Search Results (7)

We propose an interactive approach to teaching Coulomb’s law and electrostatics in general, rooted in two complementary pedagogical methodologies: hyper-constructivism (H-C) and neo-realism. Unlike standard constructivism, our hyper-constructivist approach treats students’ prior ideas—even if incomplete or inconsistent—as essential “submerged logs” that teachers may use to guide students across the cognitive lake, toward the correct understanding. We implement a triadic model of cognitive didactics, balancing amusement (the ludic “hook”), formal teaching, and deepening scientific inquiry. Here, we present a hyper-constructivist path on electrostatics—Coulomb’s and Gauss’s laws. Through a sequential path of experiments involving plastic rods, “trained” aluminum cans, Volta’s electrophorus, and “Christmas” ornaments, we demonstrate how students can spontaneously formulate problems and bridge the gap between intuitive observations and complex effects of electrical polarization, going beyond the scholastic Coulomb’s law, via numerical modeling. The proposed interactive approach is rooted in phenomena-based learning and leverages discrepant events—surprising physical phenomena that challenge prior intuitions—as “ludic hooks” to trigger spontaneous inquiry and conceptual reconstruction. The main goal of our strategies is to trigger and develop young students’ interest in physics, which in many European countries is low. This method not only facilitates the acquisition of physical laws but also fosters “intellectual inquisitiveness” and social competencies, proving that well-rooted knowledge emerges from a synthesis of tangible experience and advanced scientific modeling. Our contribution constitutes a complex pedagogical proposal, iteratively developed and implemented in diverse didactical environments over several years. This paper presents a pedagogical proposal developed and refined through more than twenty years of educational practice. For teachers interested in implementing hyper-constructivist instruction, we provide a detailed teaching pathway on electrostatics, with didactical explanations and pedagogical notes. Full article

Building upon earlier research, this paper unpacks the complex relationship between punk and Krishna Consciousness, in this instance through the lens of Paulo Freire’s notion of praxis. Here, the intersection between punk, the Hare Krishna movement and the corresponding relationship between auto-didacticism and spirituality are examined as a means of interrogating subcultural participation and the hegemonic dominance of the anti-religious sentiment within punk. Freire’s approach is examined within the context of this relationship, specifically regarding the inquisitiveness of the individual as they begin the process of engaging with Krishna Consciousness and spirituality, especially from the standpoint of punk. The importance here lies in the learning process being in a state of flux, where the continual re-creation of knowledge and inquiry becomes a means of consolidating the dialectical relationship between the self and the world around it. Here, punk becomes a valuable space in which to discover new ideas, a means of developing an aesthetic and subcultural/religious/spiritual membership within a framework of auto-didacticism; of illuminating the dialectical, hermeneutic relationship between consciousness and the world around us, central to Freire’s concept of praxis. Full article

Today, educational practices are modified in accordance with the demands of the industrial and economic environment. Further training programs have become an important part of university students learning. This article investigates strategies of collaborative learning and their effectiveness in improving learning outcomes. The authors prove that various forms of co-operative work such as problem-based learning, peer teaching and small group discussions are effective in training university students within further training programs in Special Translation. The study participants were students of the “Special Translation and Editing of Technical, Economic and Media Texts” further training program. The experiment was conducted within the module referred to as “The Translation of Culture Specific Realities”. The authors highlight the importance of comprehending cultural issues apart from extensive knowledge of translation techniques for specialists in translation, since intercultural misunderstanding can be a major obstacle in the way of effective communication. The conducted survey also revealed the importance of collaborative learning in increasing the motivation of the students to develop intercultural competencies and master communication strategies. Today, students are much more inquisitive than they were in the past because they are familiar with resources that make the learning process more interesting. Applying strategies of collaborative learning when students are working co-operatively in pairs or groups can significantly improve learning outcomes and boost motivation. Full article

This essay reflects on the history of the origins of atheism in the late sixteenth century through an analysis of the Inquisition proceedings against Flaminio Fabrizi, which began in Siena in 1587 and ended in Rome in 1591 with the accused being sentenced to death at the stake. This is a very intriguing case because Fabrizi, not a learned man, mixed different forms of heterodoxy and unbelief that surprised and disturbed the judges of the Holy Office. This essay aims to contribute to the history of religious nonconformism in Counter-reformation Italy and in Europe during the so-called “confessional era”. Full article

The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The virtual lab combined enquiry-based learning and gamification principles. The integration of the virtual labs with in-person teaching created a blended learning environment. The effectiveness of this approach was assessed based on (i) the student feedback (i.e., a questionnaire with open-ended questions and Likert scale feedback), (ii) the students’ engagement with the virtual lab, and (iii) the impact on the academic performance (i.e., class test results). The students reported greater confidence in the understanding of theory in the virtual lab than the in-person lab. This is interesting given that the instruction for the virtual lab and the in-person lab of one experiment is identical (i.e., same instructor, same enquiry-based learning techniques, and same explanations). The students also appreciated the ability to complete the virtual lab anytime, anywhere, for as long as they needed, and highlighted the benefits of the interactivity. The median class test scores of the students who completed some or all the virtual lab experiments was higher than those who did not (83–89% vs. 67%). Full article

Objective: This study attempted to integrate the gender perspective into literature studies to allow medical university students to examine internalized gender prescriptions and investigate whether the integration of the gender perspective into literature studies would create any difference among students in gender awareness and critical thinking. Methods: This study used fifteen-week quasi-experimental research to verify the feasibility of using the gender perspective in literature studies to arouse medical university students’ gender awareness and critical thinking. Before and after the intervention, a gender awareness test and a critical thinking disposition test were carried out by both the experimental group (41 students) and control group (41 students). Results: The findings show that regarding gender awareness, with the integration of the gender perspective into literature studies, medical university students had significantly higher post-test scores for “public gender consciousness” and “private gender consciousness.” In regard to critical thinking, they also had significantly better post-test scores in “systematicity and analyticity,” “maturity and skepticism,” and “inquisitiveness and conversance.” Conclusion: This study demonstrated that the integration of the gender perspective into literature studies could result in positive learning outcomes among medical university students in terms of gender awareness and critical thinking. Full article

Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system has not changed to address the growing mismatch between population health needs and care delivery capacity. Internationally, leaders are calling for change to address these challenges. Substantive changes are needed in medical education’s stance, structure, and curricula. Educational continuity and symbiosis are two guiding principles at the center of current clinical educational redesign discourse. These principles rely on empirically-derived science to guide educational structure and improve outcomes. Educational continuity and symbiosis may improve student learning and support population health through workforce transformation. Longitudinal integrated clerkships (LICs), growing out of workforce imperatives in the 1970s, have demonstrated sustainable educational and workforce outcomes. Alongside the success of LICs, more innovation and more reaching innovation are needed. We propose restructuring clinical medical education specifically to address workforce needs and develop science-minded (rigorous, inquisitive, and innovative) and service-minded (humanistic, community-engaged, and socially accountable) graduates. Full article