Academic literature on the topic 'Compared didactic'
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Journal articles on the topic "Compared didactic"
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Ainun Najib, Muhammad Rifqi. "SEGITIGA DIDAKTIS CERPEN MERAWAT PETI INGATAN KARYA PUTU OKA SUKANTA." Jurnal Pendidikan Bahasa Indonesia 5, no. 1 (November 17, 2017): 14. http://dx.doi.org/10.30659/j.5.1.14-24.
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This research used short story entitled �Merawat Peti Ingatan�by Putu Oka Sukanta as the object. The short story directed the reader�s thinking to alwayshave critical thinking on everything and not easy to believe in a thing without any good reason underlying it. The approach used in this study is didactic approach or often called the value of education, while the type of research used is qualitative research. The purpose of this study to describe the projection of didactical sentence in the short story. This research began by reading and looking carefully the didactic elements contained in the short story. Then the data in the form of didactic elements are grouped by family, religion, and social didactic elements. From some of these processes it is found that there are didactic elements in religious, family, and social domains such as respect or modesty, humility, honesty and transparency, caring, gratitude, etc. Based on these studies it can be seen that social didactic elements are more prominent than religious and family didactic elements. It is caused by human social life which is more often done compared to other elementary.
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Nassif, Joseph, Joe Eid, Anwar Nassar, Imad Bou Akl, Antoine Abu Musa, Sehrish Abbasi, and Rana Sharara. "Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 143–59. http://dx.doi.org/10.31686/ijier.vol5.iss4.679.
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This randomized controlled study compared self-based learning (SBL) to didactic learning (DL) in teaching medical students medical and surgical skills. Self-based learning is at least as good as didactic learning in teaching medical students. The skills used were IV line insertion and simple interrupted suture. Sixty-four consenting second year medical students were randomly divided into two groups of 32 students each. For the IV line insertion activity, Group 1 was given a short didactic lecture on IV line insertion and Group 2 received a self-based learning task. Both groups were assessed a week later for IV line insertion on a dummy. Then the two groups were crossed over, where Group 2 attended a short didactic lecture and Group 1 underwent a self-based learning task on simple interrupted suturing. Both groups were assessed a week later using a suturing pad model. Statistical analysis of data, collected from assessment forms and questionnaires, was done using χ2 test (chi-square test). The results showed that there was no significant difference between the two groups in terms of their performance assessment, for both skills. However, student satisfaction significantly differed between the two groups with the SBL group expressing higher overall satisfaction in both activities. Self-based learning should be integrated in medical curricula since its comparable to didactic learning in terms of students’ performance and leads to higher student satisfaction.
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Ligozat, Florence, Eva Lundqvist, and Chantal Amade-Escot. "Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses." European Educational Research Journal 17, no. 1 (April 12, 2017): 147–69. http://dx.doi.org/10.1177/1474904117701923.
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One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.
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Carey, RonaldA B., Tarun George, OC Abraham, Tunny Sebastian, and MinnieF Faith. "Trainee doctors in medicine prefer case-based learning compared to didactic teaching." Journal of Family Medicine and Primary Care 9, no. 2 (2020): 580. http://dx.doi.org/10.4103/jfmpc.jfmpc_1093_19.
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Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (February 7, 2020): 33. http://dx.doi.org/10.3390/educsci10020033.
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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
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Richardson, Frank J., and Kevin P. Weinfurt. "Death Education: A Comparison of two Programs for Mothers of Young Children." OMEGA - Journal of Death and Dying 34, no. 2 (January 1, 1996): 149–62. http://dx.doi.org/10.2190/86r1-nc04-dunu-um73.
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The study compared two death education programs for mothers ( N = 90) of young children. Pre- and post-test scores on the State-Anxiety Scale and researcher-designed instruments that included the Children's Questions About Death Scale (CQADS) and Future Plans Inventory (FPI) were compared. Mothers in both the Didactic and Didactic-Experiential programs scored significantly higher than the Control group in their level of effectiveness in responding to children's questions, but the two treatment groups did not significantly differ from each other. Neither the Didactic Death Education nor the Didactic-Experiential Death Education programs significantly affected mothers' anxiety before responding to children's questions about death. Post hoc analyses suggested trends relating subject characteristics to mother's level of effectiveness in responding to a child's questions about death.
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Ghorbani, Ahmad, and Kiarash Ghazvini. "Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students." Advances in Physiology Education 40, no. 1 (March 2016): 93–97. http://dx.doi.org/10.1152/advan.00137.2015.
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Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group ( P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group ( P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture ( P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology.
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Richardson, D. "Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology." Advances in Physiology Education 273, no. 6 (December 1997): S55. http://dx.doi.org/10.1152/advances.1997.273.6.s55.
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This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.
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Qureshi, Ayisha, Cassy Cozine, and Farwa Rizvi. "Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments." Advances in Physiology Education 37, no. 1 (March 2013): 89–92. http://dx.doi.org/10.1152/advan.00068.2012.
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There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase ( P < 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance.
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Dedy, Endang, and Encum Sumiaty. "Desain Didaktis Bahan Ajar Matematika SMP Berbasis Learning Obstacle dan Learning Trajectory." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 16, 2017): 69–80. http://dx.doi.org/10.15642/jrpm.2017.2.1.69-80.
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This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
Dissertations / Theses on the topic "Compared didactic"
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Gustavsson, Lennart. "Language taught and language used : dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations." Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35339.
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The purpose of the research reported in this monograph has been twofold. First, it aims at contributing to an inquiry of the ways in which language and context are intertwined. Second, it aims at giving a characterization of a specific communicative event, second language teaching. The study starts out from a broad social-theoretical perspective, inspired by language game theory and ethnomethodology, as well as Goffman's (1974) 'frame analysis' and the work of Ragnar Rommetveit (1974, 1987). Levinson's (1979) notion 'activity type' is used in exploring how relevance criteria and frames of interpretation vary with the context of the activity in which language is used. The empirical material for the study consists of eight dyadic lessons of Swedish as a second language in grades 4-6 of the Swedish comprehensive, compulsory school. As material for comparison, the pupils, 10-12 year old boys from the Middle East, also participate in two non-didactic conversations around tasks defined by the research team, one together with his teacher of Swedish, one together with a class-mate of his. The first of the three empirical studies is a qualitative, discursive analysis of salient dialogue processes in language teaching activities. Abrupt shifts and breaks in the dialogue, misunderstandings, and lack of tuning between the conversational parties are interpreted as results of a tension between language at two levels in the language lesson. The dialogue in the language lessons of the corpus is characterized by an ambivalence between two perspectives on language, the ordinary, everyday perspective on language as a means for constructing and conveying messages versus the 'level 2 perspective', where language is seen as anabstract system of decontextualized linguistic items. The two other empirical studies are quantitatively oriented. In the first of these, important differences in dialogue processes, concerning dynamics, coherence and fluency are found between the lessons and the non-didactic conversations, as well as between different activities within the confines of a lesson. One of the most important results is that the teacher's interactional dominance seems to be systematically related to the content of lesson activities. The results of the last study suggest that in lessons, and especially language lessons proper, the pupil is givenfewer opportunities for talking and, also, that he refrains from taking the opportunities actually given to him. The main significance of the research is the demonstration of the dynamic character of linguistic communication and of the way in which linguistic meaning is the product of utterances being embedded in activities on which activity-specific premisses for communication are brought to bear. Also, the second language teaching situation is characterized as connected with particular communicative practices that are imbued with a certain degree of ambivalence and ambiguity.
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Ordonez-Pichetti, Oriana. "La compréhension des contenus disciplinaires et son vécu. Qu’est-ce que « comprendre » dans différentes disciplines scolaires pour des élèves de troisième de collège ?" Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H002.
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Cette étude s’intéresse, à ce que les élèves entendent par comprendre. Cet objet est interrogé dans le cadre des didactiques et de la didactique comparée. Les déclarations sollicitées de 244 élèves de 3ème ont permis de questionner leur conscience disciplinaire. Celle-ci varie selon plusieurs facteurs : l’impression de comprendre ou non les contenus enseignés, la prise en compte de l’utilité reconnue ou non de la discipline, les finalités identifiées. Les résultats permettent d’éclairer des difficultés ou des malentendus dans les apprentissages disciplinaires. Considérant la compréhension comme une dimension du vécu disciplinaire, il est possible de penser une relation entre le sentiment d’incompréhension de certains contenus et le décrochage dans la disciplineThis study focuses on, in a reconstructive space, what pupils mean by understanding. This object is questioned in various school subjects using the tools of compared didactics. Statements requested from 244 3th grade pupils allowed their disciplinary awareness to be questioned. This varies according to several factors: their impression to understand or not the contents taught and the consideration of usefulness, recognized or not, of the school subjects and the possibility to identify the purpose of the school subjects. These results can help to clarify some difficulties and misunderstandings and even enlighten possible obstacles in disciplinary learning. Considering understanding as a dimension of the disciplinary experience, it’s possible to see there is a link between feelings of misunderstanding some content and dropping out of the discipline
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Bouillon, Stéphane. "Temps, culture des professeurs et mémoire didactique : une étude comparée des modes de gestion de la mémoire dans l'enseignement des mathématiques au collège et à l'école primaire." Thesis, Bordeaux 2, 2010. http://www.theses.fr/2010BOR21760/document.
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Cette recherche s’inscrit, à la fois, dans le champ des recherches portant sur l’organisation du temps scolaire et dans celui traitant de l’articulation des enseignements mathématiques entre école et collège. Il s’agit d’une approche transversale, visant à tisser des liens entre temps d’enseignement, culture des professeurs et mémoire didactique. La thèse montre en quoi la possibilité ou non de mobiliser des situations mathématiques nécessitant des recherches longues et des débats, exerce une influence sur les formes prises par l’institutionnalisation des connaissances et, au-delà, sur le rapport aux mathématiques des enseignants. Dans le courant de l’année scolaire 2006-2007, quatre classes de sixième et quatre classes de CM2 ont été observées. La production d’un nombre important d’énonciations différentes de connaissances différentes, a été mise en évidence, entraînant une régulation, sous la forme d’un nombre restreint de connaissances rappelées et/ou institutionnalisées par écrit. On peut qualifier ce double processus, d’extension et de réduction didactique. La réduction didactique assure aux connaissances visées par l’étude une visibilité élective, tout au long du processus d’institutionnalisation. Cette mise en avant de certaines connaissances, liée à un traitement discursif et sémiotique spécifique, a été qualifiée de « visibilité institutionnelle ». L’aptitude de la mémoire didactique à se projeter dans l’avenir comme dans le passé confirme sa dimension prospective et sa capacité à organiser un récit susceptible d’emporter l’adhésion des élèvesThis research is two-fold, taking place in the field of research on the organization of school time and the one focusing on Mathematics teaching organization, both in primary school and middle school. The approach exposed is transversal, forging links between instructional time, teacher culture and didactic memory. The thesis demonstrates how the possibility or not to mobilize mathematical situations, requiring long research and discussions, affects the institutionalization of knowledge shapes and, beyond, teachers’ feeling about Mathematics. In the course of the 2006-2007 school year, four classes of fifth grade and four classes of sixth grade were observed. The production of a large number of different enunciations of various knowledge was highligthed, resulting in a regulation with a limited number of knowledge recalled and / or institutionalized in writing. We can describe this dual process as didactic extension and reduction.Didactic reduction ensures targeted knowledge elective visibility, all along the institutionalization process. Highlighting a specific knowledge is called “institutional visibility”. The ability of didactic memory to project into the future as into the past confirms its prospective dimension and its ability to organize a story that could win students’ support
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Hubert, Gwenaelle. "L’acte de commencer : étude comparée de débuts d’œuvre dans plusieurs genres poétiques de la période augustéenne." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040211.
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Cette thèse s'inscrit dans une démarche de comparaison – encore peu entreprise malgré l'intérêt que suscitent les débuts d’œuvre – entre des œuvres des genres épique, didactique et élégiaque de la période augustéenne. Nous cherchons à saisir les principes guidant la composition des débuts d’œuvre en poésie et à expliquer les variations apparaissant dans la pratique. En resituant les œuvres augustéennes dans une tradition, nous établissons qu’il existe à cette époque des rituels de début différenciés entre les proèmes épiques et didactiques, à tel point qu’ils contribuent à l’inscription des œuvres dans deux genres distincts. Puis en mobilisant les éléments que les comparaisons font apparaître comme marqueurs de début en raison de leur récurrence, mais aussi les outils de la pragmatique et le concept de paratexte, nous mettons en évidence les caractères qui, au-delà d’une représentativité programmatique, qualifient les pièces liminaires des recueils élégiaques pour ouvrir l’œuvre. Il apparaît alors que seul Ovide se positionne par rapport à l’épopée en jouant avec les codes de début de celle-ci, parce qu’il écrit à un moment où le genre élégiaque a gagné en maturité et où le proème de l’Énéide a établi un modèle de début épique de référence en latin. Mais au stade du premier livre de Properce et de Tibulle, aucun rituel de début d’œuvre spécifiquement élégiaque n’est institué, le positionnement de l’élégie par rapport à l’épopée ne se traduit pas dans la forme du début d’œuvre, et il ne sera formulé plus explicitement en termes méta-littéraires que dans les livres suivants. D’une manière générale, le premier début est moins réflexif que les débuts de livres intermédiairesThis thesis aims at comparing different epic, didactic and elegiac writings from the Augustan period. Although the beginnings of literary works have been extensively studied, comparisons are still needed. We try to understand the principles at work in the beginning of poetry writings. We also explain the variations observed between them.By placing Augustan texts in a tradition, we notice that there are characteristic differences between the rites of epic and didactic proems. These differences are so important that they contribute to the identification of a work's genre.Then mobilizing elements that comparisons reveal as markers for their recurrence, but also the tools of pragmatics and the concept of paratext, we highlight the characters which, beyond programmatic representativity, qualify the poems opening elegiac collections as beginnings.It appears that only Ovid describes his position in relation to epic, by playing with beginning codes of that genre, because he wrote at a time when the elegiac genre had matured and when the proem of the Aeneid had established a Latin model for epic proems. But at the time of the first book of Propertius and Tibullus, no specific ritual of beginning is established for elegiacs. Elegy's relationships to epic do not appear in the form of the beginning and they will be described more explicitly in metaliterary terms in the following books. Generally speaking, the first beginning is less metapoetic than the beginnings of intermediate books
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Hussain-Carnus, Patrick. "La maîtrise de la langue française dans et par les disciplines scolaires : les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive : approche comparative." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0054.
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Cette recherche a pour objet l'étude de la contribution des disciplines à l'évolution des collégiens dans leur maîtrise de la langue française. La position de la France dans les évaluations PISA et les nouvelles préoccupations de l'Union Européenne en matière d'égalité des chances amènent notre système scolaire à reconsidérer la place du langage dans les enseignements. Par ailleurs, l'omniprésence du terme « langage » dans la nouvelle version du socle et la place que lui accordent les nouveaux programmes du collège depuis la rentrée 2016, confirment cette tendance. Mais tous les élèves ne développent pas les mêmes capacités ni le même rythme d’apprentissage : certains rencontrent des difficultés scolaires, d'autres, des difficultés linguistiques. Qu'entend-t-on par « maîtrise de la langue » au collège ? Quelle est la nature des obstacles rencontrés par certains collégiens ? La relation didactique qui s'établit entre élèves et enseignants dans le cadre d'activités langagières visant la maîtrise de la langue est-elle strictement spécifique à une discipline et un type de classe ou bien tisse-t-elle des formes d'ordre générique qui relèveraient du didactique ordinaire ? Nous avons analysé et comparé les interactions verbales d'un corpus de dix sept séances afin d'observer les difficultés des élèves, en situation de classe. Nous pensons que l'enseignement de la maîtrise de la langue française exige de l'élève une compréhension, à la fois, de la langue de scolarisation et du langage des disciplines. Nous pensons, par ailleurs, que l'élève doit être considéré de manière spécifique et non générique de manière à ce que les pistes proposées soient adaptées à tousThis research deals with the way learning different school subjects is likely to help middle-school students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time.But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties, others will deal with language-related problems.What is meant by “Language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach?We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students. We argue that teaching French language proficiency requires the students to understand both a schooling language and a subject language. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them
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Elandoulsi, Souha. "L’épistémologie pratique des professeurs : effets de l’expérience et de l’expertise dans l’enseignement de l’Appui Tendu Renversé en mixité : analyse comparée de trois enseignants d’éducation physique et sportive en Tunisie." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20054/document.
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Cette thèse s'attache à décrire et à comprendre l’activité didactique conjointe de trois enseignants d’EPS et de leurs élèves dans l’enseignement de la gymnastique en Tunisie. Elle a pour objectif de déterminer l’influence de l’expertise et de l’expérience sur la mise en scène et la régulation des situations didactiques. Afin de disposer d’une pluralité de questionnements susceptibles d’éclairer au mieux la complexité de la réalité observée, elle prend appui sur les principaux concepts de la Théorie de l’Action Conjointe en Didactique. Trois cycles d’enseignement portant sur l’enseignement de l’appui tendu renversé-roulade ont été observés. Le recours à une méthode dite « clinique/expérimentale » a permis de créer les conditions de la comparaison inter-cas afin d’analyser dans le détail les interactions didactiques en lien avec l’expérience professionnelle des trois enseignants et selon leur degré d’expertise gymnique. Leurs activités didactiques ont été décrites à partir de l'enregistrement audio et vidéo de séances et de données d'entretiens (ante cycle, ante séance et post séance). Les résultats mettent en évidence les effets conjugués de l’expertise dans l’APS et de l’expérience professionnelle sur l’épistémologie pratique des professeurs. Il ressort de l’analyse comparative que l’expérience professionnelle et l’expertise dans l’APS ont une incidence sur les types de ruptures et/ou de micro-dysfonctionnements observés, rendant compte ainsi du «travail» souterrain du contrat didactique dans ses aspects différentiels en lien avec les positions de genre et les hiérarchies d’excellence des élèves. La recherche confirme que l’épistémologie pratique du professeur est un déterminant du fonctionnement du système didactique. Elle met par ailleurs en évidence que l’expérience et l’expertise professionnelles peuvent expliquer en partie les manières dont les élèves de sexe et de niveaux d’habiletés gymniques différents tirent ou non profit de l’enseignement qui leur est dispenséThis thesis focuses to describe and understand the joint didactic activity of three physical education teachers and their pupils in gymnastic learning in Tunisia. It aims to determine the expertise and experience influence on the implementation and the regulation of didactic situations. In order to illuminate the complexity of the observed reality, this thesis is based on the main concepts of the Theory of Joint Action in Didactic. In this context, three teaching units about learning handstand - roll were observed using a method called "clinical/experimental" This method has created the conditions for cross case studies to analyze in detail the didactic interactions related to the educational experience of three teachers and according to their expertise in gymnastics. Their didactic activities have been described from the videotapes of the lessons and interviews data (pre-unit, pre-lesson and post-lesson individual interviews with the teachers). The results highlight the combined effects of the expertise and the teaching experience on the teachers’ practical epistemology. It appears from the comparative analysis that the teacher professional experience and expertise in the specific physical activity have an impact on the observed types of breach and/or micro-dysfunction, reflecting the “underground work" of the didactic contract in its differential aspects in relation to pupils’ gender positions and pupils’ hierarchies of excellence. Research confirms that the teacher’s practical epistemology determines the functioning of the didactic system. It is also shown that teaching experience and expertise may partly explain the ways in which pupils (having different gender positions or gymnastic skill levels) take or not benefit of the education they are provided
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Monnier, Nathalie. "L'activité didactique empêchée, entre contraintes et ingéniosité : étude de cas en éducation physique et sportive en milieu difficile." Toulouse 3, 2009. http://thesesups.ups-tlse.fr/575/.
