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Journal articles on the topic 'Didactic knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Klarin, M. V., та I. M. Osmolovskaya. "Prospective areas of didactic research: А problem statement." Education and science journal 22, № 10 (2020): 61–89. http://dx.doi.org/10.17853/1994-5639-2020-10-61-89.

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Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.The aim of the present publication is to pose relevant problems of didactic research, based on the challeng

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2

Thorén Williams, Alexina, and Maria Svensson. "Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre." Nordic Studies in Science Education 18, no. 1 (2022): 23–38. http://dx.doi.org/10.5617/nordina.8784.

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This study aimed to examine student teachers’ challenges addressed by science didactics in a fieldwork assignment at a science centre. From a teacher educator perspective, it is central to understand how student teachers’ theoretical understanding of science didactics comes into play in practice. The empirical material consists of video-stimulated reflections on teaching science at the science centre. By using a didactic model, the influence of artefacts as representations emerges as the most prominent challenge with science didactics at the science centre. This, together with the identified c

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Hanane, El Fadel. "The Didactic Transposition : Practices and Pedagogical Issues." International Journal of Innovative Research in Multidisciplinary Education 03, no. 09 (2024): 1569–78. https://doi.org/10.5281/zenodo.13868603.

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The didactic transposition is a central concept of didactics, the transformation of knowledge in order to teach it.During the didactic transposition, the knowledge learned is desynchronised and depersonalised in order to be programmed andpublished. To reason the didactic transposition, it is necessary to take into account the concepts : social practices of references, levelsof formulation of a concept, student representations and conceptual frameworks.

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Hanane, El Fadel. "The Didactic Transposition : Practices and Pedagogical Issues." International Journal of Innovative Research in Multidisciplinary Education 03, no. 09 (2024): 1569–78. https://doi.org/10.5281/zenodo.13865808.

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The didactic transposition is a central concept of didactics, the transformation of knowledge in order to teach it. During the didactic transposition, the knowledge learned is desynchronised and depersonalised in order to be programmed and published. To reason the didactic transposition, it is necessary to take into account the concepts : social practices of references, levels of formulation of a concept, student representations and conceptual frameworks.

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5

Colomb, Jacques. "School knowledge and didactic analysis: A research perspective in comparative didactics." Instructional Science 27, no. 1-2 (1999): 53–71. http://dx.doi.org/10.1007/bf00890684.

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6

Vinkler, Jonatan. "Komenský in »čas skrajnosti« pri Slovencih 1: Velika didaktika in Komenský v zadnji izdaji." Stati inu obstati, revija za vprašanja protestantizma 16, no. 32 (2020): 333–53. http://dx.doi.org/10.26493/2590-9754.16(32)333-353.

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Komenský and “Age of Extremes” among Slovenes 1: Didactica magna (The Great Didactic) and Komenský in its latest Edition The discussion presents a semantic, rhetorical, historiographical, methodological and editorial analysis of the only edition of Jan Amos Komenský’s fundamental work in the modern Slovene language—Didactica magna or The Great Didactic (Sl. Velika didaktika, Novo mesto, 1995)—that was met with reception (i.e., was accessible to the public). The analysis suggests that this edition—for reasons unexplained—lacks the basic determinants of scientific work and thus cannot be a valid

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Raikhelgauz, Leonid B. "Modernization of didactic theories: answer to the present challenges." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 19–27. http://dx.doi.org/10.20323/1813-145x-2021-4-121-19-27.

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The article provides a scientific and theoretical overview of research in the field of didactics. The analysis of historical experience, foreign and domestic studies in the field of didactic theories, the author's own studies made it possible to consolidate scientific ideas and theoretical concepts for the formation of didactic systems, theories and approaches, to reflect new didactic ideas and methodological initiatives developed in response to the challenges of the present time. The materials provided in the article reflect the author's vision of solving the problem of modernizing didactic k

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8

Kovačević, Branka. "Interdisciplinary Approach to Research in Didactics: Possibilities, Assumptions, and Challenges of Realization." Društvene i humanističke studije (Online) 8, no. 2(23) (2023): 47–60. http://dx.doi.org/10.51558/2490-3647.2023.8.2.47.

