Enseñanza para un cambio conceptual : ejemplos de fuerza y de movimiento

In this article the possibility of learning as a conceptual change and the way of teaching appropriate for this is discussed. This teaching has to have certain characteristics and ensure that the debate in the classroom is centered on the explicit ideas of the children, the status of which must be discussed and negotiated. To achieve this, the curriculum must give importance to the justification of ideas, the debate must be metacognitive and the role of the profesor must be more active and diversified. One example of this way of teaching is presented in the article

Brand equity del gimnasio San Seb Gym, del distrito de San Sebastián – Cusco 2019

El presente trabajo de investigación, tuvo como objetivo: Conocer cómo es el brand equity del gimnasio San Seb Gym, del distrito de San Sebastián – Cusco 2019, fue un estudio de tipo básico, enfoque cuantitativo, diseño no experimental de corte transversal y alcance descriptivo, se encuestó a las 85 personas que estuvieron matriculadas en el mes de abril del presente año, se aplicó una encuesta con 26 preguntas, llegando a los siguientes resultados: se concluye que el brand equity se desarrolla a un nivel regular con un promedio de 2.80, mostrando así que la diferenciación se desarrolla a un nivel regular con un promedio de 2.80, pues los recursos como los servicios, el personal, el canal y la imagen no se diferencian de manera sustancial frente a la competencia, la relevancia con un promedio de 2.32 que se presenta a un nivel bajo es resultado de aspectos como la convicción que tienen el cliente sobre la marca, pues existe muy poca seguridad y garantía de los servicios que ofrece, el compromiso que existe también es bajo, no existiendo una vinculación emocional o psicológica del cliente hacia el gimnasio, junto a ello la falta atención personalizada hace que el cliente se aleje de la empresa generando ello una poca interrelación; la estima que se presenta a un nivel regular con un promedio de 3.13, pues esta se aleja por la baja calidad en el servicio que reciben, lo cual ha generado una lealtad muy débil de los clientes hacia la empresa, finalmente el conocimiento que se tiene de la marca muestra un nivel regular con un promedio de 2.94, debido a que el cliente no tiene una fuerte conciencia de la marca presentando cierto problemas al recordar el nombre del gimnasio, sin embargo en cuanto al contacto este se maneja de forma diferente, pues las personas recomendarían al gimnasio entre sus familiares y amigos.Tesi

An Exploration of Communities of Practice in the STEM Teacher Context: What Predicts Ties of Retention?

The STEM teacher workforce in the United States has faced a host of pressing challenges, including teacher shortages, pervasive job dissatisfaction, and high turnover, problems largely attributable to working conditions within schools and districts. These problems have been exacerbated in high-needs districts with fewer resources and more students from low-income communities. Since social network research has shown that workplace relationships are vital for retention, this study investigates the demographic and relational antecedents to what we dub ties of retention. We explore how demographic and relational properties affect the likelihood that teachers have “retention-friendly” networks, characterized by connections important for retention. Our analysis of data from a sample of 120 STEM teachers across five geographic regions identifies key demographics (i.e., site, gender, career changer, and prior teaching experience) and relational properties (network size, positive affect, and perceptions of bridging) associated with ties of retention. We discuss the implications of our findings for the STEM teacher workforce and for teacher education programs

Science and Mathematics Teacher Communities of Practice: Social Influences on Discipline-Based Identity and Self-Efficacy Beliefs

Background Teacher communities of practice, identity, and self-efficacy have been proposed to influence positive teacher outcomes in retention, suggesting all three may be related constructs. Qualitative studies of communities of practice can be difficult to empirically link to identity and self-efficacy in larger samples. In this study, we operationalized teacher communities of practice as specific networks related to teaching content and/or pedagogy. This scalable approach allowed us to quantitatively describe communities of practice and explore statistical relationships with other teacher characteristics. We asked whether these community of practice networks were related to identity and self-efficacy, similar to other conceptualizations of communities of practice. Results We analyzed survey data from 165 in-service K-12 teachers prepared in science or mathematics at 5 university sites across the USA. Descriptive statistics and exploratory factor analyses indicated that math teachers consistently reported smaller communities of practice and lower identity and self-efficacy scores. Correlations revealed that communities of practice are more strongly and positively related to identity than self-efficacy. Conclusion We demonstrate that teacher communities of practice can be described as networks. These community of practice networks are correlated with teacher identity and self-efficacy, similar to published qualitative descriptions of communities of practice. Community of practice networks are therefore a useful research tool for evaluating teacher characteristics such as discipline, identity, self-efficacy, and other possible outcomes (e.g., retention). These findings suggest that teacher educators aiming to foster strong teacher identities could develop pre-service experiences within an explicit, energizing community of practice

Re‐conceptualization of scientific literacy in South Korea for the 21st century

As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self‐direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty‐first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K‐12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 670–697, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87123/1/20424_ftp.pd

Outside agitators in Southern history : the Society of Friends, 1656-1800

In 1660 the Virginia Assembly passed a bill bluntly entitled "Act for Supressing the Quakers," and Governor William Berkeley promptly ordered the arrest and imprisonment of those members of "this most pestilent Sect" who had the temerity to continue meeting together and evangelizing. Over one hundred years later, citizens of North Carolina complained that the beliefs and activities of Friends were "dangerous to the personal Safety of . . . those who live in the vicinity of them," and they sent a flurry of petitions to the state legislature urging "that Measures Should be Taken to put a Stop to this Evil." Nathaniel Macon, one of their representatives in the Congress of the United States, minced few words in characterizing Quakers. He described then on the floor of the House as "war-makers" who were fomenting "insurrection" not only in North Carolina but throughout "the Southern States." Over a half century before the Civil War, his colleague from South Carolina, Aedanus Burke, warned the members of Congress that if they acted to support the objectives sought by the Society of Friends, it "would sound an alarm, and blow the trumpet of sedition in the Southern states." [...]History, Department o