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La recherche, réalisée auprès de quatre professeurs d'éducation physique et sportive enseignant en milieu difficile, s'attache à problématiser et éclairer - depuis la didactique - le constat réalisé par de nombreux travaux de sociologie et de sciences de l'éducation : celui d'une minoration des savoirs enseignés au bénéfice des savoir-être et de savoir-faire sociaux dans ces contextes d'enseignement. Pour ce faire le cadre de la thèse intègre, après les avoir convertis, le concept "d'activité empêchée" et la méthode "d'instruction au sosie" empruntés à la "clinique de l'activité" dans le cadre d'une problématique de recherche didactique. L'articulation de l'analyse de l'action didactique en classe à partir de la vidéo et du recours, par des voies d'accès indirectes, à l'activité empêchée de l'enseignant permet ainsi de mettre au jour les ressorts et les contraintes à l'origine du fonctionnement des systèmes didactiques observés. Cette recherche permet d'initier des pistes interprétatives rompant avec un discours d'accusation des enseignants fondé sur un hypothétique déficit de maîtrise des savoirs et sur une non moins hypothétique posture de renoncement. Les résultats mettent en évidence que la prise en charge du "maintien de l'ordre" dans les classes se combine, contraint et oriente mais n'évacue pas des préoccupations des enseignants l'aboutissement de l'enjeu de savoir en ce qu'il est le résultat de l'action conjointe du professeur et des élèves. L'épistémologie professionnelle des professeurs apparaît à la lumière des résultats comme un élément structurant leur action en classe et œuvrant dans le développement de leur activité. La thèse est aussi l'occasion de discuter les rapports entre didactique et ergonomieLooking at schooling in deprived area, sociologists and pedagogists have pointed out that specific learning achievement might disappear for the benefit of social control under the slogan of the making of citizen through students' self-responsibility and self-awareness. In this thesis we analyse through observation and interviews the difficulties encountered by four PE teachers in maintaining quality content knowledge in deprived area schools. Grounded on the "didactique" approach and using the method of "instruction au sosie", the research highlights the idea that the teacher's didactical activity might be understood as "detained". It points out the tensions and the contradictions that teachers have to face all along the specific knowledge co-construction process engaged with their students. The results show that class management and instruction are combined, the search of class control does not dwindle the teachers' worries related to the content to be taught and learned during the didactical joint action. Teacher's epistemology appears a decisive element at the heart of their activity development. The thesis gives the opportunity to discuss the theoretical relations between didactics and ergonomics as fields of research
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Devos-Prieur, Odile. "Rapports aux savoirs des professeurs d’école et développement des contenus en éducation physique : étude comparée de quatre cycles de basket-ball au cours moyen." Toulouse 3, 2006. http://www.theses.fr/2006TOU30293.
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La recherche s'intéresse à l'action didactique de professeurs d'école de formation différente : un maître basketteur, un tout venant, un ayant une formation STAPS, un travaillant en partenariat avec un intervenant extérieur. L'hypothèse est que les rapports aux savoirs des enseignants influencent la façon de concevoir et de réguler les contenus d'enseignement. En nous appuyant sur le concept de rapports aux savoirs de Chevallard (1989), nous avons considéré que l'évolution des contenus ne peut être comprise que si l'on étudie très finement l'activité des professeurs en contexte. Quatre cycles d'enseignement du basket-ball au CM2 ont été observés selon trois échelles d'analyse : la première s'attache aux routines d'enseignement des professeurs, la seconde à la chronogenèse des objets de savoir du cycle, la troisième aux régulations in situ, effectuées par les quatre maîtres lors d'une situation comparable. Les résultats indiquent que les assujettissements des professeurs à leurs institutions de formation sont déterminants, même si une gestion pédagogique de la classe est observableThe thesis carried out hereinafter is about teachers' didactic action. Teachers with different background and vocational training are involved: the first one is a specialist in basketball, a run-of-the mill stuff teacher, formed as a physical training teacher and one with an outside contributor. The hypothesis is that the teachers' relations with knowledge; their professional training as well as their experience in basket ball as a social practice, do act upon the way they view and adapt the teaching contents. Bearing in mind the 1989 Chevallard's concept, as far as relations of knowledge is concerned, we can assert that the evolution of the content taught could be understood only when the teachers' activity is studied in context and shrewdly. Therefore a survey of four basket-ball units has been carried out in the fifth year of primary school, following three scales of analysis: the first one is linked to teachers' routines, the second is connected to the chronogenesis of the knowledge of the cycle, and the third one concerns the situated regulations achieved by the teachers in a similar situation. The results bring to the fore that teachers' subjections to various institutions are a determining factor, even though a classroom management can be noticed
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Zhurauliova, Hanna. "Classifications morphologiques des verbes russes : émergence, évolution et perspectives d'une complexité épistémologique." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100091.
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Cette recherche vise la description et l’explication des différentes classifications concernant le verbe russe, partie du discours la plus vaste et la plus difficile à organiser dans cette langue, de par ses nombreuses catégories et un système compliqué de conjugaison, ce qui a pour conséquence une multiplicité de propositions, au cours des siècles, tentant de maîtriser cette complexité. Ces tentatives diffèrent selon les idées dominantes de l’époque : par le choix de l’objet (slavon, vieux russe…), le point de vue jugé pertinent (diachronique, synchronique, logique…), le critère linguistique adopté (morphologique, sémantique…) et donc par les méthodologies dépendant de ces options théoriques, chacune révélant des faits nouveaux (telle la découverte de l’aspect) mais du même coup une complication supplémentaire pour le classement, et donc des difficultés accrues dans l'acquisition ou l'apprentissage du système verbal russe. Notre objectif est double : saisir pourquoi les classifications existantes aboutissent à des modèles trop complexes pour être enseignés tels quels, et déterminer le point de vue à adopter pour pallier le problème pédagogique : notre hypothèse est d’intégrer le critère de la fréquence (jamais pris en compte jusqu’ici)This research concerns the description and explanation of various classifications of Russian verbs, which constitute the largest and most difficult-to-organise part of speech in the Russian language due to the numerous categories and the complicated system of conjugation which have led, over the centuries, to numerous propositions attempting to master this complexity. These attempts differ, according to the dominant ideas of each epoch: in the choice of the objective (Slavonic, Old Russian...), the viewpoint judged pertinent (diachronical, synchronical, logical...), the linguistic criterion adopted (morphological, semantic...) and therefore by the methodologies dependant on these theoretical options, each one revealing new facts (such as the discovery of the aspects), but at the same time becoming an extra complication for a classification and therefore adding more difficulties for acquiring or learning the Russian verb system. Ours is a double objective : to grasp why the existing classifications lead to models that are too complex to be taught as is, and to determine the proper viewpoint from which to remedy the pedagogical problem (which has never been taken into account so far)
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Menouar, Elisabeth. "L'évaluation à la fin de l'école primaire : modélisation, pratiques de passation et vécu des acteurs." Thesis, Lille 3, 2018. http://www.theses.fr/2018LIL3H009/document.
