Universities are seen to have a central role in the UN Decade of Education for Sustainable Development (ESD), partly through their teaching and research activities. However, the critique of Higher Education's (HE) contribution to sustainable development thus far points to the limitations of a discipline driven, curriculum content and solely student focused response. Within this context, extra-curricular interventions, for example, running awareness campaigns, creating groups and organising events, appear to have potential to advance ESD in HE. However, there has been little investigation or published work in this area. Ideas of non formal and informal education; constructivist theories of learning; concepts of free choice, tacit and social learning, and the notions of whole systems thinking and sustainable education all point to roles for interventions in the extra-curricular sphere. This thesis explores the use of extra-curricular interventions in HE through an empirical investigation in the UK. A 2006 postal survey of Higher Education Institutions (HEIs) records the extent and type of interventions in use and opinions about their utility. A case study, developed through action research, reports the use and impact of extra-curricular ESD-related interventions at one HEI over an academic year (2006-07). In this case study, regular contact with a group of staff and students over the year is used to map changes in their thoughts and actions relating to sustainable development, and to record the influences attributed to these changes. Importantly, extra-curricular ESD-related interventions are found to be commonly used in UK HE, and to have a prominent position in ESD work despite their limited visibility in the literature. Their utility is confirmed as they are seen to provide experiences that contribute to student and staff learning, as well as institutional change. The evidence collected supports their roles as: disciplinary bridge', community bridge; socialisation scaffold, and social learning arena. They appear to have a useful developmental role in mobilising and motivating members of the campus community. As peripheral activities, however, extra-curricular interventions may be prone to erratic implementation through being under-resourced. They can extend participation in BSD although will not reach everyone. They are best viewed as a complementary part of BSD and linked to a process of curricular and pedagogic renewal. In addition to confirming the extent, utility and limitations of extra-curricular ESD practice, the research contributes a model to map understandings of sustainable development. This model points to a core environmental understanding to which extra layers and strands of thinking can be added. It also confirms the importance of non formal and informal influences in shaping people's conceptions of sustainable development.

Cross-curricular teaching is a teaching method in which one or more subjects are used within another subject to make clear links to those subjects. This is to attract pupils that are otherwise maybe not interested in this subject. The aim of this work is to see how this teaching practice is organised these days by asking teachers about their work from a constructivist point of view. For this work written interviews with teachers from Flanders and Sweden have been conducted to see how teachers work in an international context. The results point out that although the teaching practice is different in both regions, the way the teachers think is very similar.

Darbo tikslas: išsiaiškinti mokinių požiūrį į papildomą ugdymą socializacijos kontekste. Hipotezės: 1. Merginų požiūris į papildomą ugdymą yra palankesnis nei vaikinų. 2. Vyresniųjų klasių mokinių požiūris į papildomą ugdymą yra palankesnis nei 10 klasės mokinių. Darbo uždaviniai: 1. Įvertinti mokinių požiūrį į papildomą ugdymą lyties aspektu. 2. Įvertinti 10 ir 12 klasių mokinių požiūrį į papildomą ugdymą pagal klases. Išvados: 1. Nustatyta, kad pusė apklaustųjų vaikinų teigia, jog mokytojai neskatina jų lankyti būrelių, tačiau 67 proc. merginų teigia, kad mokytojai skatina jas lankyti įvairius būrelius. Rasti statistiškai reikšmingi skirtumai tarp merginų ir vaikinų (p<0,05). Daugiau nei pusė apklaustų vaikinų teigė, kad tėvai neprisideda prie papildomo ugdymo veiklos organizavimo, o 57 proc. apklaustų merginų teigia, kad tėvai prisideda prie papildomo ugdymo veiklos organizavimo. Rasti statistiškai reikšmingi skirtumai (p<0,05). Todėl galime teigti, kad merginos mieliau renkasi popamokinę veiklą nei vaikinai. Tyrimo rezultatai parodė, kad 38 proc. merginų mano, jog papildomas ugdymas yra labai svarbi mokyklos veiklos sritis, su šia nuomone sutinka ir 26 proc. vaikinų. Tačiau gautas statistinis skirtumas tarp merginų ir vaikinų nėra patikimas (p>0,05). 2. Tyrimo rezultatai parodė, jog įvertinus mokinių nuomonę apie papildomo ugdymo svarbą paaiškėjo, kad 10 ir 12 klasių mokinių požiūriu papildomas ugdymas mokykloje yra labai svarbi mokyklos veiklos sritis (taip teigia 38... [toliau žr. visą tekstą] / The object of the research: Pupils’ attitude to extra – curricular activities in socialisation context. The aims of the research: To evaluate pupils’ attitude towards extra-curricular activities in socialisation context. The objectives of the research: 1. To evaluate the attitude of pupils towards extra – curricular activities in terms of sex. 2. To evaluate the attitude of pupils towards extra – curricular activities in terms age group. Hypothesis: 1. Girls show a more positive attitude towards the extra curricular activities than the boys. 2. Pupils at higher school are of a more positive attitude towards the extra curricular activities than those in the tenth form. Conclusions 1. The findings showed that half of boys said that the teachers did not encourage them to take up some extra curricular activities, while 67 percent of girls said they have been encouraged by their teachers to do so. The said finding showed significant differences between girls and boys (p<0,05). More than half of the surveyed boys said that parents are not active in helping to organise extra curricular activities. 57 percent of the girls had a completely opposite view. There were significant statistic differences between boys and girls (p<0,05). Thus, we can conclude that the girls are more willing to take up extra curricular activities. The findings established that 38 percent of girls thought that extra-curricular activities are a very important area of school’s education. This opinion was shared... [to full text]

The concept of leisure education has been in use in Czech and Slovak environment since 1990 as a new label for after-class education. Leisure education is perceived as a branch of education involved in valorizing the leisure time of children and young adults. No Czech or Slovak publication has so far provided its complex classification or an overview of its origin, development, aims, approaches and overall practical use. The aim of the paper is to provide an overview of perception and understanding of leisure time in the works of selected Czech and Slovak authors in the last 20 years. The authors? conceptions of leisure education are confronted with one another with the aim to grasp the main developmental tendencies, forms and current aspirations of leisure education. The paper deals with the various definitions of the concept of leisure education and related concepts. The paper approaches the concept of leisure education from the viewpoint of its position within the classification of educational sciences, from the historical point of view and from the points of view of the individual authors and university subjects.

