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Journal articles on the topic 'Didactic analysis of textbooks'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.

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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textb

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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "Didactic Capacity of Selected Czech and Russian Organic Chemistry Textbooks." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (2019): 61–76. http://dx.doi.org/10.2478/cdem-2019-0005.

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Abstract This article presents the results of analysis of Czech and Russian textbooks intended for organic chemistry teaching at upper secondary schools. In principle, the estimation of textbook didactic capacity is based on decomposition of the textbook content into a set of different objects and their subsequent frequency analysis. In this study, three Czech textbooks and three Russian textbooks were characterized by particular and total didactic capacity coefficients. The indifference of the calculated didactic capacities was tested by chi-square statistics at a level of significance α = 0.

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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and

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VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.

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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out con

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Iliichuk, Liubomyra. "CURRENT REQUIREMENTS FOR THE DEVELOPMENT AND IMPLEMENTATION OF ELECTRONIC TEXTBOOKS IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 123–32. http://dx.doi.org/10.28925/2414-0325.2019s11.

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One of the decisive factors in the modernization of the education system is the creation of a new generation of learning tools that combine the achievements of modern pedagogical science with the powerful didactic capabilities of information technology. Therefore, the problem of implementation of electronic educational resources into the educational process of the elementary school, in particular, electronic textbooks becomes of special urgency nowadays. The article summarizes the results of the analysis of modern scientific literature regarding the requirements for the development of electron

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Carpes, Patricia Pujol Goulart, and Eleni Bisognin. "Textbook: an Analysis in the Light of the Ontosemiotic Focus on Rational Numbers." Acta Scientiae 22, no. 5 (2020): 122–42. http://dx.doi.org/10.17648/acta.scientiae.5973.

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Background: Many teachers consider the textbook the primary guide for the curriculum materialisation. This work analyses the content of the rational numbers in a textbook used in the 7th-grade of elementary school. For this analysis, the theoretical and methodological tools of the Ontosemiotic Approach to Knowledge and Mathematical Instruction (OSA) are used. Objective: Our goal was to understand the level of didactic suitability of the instruction process in the textbook. Design and setting: Thus, we analysed a section of the textbook about rational numbers using the categories described by O

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Bakhtina, Olga Ivanovna, and Vadim Makarievich Monakhov. "The theoretical basis of the functioning of the methodical system of electronic education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 43–57. http://dx.doi.org/10.51314/2073-2635-2018-4-43-57.

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The article continues the analytical consideration of the idea of division of didactic science into four disciplines: «Theoretical didactics», «Applied didactics», «Experimental didactics», «Metrological didactics», focusing the reader's attention on the analysis of scientific responsibility «Applied didactics» in the forth coming creation of the state information system (GIS) and in the formation of the concept of modernization of professional activity of teachers in the conditions of the introduction of digital educational- methodical complexes instead of traditional school textbooks.

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Dzhussubaliyeva, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 95–102. http://dx.doi.org/10.51889/2020-2.1728-5496.16.

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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagog

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Dzhussubaliyev, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2021): 95–102. http://dx.doi.org/10.51889/2020-2.2077-6861.16.

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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagog

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Silva, Halana Rafaela Alves da, Thaís Soares da Silva, Gemilton De Freitas Mesquita, and Isabella Macário Ferro Cavalcanti. "As Infecções Sexualmente Transmissíveis em livros didáticos de biologia do ensino médio: uma análise de conteúdo." Ciência e Natura 43 (March 10, 2021): e43. http://dx.doi.org/10.5902/2179460x43923.

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The aim of this study was to analyze the content of STIs in the didactic collections of Biology of 2018 recommended by the National High School Textbook Program (NHSTP) of the Ministry of Education. Eight didactic collections of biology of NHSTP were selected and analyzed. The methodology of the study was thematic content analysis, with the definition of five categories a priori: location of the theme; structure and formatting; content; language and visual resources that were divided into criteria and subcriteria. The other books evaluated did not address the subject to the satisfaction, being

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Labischová, Denisa. "The Treatment of the Munich Agreement in British and German Textbooks: Content Analysis and Comparison." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 91–107. http://dx.doi.org/10.5817/cphpj-2020-009.

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This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that

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Verbisck, Janielly Taila dos Santos, and Marilena Bittar. "The Teaching Proposal of Probability in a Brazilian Elementary School Textbook Collection." Revista Internacional de Pesquisa em Educação Matemática 10, no. 3 (2020): 27–44. http://dx.doi.org/10.37001/ripem.v10i3.2109.

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We present in this article the analysis of the probability teaching proposal ofa textbook collectionused in the initial years of Brazilian elementary school, approved by the National Program of Textbooks (PNLD) in 2016. This work is related to the study group of Didactics of the Mathematics (DDMat). As a theoretical and methodological contribution, we used the anthropological theory of didactic, developed by Yves Chevallard and collaborators, that allows us to model and analyze the choices regarding mathematics and didactics present in the teaching of probability in the collection adopted. By

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Gordić, Snežana, Milica Nikolić, and Sonja Orlić. "Analysis of math textbooks by SPUR approach." Norma 25, no. 2 (2020): 253–65. http://dx.doi.org/10.5937/norma2002253g.

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A textbook set is basic didactic material in teaching mathematics and it is very important what kind of textbook teachers and pupils use in teaching mathematics. The aim of this paper is to analyze the tasks in textbook sets of mathematics for the 4th grade of primary school using the SPUR approach. SPUR is a multi-dimensional approach to learning mathematics that encourages development of pupils through four dimensions: skills, properties, uses and representations. The sample consists of math textbook sets for the 4th grade of primary school. The instrument is a checklist compiled for the pur

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Bittar, Marilena. "Une proposition pour l’analyse de manuelsA proposal for textbook analysis." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 054–69. http://dx.doi.org/10.23925/1983-3156.2020v22i4p054-069.

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RésuméDans les dernières années l’importance des manuels scolaires est mise en évidence dans différents pays, débouchant sur la création, en 2015, de l’International Conference on Mathematics Textbook Research and Development (ICMT). Dans ce texte, je présente une proposition pour l’analyse de manuels, constituée des étapes suivantes, non linéaires : choix des manuels ; séparation des Parties Cours et Parties Activités Proposées ; élaboration/modélisation des praxéologies mathématiques ; élaboration/modélisation des praxéologies didactiques ; croisement des donnés.Mots-clés : Manuels Scolaires

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Averintseva-Klisch, Maria, Doreen Bryant, and Corinna Peschel. "Referenzielle Kohärenz: Diskrepanz zwischen Theorie und Vermittlung." Linguistik Online 100, no. 7 (2019): 19–64. http://dx.doi.org/10.13092/lo.100.6012.

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Secondary school graduates are expected to write coherent texts for their respective occupations and other purposes later in life. Schooling should therefore prepare them adequately for this. It is thus paradoxical that textbooks for German provide pupils with very few explicit didactic instructions on how to write coherent texts. This applies in particular to referential coherence. Our article aims to contribute to the appropriate teaching of referential coherence in its complexity. To this end, first, the functions and the actual forms of referential means are examined in detail, from

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CAVADAS, BENTO. "FROM THE CONTRACTING EARTH TO CONTINENTAL DRIFT: WEGENER'S INFLUENCE ON PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS THROUGH THE TWENTIETH CENTURY." Earth Sciences History 38, no. 1 (2019): 74–93. http://dx.doi.org/10.17704/1944-6178-38.1.74.

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ABSTRACT Alfred Wegener's work on continental drift profoundly influenced the development of geology during the twentieth century. The main objective of this historical research is to explore how Wegener's hypothesis about the origin of continents and oceans influenced Portuguese and Spanish science textbooks published in the twentieth century. For this purpose, a qualitative method based on the Chevallard's concept of didactic transposition was used. The didactic transposition of the fundamentals of continental drift, including displacements forces and geographical, geophysical, geological, p

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Ferreras-Listán, Mario, José Antonio Pineda-Alfonso, Coral Ivy Hunt-Gómez, and Pablo Baisotti. "Controversial Topics and Their Didactic Use: Analysis of the Activities Included in Italian and Spanish Textbooks." Pedagogika 139, no. 3 (2020): 157–74. http://dx.doi.org/10.15823/p.2020.139.8.