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Cette thèse vise à éclairer les fonctionnements disciplinaires de l’évaluation formelle à l’école primaire. J’ai approché ces fonctionnements en observant les pratiques enseignantes, en analysant les documents qui servent de supports à l’évaluation et en interrogeant le vécu des élèves. J’ai ainsi élaboré une modélisation pour éclairer les composantes de l’évaluation et envisager les variations possibles des pratiques. J’ai aussi mis au jour la manière spécifique dont les disciplines sont construites au travers de l’évaluation, les caractéristiques disciplinaires des dispositifs mis en œuvre et enfin la manière dont les élèves vivent ces évaluations. L’approche de didactique comparée, au sein de laquelle je me situe, éclaire les variations selon les disciplines, voire les contenus évalués. Elle permet de préciser les images des disciplines construites par les pratiques évaluativesThis thesis aims to explain how formal evaluation work depending on the school subject taught in primary school. For my study, I observed several teachers’ practices, analyzed the evaluation material, and interviewed the pupils about their evaluation experiences. Then, I developed a model which highlights the different steps of an evaluation and allows an analysis of all possible variations in practices. I also presented the specific structure of each school subject, still from the evaluation angle, the specific evaluation methods used according to the subject, and the pupils’ perception of these evaluation. The comparative didactics approach I adopted allowed me to point out variations in the different school subjects, or even in the evaluated content. In the end, with this approach I was able to gather a global picture of each school subject based on the evaluation practices
Books on the topic "Compared didactic"
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Gustavsson, Lennart. Language taught and language used: Dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations. Linköping: University of Linköping, 1988.
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The Puritan and the Cynic: Moralists and Theorists in French and American Letters. New York: Oxford University Press, 1987.
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Fanti, Giulia. Grattius’ Cynegetica. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789017.003.0003.
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This chapter assesses aspects of Grattius within the didactic tradition, paying particular attention to the ways in which the author constructs his own persona as instructor and his envisaged addressee(s), and projects his attitude to teaching. This is compared and contrasted with other Greek and Roman didactic poems, with particular reference to his Roman predecessor Lucretius and contemporary Manilius. The chapter argues that Grattius’ work may be seen as a protean poem that combines several of the most characteristic didactic features: in particular, a declared educational aim that is undercut somewhat by a more playful attitude towards the earnestness of the lesson.
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Mdaghri, Alaoui Abdallah, Bonn Charles 1942-, Université Paris-Nord. Centre d'études littéraires francophones et comparées., Jāmiʻat Muḥammad al-Khāmis. Groupe d'études maghrébines., and Colloque "Orientations actuelles en littératures comparées" (1996 : Casablanca, Morocco), eds. Littérature comparée & didactique du texte francophone. Paris, France: L'Harmattan, 1999.
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Ariane, Landuyt, and Università di Siena. Centro di ricerca sull'integrazione Europea., eds. Europa unita e didattica integrata: Storiografie e bibliografie a confronto = A united Europe and integrated didactics : historiographies and bibliographies compared. Siena: Protagon, 1995.
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Haskell, Yasmin Annabel. "Marvellous Works: The Poetry of Wonder in Baroque Naples." In Loyola's Bees. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262849.003.0003.
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This chapter examines how the French Jesuits influenced the didactic poetic practice of their Italian counterparts. It discusses Niccolò ‘Parthenius’ Giannettasio, an Italian Jesuit who, in spite of his admiration of Rapin, Fracastoro, and other French Jesuit contemporaries, opted to write Latin didactic poetry in a Neopolitan setting. The chapter also discusses Tommaso Strozzi, another Neopolitan Jesuit, who took inspiration from Girolamo Fracastoro's Syphlis. Fracastoro, who was the most famous Renaissance successor of Pontano, had a profound influence on the georgic poetry of his Tommaso, particularly his Praedium rusticum. The chapter also discusses Francesco Eulalio Savastano, a Neopolitan Jesuit didactic poet. His poems were a hybrid of French Jesuit and native Italian strains of neo-Latin georgic. Compared to Rapin and his Neopolitan colleagues, Savastano produced a didactic poem of more ambitious scientific pretensions. His Botanicorium, seu Institutionum rei herbariae libri iv sought to surpass the didactic poetry of Rapin. His Botanicorium was the harbinger of the more self-consciously difficult scientific poetry of the Jesuits working in Rome. It looks not only to Lucretius, Fracastoro, and Virgil but also to rivals such as Giannettasio and, above all, Rapin. This attempt to produce a scholarly difficult poetry was an opportunity for poetic, as well as competitive, display.
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Macchia, S., D. Bossolasco, and A. Fornasero. "New Technologies to Support Educational Inclusion." In Handbook of Research on Didactic Strategies and Technologies for Education, 419–25. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch036.
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In this chapter, the authors present the first thoughts after the experience gained, still in progress, made by the Working Group Handicap (GLH) of our Institute on a set of six children with mental deficiency (DM), aims to encourage their inclusion in school using the e-collaboration. In the present study, three different modes / communications environments were compared in a context of cooperation between e-deficient students. Each child was accompanied by a teacher - tutors who monitored, for each environment, social context, interactivity, privacy and the feeling of privacy, online communication, and the degree of socialization achieved.
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Dukán, András Ferenc, Csaba Szabó, and Evá Vásárhelyi. "Logic in secondary school: From Tamás Varga´s proposed curriculum to board games." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht, 143–56. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.09.
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Studying international literature on the psychology of learning, brain research, and didactic we conclude that logical thinking can be improved through playing board games. The board game player performs complex logical operations and can enjoy the game with little factual knowledge. (Herber et al. 2003) Our research is based on a school experiment with a control group. The two 9th-grade groups have basically the same knowledge and skills. The development of the two groups is compared on the basis of input and output tests and initial knowledge level measurement. The experimental group played (non-mathematical) board games on every third mathematics lesson throughout one semester. We compared the mathematical development of the experimental group with that of the control group, that learned mathematics the traditional way of around 50% more time. Classification: D40, D30, C60. Keywords: Board games, logical thinking, game-based learning
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Hau, Lisa I. "Pathos with a Point." In Experience, Narrative, and Criticism in Ancient Greece, 81–103. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198848295.003.0005.
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This chapter discusses accounts of violence in so-called tragic history and suggests that this Hellenistic subgenre may better be understood as an attempt to write experiential history. It begins with defining what characterized ‘tragic’ or ‘sensationalist’ accounts of violence and atrocities, taking Diodorus Siculus’ account of the sack of Selinus (Diod. Sic. 13.57) as its case study, comparing it with passages of Thucydides and Polybius to illustrate the differences. The second part of the chapter examines the possible purpose with such experiential representations of atrocities. It proceeds by examining Polybius’ famous criticism of Phylarchus for confusing history and tragedy (Plb. 2.56) as well as fragment 21 of Agatharchides’ On the Red Sea, which discusses the correct way to write about disasters, and finally some of Diodorus’ many remarks on the didactic purpose of historiography. It concludes that the ‘tragic’ historiographers, like Thucydides and Polybius, considered their works (moral-)didactic and believed that certain things can best be learned through an experiential representation. In the third and final part of the chapter, this ideal is compared with modern history writing and parallels are drawn both with the presentist/experientialist movement and with the call from some quarters for historians to take a moral stand on their subject matter, particularly when writing about atrocities.
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Katajala-Peltomaa, Sari. "Reasons for Possession." In Demonic Possession and Lived Religion in Later Medieval Europe, 28–45. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850465.003.0002.
