La enseñanza biológica superior moderna en el contexto de la guerra
Discurso teórico y práctico (experiencia ucraniana)
DOI:
https://doi.org/10.22633/rpge.v27iesp.2.18389Palabras clave:
Educación biológica superior, Guerra ruso-ucraniana, Transformaciones, Experiencia prácticaResumen
El objetivo del artículo es analizar el discurso teórico y práctico de la enseñanza biológica superior en las condiciones de las hostilidades y la agresión militar rusa. Para este estudio se utilizaron métodos de análisis y síntesis, abstracción y comparación. En los resultados se actualiza la experiencia ucraniana en la organización de la enseñanza superior biológica durante la ley marcial, la formación de oportunidades de desarrollo ulterior aprovechando la experiencia adquirida y el potencial de integración europea. Se destacan los principales riesgos en el camino hacia el desarrollo de la enseñanza superior biológica y las perspectivas de mejora de la situación general. En particular, los retos militares han permitido desarrollar la enseñanza de la biología a nivel superior. En las conclusiones, se demuestra que la regeneración del ámbito de la enseñanza es posible en el contexto de la restauración del sistema administrativo en general.
Descargas
Citas
AMBARWATI, R.; FAIZAH, U.; RAHAYU, D. A. Enhancing the digital literacy of pre-service biology teacher through animal systematics course. In: PROCEEDINGS OF THE MATHEMATICS, INFORMATICS, SCIENCE, AND EDUCATION INTERNATIONAL CONFERENCE, 2019, Surabaya, Indonesia. Proceedings [...]. Paris, France: Atlantis Press, 2019. ISBN 9789462528741. DOI: 10.2991/miseic-19.2019.46.
BAKHMAT, N. et al. Modernization of future teachers' professional training: on the role of immersive technologies. Futurity Education, v. 2, n. 1, p. 28-37, 2022. DOI: 10.57125/fed/2022.10.11.22.
CHANKSELIANI, M.; QORABOYEV, I.; GIMRANOVA, D. Higher education contributing to local, national, and global development: new empirical and conceptual insights. Higher Education, v. 81, n. 1, p. 109-127, 2020. DOI: 10.1007/s10734-020-00565-8.
CHANKSELIANI, M.; QORABOYEV, I.; GIMRANOVA, D. Higher education contributing to local, national, and global development: new empirical and conceptual insights. Higher Education, v. 81, n. 1, p. 109-127, 2020. DOI: 10.1007/s10734-020-00565-8.
CHRÁSKOVÁ, M.; CHRÁSKA, M. Availability of implementation of standards of digital competence of secondary education teachers. Futurity Education, v. 1, n. 1, p. 32–40, 2021. DOI: 10.57125/FED.2022.10.11.4.
DHAWAN, S. Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, v. 49, n. 1, p. 5-22, 2020. DOI: 10.1177/0047239520934018.
HUANG, R.; SPECTOR, M.; YANG, J. Educational technology: a primer for the 21st century. [S. l.]: Springer, 2019. 248 p. ISBN 9789811366420.
JANDRIĆ, P. Biology, information, society. Postdigital Science and Education, v. 3, n. 2, p. 261-265, 2021. DOI: 10.1007/s42438-021-00220-0.
JANDRIĆ, P. Biology, information, society. Postdigital Science and Education, v. 3, n. 2, p. 261-265, 2021. DOI: 10.1007/s42438-021-00220-0.
JENA, B.; GUPTA,S.; MISHRA, N. Effectiveness of online learning and face-to-face teaching pedagogy. In: JENA, B. M.; GUPTA, S. L.; MISHRA, N. Transforming higher education through digitalization. Boca Raton: CRC Press, 2021. p. 21-43. DOI: 10.1201/9781003132097-2.
KUBITSKYI, S. et al. Management of pedagogical and sports educational institutions in Ukraine. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, v. 11, p. 19, 2022. DOI: 10.6018/sportk.538991.
LOBACH, N.; SAENKO, M.; ISYCHKO, L. Disadvantages and advantages of implementing distance learning in higher institutions of medical education. Viae Educationis. Studies of Education and Didactics, v. 1, n. 3, p. 13-18, 2022. DOI: 10.15804/ve.2022.03.01.
METCALF, L.; BERNACKI, M.; BERNACKI, L. How do digital textbook platforms promote active learning in undergraduate biology courses? Journal of Research in Science Teaching, DOI: 10.1002/tea.21845.
NAPAL FRAILE, M. et al. Digital narratives for biology learning. In: NAPAL FRAILE, M. et al. Contributions from biology education research. Cham: Springer International Publishing, 2022. p. 87-98. DOI: 10.1007/978-3-030-89480-1_7.
NEHM, R. Biology education research: building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research, v. 1, n. 1, 2019. DOI: 10.1186/s43031-019-0017-6.
NOURZAIE, H.; MOHAMMED, T.; BATT, M. Digital learning: the future of medical education? The Clinical Teacher, v. 15, n. 4, p. 353, 2018. DOI: 10.1111/tct.12810.
OLIVEIRA, A. et al. Emerging technologies as pedagogical tools for teaching and learning science: a literature review. Human Behavior and Emerging Technologies, v. 1, n. 2, p. 149-160, 2019. DOI: 10.1002/hbe2.141.
RAJAB, K. The effectiveness and potential of e-learning in war zones: an empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, v. 6, p. 6783-6794, 2018. DOI: 10.1109/access.2018.2800164.
RAKHIMOV, T.; MUKHAMEDIEV, M. Peculiarities of the implementation of the principles of the education of the future analysis of the main dilemmas. Futurity Education, v. 2, n. 3, p. 4–13, 2022. DOI: 10.57125/FED/2022.10.11.29.
WILLIAMSON, B. New digital laboratories of experimental knowledge production: artificial intelligence and education research. London Review of Education, v. 18, n. 2, 2020. DOI: 10.14324/lre.18.2.05.
WOJCIECH, W. et al. Future educator's digital learning assets: global challenges of our time. Futurity Education, v. 1, n. 2, p. 32-41, 2021. DOI: 10.57125/fed/2022.10.11.17.
ŽUPANEC, V.; LAZAREVIĆ, T.; PRIBIĆEVIĆ, T. Classes supported by digital technologies: the application of the blog as a virtual tool in biology teaching. Inovacije u nastavi, v. 35, n. 3, p. 120-133, 2022. DOI: 10.5937/inovacije2203120z.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Revista on line de Política e Gestão Educacional
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.