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This paper explores the didactic treatment of Franco’s dictatorship and Mussolini’s Fascism in History textbooks at a Secondary Education level. Using a mixed methodology, 278 activities were analysed and a typology was established. Despite that, the studied literature clearly advocates for the use of controversial topics due to their high educational potential, results show that controversial topics are avoided in the analysed textbooks, as they provide teachers an „aseptic recipe“ to deal with them.

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Mendes, Herman Do Lago. "Os Números Binários: do Saber Escolar ao Saber Científico." Jornal Internacional de Estudos em Educação Matemática 10, no. 1 (2017): 41. http://dx.doi.org/10.17921/2176-5634.2017v10n1p41-49.

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Investiga o lócus dos Números Binários, enquanto saber ensinado, saber a ser ensinado e saber científico. Para tal, recorre-se à Teoria da Transposição Didática e a Teoria Antropológica do Didático, ambas de Yves Chevallard. Para delimitar a pesquisa, inicia-se a investigação por meio de análise praxeológica (matemática e didática) de 4 coleções de livros didáticos de matemática dos anos finais do Ensino Fundamental avaliados pelo Programa Nacional do Livro Didático; realiza-se, posteriormente, a análise praxeológica de diretrizes curriculares nacionais e estadual. Por fim, estuda-se o lócus d

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Vácha, Zbyněk, and Markéta Bohdalová. "Analysis of the didactic equipment of biology textbooks for lower secondary school." e-Pedagogium 21, no. 1 (2021): 36–53. http://dx.doi.org/10.5507/epd.2021.004.

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Nguyen, Thao Phuong. "Reviewing Vietnam Geography Textbooks from an ESD Perspective." Sustainability 11, no. 9 (2019): 2466. http://dx.doi.org/10.3390/su11092466.

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This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are inte

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Kodliuk, Yaroslava, Nadiya Bibik, Ihor Kodliuk, Liubov Kodliuk, and Olha Radchenko. "School textbook as an object of pedagogical research." SHS Web of Conferences 104 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202110402009.

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The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook

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Cam Tho, Chu, and Nguyen Tien Dat. "ANALYSIS OF DIDACTIC TRANSPOSITION IN TEACHING THE CONCEPT OF DERIVATIVE IN HIGH SCHOOLS IN THE CASE OF VIETNAMESE TEXTBOOKS IN 2000, 2006 AND AMERICAN TEXTBOOK IN 2010." Journal of Science, Educational Science 62, no. 6 (2017): 10–18. http://dx.doi.org/10.18173/2354-1075.2017-0123.

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M., Ben mesaoud,, Belfazga M., Radid M., Dakkach M., Janati-Idrissi R., and Madrane M. "L’atome Dans Le Manuel Scolaire De L’enseignement Secondaire Au Maroc." European Scientific Journal, ESJ 14, no. 28 (2018): 154. http://dx.doi.org/10.19044/esj.2018.v14n28p154.

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Textbooks play a significant role in the teaching-learning process as a result of didactic transposition, and as a vehicle employed for institutional learning. This descriptive study is devoted to conducting a thematic didactic analysis of textbooks of physics and chemistry of the common core of science and technology of secondary education in Morocco on the subject of atom. This paper focuses on contributing to the treatment of one of the problems that deals with the didactic transposition of the scientific concepts related to the "atom", in order to detect the different problems that can hin

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Mayer, Robert. "Estimation Method of the Didactic Complexity of the School Textbooks on Various Disciplines." Standards and Monitoring in Education 8, no. 5 (2020): 14–19. http://dx.doi.org/10.12737/1998-1740-2020-14-19.

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The article discusses the problem of evaluating the differential didactic complexity (DDC) of educational texts, which characterizes the difficulty of their perception and assimilation by pupil. It is shown that DDC is determined by: 1) the density of semantic information, depending on the abstraction degree of the terms used and their presence in the pupil’s thesaurus; 2) the complexity level of mathematical, chemical and other formulas; 3) the structural complexity of the text, depending on the average length of its constituent words and sentences. Multiplying the DDC of the text by its volu

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Granik, G. G. "The Structure of School Textbook as an Object of Academic Research (With a New Type of Russian Language Textbook as an Example)." Психологическая наука и образование 22, no. 4 (2017): 64–74. http://dx.doi.org/10.17759/pse.2017220410.