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This chapter focuses on the reasons given for falling prey to demons; how certain behaviour, acts, and places were dangerous in this respect. The rather down-to-earth and concrete explanations given by the laity are contrasted and compared with the examples given in didactic material. In the lay depositions questions of guilt did not stand out and often no causes for possession were offered; an accidentally swallowed demon may have been a method to exculpate oneself and alleviate the deviance caused by the disturbing symptoms. A generally accepted pattern of causality did not exist since local traditions and cultural and environmental differences played a role in explaining the reasons for demonic presence. Comparative analysis shows, for example, that the spiritual dangers of the wilderness and urban spaces were more emphasized as background reasons in the densely populated urban areas of Northern and Central Italy than in the rural North.
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Hales, Sarah, and Gary Rodin. "Managing Cancer and Living Meaningfully (CALM) Therapy." In Psycho-Oncology, edited by William S. Breitbart, Phyllis N. Butow, Paul B. Jacobsen, Wendy W. T. Lam, Mark Lazenby, and Matthew J. Loscalzo, 502–8. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190097653.003.0064.
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Managing Cancer and Living Meaningfully (CALM) is a brief, semistructured individual intervention designed to alleviate distress and to promote psychological growth in individuals with advanced disease. This intervention emerged from a longitudinal program of research and from the theoretical traditions of relational, attachment, and existential theory. Through a process that supports affect regulation, attachment security, and reflective functioning, CALM focuses on four content domains: (1) symptom management and communication with health care providers; (2) changes in self and relations with close others; (3) spiritual well-being, sense of meaning, and purpose; and (4) preparing for the future, sustaining hope, and facing mortality. Caregivers are invited to one or more CALM sessions, during which communication, relational strengths and disruptions, and hopes and fears related to the present and to the future are addressed. Qualitative research has shown that the structure of CALM provides a safe place for cancer patients to explore their fears, to be seen in human terms, and to face the challenges and threats of advancing disease. Quantitative research has shown that compared to usual care, it leads to significantly greater reduction in and prevention of depressive symptoms and improvement in death preparation. Therapist skill in the delivery of CALM is developed through didactic and experiential workshops and by ongoing supervision.
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Key, Kent. "Addressing the Under-Representation of African American Public Health Researchers: The Flint Youth Public Health Academy." In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98459.
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In order to meet the health needs of a culturally diverse population, the United States public health workforce must become ethnically diversified to provide culturally competent care. The underrepresentation of minority, specifically African American public health professionals may be a contributing factor to the high rates of preventable health disparities in the African American community. Studies have shown that racial/ethnic communities bear the highest disparities across multiple health outcomes. African Americans, when compared with European Americans, suffer the greatest rates of health disparities, thus providing the justification to increase minority public health professionals. In addition, studies suggest that minorities are more likely to seek medical and health services from individuals of the same ethnicity. This will assist in decreasing language and comprehension barriers and increase the cultural competence of the health providers who serve populations from their ethnic/cultural origin. This chapter will highlight a 2014 study designed to explore and identify motivators for African Americans to choose public health as a career. African American public health professionals and graduate students were engaged to discuss their career and educational trajectories and motivators for career choice. Using qualitative research methods, this study was guided by the following research question: what are the motivating factors to engage African Americans into careers in public health? The study was approved by the Walden University Institutional Review Board and was conducted in 2014. The results of this study have served as the blueprint for the creation of the Flint Public Health Youth Academy (FPHYA). Coincidently the 2014 study was wrapping up at the genesis of the Flint Water Crisis (FWC). The FWC impacted residents of all ages in Flint. Specifically, the youth of Flint were exposed to lead (a neuro-toxin) and other contaminants through the water system which impacted them physically and cognitively. National media outlets disseminated headlines across the world that Flint youth would have behavioral (aggression) issues and struggle academically as a result of their exposure to lead. The FPHYA was designed to provide positive messages to and about Flint youth. It is an introduction to careers in public health, medicine, and research for Flint Youth. It creates a space for Flint youth to work through their lived experience of the FWC while learning the important role public health and research plays in recovering from an environmental public health crisis. More importantly, it is a pathway to public health careers providing didactic sessions, local mentors and internships.
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Heine, Carmen. "Student Peer Feedback in a Translation Task." In Advances in Linguistics and Communication Studies, 337–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch015.
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Social science research methods can help shed light on students' peer feedback performance. They can also help enlighten researchers on students' reception and repercussion to feedback tasks. The operationalizability of these methods for future peer activities in Translation Didactics is examined in this chapter. Multiple peer feedback data from undergraduate Business Communication students is compared with questionnaire and interview data. The data derives from peer feedback loops and provides insights into the students' perception of working with peer feedback on a web-text localization and translation commentary task performed to mirror professional practice. The analysis of the wording of student feedback, of the revisions suggested and the analysis of whether or not—and how—students implement their peer's suggestions, allows qualitative evaluation and interpretation. The methods applied are compared and their feasibility for further research into peer feedback in Translation Studies is explored.
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Nicolaides, Demetris. "Atomic Connections." In In Search of a Theory of Everything, 157–61. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190098353.003.0015.
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Epicureanism has served as an intellectual bridge between ancient and modern science. Lucretius, a devoted Epicurean, composed a didactic poem about Epicurean philosophy that has “taken over the whole of Italy.” Epicureanism “was a significant trend in Hellenistic times.” “The echoes of this battle [between the atomists and their critics, e.g., the Aristotelians] were heard [sporadically] in medieval Europe, and it flared up again with great intensity in the sixteenth and seventeenth centuries.” Then, Epicureanism was revived when a copy of Lucretius’s poem resurfaced, inspiring various Renaissance philosophers, who had inspired the Enlightenment philosophers. Galileo cited Lucretius’s work to compare the Epicurean physics of falling bodies with Aristotle’s and his own. His book inspired Newton, an atomist himself, who in turn inspired Einstein, who had proven atomism theoretically, and who inspired everyone after him. Rightly then, “If I have seen further it is by standing on the shoulders of Giants.”
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Angus, Bill. "Sympathy for the Informer: Iago, Volpone and Other Metadramatic Authors." In Metadrama and the Informer in Shakespeare and Jonson. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474415118.003.0004.
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This chapter contends that Shakespeare and Jonson reacted to contemporary anxiety over interpretation in differing ways, reading Othello and Volpone to compare metadrama and informing alongside issues of authorship and authority. Jonson deals with this often in structurally metadramatic and directly didactic terms, asserting himself as author in the transactions of authority and the authentic, while Shakespeare most often addresses this at a distance from his authorial self, his metadrama most manifest in the interplay of his characters. Considering these approaches, the chapter maps the emergence of a dramatic figure who is melancholic, machiavellian, and malcontented. He is both parasitic plotter and maker of tragedy, simultaneously taking on features of author and informer, the epitome of metadramatic characterisation. The chapter explores how metadrama not only mirrors the structures of informing but also offers the audience the perspective of this seductive figure as a negative model for their own interpretative practice.
Conference papers on the topic "Compared didactic"
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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "DIDACTIC CAPACITY OF SELECTED CZECH AND RUSSIAN SECONDARY SCHOOL TEXTBOOKS OF ORGANIC CHEMISTRY AND THEIR MUTUAL COMPARISON." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.56.
