Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1470-8647

Abstract/Notes: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.

Language: English

Language: English

ISSN: 0959-4108

Abstract/Notes: Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori schools, open schools, and Waldorf schools). It also presents frameworks for education (maps for understanding the territories of alternatives), and it discusses the three orientations of a competency based education: transaction (progressive), self-directed (learner-centered), and transformation (holistic). After looking at political issues around school choice which could impact the growth of the various philosophical alternatives, the paper concludes that in a society where issues of pluralism and diversity are valued as part of creating a more sustainable world and just democracy, the diversity of philosophical perspectives in education needs to be acknowledged. (Contains 41 references.) (SM)

Language: English

ISSN: 1094-3838, 2158-8414

Abstract/Notes: The study aimed to measure the impact of a program based on Montessori activities in developing practical life skills for pre-school children.The study sample consisted of (80) children enrolled in kindergarten, divided equally into two groups: experimental and control in the age group (5-6) years, and the study followed the quasi-experimental approach and the following tools: the practical life skills scale, and the training program Based on Montessori activities prepared by the study team, and the results of the study concluded: There are statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental and control groups in the post-measurement of life skills, and their totality is in favor of the children of the experimental group. The results also showed that there were statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental group in the two measurements of practical life skills, and their total sum in favor of the post measurement, in addition to that there were no statistically significant differences between the mean scores of the children of the experimental group in the two post measurements. The traceability of practical life skills, and their totality. Finally, the results showed that there are no statistically significant differences at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of my skills: (personal care, dealing with others) according to the gender variable (male / female), while significant differences were found. A statistic at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of sensory focus and accuracy skill, and the total sum of practical life skills according to the gender variable (male / female) in favor of females.

Language: Arabic

ISSN: 2090-9551, 2090-956X