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The paper reviews the problem of the structure and functions of the Russian language textbook in a retrospective aspect.A critical analysis of psychological and didactic research in this field revealed that, despite a significant number of published works, the question of the scientifically grounded structure and functions of the textbook has not been resolved.The structure of textbooks of a new type described in the paper was developed basing on the systematization and generalization of psychodidactic knowledge as well as on the fundamental and individual studies carried out by the authors of

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Bajtoš, Ján, and Iveta Kmecová. "Analysis Evaluating the Results from the Research of Textbooks’ Didactic Efficiency in Technical Education." Acta Technologica Dubnicae 3, no. 1 (2013): 60–72. http://dx.doi.org/10.1515/atd-2015-0027.

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Abstract At present we consider education to be one of the most important permanent priorities which greatly influences the prosperity of all countries. Education should enable students to integrate into the dynamically developing society. In this regard, education is the main factor of social prosperity. Therefore, each school is responsible for the level of education they provide (Bajtoš, Orosová 2011). In our contribution, we present some selected results of the investigation focused on the observation of the didactic efficiency of the textbooks in technical education. We bring in some part

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Nagorni-Petrov, Nataša. "Review of the harmony textbooks for secondary music school by Mirjana Živković." Artefact 6, no. 1 (2020): 49–63. http://dx.doi.org/10.5937/artefact6-28613.

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Perennial active engagement of Mirjana Živković in teaching process of subject Harmony, for secondary music school and higher education (University), participating in reforming processes, and teaching plan and program shaping, were being built into the making and shaping of the Harmony textbooks. By publishing the united Harmony textbook Harmony for II, III and IV class of secondary music school (1990), and updated, two-parted textbook Harmony for II class of musical high school and Harmony for III and IV class of musical high school (2001), teaching of subject Harmony got quality with teachin

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Balalaieva, Olena Yu. "ФУНКЦІОНАЛЬНА ДЕТЕРМІНОВАНІСТЬ І КОМПЛЕМЕНТАРНІСТЬ ЯК ПРИНЦИПИ РОЗРОБКИ ЕЛЕКТРОННИХ ПОСІБНИКІВ". Information Technologies and Learning Tools 46, № 2 (2015): 1. http://dx.doi.org/10.33407/itlt.v46i2.1211.

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The article deals with specific principles for creating and using e-learning tools presented in the modern pedagogical literature. The author has analyzed which of these principles could be applied to electronic textbooks (in particular, the validity of such principles as individualization, interactivity, structurization was proved). Based on critical analysis of psychological and pedagogical sources the mechanical spread of completeness (integrity) and continuity of the didactic cycle principle to all electronic educational editions has been stated. The invalidation of absolute and imperative

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Piotr J. Malinowski. "EVALUATION OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH COURSEBOOKS." Neofilolog, no. 53/2 (December 30, 2019): 329–45. http://dx.doi.org/10.14746/n.2019.53.2.12.

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The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a

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Mota, Fabricio Gabriel, Tatiana Comiotto, Fernanda Raulino, Patrícia Amynthas Santos, and Lorena Silva de Andrade Dias. "ANÁLISE DA EXISTÊNCIA E ABORDAGEM DA CONCEPÇÃO DE CTS EM LIVRO DIDÁTICO DE QUÍMICA." Cadernos de Educação Tecnologia e Sociedade 13, no. 2 (2020): 190. http://dx.doi.org/10.14571/brajets.v13.n2.190-200.

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This article presents, from the perspective of STS (Science, Technology and Society), one of the didactic resources most used by teachers: the textbook. The objective was to identify the conceptions present, regarding STS, in the textbooks of Chemistry for High School, belonging to the National Program of Didactic Book of the Ministry of Education. For that, a spreadsheet was created establishing criteria to be evaluated and a guide of definitions to increase the degree of impartiality of the analysis. Thus, this research opted for the collection adopted by the Federal Institute Catarinense (F

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Fedotova, Olga, та Vladimir Latun. "“Рostmodern shift” in German textbooks on pedagogy at the beginning of the XXI сentury". E3S Web of Conferences 210 (2020): 18047. http://dx.doi.org/10.1051/e3sconf/202021018047.