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In the research, a quantitative method intending to evaluate didactic capacity of four textbooks of organic chemistry used at upper secondary schools has been applied. Focusing on the arrangement of verbal and non-verbal elements, two Czech textbooks of organic chemistry were compared with two adequate Russian textbooks. The textbooks were characterized by coefficients of subject presentation, education control, orientation, and the total didactic capacity. Based on chi-square statistics, significance of the results is discussed and critically interpreted. Keywords: didactic capacity, analysis of textbooks, educational mean, Czech and Russian textbooks, organic chemistry.
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Koreshi, Zafar Ullah, and Sadaf Siddiq. "Monte Carlo Simulation Compared With Classic Deterministic Solutions for Neutron Transport and Diffusion." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29971.
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The Monte Carlo (MC) simulation method, known to handle complex problems which may be formidable for deterministic methods, will always require validation with classic problems that have evolved historically from deterministic methods [1–5] based on Chandrasekhar’s method in radiative transfer, Fourier transforms, Green’s functions, Weiner-Hopf method etc which are restricted to simple geometries, such as infinite or semiinfinite media, and simple scattering laws too for practical application. This work compares deterministic results with MC simulation results for neutron flux in a slab. We consider mono-energetic transport problem in an infinite medium and in a 1-D finite slab with isotropic scattering. The transport theory solutions used in infinite geometry are the Green’s function solution and the spherical harmonics (P1, P3) solutions, while for the 1-D finite slab, we refer to a transport benchmark for which an exact solution is available. For diffusion theory, we consider the Green’s function infinite geometry solution, and the exact and eigen-function numerical solution for finite geometry (1-D slab). The objective of this work is to illustrate the results from all the methods considered especially near the source and boundaries, and as a function of the scattering probability. The results are plotted for six elements that include a strong absorber, such as gadolinium, and a strong “scaterrer” such as aluminium. The present work is didactic and focuses on problems which are simple enough, yet important, to illustrate the conceptual difference and computational complexity of the deterministic and stochastic approaches.
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El Hajj, Maguy, Ahmed Awaisu, Nadir Kheir, Mohamad Haniki, Rula Shami, Rana Saleh, Noora AlHamad, Ahmed Almulla, and Ziyad Mahfoud. "Assessment of an Intensive Education Program on the Treatment of Tobacco-Use Disorder for Pharmacists using OSCE (Objective Structured Clinical Examination)." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0113.
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Tobacco use is one of the main causes of morbidity and mortality in Qatar. The aim of this randomized controlled trial (RCT) is to design, implement, and evaluate an intensive education program on tobacco-use treatment for pharmacists in Qatar. The study objectives are to assess the effectiveness of the program on pharmacists’ skills toward tobacco cessation. Methods: A random sample of community pharmacists in Qatar was selected for participation. Consenting participants were randomly allocated to intervention or control groups. Participants in the intervention group received an intensive education program on treatment of tobacco-use disorder. A short didactic session on a non-tobacco-related topic was delivered to pharmacists in the control group. The pharmacists’ tobacco cessation skills were assessed using an Objective Structured Clinical Examination (OSCE). Six-station OSCE targeting core smoking cessation competencies and skills was completed by participants in both groups. Performance of participants was assessed using validated assessment checklists that comprised analytical and global assessment sections. Results: A total of 54 and 32 participants in the intervention and the control group respectively completed the OSCE. Overall, pharmacists in the intervention group performed better in the analytical and global assessment sections than those in the control group. For example, for case 1, mean scores for developing rapport, data gathering and management were 2.76 vs 0.97 (p-<0.001), 5 vs 2.81 (p <0.001), and 3.5 vs 2.25 (p=0.001) respectively for the intervention group compared to the control group. Mean total analytical scores were 12.06 vs 6.4 (p-<0.001) for intervention compared to the control group for case 1. Furthermore, mean global assessment scores for case 1 were 3.19 vs 2.41 (p=0.009) for the intervention compared to the control group. Conclusion: The study results suggest that provision of an intensive educational program on the treatment of tobacco use results in improved skills toward tobacco cessation.
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El Hajj, Maguy, Ahmed Awaisu, Nadir Kheir, Mohamad Haniki, Rula Shami, Rana Saleh, Noora AlHamad, Ahmad Almulla, and Ziyad Mahfoud. "Evaluation of an Intensive Education Program on the Treatment of Tobacco-use Disorder for Pharmacists: A Randomized Controlled Trial." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0112.
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Tobacco use is one of the main causes of premature deaths and preventable diseases in Qatar. The aim of this randomized controlled trial (RCT) is to design, implement, and evaluate an intensive education program on tobacco-use treatment for pharmacists in Qatar. The study objectives are to assess the effectiveness of the program on pharmacists’ knowledge, skills, attitudes and perceived self-efficacy toward tobacco cessation. Methods: Community pharmacists practicing in Qatar were eligible for participation in the study. Consenting participants were randomly allocated to intervention or control groups. Participants in the intervention group received an intensive education program on treatment of tobacco-use disorder. A short didactic session on a non-tobacco-related topic was delivered to pharmacists in the control group. Outcomes were assessed using survey instruments. Results: Participants in the intervention group (n=57) achieved significantly higher total tobacco-related knowledge scores (mean=33 points) than those in the control group (n=37) (mean=24.5 points) with a p-value of <0.001. Post-intervention total knowledge scores were significantly higher than the baseline scores for participants who received intensive tobacco education with a mean difference of 6.6 points (p-value <0.001). Overall attitudes toward tobacco cessation and self-efficacy in tobacco cessation interventions were better in the group of pharmacists who received tobacco education compared to those who did not. For instance, 43.4% of pharmacists in the intervention group “strongly agreed” that their counseling will increase a patient’s likelihood of quitting tobacco use compared to 14.7% in the control group (p-value=0.014). Furthermore, 20.4% of pharmacists in the intervention group reported that they are “extremely confident” to use appropriate questions to ask patients when providing tobacco cessation counseling versus 5.9% in the control group (p-value=0.005). Conclusion: The findings of this study suggest that provision of an intensive educational program on the treatment of tobacco use disorders results in improved tobacco-related knowledge and self-efficacy in tobacco cessation interventions.
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Dadiz, Rita, Megan M. Gray, Eric Zucker, Susan Izatt, Maria Gillam-Krakauer, Melissa M. Carbajal, Lindsay Johnston, et al. "A Randomized Controlled Trial: How Do Flipped Classrooms and Traditional Didactics Compare for Knowledge Acquisition and Retention among Neonatal-Perinatal Medicine Fellows?" In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.761.
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.
