Yasmin Nieto
Category: Other
Updated: 29 Oct 2017
Dynamics of knowledge and praxis: A view from the field
Contributors
Created byLeo Zarate
Attachments
Events
Formal Review of the Social
Sciences ProgramThe specific strengths and limitations
of the program identified by the
teachers are related to
the content and characteristics
of the textbooksCreation of textbooksChildren have developed skills
to think, locate or search for
information, analyze, compare
and express their own
understanding of a given topic.The maps and images provided
in the text help to capture
the interest of the children
and to involve them with the subject
in questionNew evaluation system: The open book examTraining for teacherssystematic documentation of the transaction in the classroomTeachers established links
proactively with other disciplines
or other dimensions in both
spaces and time.Children were actively encouraged
to explore concepts and new
ideas through interaction and
propositive dialogueOne of the key tangible processes
was the written work that the
children tried in their notebooks
and purposely motivated by
the teachers.children respond more successfully
to the demands of formal logic when
used in situations familiar to them
and already experienced by them in
real lifeconsideration of the real
objective of teaching, contrary
to the conventional objectivethe opportunity and suggestion
was given to the children to
stretch their imagination and reasoningTeachers provided children
with a conceptual challengewillingness of teachers to
leave open causal discussionsthe teachers explored
new concepts together with
the children while interacting
with the textTextbooks and the training
process with teachers could
provide the space and opportunity
necessary to involve students in an
open discussionThe qualitative feedback
from the classroom transactions
gave a glimpse of the processes
by which knowledge was being
"constructed" and the information
was "interrelated".The examination scheme
evolved from the basic perspective
and conception of the social
science of EklavyaThe key objective was to allow
students to take advantage of
these "habits of mind" and to
understand new situations as
they are in real lifeMany methods were developed
to analyze children's abilities,
with the purpose of providing
feedback to carry out the
curricular development process.Extremely poor pedagogical
stimulation within the school
can also explain the low response
of many children in questions that
ask children to think about
comparing phenomenaIt strongly points to the use
of vivid literature as a source of
learning in the social sciences.lack of maturity of children to
understand some texts.while they wrote, the children
usually kept to the minimum
necessaryThe specific curricular objectives
for the content of familiar and
unknown text may need to be
defined differentlyfor some themes, children evoke
processes of interpretation,
abstraction and extrapolationDiscussions and oral interactions
are useful to help the thought process.The evaluation of the summary
the analysis must also be oral
and collectiveThe formal curriculum should
be used to teach and evaluate
students in a structured mannernew pedagogical tools: Other non-text
activities such as drawing, making clay
models and oral narration seem to
have a lot of potential.It was determined that important
inferences are drawn from the text
of the question to try the tasks correctly.
This was also discovered to be a weak
point with many children.effective implementation of
the book bank schemeimpacting teaching in other school subjectschildren need support in their
learning from outside the schoolIt is concluded that the term:
"Too many-topics-to-be-covered"
is not valid.
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