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The article is devoted to the analysis of the current state of the theory of pedagogy, which is moving to a new stage of its development - the stage of postmodernity. On the example of the analysis of textbooks on pedagogy published in modern Germany, the author examines the characteristic features of postmodern pedagogy. Based on the content analysis, the representation of postmodern problems in textbooks is established, a classification of the approaches of the authors of textbooks to the reflection of this topic in different parts of the didactic apparatus of textbooks is carried out. Three

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Pak, Nikolay I., Ekaterina G. Potupchik, and Lyudmila B. Khegay. "The concept of transformation and inverted electronic textbooks." RUDN Journal of Informatization in Education 17, no. 2 (2020): 153–68. http://dx.doi.org/10.22363/2312-8631-2020-17-2-153-168.

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Problem and goal. Despite a significant amount of work on the creation of electronic textbooks, interest in them does not wane. Currently, when developing them, it becomes necessary to take into account the features of the Z generation. The purpose of the study is a didactic analysis and description of the concept of transformer books and an inverted textbook. Methodology. The idea of creating such intellectual teaching aids is associated with the use of mental schemes of the subject area, hidden psychoanalysis of the perception type of the learner and the question-task form of training. The t

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Зарубина, Вера Сергеевна. "MODERN APPROACHES TO THE DESIGN AND DEVELOPMENT OF ELECTRONIC TEXTBOOKS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 183–90. http://dx.doi.org/10.26456/vtpsyped/2021.1.183.

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Охарактеризовано возникновение и развитие подходов к проектированию и разработке электронных учебников. Представлена типология подходов проектирования электронного учебника: формосодержательные, целевые, технологические, ориентированные на пользователя. Посредством теоретического анализа выявлены основные взаимосвязанные дидактические основания проектирования электронного учебника. The article describes the emergence and development of approaches to the design of electronic tutorials. The typology of approaches to designing an electronic tutorials is presented: form-based, goal-oriented, techn

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Grinkevičius, Kęstutis. "Preconditions for development of generic competencies by teaching biology in the general education school: the aspect of the content of textbooks for classes 9 and 10." Pedagogika 113, no. 1 (2014): 132–47. http://dx.doi.org/10.15823/p.2014.1757.

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The article deals with educational peculiarities, which highlight modern educational priorities, of the content of textbooks for classes 9 and 10 prepared during the current three years by individual Lithuanian authors. Applying content assessment analysis, didactic principles of preparation of textbooks were examined, and forms of educational expression of generic competencies (ability to learn, cognition, communication, use of ICT and other) in textual, visual, practical and other materials of these learning aids were revealed.During the research it was established that the key point of the

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Freitas, Savana Dos Anjos, and Agostinho Serrano. "Use of different external mediating mechanisms of the Bohr atom model: Evidence of Meaningful Learning through verbal-gestural analysis in elementary school students." Acta Scientiae 21, no. 4 (2019): 133–48. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id5253.

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The present article sought to investigate if the use of different external mediation mechanisms to teach the Bohr Atom model in elementary education with the didactic methodology of the Potentially Significant Teaching Units (PSTU) can result in Meaningful learning. Therefore, we naturally use the theoretical contribution of the Ausubelian Meaningful Learning Theory, in particular by discussing elements that indicate evidence of meaningful learning. This theory was adopted with the purpose of understanding and analyzing whether or not there is evidence of meaningful learning with elementary le

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Жамилов, Ю. Ю. "COMPETENCY-BASED APPROACHES TO TEACHING ELECTIVE SCIENCE "ALTERNATIVE ENERGY SOURCES IN THE EDUCATION SYSTEM"." Education and innovative research, no. 3(3) (June 30, 2021): 288–94. http://dx.doi.org/10.53885/edinres.2021.10.46.037.

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Мақолада компетенциявий ёндашувлар асосида “Таълим тизимида муқобил энергия манбалари” электив фанини ўқитиш имкониятлари, таълимнинг шакл ва воситалари, талабаларнинг муқобил энергияга оид компетенцияларини ривожлантиришнинг педагогик асослари мазмунида дастурий таълим воситалари, шу жумладан электрон ўқув-методик мажмуалардан фойдаланиш, ўқув машғулотларини ўтказишда электрон дарсликлар, виртуал лаборатория стендлари, мултимедиа воситалари, ўқув тренажорлари ва талабалар билимини назорат қилувчи ва баҳоловчи воситалардан фойдаланишнинг дидактик имкониятлари таҳлили келтирилган. The article i

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Weimer Baierle Oldoni, Josiani Fátima, Caroline Fortuna, and Rosana Franzen Leite. "Socio-Scientific Issues in Didactic Books of Elementary Science: What Are the Goals?" Acta Scientiae 21, no. 4 (2019): 82–96. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id4631.

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In this article, we discuss the approach and the objectives of Socio-Scientific Issues in the content of textbooks of Science in Elementary School II. Thus, we analyze the structure of the works and the objectives: i) relevance, ii) motivation; iii) communication and argumentation; iv) analysis and v) understanding. It is about a documentary research of a qualitative approach, the data were analyzed through the Discursive Textual Analysis of the authors Roque Moraes and Maria do Carmo Galiazzi, published in 2007, by the publisher of UNIJUÍ/ RS. It was possible to identify that the Socio-Scient

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Azimov, Elhan G. "Russian as a foreign language e-textbooks: current state and perspectives." Russian Language Studies 18, no. 1 (2020): 39–53. http://dx.doi.org/10.22363/2618-8163-2020-18-1-39-53.

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The aim of the article is to describe the didactic features of various Russian as a foreign language e-textbooks, online courses, and define their pedagogical features, disadvantages and advantages in language learning. The research methodology includes surveys and analysis of scientific literature, learning outcomes, expert assessments. The research is based on studying the results of pedagogical research and experience of using information and communication technologies in language teaching. The results of the study are given, and the necessity of using various types of electronic textbooks

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Purwaningtyas, Titin. "Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis." Pedagogy : Journal of English Language Teaching 8, no. 1 (2020): 51. http://dx.doi.org/10.32332/pedagogy.v8i1.1959.

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The textbook plays an essential role for students in the teaching and learning process. Imagery, combined with texts in the textbook, makes subjects easy to understand. Images are generally used to convey things we can't tell in the text. Visual images help students make sense of output and input around them. This study investigates the representation of the visual image in the EFL textbook proposed by using a multimodal discourse analysis method. The researcher used the framework from Kress van Leeuwen. Information from all visual images consist of 158 images in the Indonesian EFL textbook is

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Barbosa, Edelweis Jose Tavares, and Anna Paula de Avelar Brito Lima. "Praxéologies du professeur : analyse comparative de manuels scolaires dans l'enseignement des équations polynomiales du premier degréTeacher's Praxeologies: Comparative Analysis of the Textbook in Teaching First-Degree Polynomial Equations." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 224–31. http://dx.doi.org/10.23925/1983-3156.2020v22i4p224-231.

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RésuméLe but de cet article est d'analyser, de manière comparative, les livres didactiques et les praxéologies mises en place par les enseignants dans leur pratique pédagogique, concernant l'enseignement des équations polynomiales du premier degré. Cette étude est faite dans le cadre de la théorie anthropologique du didactique (TAD) proposée par Yves Chevallard et ses collaborateurs (1999, 2002, 2009, 2010). La méthodologie est basée sur une approche ethnographique qualitative, dans laquelle les organisations mathématiques et didactiques de trois enseignants sont analysées en les comparant à c

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Etcheverria et al, K. W. M. "The qualitative analysis of biochemical content in textbooks of elementary school." Revista de Ensino de Bioquímica 13 (August 24, 2015): 20. http://dx.doi.org/10.16923/reb.v13i2.588.

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Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary sch

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Teixeira, Paula Cristina, José Manuel Matos, and António Domingos. "Mathematics Teachers Building New Didactic Tools: Coping With Technology Paula Cristina." Pedagogika 119, no. 3 (2015): 126–33. http://dx.doi.org/10.15823/p.2015.028.

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Using the paradigm of activity theory, the central problem of this paper (This paper is supported by FCT – Foundation for Science and Technology (Project “Promoting Success in Mathematics” – PTDC/CPE-CED/121774)) is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning t

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Майер, Роберт, and Robert Mayer. "Quantitative Assessment of the Complexity of the Electric and Magnetic Fields Study in Various Physics Textbooks." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 1 (2019): 11–16. http://dx.doi.org/10.12737/article_5c8f4484c7d122.40884509.

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Improvement of textbooks and manuals assumes the creation and development of quantitative estimation methods of didactic characteristics of these or those learning material elements. Not small interest is represented by the determination problem of didactic complexity of the educational texts on electrodynamics connected with introduction of the concepts "electric field" and "magnetic field". The research aim is to develop an objective method of quantitative complexity assessment of the physics course issues and the use of this method to determine the complexity of the study of electric and ma

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Putra, Zetra Hainul. "Didactic Transposition of Rational Numbers: a Case From a Textbook Analysis and Prospective Elementary Teachers’ Mathematical and Didactic Knowledge." Revija za elementarno izobraževanje 13, no. 4 (2020): 365–94. http://dx.doi.org/10.18690/rei.13.4.365-394.2020.

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This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to o

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Алексеенко, A. Alekseenko, Лихачева, and M. Likhacheva. "Didactic Features of Studying the Real Numbers in the School Course of Mathematics." Socio-Humanitarian Research and Technology 6, no. 1 (2017): 65–70. http://dx.doi.org/10.12737/24985.

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The article is devoted to the study of the peculiarities of real numbers in the discipline &#34;Algebra and analysis&#34; in the secondary school. The theme of &#34;Real numbers&#34; is not easy to understand and often causes difficulties for students. However, the study of this topic is now being given enough attention and time. The consequence is a lack of understanding of students and school-leavers, what constitutes the real numbers, irrational numbers. At the same time the notion of a real number is required for further successful

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Raouf, Khadija, Mourad Radi, Imad Belazzaar, Mohammed Talbi, and Mohamed Moussetad. "Difficultés De Mise En Œuvre De La Continuité Didactique Mathématique-Mécanique Au Secondaire Collégial, Registre Sémiotique Et Transfert Comme Éléments D’analyse." European Scientific Journal, ESJ 12, no. 31 (2016): 165. http://dx.doi.org/10.19044/esj.2016.v12n31p165.

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This article deals with the numerous pedagogical and didactic constraints to the transdisciplinary knowledge transfer between mathematics and physics (mechanics) at the last year of secondary school. By taking into consideration the three entities of the didactic triangle (Content, students and teachers), we analyzed in this exploratory study official pedagogical orientations, curricula and textbooks of mathematics and physics. Then, we administered to a sample of 12 to 15-year-old pupils, mathematical and physical written questionnaires in which they have to use proportionality/linearity conc

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Hudeček, Tomáš. "Regional content in geography textbooks from the cartographic viewpoint." Geografie 109, no. 1 (2004): 53–64. http://dx.doi.org/10.37040/geografie2004109010053.

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The article discusses further possibilities how to use GIS application in geography didactics. It describes an aid for assessment of regional geography textbooks - i.e. teaching map - and provides methodological analysis how to create such maps. It deals with the application of the method for sample assessment of selected textbooks. The analysis covers 12 teaching maps, which were created on the basis of 12 selected geography textbooks for primary and secondary school pupils. These books are being assessed by comparative analysis and a comment of their contents and suitability is added. The ar

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Tarasenkova, N. A. "Didactic analysis of mathematics textbook: innovations and self-esteem results of trainees." Science and Education a New Dimension VIII(221), no. 89 (2020): 38–41. http://dx.doi.org/10.31174/send-pp2020-221viii89-09.

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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.

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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of s

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Pontes da Silva, Luciano, and Laerte Silva da Fonseca. "Analysis of textbooks of Mathematics in relation to the Disposition of Tasks in the light of Attention as a Neurocognitive Mechanism." Acta Scientiae 21, no. 4 (2019): 160–73. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id3887.

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The present work has the objective of analyzing the tasks on trigonometric functions presented in three books approved in the last three PNLDs, from 2009 to 2017 regarding Levels of Attention Transfer according to Sternberg (2010). The research has a documentary nature, within its intended purpose and is divided into two sessions. The first concerns the theoretical part, concatenating three pillars: the screening of tasks according to Dante (2005); the official documents, especially the Guide of the Didactic Book and the Attention, with neurocognitive lenses like Lent (2002), Lima (2005) and p

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