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The results of the analyses show that in addition to the differences that exist between different disciplines, there is generally a trend of an increase in the number of researches conducted as a team and a decrease in the number of individually conducted research. Therefore, the paper aimed to look at the possibilities, assumptions, and challenges of achieving an interdisciplinary approach to basic, developmental, and applied research in didactics using the method of theoretical analysis and synthesis. Basic research is applied not only in didactics, but also in disciplines closely related to

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9

Sala-Sebastià, Gemma, Adriana Breda, María José Seckel, Danyal Farsani, and Àngel Alsina. "Didactic–Mathematical–Computational Knowledge of Future Teachers When Solving and Designing Robotics Problems." Axioms 12, no. 2 (2023): 119. http://dx.doi.org/10.3390/axioms12020119.

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The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers’ traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spa

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10

Ferreira, Hercio da Silva, José Messildo Viana Nunes, and José Carlos de Souza Pereira. "Ostensive didactic memory in the teaching practice of a Mathematics teacher in the context of the didactic milieu of a revision lesson." Revista Internacional de Pesquisa em Educação Matemática 13, no. 4 (2023): 1–18. http://dx.doi.org/10.37001/ripem.v13i4.3624.

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In this article reflects on the concept of didactic memory, in the context of the field of Didactics of Mathematics, with the objective of evidencing the ostensive didactic memory reflected in the practice of Mathematics teachers. It can be categorized as qualitative research, which was carried out at a state public school in the metropolitan area of the city of Belém, in Pará, Brazil, with the collaboration of a teacher and his students in the first year of high school. When we focused on the didactic memory of a teacher and their classroom’s memory, the practices we observed evidenced didact

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Putra, Zetra Hainul, Gustimal Witri, and Intan Kartika Sari. "Pengetahuan Didaktika Calon Guru Sekolah Dasar tentang Pecahan Ditinjau dari Teori Antropologi Didaktik." Jurnal Elemen 6, no. 2 (2020): 244–61. http://dx.doi.org/10.29408/jel.v6i2.2056.

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Prospective elementary teachers (PET) are required to have sufficient mathematical and didactic knowledge about fractions, but many of them have difficulties explaining various concepts of fractions to students. Given the importance of prospective teachers’ knowledge of fractions, this study aims to investigate further the didactic knowledge of PETs’ didactic knowledge of fractions. Their knowledge is seen from their ability to construct contextual tasks about fractions based on number sense, problem-solving, mathematical literacy, and problem posing. PETs’ didactical knowledge is analyzed bas

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Knauf, Rainer, Yoshitaka Sakurai, Setsuo Tsuruta, and Klaus P. Jantke. "Modeling Didactic Knowledge by Storyboarding." Journal of Educational Computing Research 42, no. 4 (2010): 355–83. http://dx.doi.org/10.2190/ec.42.4.a.

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Rara Azwita and Miftahul Jannah. "Teknologi Calon Guru Sekolah Dasar Dalam Menggunakan Rasch Model." Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan 2, no. 4 (2023): 210–21. http://dx.doi.org/10.58192/sidu.v2i4.1571.

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Knowledge of mathematics, didactics, and technology that must be owned by pre-service and in-service teachers, previously measured by the classical test theory (CTT), but has limitations. Study aims to determine that knowledge with a more accurate prediction method using the item response theory (IRT) from the Rasch model. Study used a survey of mathematical and didactic knowledge, and a survey of technological knowledge with a scale. The subjects were 38 second- year students from an elementary school teacher education institution in Pekanbaru. This study indicates that pre-service teachers h

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Moral Santaella, Cristina, and Agustín De la Herrán Gascón. "Subject matter knowledge in Primary Education teacher training." Bordón. Revista de Pedagogía 76, no. 1 (2024): 157–77. http://dx.doi.org/10.13042/bordon.2024.99062.

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INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an

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15

Vollmer, Helmut Johannes. "International Transfer of Knowledge: Translating Didaktik, Fachdidaktik, Allgemeine Fachdidaktik." Research in Subject-matter Teaching and Learning (RISTAL) 5, no. 1 (2022): 39–55. http://dx.doi.org/10.2478/ristal-2022-0105.

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Abstract The following contribution is divided into two parts, for reasons of space. The current article will deal with issues of translation and translatability from German into English in the field of Didaktik (didactics, subject didactics and general subject didactics). The starting point will be to gather information about the spread and acceptance of the concept of didactics as a cover term for a comprehensive theory of teaching and learning within school as an institution, in Europe and beyond. The multi-facetted reality of this concept in so many countries or educational settings and th

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Carmo, Fernanda Maria Almeida do, José Airton de Oliveira Faustino, Maria Vanísia Mendonça de Lima, Milínia Stephanie Nogueira Barbosa Felício, Hermínio Borges Neto, and Gilberto Santos Cerqueira. "Didactic Contract from the Perspective of the Theory of Didactical Situations." International Journal for Innovation Education and Research 8, no. 7 (2020): 123–34. http://dx.doi.org/10.31686/ijier.vol8.iss7.2460.

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The phenomena related to the mathematical teaching and learning process have a significant and direct influence on the construction of knowledge and studying these issues is of interest to the theory developed by Guy Brousseau, called Theory of Didactical Situations. When dealing with the relations established between student, knowledge and teacher, Brousseau presents those that are specific, explicitly and implicitly, of the relationship between teacher and students, as well as their influences on the teaching and learning process, defining, for this, the Didactic Contract, which consists of

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Tkachivska, Inna, Taras Serman, and Hanna Prezliata. "FORMATION OF DIDACTIC COMPETENCE OF FUTURE PHYSICAL EDUCATION TEACHERS." Mountain School of Ukrainian Carpaty, no. 26 (April 26, 2022): 99–103. http://dx.doi.org/10.15330/msuc.2022.26.99-103.

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The article deals with the peculiarities of the formation of didactic competence of future physical education teachers in the conditions of modern educational realities. The didactic competence of the future physical education teacher is an important component of his professional readiness, which provides at the personal level his self -organization in accordance with professional requirements and enables to professionally carry out pedagogical activity in the system of physical culture of the educational institution. The basic ideas of the competence approach are analyzed and systematized, on

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Costa, Patricia Silvana Peratto. "The field of didactics." South Florida Journal of Development 6, no. 5 (2025): e5256. https://doi.org/10.46932/sfjdv6n5-027.

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Didactics concerns with teaching and learning strategies together. The strategies of teaching refer to the design, programming, elaboration and formulation of learning contents in a verbal or written form (W. Casasola, 2020). We present different didactic strategies related with teaching and learning processes. This work, offers a summary of the study and reflexion about different definitions of didactics that have appeared along the time. Describes a frame of basic knowledge about an issue that attempts to be an invitation for research, analysis, reflexion and applicability of didactics to a

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Bakhisheva, S. M., S. T. Taubaeva, Z. G. Mukhtar, and J. S. Kazhiakparova. "Didactic issues of blended learning." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 282–303. http://dx.doi.org/10.32523/2616-6895-2024-147-2-282-303.

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This article discusses didactics in a digital society, analyses theoretical and practical research on the definition of blended learning didactics, and identifies the role of instructional design in the integration of traditional and digital educational resources. The aim of the study is to provide methodological justification of instructional design as a didactic tool for blended learning, to identify ways to develop teachers' competences in instructional design necessary for the implementation of blended learning. The study consisted of three stages. At the first stage the necessary competen

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Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "Neuro-Didactics and Social Sciences: An Experience of the Application of DAS Sequence in the Geography Classroom." Proceedings 2, no. 21 (2018): 1325. http://dx.doi.org/10.3390/proceedings2211325.

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One of the points of attention of didactics in recent times is the application of knowledge that comes from neuroscience. Knowing how the human brain works and how it learns is a valuable knowledge for the design of effective didactic strategies. The present work is the result of a simple application of some of basic principles of functioning of the human brain to the design of a didactic strategy in the area of Social Sciences, and more specifically, in the field of the Geography. This strategy has been applied in crossed groups with the same academic level, with the purpose of being able to

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Kozlovskiy, Yuriy, Magdalena Оpachko, and Oksana Bilyk. "THE USE OF SLIDING CONTROL IN THE PROCESS OF STUDYING PHYSICS IN SECONDARY AND VOCATIONAL-TECHNICAL SCHOOLS." Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 28 (December 26, 2022): 110–14. http://dx.doi.org/10.32626/2307-4507.2022-28.110-114.

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In classical didactics of physics control and evaluation of the students’ levels of knowledge assimilation are considered as an integral component of the lesson. In modern didactics, they are interpreted much more broadly, namely, as: markers of the quality of education; an effective mechanism for managing the educational and cognitive activities of students; component of the methodical system of the teacher in the content of diagnostics: learning styles of students, didactic environment and didactic interaction, etc. In the article, control and evaluation are considered in the focus of system

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Ponce-Encinas, Lydia Karina, Eduardo Luis Flores-Quispe, and Wildon Rojas-Paucar. "Professional Profile and Teaching Profile of the Elementary Education Teacher in the State Schools of the Province of Puno, Perú." International Journal of Research and Review 10, no. 3 (2023): 304–11. http://dx.doi.org/10.52403/ijrr.20230335.

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This study aims to demonstrate that the professional profile is significantly related to the didactic profile, likewise it is intended to outline the professional traits of the educator, taking into account that teachers use methodological strategies that they select according to the degree of knowledge and studies they have completed. throughout his professional life. The set of capacities and competences that was analyzed to guide the aspects of the professional profile variable are: professional training (basic, continuous), didactic and pedagogical knowledge (development and selection of s

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Fuadiah, Nyiayu Fahriza. "Theory Of Didactical Situation (TDS), Kajian Karakteristik dan Penerapannya dalam Pembelajaran Matematika." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 4, no. 2 (2021): 160–69. http://dx.doi.org/10.31539/judika.v4i2.3054.

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This study aims to describe the characteristics of the Theory of Didactical Situation (TDS), especially in mathematics as an alternative information for educators to design learning according to the characteristics and needs of students and the learning objectives to be achieved. This study uses a literature review to explain the characteristics of TSD obtained from scientific papers and articles, relevant books, research reports, and other scientific sources. Based on the literature review, there are three characteristics of TDS, namely TDS' special attention to mathematics and its epistemolo

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Rothgangel, Martin, and Helmut Johannes Vollmer. "The Concept of General Subject Didactics." Éducation et didactique 19, no. 2 (2025): 113–24. https://doi.org/10.4000/14b8d.

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This article is a summarized presentation of the concept of general subject didactics, based on the English-language monograph General Subject Didactics. Comparative Insights into Subject Didactics as Academic Disciplines (Vollmer & Rothgangel, 2024). First, the development of general subject didactics, which is still relatively new, will be outlined. Following this, selected results of a comparative empirical study between 17 subject-didactic disciplines are presented, before general subject didactics (drawing on theoretical reflections as well as on empirical insights) is characterized a

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Morás, Nadjanara Ana Basso, Clélia Maria Ignatius Nogueira, and Luiz Marcio Santos Farias. "Building bridges between Mathematics Didactics and Inclusive Mathematics Education: the possibilities of T4TEL." Revista Internacional de Pesquisa em Educação Matemática 14, no. 5 (2025): 1–19. https://doi.org/10.37001/ripem.v14i5.3764.

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This article aims to discuss access to knowledge by deaf and hearing students through tasks that legitimize their differences. To this end, it is based on two theories of Mathematics Didactics of Francophone influence: Vergnaud's Conceptual Fields Theory, for the deepening of studies regarding the mathematical knowledge studied, and Chevallard's Anthropological Theory of the Didactic, for the development of the investigation. It is conjectured that the T4TEL model is a possibility for deaf and hearing students to access mathematical knowledge in the same school space. The conclusions include t

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Kozyreva, O. A. "THEORIZATION IN DIDACTIC AND SCIENTIFIC-PEDAGOGICAL KNOWLEDGE." Vestnik of Minin University 6, no. 4 (2018): 5. http://dx.doi.org/10.26795/2307-1281-2018-6-4-5.

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27

Rasmussen, Klaus. "The direction and autonomy of interdisciplinary study and research paths in teacher education." Journal of Research in Mathematics Education 5, no. 2 (2016): 158. http://dx.doi.org/10.17583/redimat.2016.1753.

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This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness diabetes. The resulting interdisciplinary knowledge as evidenced through students written diaries is analysed using the Anthropologic Theory of the Didactic and shows the challenge of combining two disciplines and their didactics at the same time. Tw

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Ibáñez, Coronado Rodrigo, López Pedro Villasana, and Leiva Germán Moreno. "Tensiones inter-paradigmáticas en la formación docente en Chile: la Transposición Didáctica y el Conocimiento Didáctico del Contenido." Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico 16, Universidad Nacional Experimental Rafael María Baralt (2022): 232–45. https://doi.org/10.5281/zenodo.6916842.

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The professional training of teachers to lead the teaching-learning processes represents a permanent and necessary space for discussion, controversy and consensus, in the effort to achieve better results from the educational systems in Chile and in the world. In this work, taking as reference elements of the empirical correlate, a critical contrast is made between the Didactic Transposition present in the university curriculum of teacher training schools, and the Didactic Knowledge of the Content absent from it, in terms of its epistemological foundation; with the aim of evidencing tensions, s

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Tirado-Chica, Ana. "Educación en museos de arte: Por un análisis situacional comparado de las visitas escolares." Opción 89, no. 2 (2019): 144–73. https://doi.org/10.5281/zenodo.10652063.

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This work addresses research in museum education regarding school visits in art museums. It proposes a research compared to provide an extensive knowledge on the conditions in which didactics occur in art museums. It deals with conceptual categories of the analysis and addresses a discussion of three proposals, based on the curriculum, based on learning theories in museums and based on didactic situations. The discussion of the results deals with the validation of these three, where two of them were not valid. Finally, conclusions adopt the proposal of analysis based on didactic situations.

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Karwasz, Grzegorz. "Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne." Studia Edukacyjne, no. 60 (March 15, 2021): 113–34. http://dx.doi.org/10.14746/se.2021.60.7.

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While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléme

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléme

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Marfuah, Marfuah, Didi Suryadi, Turmudi Turmudi, and Muhamad Galang Isnawan. "Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia." Electronic Journal of e-Learning 20, no. 1 (2022): pp69–84. http://dx.doi.org/10.34190/ejel.20.1.2388.

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Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The

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López-Martín, María del Mar, Carmen Gloria Aguayo-Arriagada, and María del Mar García López. "Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems." Mathematics 10, no. 3 (2022): 423. http://dx.doi.org/10.3390/math10030423.

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The preservice primary school mathematics teacher needs training that focuses on school mathematics and its didactics. Research has shown the importance of developing mathematical content knowledge as well as adequate didactic knowledge. Teacher education programs must address both to provide an effective teaching-learning process. The present research aims to assess the mathematical content knowledge of 194 prospective teachers about fraction word problems faced by students at the Primary Education stage, based on the Mathematics Teachers′ Specialized Knowledge (MTSK) model. By means of the p

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Gerber, Benjamin, Eyan Roth, Tyler Laubach, et al. "Educating Family Physician Residents for Anesthetic Preoperative Evaluation and Clearance." Kansas Journal of Medicine 16, no. 3 (2023): 234–36. http://dx.doi.org/10.17161/kjm.vol16.20986.

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Introduction. Encounters for preoperative clearance are common within primary care offices, so it is imperative that family medicine residents learn how to perform preoperative assessments. We assessed family medicine residents’ knowledge of preoperative evaluation and clearance in preparation for surgery by providing a pre- and post-test alongside a didactic seminar. Methods. A didactic seminar on preoperative evaluations was presented at a family medicine resident didactics session by two senior anesthesiology residents. A 16 question, multiple choice test was used as both a pre-test and pos

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Putra, Zetra Hainul, Neni Hermita, and Jesi Alexander Alim. "Analisis Pengetahuan Matematika, Didaktika, dan Teknologi Calon Guru Sekolah Dasar Menggunakan Rasch Model." Mosharafa: Jurnal Pendidikan Matematika 10, no. 3 (2021): 345–56. http://dx.doi.org/10.31980/mosharafa.v10i3.1042.

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AbstrakPengetahuan matematika, didaktika, dan teknologi yang harus dimilik oleh calon guru dan guru, sebelumnya diukur dengan metode classical test theory (CTT), namun memiliki keterbatasan. Penelitian bertujuan mengetahui pengetahuan tersebut dengan metode yang diprekdiksi lebih akurat yaitu item response theory (IRT) dari rasch model. Metode penelitian meliputi survey pengetahuan matematika dan didaktika serta survey pengetahuan teknologi menggunakan angket. Subjek penelitian yaitu 38 mahasiswa tahun kedua calon guru sekolah dasar dari sebuah institusi pendidikan guru sekolah dasar di Pekanb

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Wallhead, Tristan, and Ben Dyson. "A didactic analysis of content development during Cooperative Learning in primary physical education." European Physical Education Review 23, no. 3 (2016): 311–26. http://dx.doi.org/10.1177/1356336x16630221.

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The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers’ and students’ interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine how a group of three year-5 students and their teacher from an ethnically diverse primary school in New Zealand co-constructed knowledge within a 3-month CL intervention in physical education. The JASD protocol included collecting data on the teacher

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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 (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 stude

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Taçi-Saraçi, Mirela, and Ermelinda Kashah. "The use of methods, where and how to use them. Methodological aspect. The concept of the reflective and expert teacher." British Journal of Multidisciplinary and Advanced Studies 4, no. 2 (2023): 79–89. http://dx.doi.org/10.37745/bjmas.2022.0178.

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The methodological aspect is related to the importance of the study of didactics which is a main field of the science of pedagogy which studies the theoretical bases of the teaching process. Didactic thought is as old as pedagogical thought itself. Since that time, it has developed without interruption, where learning as well as education had its own specificity, whether in the theoretical, axiological or practical sense. Of particular importance and actuality are those that express the demands of the time in the field of teaching methods, such as the active acquisition of knowledge and its su

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Susman, Katarina, and Jerneja Pavlin. "IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES." Journal of Baltic Science Education 19, no. 6 (2020): 1020–33. http://dx.doi.org/10.33225/jbse/20.19.1020.

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Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teacher

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Nurdiana, A., M. J. Tanod, and A. G. Adirakasiwi. "Assessing didactic mathematical knowledge for teaching geometry transformation." Journal of Physics: Conference Series 1764, no. 1 (2021): 012129. http://dx.doi.org/10.1088/1742-6596/1764/1/012129.

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Cho Sung-Wook. "Didactic Transposition according to Type in Geography Knowledge." Journal of The Korean Association of Geographic and Environmental Education 17, no. 3 (2009): 211–24. http://dx.doi.org/10.17279/jkagee.2009.17.3.211.

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Kiel, Ewald. "Further education in Knowledge Organization. Basic didactic considerations." KNOWLEDGE ORGANIZATION 20, no. 2 (1993): 71–76. http://dx.doi.org/10.5771/0943-7444-1993-2-71.

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Altenbernd, Todd W. "Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance." Journal of Academic Ophthalmology 12, no. 02 (2020): e267-e272. http://dx.doi.org/10.1055/s-0040-1718567.

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Abstract Background The Accreditation Council for Graduate Medical Education's ophthalmology-specific program requirements indicate that a resident must participate in 360 hours of educational activities over the course of residency. The requirements allow a variety of options by which this educational process may occur. Furthermore, the current generation of learners has used a large array of learning tools in their careers: digital media, online resources, question banks, flipped classrooms, problem-based learning, and asynchronous lectures in addition to the traditional face-to-face didacti

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Suarsana, I. Made, Didi Suryadi, Elah Nurlaelah, Al Jupri, and Estrella R. Pacis. "Didactic Transposition of Straight-Line Equations: from Scholarly Knowledge to Knowledge to be Taught." Plusminus: Jurnal Pendidikan Matematika 4, no. 2 (2024): 287–308. https://doi.org/10.31980/plusminus.v4i2.1528.

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Penelitian ini bertujuan untuk mengkaji proses transposisi didaktik materi persamaan garis lurus dari scholarly knowledge ke knowledge to be taught. Penelitian menggunakan framework didactical design research dengan pendekatan kualitatif dan desain fenomenologi hermeneutik. Sumber data adalah scholarly knowledge berupa buku geometri analitik di perguruan tinggi dan dokumen knowledge to be taught berupa kurikulum dan buku pelajaran matematika SMP kelas VIII. Beberapa temuan permasalahan yang dapat menjadi potensi munculnya hambatan belajar yaitu pernyataan bentuk umum persamaan garis lurus , pe

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Brière, Fabienne. "The professional development of physical education student trainees at the articulation of didactic and meta-didactic systems." Swiss Journal of Educational Research 45, no. 2 (2023): 178–89. http://dx.doi.org/10.24452/sjer.45.2.8.

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Our research focuses on the processes of professional knowledge elaboration by physical education student trainees in an initial training system in France. This system combines classroom teaching situations and practice analysis situations, characterizing respectively the didactic and meta-didactic systems. The results reveal that, in their analyses, the student trainees jointly mobilize knowledge to be taught and for teaching, some of which are subject to a real co-elaboration supported by an evolution of their reflexive modalities. The discussion returns to the didactic and developmental sta

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Putra, Zetra Hainul, Neni Hermita, and Jesi Alexander Alim. "Analisis Pengetahuan Matematika, Didaktika, dan Teknologi Calon Guru Sekolah Dasar Menggunakan Rasch Model." Mosharafa: Jurnal Pendidikan Matematika 10, no. 3 (2021): 345–56. http://dx.doi.org/10.31980/mosharafa.v10i3.667.

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Pengetahuan matematika, didaktika, dan teknologi yang harus dimilik oleh calon guru dan guru, sebelumnya diukur dengan metode classical test theory (CTT), namun memiliki keterbatasan. Penelitian bertujuan mengetahui pengetahuan tersebut dengan metode yang diprekdiksi lebih akurat yaitu item response theory (IRT) dari rasch model. Metode penelitian meliputi survey pengetahuan matematika dan didaktika serta survey pengetahuan teknologi menggunakan angket. Subjek penelitian yaitu 38 mahasiswa tahun kedua calon guru sekolah dasar dari sebuah institusi pendidikan guru sekolah dasar di Pekanbaru. Ha

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Edith, Amabu Bell. "Teachers' Epistemic Beliefs and Didactic Practices: The Case of Teaching Writing using the Competency Based Approach in Cameroon Secondary Schools." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 754–65. https://doi.org/10.5281/zenodo.7767511.

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This study focuses on the analysis of teachers’ epistemic beliefs, their didactic practices in the teaching of writing using the Competency Based Approach to Real Life situations (CBA-RLS). We assumed that poor performance in writing is due to poor didactic transposition which is teachers’ inability to manage teaching process and apply suitable methods. I argue that teachers lack a common body of knowledge that inform their teaching. Teachers are less concerned about the variety of action to develop effective didactic situations in writing.The participants were 100 teachers from so

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Palla, Linda, and Ann-Christine Vallberg-Roth. "Didaktiska stämmor om undervisande förskollärare." Educare - vetenskapliga skrifter, no. 2 (January 8, 2020): 1–26. http://dx.doi.org/10.24834/educare.2020.2.1.

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 We use didactic grounding to explore and develop knowledge regarding what might constitute a teaching preschool teacher. The research questions are 1) Which didactic components emerge in preschool teachers’ and managers’ written descriptions? and 2) How may these didactic components be interpreted and understood? In 2018, at the end of a 3-year-long project about teaching in preschool, we have analysed 160 written reflections by preschool teachers and managers from 10 Swedish municipalities through multi-vocal didactic modelling. Similar to previous research, this study indicates a ling

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Seliverstova, Elena Nikolaevna. "The conceptual system of Russian didactics in the limelight of subject orientation of modern education." Педагогика и просвещение, no. 4 (April 2021): 15–27. http://dx.doi.org/10.7256/2454-0676.2021.4.37079.

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This article examines the conceptual system of didactics in the conditions of integration of the modern scientific knowledge. An attempt is made to determine the method for overcoming the current deficit of specific didactic concepts, which reflect the essence and peculiarities of the subject of didactics in the conditions of dynamically changing characteristic of the object of study &ndash; the learning process that acquires fundamentally new value and performance goals. The relevance of this topic lies in the fact that the use of solely psychological methods for description and explanati

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