a tendency and flexibility to mix synchronous and asynchronous activities coupled with all available tools from WhatsApp to Zoom. Likewise, findings suggest that the socio-economic segregation in the Chilean education system makes a difference when employing the simple and free access tools by teachers in public schools

Nutrition, Health, and Wellness at La Escuelita: A Community-Driven Effort Toward Food and Environmental Justice

This article introduces La Escuelita, an after-school health literacy program for youth and families that currently meets in a community center one mile from a port of entry into El Paso, Texas. Through weekly activities that include mediums like art, community-based mapping, and collaborative cooking, participants at La Escuelita interrogate notions of health, wellness, and nutrition and engage in discussions about food and environmental justice. Through their discussion of this community-based project, the authors argue that food and environmental justice efforts should center community- knowledge, asset-based frameworks, and reciprocal learning

Animal Welfare Attitudes: Effects of Gender and Diet in University Samples from 22 Countries

Animal Welfare Attitudes (AWA) are defined as human attitudes towards the welfare of animals in different dimensions and settings. Demographic factors, such as age and gender are associated with AWA. The aim of this study was to assess gender differences among university students in a large convenience sample from twenty-two nations in AWA. A total of 7914 people participated in the study (5155 women, 2711 men, 48 diverse). Participants completed a questionnaire that collected demographic data, typical diet and responses to the Composite Respect for Animals Scale Short version (CRAS-S). In addition, we used a measure of gender empowerment from the Human Development Report. The largest variance in AWA was explained by diet, followed by country and gender. In terms of diet, 6385 participants reported to be omnivores, 296 as pescatarian, 637 ate a vegetarian diet and 434 were vegans (n = 162 without answer). Diet was related with CRAS-S scores; people with a vegan diet scored higher in AWA than omnivores. Women scored significantly higher on AWA than men. Furthermore, gender differences in AWA increased as gender inequality decreased

Üç uluslararası öğretim toplumunda çevre eğitimi ile ilgili fen öğretmenlerin tutumlarının ve bilgilerinin araştırılması

Bu çalışmada üç farklı ülkeden (54 ABD, 63 Bolivya ve 54 Türk) yüz yetmiş bir 7-12 sınıf fen öğretmeninin çevre eğitimine ve öğretimsel uygulamalara ilişkin tutumlarındaki benzerlikler ve farklılıklar araştırılmıştır. Öğretmenlerin bilgilerinin, öğretim uygulamalarının, karar verme süreçlerinin ve kültürel özelliklerinin çevre eğitimine yönelik tutumlarını ve alışkanlıklarını nasıl etkilediğini araştırmak amacı ile bir ölçek kullanılmıştır. İspanyolca ve Türkçeye, sonra yeniden İngilizceye tercüme edilen ölçek, kişisel bilgileri yoklayan demografik sorular ve üç kısımdan oluşan bir anket içermektedir. Analiz sonuçlarına göre, üç ülke arasında ifade edilen şu hususlara ilişkin anlamlı farklılıklar bulunmuştur: 1) öğretmenlerin küresel çevre konularına ilişkin bilgileri, 2) öğretmenlerin çevre eğitimini fen öğretimi içerisinde bulundurma mantığı ve 3) öğretmenlerin hayatında dinin önemine ilişkin anlamlı bir farklılık yokken öğretmenlerin öğretime ilişkin kararlarında dinin etkisi ile ilgili raporlarında anlamlı farklık bulunması. İlaveten, öğretmenlerin çevre eğitimini sınıfta kullanmalarını destekleyen kaynaklara ilişkin de farklılıklar vardı. Fen sınıfındaki öğretimi uygulamalarında, her ülkenin rapor ettiği çevresel ve teknolojik problemlere ilişkin olarak anlamlı bir farklılık yoktu. Sonuç olarak, genel anlamda öğretmenlerin fen sınıfında çevre eğitimine ve çok önemli küresel çevre sorunları/tehditlerine yönelik hedef ve amaçları arasında bir uyumun olduğu gözükmektedir.This study examined the similarities and differences among 171 Grade 7-12 science teachers from three different countries (54 U.S, 63 Bolivian, and 54 Turkish) with respect to their attitudes toward environmental education (EE) and instructional practices. The instrument employed explored how teachers' knowledge, instructional practices, decisionmaking process, and cultural features influenced their EE attitudes and praxis. The instrument, which was translated into Spanish and Turkish and then back into English, contained a personal data form that included demographic questions and a three-part questionnaire. Based on the analysis completed, significant differences were found between these three countries with respect to 1) teacher's knowledge about global environmental issues, 2) teachers rationales for including environmental education in their science classroom instruction, and 3) while there were no significant differences in the importance of religion in the teachers lives, there were significant differences in the extent to which teachers reported religion influencing instructional decisions. In addition, there were differences regarding the resources that teachers reported drawing on as they included EE in their classrooms. There were no significant differences found when comparing the three countries with respect to extent to which each country reported including technological and/or environmental problems in science classroom instruction. Finally, generally there was agreement regarding teachers' goals and objectives in science classrooms with respect to EE and the most important global environmental problems/threats

