Browsing by Subject "Concepts"

Now showing 1 - 5 of 5
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    Conceitos de “Geografia” e “História” do ensino básico ao superior – ensaio no NW de Portugal
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Pacheco, Elsa; Solé, Gloria; Soares, Laura; Gago, Marilia
    No quadro de um Mundo profundamente incerto e em rápida mudança geracional, os responsáveis pela formação de professores de Geografia e História do NW de Portugal (Universidade do Minho e do Porto), refletem neste estudo sobre a evolução das perspetivas e conceitos de Geografia e História apresentados pelos estudantes do ensino básico/secundário e o superior. É relevante compreender o que é que os jovens, em diferentes estádios de formação, retêm acerca destas duas áreas, de forma a clarificar se a sua leitura espelha, ou não, os conteúdos e objetivos e se traduzem, ou não, as preocupações internacionais recentes de educação em Geografia e História. Parte-se da análise dos dados recolhidos junto de alunos em fim de ciclo de ensino, através de um questionário com duas perguntas de resposta aberta, nas quais se pretende que expressem “conceitos” e a “importância/valorização” para cada disciplina: (1) o que é a Geografia/História; (2) para que serve a Geografia/História. Daqui resultará a hierarquia de palavras mais relevantes, que será cruzada, através de uma metodologia quantitativa-descritiva, com as consideradas nas Aprendizagens Essenciais de cada ciclo de estudos dos ensinos básico e secundário; com os propósitos do percurso da formação de professores de Geografia e História no ensino superior; e com os referenciais internacionais de ensino e educação para estas áreas científicas. Os resultados expressam a necessidade de consolidar pontes entre as ideias emanadas de fóruns científicos internacionais e o desenho dos planos de estudo, com reflexo nas conceções que os estudantes constroem sobre a Geografia e a História, na sua relação com a formação de professores.
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    Human concepts. The qualitative dimension of social research.
    (IPS. Instituto de Política social, 2018) Fernández Riquelme, Sergio; Trabajo Social
    Researching qualitatively involves knowing, recording, narrating and disseminating information about the socio-cultural expression of the behaviour and relationships of the protagonists of the fact or phenomenon under study, in its observable and interpretable qualities. In this article I summarise the main characteristics of qualitative research, and offer a research model focused on the study of those qualities in social action and communication expressed via language (in its conceptual meaning and in the sense of its discourse), indicating the keys points of the qualitative method, the general phases of its development process, its main strategies and techniques, and the diffusion of knowledge obtained via the new instruments and networks of digital and global diffusion.
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    Latin-American perceptions on definitions and arguments about crossmedia and transmedia in advertising
    (EPI SCP, 2019-06-26) Hellín Ortuño, Pedro; Trindade, Eneus; García López, Javier; Comunicación
    Digital society has caused changes in the conventional forms of advertising. The values and interactive processes associated lead commercial brands to adapt to new situations. This paper reflects on crossmedia and transmedia storytelling concepts and their use in the Latin American context. There has been a transformation built on a hypermodern society, influenced by sociotechnological devices. The main objectives of this work are to define and categorize the new advertising formats arising from this context, as well as to identify the new conceptual manifestations. Through a conceptual revision, the text shows that the traditional forms of strategic advertising planning are changing, determined by conceptual and media hyperrelation. Now there is a sense of growing consumer power, who is also an active consumer of social media and advertising. In the current Latin American context, the consumer becomes a necessary collaborator in the process of producing meaning.
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    The inferential meaning of controversial terms: the case of "terrorism"
    (Springer, 2023-01-20) Gascón, José Ángel; Filosofía
    The international community has not been able to agree on a definition of “terrorism,” which has been a controversial term for decades. In order to understand the controversy, here the meaning of “terrorism” is analysed by means of the inferentialist framework developed by Robert Brandom. It will be shown that there is wide agreement about (at least some of) the consequences of application of the term, whereas the conditions of application are precisely what is at issue. Three consequences of application will be distinguished: epistemic, evaluative, and programmatic. Evaluative and programmatic consequences of application of the term “terrorism” are widespread and very serious, even in the absence of a precise definition, and that explains why the conditions of application are a controversial matter. In the end, the controversy is best understood as a clash of interests regarding when the consequences of the term should apply.
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    Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge
    (2017-04-12) McCrory, Catherine
    Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building.