Representations over the Earth’s shape and the process of day and night from Nahua indigenous schoolchildren / Representaciones sobre la forma de la Tierra y del proceso día y noche en niños de escuelas indígenas Nahuas

This research presents the way in which children from a Nahua indigenous community build representations of the Earth’s shape, as well as the process that causes day and night. Concepts from school and local culture were studied. For the first case, a questionnaire was applied to 331 children, out of which 38 children were then interviewed on the topics from the questionnaire. For the cultural ideas, three teachers from the region and 30 children from the sample were interviewed. The results show that the representations depend on the form of questioning and the existence of three models: a flat structure with a celestial dome and mechanisms that hide or remove the Sun or the Moon in order to create day and night; a spherical structure with a surrounding sky, where the Sun and Moon rise and set; and a transitional model with a hollow sphere, flat surface and celestial dome. Cultural ideas do not appear to have any influence over these models, probably due to a loss of the community’s cosmogonic knowledge and the age of the children.     

Unfolding the knowledge and power dynamics of the ‘farmers–rural extensionists’ interface in North-Eastern Argentina

ABSTRACT

Purpose: In this paper, the knowledge dynamics of the farmer–rural extensionist’ interface were explored from extensionists’ perspective with the aim of understanding the matchmaking processes between supply and demand of extension services at the micro-level. Design/methodology/approach: Forty semi-structured interviews were conducted with extensionists whom work in the North-Eastern, Argentine provinces. Findings: Two different, general types of knowledge dynamics were identified: one moderately diffusionist, based on a hierarchical relationship and the prioritisation of experts’ knowledge, and the other constructivist, based on horizontal processes of co-construction. Interestingly, some extensionists support beliefs pertaining to both approaches. They also highlight the importance of unceremonious trainings, interpersonal trust and making recommendations that take into account farmers’ rationale. Practical implications: Results show the persistence of diffusionist rural extension and that extensionists have different, even contradictory, extension approaches, which renders inappropriate any attempt to generalise their perspectives. Theoretical implications: This study suggests that farmers’ demand is the result of a constructive, interactive process, and thus is not prior to the interaction between the demand side (farmers) and the supply side (extensionists). Consequently, the knowledge and power dynamics that take place within the farmer–extensionist interface should be considered the nucleus of demand construction and the matchmaking process. Originality/value: This paper addresses the dynamic matchmaking process between supply and demand of extension services at the micro-level, suggesting it is a constructive process and showing the core role played by power dynamics.     

Evaluation and impact of a reflective training process for rural extension agents

Purpose: This article assesses a non-traditional training methodology for extension agents, focused on the exchange of experiences among peers and the reflection on practice, with the aim of exploring its potential as a training strategy.

Design/Methodology/approach: A quali-quantitative investigation was conducted, which included interviews with extension agents, the use of different questionnaires, and recordings of the evaluation sessions carried out during each workshop.

Findings: This research allowed us to understand the importance of effective group coordination, a participatory climate, working in small groups, and the feedback loop between theory and practice for processes of experience sharing and reflection on practice. Some of the positive effects of the training observed were that extension agents acquired new knowledge and methodologies, reflected critically upon their practice, and put into question their own extension approach.

Practical Implications: Given its potentialities, implementing training processes focused on experience sharing and reflection on practice for rural extension workers, seems advisable.

Theoretical Implications: This article contributes to the understanding of how experience sharing and reflection on practice can generate transformations in rural extension agents’ approaches and positioning.

Originality/Value: This study systematically assesses the impacts that training has on extension workers, as well as the underlying processes that made it possible to generate them.     

Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs / ¿Centrales nucleares? ¿Sí o no? ¡Gracias! El uso argumentativo de tablas y gráficas

Abstract

The present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position.     

Differential effect of university entrance score on first-year students’ academic performance in Portugal

The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance.     

Predictor variables of written picture naming in the deaf

Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate.     

The pedagogical limitations of inclusive education

Abstract

The aim of this article is to contribute to a better conceptual and practical delimitation of inclusive education. A pedagogy that reacts to the need to face the dilemmas of difference. An interpretive and critical methodology with a documentary basis and a normative-pedagogical perspective is used. The results show a tension between theoretical approaches and the practical achievements of inclusive education. The article concludes by considering the position that if the most basic definition of education is essentially inherently inclusive, as it aims to foster the maximum development of everyone, then for the same reason it must also essentially be differentiating. This is precisely because the limits of inclusive education are in recognising and promoting excellence in difference, while the limits of differentiated education lie in recognising and promoting inclusion.     

Brazilian Digital Library of Theses and Dissertations

This paper relates and analyses the experience of various Brazilian institutions organized in a consortium with the aim of providing integration and unified access, via a web gateway, to full-text electronic theses already available at different Brazilian universities. The rise and impact of free electronic academic publishing on scientific communication and the development of science is analyzed. The results of a pilot programme, developed under the coordination of IBICT, as well as technical and technological aspects of information system models adopted, are presented. Aspects such as metadata sets and formats, protocols for automatic gathering of metadata, union catalogue databases, user interfaces and integration with other Brazilian STI systems, are analyzed. Finally, future developments and the enlargement of the Brazilian Digital Library of Theses and Dissertations are discussed.