De aquí y de allá: Changing Perceptions of Literacy through Food Pedagogy, Asset-Based Narratives, and Hybrid Spaces

In this article we describe La Escuelita Afterschool Program, an interdisciplinary, inter-institutional, after-school literacy partnership on the U.S.–Mexico border. The Escuelita Program used food pedagogy to tap into funds of knowledge, bridging home and school literacies. In doing so, the program challenged deficit thinking and enhanced K-6 students’ curiosity and engagement around traditional subjects: science, math, reading, and writing. Through a process of experimental curriculum design and a variety of qualitative data collection methods, we discuss how food pedagogy can help to change deficit-based narratives and how it helps expand the scope of literacy acquisition

Tolerance of Frogs among High School Students: Influences of Disgust and Culture

WOS: 000378923000002Amphibians play an important role in the functioning of ecosystems and some of them inhabit human gardens where they can successfully reproduce. The decline of amphibian diversity worldwide suggests that people may play a crucial role in their survival. We conducted a cross-cultural study on high school students' tolerance of frogs in Chile, Slovakia, South Africa and Turkey (n = 655 high school students). We found that about 6 % of students reported active killing of frogs and 30 % reported moving frogs away from their home gardens. Pathogen disgust negatively correlated with frog tolerance suggesting that people who are more sensitive to pathogen conoting cues are less tolerant toward frogs. Tolerance of frogs in parents or other family members appears to significantly influence student tolerance of frogs. Females tended to show higher tolerance of frogs than males. This study highlights the importance of the emotion of disgust in human willingness to protect frogs from a cross-cultural perspective.[APVV-14-0070]; [VEGA 1/0104/16]JF was partly supported by grant APVV-14-0070. PP and PF were supported by grant VEGA 1/0104/16

Interest in Birds and its Relationship with Attitudes and Myths: A Cross-cultural Study in Countries with Different Levels of Economic Development

WOS: 000353305900020Birds are one of the most important species that can help protect biodiversity. Although birds are important beings for biodiversity and human existence, there is a relatively less quantity of research that has investigated the interest in and attitudes toward birds. This study aims to investigate the knowledge level of and attitudes toward birds among students in countries at different levels of economic development. To collect the data, a Bird Knowledge Questionnaire and a Bird Attitude Questionnaire were developed and used by the researchers in this study. These questionnaires were administered to a total of 852 students from different countries, including Colombia, Germany, Slovakia, and Turkey. The results obtained in this study showed that Colombian students had the highest interest in birds as compared to students in Slovakia, Turkey, and Germany. Girls had consistently higher interest in birds than boys in all countries, but there were no gender differences in the cognitive domain. Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds

Does food play a prominent role in visual attention to disgusting stimuli?

International audienceDisgust is a basic emotion which protects individuals from potential contamination. It is hypothesized that disgust evolved primarily as a mechanism against oral contamination or as a strategy against disease infections in general. We investigated visual attention to disgusting oral (rotten food) and non-oral (e.g., a tick) and control (e.g., a gull), non-disgusting stimuli using a touch-screen paradigm with a sample of 60 adult participants in Slovakia. We found that disgusting pictures triggered visual attention more than control pictures and that visual attention was not related to an individual’s sensitivity to pathogen disgust. Although participants identified disgusting food items quicker than non-disgusting food pictures, these differences did not reach statistical significance. Findings in this study suggest that the evolution of disgust could have been originally favoured by the repulsion of contaminated food, but the benefits from disease avoidance were soon extended to disgust sensitivity to pathogens that threaten our bodies using non-oral entry points