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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actual system to solve problems around not only ecological area, but also economic and cultural, it's not enough to answer to real needs. It's necessary a change of paradigm, from an approach based on the competition and on the logic of continuous growth, to a systemic vision, based on the collaboration, on the awareness and on the rediscovery of qualitative values. The ecological emergency demands more and more the development of sustainable and resilient communities; for this reason we have to change the way of thinking processes and relations, in other words we have to become ecoliterate: we have to be able to understand the organizational principles of ecosystems and the way of manage complexity. So ecoliteracy represent the starting point of innovative processes: it gives importance to the relations and to the multidisciplinary team-work. It's clear that next to the cultural change we have to rearrange the schooling system which now represents the official institution appointed of knowledge communication. The current academic system has been defined by the same linear and competitive approach used to delineate our economic systems, in this way, inside its structure, it usually reproduces the same social hierarchy and inequality that we can observe in our society. In practice, to achieve some important changes, it is necessary to extend precepts of systemic view to a huge group of people (starting from students of primary school to college students and over). Others two key points are the discussion around the strict hierarchy between teacher and student and the support of collaborative behaviour. Different experiences, academic and not, are compared, considering actors involved, activities, team-working and final outcome. For this reason the role of project-based-learning and practical academic activities is considered inside an education whose aim is to train people eco-competent and who are able to enhance their active role available to the community.DOI: http://dx.doi.org/10.4995/IFDP.2016.3712
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Талина, Г. В. "Historical Comparative Studies as Method of Investigating of Political History Problems (on the Example of Medieval and New History)." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.63.83.002.
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статья посвящена применению метода сравнительного анализа при преподавании двух базовых модулей дисциплины «Истории» для студентов неисторических направлений подготовки – истории России и всеобщей истории. Политические процессы, характерные для мира, и в первую очередь, для стран Европы, сопоставимы с процессами, происходившими в России, и являются перспективным объектом анализа. Политогенез, раннефеодальные монархии, сословно-представительные монархии, абсолютные монархии, монархии в условиях просвещенного абсолютизма, конституционные монархии, революции, республиканские государства и др. – дидактические единицы, в равной степени значимые для понимания эволюции своего и иных государств, ключ к анализу общего и особенного в развитии разных стран мира. the article is devoted to using of comparative analysis method in teaching two basic modules of the subject “History” for the students of non-history training directions – History of Russia and World History. Political processes typical for the world and firstly for the European countries can be compared with ones that took place in Russia and are promising objects for the analysis. Political genesis, early feudal monarchies, estate-representative monarchies, absolute monarchies, monarchies of enlightened absolutism, constitutional monarchies, revolutions, republic states an etc. are didactical units equally important for understanding of evolution in native country and other states, clue to the analysis of common and special in the development of different countries in the world.
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Duport, Laurent J. "Learning from Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.660.
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Résumé: Interrogé sur l’enseignement de l’architecture, et bien qu’il ait exposé ses idées sur le sujet principalement dans deux de ses livres : « Précisions » (1930) et « Sur les quatre routes » (1941) Le Corbusier répond : « Je n’ai jamais reçu d’enseignement proprement dit. Je suis autodidacte même dans le sport. ». La formidable puissance didactique de Le Corbusier réside en cinq points : sa formation, son positionnement théorique, son invention de typologies, sa diffusion de l’architecture, sa production prolifique. Ainsi, bien au-delà de l’Œuvre Complète Le Corbusier offre à qui veut s’en servir un champ pédagogique particulièrement riche à découvrir et à partager. Aucun programme ne lui a échappé que ce soit les villas ou maisons, le logement collectif, les bureaux, les équipements (publics ou privés), les bâtiments institutionnels, les musées, les usines : tout est matière à invention. Cette invention s’accompagne de sa diffusion de l’architecture, de ses idées, à travers publications et conférences à travers le monde. Mais cela n’est rien comparé à sa production aux échelles variées de l’habitat minimum jusqu’à l’édifice monumental. C’est pourquoi avec le regard porté sur le projet des Quartiers Modernes Frugès construits à Pessac en 1926 nous examinerons comment ce « laboratoire » constitue une expérience pédagogique qui a valeur d’exemplarité et toujours d’actualité. Abstract: Asked about the architectural education and although he outlined his ideas on the subject mainly in two of his books: "Précisions" (1930) and "Sur les quatre routes" (1941), Le Corbusier replied: "I have never received proper education. I am self-taught even in sport. ". The amazing power of Le Corbusier’s didactic resides in five points: his training, his theoretical positioning, his invention of typologies, his diffusion of architecture, his prolific production. Thus, beyond his “Oeuvres Complètes” Le Corbusier offers to whom wants to use it, a rich educational field to discover and share. No program has eluded him whether it is villas or houses, collective housing, offices, facilities (public or private), institutional buildings, museums, factories : everything is material for invention. This invention is accompanied with his diffusion of architecture, of his ideas in books or lectures all over the world. But this is nothing compare to his production to various scales from the minimum housing to the monumental building. Therefore with the close look on the Modern Quarters Frugès project built in Pessac in 1926 we will examine how this "laboratory" is an educational experience that has of exemplarity value and is still relevant today. Mots-clés: Enseignement, Habitat, Patrimoine XXe, polychromie, Restauration. Keywords: Education, Housing, Heritage XXe, Polychromie, Restoration. DOI: http://dx.doi.org/10.4995/LC2015.2015.660
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Sedini, Carla, Marina Parente, and Giuliano Simonelli. "Regeneration through Design. Comparing old and new phases of urban renewal strategies." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3284.
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In the last years, a new phase of economic crisis, which is concerning sectors of manufacturing industries, is affecting Europe. Focusing on Italy, sectors which have strongly characterized our country, such as textile and accessories, are facing with an fluctuating period of crisis. Also in this case, as it happened from late ‘80s, the urban structures and identities are seriously affected and need interventions of regeneration in order to gain new life both from social, productive and commercial point of views. Having in mind the Italian case, while the first phase identified had the characteristics of a disruptive macro-phenomenon, the second phase is more subtle and gradual. In this paper we are going to focus on changes of design culture in light of these urban phenomena. While we can already make a first evaluation of regeneration projects developed after the crisis of heavy industry sectors, the most recent events of industrial recession and the consequent regeneration of the correspondent empty areas are still ongoing. In order to analyze and, where it is possible, compare these two phases, we are going to look at two Italian case studies. The first is Bicocca, an area of Milan, which in the ‘90s was interested by a massive plan of regeneration and transformation after the closure of Breda and Pirelli industries. The second is Biella, a Piedmont Province city, which has been one of the most important centers for the textile and wool industry; the crisis of this sector strongly emerged in the first years on 2000 even if it had already begun between ‘80s and ‘90s when the biggest textile factories closed down. The differences between these two examples are not merely physical and dimensional but are clearly influenced by a different timing in the regeneration processes, which occurred in these areas (or, in the case of Biella, is still occurring). The analysis proposed in this paper will be focus on the action-research developed within two didactic experiences. Notwithstanding the distinctions in terms of objectives and actors involved, in this paper we are going to delineate a systemic approach to study and design for the regeneration, improvement and innovation of places. We will try to understand if, through strategic design, it is possible to identify those soft levers and interventions able to rejoin the pieces of places, which lost their functionality and identity.DOI: http://dx.doi.org/10.4995/IFDP.2016.3284