Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació

Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content: Technological and Digital Socio-Cultural Environment, Generations, and Audiovisual Media Communications in Education

The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. The findings from the pilot case study revealed that the television content can also shape (adult) learners’ perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education

Liens entre le diagnostic de TDAH dans l’enfance et la schizophrénie à début précoce

Introduction : La schizophrénie est une pathologie mentale grave touchant environ 1 % de la population générale. Malgré les avancées dans les traitements antipsychotiques, le lourd fardeau du handicap psychique persiste. Selon l'Organisation mondiale de la santé (OMS), la schizophrénie se classe en 8e position parmi les causes d'incapacité chez les 15-44 ans. La schizophrénie à début précoce (SDP) (avant l’âge de 18 ans) est marquée par un pronostic plus sévère que la schizophrénie diagnostiquée à l’âge adulte. Le pronostic repose largement sur une intervention précoce. Le Trouble du Déficit de l’Attention avec ou sans Hyperactivité (TDAH) est un trouble neurodéveloppemental qui est fréquemment associé à des comorbidités psychiatriques. Certaines études mettent en évidence un surrisque de trouble psychotique dont la schizophrénie, consécutif à un TDAH diagnostiqué durant l’enfance. Objectif : Clarifier l’association entre le TDAH dans l’enfance et les troubles psychotiques, en particulier la SDP. Méthode : Revue de la littérature disponible à partir d'une recherche dans la base de données PubMed. 60 publications scientifiques liées au TDAH et aux troubles psychotiques non affectifs et à la schizophrénie à début précoce, ont été sélectionnées. Présentation de 3 cas cliniques ayant reçu un diagnostic de la schizophrénie à début précoce, ainsi qu'un diagnostic de TDAH établi pendant leur enfance. Résultats : Les deux affections partagent plusieurs aspects communs (génétiques, neuroanatomiques, physiopathologiques, étiopathologiques). Les enfants atteints d’un TDAH présenteraient un risque plus élevé de trouble psychotique comparés aux témoins. De plus, le TDAH serait un facteur aggravant du pronostic des sujets atteints de la schizophrénie. Plusieurs médiateurs de cette association ont été identifiés comme le trouble d’usage des substances et les traitements psychostimulants. Conclusion : Le TDAH et les troubles psychotiques présentent des similitudes dans leurs tableaux cliniques et leurs facteurs de risque, qui peuvent être attribués à des mécanismes physiopathologiques communs. En adoptant une approche dimensionnelle et longitudinale des troubles psychiatriques, nous permettra, d'acquérir une meilleure compréhension des liens éventuels qui existent entre le TDAH et les troubles psychotiques. Il est essentiel de ne pas sous-estimer les risques d'évolution vers des troubles plus graves à l'âge adulte chez les enfants et adolescents déjà diagnostiqués avec le TDAH

Stagecast creator tm and webct tm: An integrated use of computer programming and a virtual learning environment for developing modelling skills

This paper reports on an effort to use Stagecast CreatorTM as a means for developing modelling skills among undergraduate students taking an introductory course in science that took place in a virtual learning environment (WebCTTM). An inquiry-based curriculum was implemented, which guided students working in small groups to collect and study moon observations and construct a series of successive models of the moon phases using Stagecast CreatorTM. Students' reflective journals and reports of synchronous discussions were the means for collecting data. The findings show that the WebCTTM platform supported the on-line collaboration among students in the course that was used to help them improve their models through the use of Stagecast CreatorTM. Specifically, students' groups shared their models with other groups through WebCTTM, and provided feedback about each other's models, indicating model limitations and suggesting possible improvements. The results also suggest that students believed that the on-line collaboration supported their learning growth as well as the process of developing modelling skills. Students found it extremely fruitful to exchange ideas with other groups, to read and make suggestions for model improvements and to collaborate with almost all students in the course – which would have been impossible without the on-line collaboration tool. Collaboration in learning situations like the one presented in this paper involves exchanging, negotiating and critiquing ideas for the purpose of building new, more refined knowledge. This collaborative process became feasible due to the fact that sharing and viewing Stagecast CreatorTM files through the Internet is fully compatible with web-browsers. We suggest that the process of model deployment was practically made possible due to the combined use of Stagecast CreatorTM and WebCTTM

Audiovisual media communications in adult education: the case of Cyprus and Greece of adults as adult learners

Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus)