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Este Cmap, tiene información relacionada con: KNOWLEDGE TREE NEPAL, MAIN QUESTIONS Will students from “Teaching Natural Sciences�? (TNS) course acquire all the competences of the BDPE degree? Will they understand the consistency of teaching their PE students from Nepal in the system they will have to implement in order to learn how to teach? Will they appear motivated and committed to quality education and adapt to the time in which they and the students from Nepal live? Will they apply Knowledge modelling in their future teaching in Primary Education? ???? WORLDVIEW Through meaningful learning and the development of Knowledge models in TNS, students learn how to teach in Primary Education in order to develop a critical spirit and to avoid misconceptions., TOOLS/EVENTS - Development of an instructional module as a tool to promote meaningful learning in students. - Presentation activities to find out prior knowledge (reflection, analysis of scientific articles) - Development activities to promote learning (role playing, design of concept maps and knowledge model, forest therapy, transversal activities) - Summary Activities for assessing the knowledge acquired (Vee diagram/ Tree of knowkedge, exam Design of a teaching unit/ Project). ???? DATA RECORD Registration of prior and new knowledge (previous ideas before each presentation) Observed data from rubrics from the different activities: Concept maps, dramatization activities, analysis of scientific articles, videos and final project., PHILOSOPHY - Constructivism.: It is based on the construction of knowledge integrating new learnt concepts in the previously existing ones. - Environmental: it tries to prepare students to act as responsible agents and take part on environmental problems arousing certain attitudes that lead to it. ???? THEORIES Psycho-pedagogical: Meanignful learning: Novak, Ausubel, Gowin Green pedagogy: Heike Freire, Richard Louv, Joseph Bharat Cornell, David Sobel Pedagogy of the oppresed: Paulo Freire Multiple intelligences (naturalistic intelligence): Howard Gardner Emotional intelligence: Daniel Goleman Positive psycholgy: Martin Seligman and Mihalyi Csikszentmihalyi, WORLDVIEW Through meaningful learning and the development of Knowledge models in TNS, students learn how to teach in Primary Education in order to develop a critical spirit and to avoid misconceptions. ???? PHILOSOPHY - Constructivism.: It is based on the construction of knowledge integrating new learnt concepts in the previously existing ones. - Environmental: it tries to prepare students to act as responsible agents and take part on environmental problems arousing certain attitudes that lead to it., THEORIES Psycho-pedagogical: Meanignful learning: Novak, Ausubel, Gowin Green pedagogy: Heike Freire, Richard Louv, Joseph Bharat Cornell, David Sobel Pedagogy of the oppresed: Paulo Freire Multiple intelligences (naturalistic intelligence): Howard Gardner Emotional intelligence: Daniel Goleman Positive psycholgy: Martin Seligman and Mihalyi Csikszentmihalyi ???? PRINCIPLES - Meaningful learning occurs when new information acquires meaning for the individual through the relationship with prior knowledge ((thinking, feeling and acting) - Nature is an important educational resource left aside by massive use of ICTs. -Understanding and assessing the environment in which we live can help us to actively participate in its care and protection through sustainable attitudes. - Biosphere reserves and protected natural areas provide a wide variety of knowledge for primary education students. - Social justice is one ODS from Agenda 2030 taht together with quality education and equity should be in the focus of any teacher., RESULTS/GRAPHS Powerpoints, concept maps, summaries of scientific articles, scripts and videos of dramatizations, tree of knowledge and oral defense of final project ???? KNOWLEDGE CLAIM/ DATA INTERPRETATION/ DISCUSSION Students will acquire all the competences from TNS by developing the final teaching unit. They will understand the consistency of being taught in the way they will have to teach their PE students in Nepal. They will appear motivated and committed to promoting quality education and adapting to the live in Nepal. They will apply Knowledge models in their future teaching activities for fostering meaningful and sustainable learning., DATA RECORD Registration of prior and new knowledge (previous ideas before each presentation) Observed data from rubrics from the different activities: Concept maps, dramatization activities, analysis of scientific articles, videos and final project. ???? RESULTS/GRAPHS Powerpoints, concept maps, summaries of scientific articles, scripts and videos of dramatizations, tree of knowledge and oral defense of final project, MAIN QUESTIONS Will students from “Teaching Natural Sciences�? (TNS) course acquire all the competences of the BDPE degree? Will they understand the consistency of teaching their PE students from Nepal in the system they will have to implement in order to learn how to teach? Will they appear motivated and committed to quality education and adapt to the