Nationwide, mathematical scores have been a topic of concern among elementary and secondary educators for many years. Decreasing math skills are also trickling into post-secondary education, requiring universities to provide additional remedial math instruction in colleges and universities. Studies have been conducted to discover the most effective pedagogical methods of teaching math. Teaching contextualized math has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles outside of their application. A study was conducted measuring the effects of integrating mathematical skills in an animal science curriculum. Eight Utah schools participated in the research study. Students received a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Students were taught to use the Pearson Square to calculate feed rations as well as solve basic equations to balance rations. Following the unit of instruction, students completed a posttest survey, which included a math attitudinal scale, posttreatment self-efficacy scale, and posttreatment math skills quiz. There was no statistically significant difference in math self-efficacy or math skills between the control group receiving a typical nutrition unit and the treatment group which received the math-enhanced unit of instruction. Correlational statistics were gathered and showed a strong positive relationship between students' self-efficacy and math skills. Gender, grade level, highest completed math class, and grade received in highest-level math class were not found to be statistically significant predictions of math skills. Highest level of math completed and overall grade point average were statistically significant factors in predicting math self-efficacy.

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Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-12-01T19:17:17Z No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-04T14:36:22Z (GMT) No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-12-04T14:36:22Z (GMT). No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-18 / Changes in the labor market profile of the learner, speed of knowledge production and the realization of an inconsistency between vocational training and the provision of services to the community, led a revolution in higher education, particularly in the health area courses towards tailor the training for this new context. Curriculum guidelines systematized these needs and boosted curricular reforms and restructuring of the educational course projects. In relation to teachers and students, in the midst of so many changes, it is also required a new approach to teaching and learning. This study focused on investigating the perception of teachers and students on the methodologies, teaching strategies and pedagogical practices employed in a vocational training course in dentistry. For this we used a qualitative approach. Data were collected through individual interviews with teachers and students to focus groups, analysis of these data was performed using Grounded Theory and having as support the WebQDA software. The teaching methodology used in the course is more traditional and the strategy is lecturing with slide projection. Although students recognize the benefits of active methodologies, these believe that the traditional method is most suitable for your training. The active methodology of teaching and learning is still a challenge for teachers essentially the pedagogical limitations. Utilize these methodologies is to abandon the security that underpins the historical use of traditional methodology. This paradigm shift for teachers, involves facing the resistance of students and win their own. The teaching practice shows inconsistencies with the pedagogical course design regarding the interdisciplinary, integrating basic and clinical cycle, prioritizing use of active methodologies, comprehensive view of the patient and evaluation process. As regards the use of active methodologies is imperative to have teacher training and enlightenment of students. It is essential that these be used with prudence and are appropriate to the objectives. The intersection of the perceptions of teachers and students can reveal valuable appointments for the redirection of higher education in dentistry. / As mudanças no mercado de trabalho, perfil do educando, velocidade de produção do conhecimento e a constatação de uma incoerência entre a formação profissional e a prestação de serviços à comunidade, motivaram uma revolução no ensino superior, em especial nos cursos da área de saúde no sentido de adequar a formação profissional para este novo contexto. As diretrizes curriculares sistematizaram estas necessidades e impulsionaram as reformas curriculares e reestruturação dos projetos pedagógicos de curso. Em relação à professores e alunos, em meio a tantas transformações, exigiu-se também uma nova postura de ensinar e aprender. O objetivo deste trabalho centrou-se em investigar a percepção de professores e alunos sobre as metodologias, estratégias de ensino e práticas pedagógicas empregadas na formação profissional de um curso de odontologia. Para tanto utilizou-se uma abordagem qualitativa. Os dados foram coletados através entrevistas individuais para os professores e de grupos focais para os alunos, a análise destes dados foi realizada por meio da Grounded Theory e tendo como suporte o software WebQDA. A metodologia de ensino mais utilizada no curso é a tradicional e a estratégia é a aula expositiva com projeção de slides. Embora os alunos reconheçam os benefícios das metodologias ativas, estes acreditam que a metodologia tradicional é mais adequada para sua formação. A metodologia ativa de ensino e aprendizagem ainda representa um desafio para os professores essencialmente pelas limitações pedagógicas. Utilizar-se destas metodologias representa abandonar a segurança que alicerça a utilização histórica da metodologia tradicional. Esta mudança de paradigma para os professores, envolve enfrentar as resistências dos alunos e vencer as próprias. A prática pedagógica apresenta incongruências com o projeto pedagógico de curso no que concerne à interdisciplinaridade, integração de ciclo básico e clínico, priorização de utilização de metodologias ativas, visão integral do paciente e processo de avaliação da aprendizagem. No que se refere à utilização de metodologias ativas é imperioso que haja capacitação de professores e esclarecimento de alunos. É indispensável que estas sejam utilizadas com ponderação e que sejam adequadas aos objetivos. A intersecção das percepções de professores e alunos pode revelar apontamentos valiosos para o redirecionamento do ensino superior em odontologia.