time in which they and the students from Nepal live? Will they apply Knowledge modelling in their future teaching in Primary Education? THEORY/ CONCEPTUAL SIDE TOOLS/EVENTS - Development of an instructional module as a tool to promote meaningful learning in students. - Presentation activities to find out prior knowledge (reflection, analysis of scientific articles) - Development activities to promote learning (role playing, design of concept maps and knowledge model, forest therapy, transversal activities) - Summary Activities for assessing the knowledge acquired (Vee diagram/ Tree of knowkedge, exam Design of a teaching unit/ Project)., KNOWLEDGE CLAIM/ DATA INTERPRETATION/ DISCUSSION Students will acquire all the competences from TNS by developing the final teaching unit. They will understand the consistency of being taught in the way they will have to teach their PE students in Nepal. They will appear motivated and committed to promoting quality education and adapting to the live in Nepal. They will apply Knowledge models in their future teaching activities for fostering meaningful and sustainable learning. ???? VALUE CLAIMS/ CONCLUSIONS We consider the developed project, as highly valuable and appropriate for getting meaningful and sustainable learning and for acquiring the competences needed to become Primary Education Teacher. We believe this work is a valuable tool for all those involved in education: parents, teachers, students and officials of the Department of Education and Culture. This project fulfills some ODS of the Agenda 2030 and adapts to the current PE curriculum. Social justice should be on the focus of any teaching activity., CONCEPTS/KEYWORDS Meaningful and sustainable learning, concept maps, knowledge models, environmental education, service learning, Nepal's protected natural areas. ???? TOOLS/EVENTS - Development of an instructional module as a tool to promote meaningful learning in students. - Presentation activities to find out prior knowledge (reflection, analysis of scientific articles) - Development activities to promote learning (role playing, design of concept maps and knowledge model, forest therapy, transversal activities) - Summary Activities for assessing the knowledge acquired (Vee diagram/ Tree of knowkedge, exam Design of a teaching unit/ Project)., MAIN QUESTIONS Will students from “Teaching Natural Sciences�? (TNS) course acquire all the competences of the BDPE degree? Will they understand the consistency of teaching their PE students from Nepal in the system they will have to implement in order to learn how to teach? Will they appear motivated and committed to quality education and adapt to the time in which they and the students from Nepal live? Will they apply Knowledge modelling in their future teaching in Primary Education? PRACTICE/ METHODOLOGICAL SIDE TOOLS/EVENTS - Development of an instructional module as a tool to promote meaningful learning in students. - Presentation activities to find out prior knowledge (reflection, analysis of scientific articles) - Development activities to promote learning (role playing, design of concept maps and knowledge model, forest therapy, transversal activities) - Summary Activities for assessing the knowledge acquired (Vee diagram/ Tree of knowkedge, exam Design of a teaching unit/ Project)., VALUE CLAIMS/ CONCLUSIONS We consider the developed project, as highly valuable and appropriate for getting meaningful and sustainable learning and for acquiring the competences needed to become Primary Education Teacher. We believe this work is a valuable tool for all those involved in education: parents, teachers, students and officials of the Department of Education and Culture. This project fulfills some ODS of the Agenda 2030 and adapts to the current PE curriculum. Social justice should be on the focus of any teaching activity. ???? MAIN QUESTIONS Will students from “Teaching Natural Sciences�? (TNS) course acquire all the competences of the BDPE degree? Will they understand the consistency of teaching their PE students from Nepal in the system they will have to implement in order to learn how to teach? Will they appear motivated and committed to quality education and adapt to the time in which they and the students from Nepal live? Will they apply Knowledge modelling in their future teaching in Primary Education?, PRINCIPLES - Meaningful learning occurs when new information acquires meaning for the individual through the relationship with prior knowledge ((thinking, feeling and acting) - Nature is an important educational resource left aside by massive use of ICTs. -Understanding and assessing the environment in which we live can help us to actively participate in its care and protection through sustainable attitudes. - Biosphere reserves and protected natural areas provide a wide variety of knowledge for primary education students. - Social justice is one ODS from Agenda 2030 taht together with quality education and equity should be in the focus of any teacher. ???? CONCEPTS/KEYWORDS Meaningful and sustainable learning, concept maps, knowledge models, environmental education, service learning, Nepal's protected natural areas.