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Relevant bibliographies by topics / Didactic teaching

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Academic literature on the topic 'Didactic teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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Journal articles on the topic "Didactic teaching"

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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 (January 20, 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 challenges: knowledge about school students’ science understanding, making science content accessible, and the complexity of asking questions, indicates that the didactic model becomes a valuable analytical tool. To create didactical situations in teaching practice, the didactic model provides a powerful ‘thinking tool’ for student teachers – as well as teacher educators in their practice.

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Krulj, Jelena, and Slađana Vidosavljević. "Traditional teaching systems in didactic theory." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 241–51. http://dx.doi.org/10.5937/zrufpl2014241k.

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During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didactic or teaching system. The reason for that is that there are several divisions and explanations, because in the past period various didactic systems have been developed which determined the structure of work in teaching. Today, by teaching system we mean a shaped and designed way of organizing learning in teaching. Teaching systems are among the basic didactic issues and are the result of studying didactic theory and teaching practice. It is almost impossible to imagine a formal educational process without the application of modern educational technologies, which increasingly imply the intensive application of information and communication technologies and media. In this paper we will look at the very beginning of teaching and the traditional system of teaching in didactic theory.

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Wickman, Per-Olof, Karim Hamza, and Iann Lundegård. "Didactics and didactic models in science education." Nordic Studies in Science Education 14, no. 3 (August 27, 2018): 239–49. http://dx.doi.org/10.5617/nordina.6148.

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This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.

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Artigue, Michèle, and Luc Trouche. "Revisiting the French Didactic Tradition through Technological Lenses." Mathematics 9, no. 6 (March 16, 2021): 629. http://dx.doi.org/10.3390/math9060629.

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There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems, and digital resources, we show how these theories and the long-term connection established in this tradition with the fields of cognitive ergonomics and computer sciences have influenced technological research and its outcomes. We also show that, conversely, didactic technological research has led to original and influential theoretical constructions, such as the instrumental approach and the documentational approach to didactics, and that it has contributed in a substantial way to the opening of this didactic tradition to other didactic cultures and other communities, beyond the didactic one.

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Krulj, Jelena, Slađana Vidosavljević, and Nataša Mladenović. "John Amos Comenius: The teacher of nations and the founder of didactic principles." Зборник радова Филозофског факултета у Приштини 50, no. 3 (2020): 101–21. http://dx.doi.org/10.5937/zrffp50-26235.

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The origin of didactics as a science discipline dates from as far back as the ancient slave states, so the very term didactics (didaskein) comes from the ancient Greek language, meaning to teach. This term later underwent certain changes and the term didactica (didactics) originated in Latin. Today, all scientific vocabulary comes from these two languages (Latin and Greek). The first, more precise definition of this concept was given by Wolfgang Ratke (1571-1635) and John Amos Comenius (1592-1670), who are also considered the founders of didactics. The aim of this paper is to emphasize the importance of didactic principles and the great importance and contribution of Comenius as their founder and the founder of didactics in general. We have to mention that Comenius dedicated his entire life and work to the search for the overall improvement of the teaching process and the education of people, and how successful he was can be seen in the fact that his didactic principles still stand the test of time. He is considered to be one of the greatest educational reformers.

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Hubená, Kristýna, Vladimír Süss, and Irena Čechovská. "Diagnostics of Didactic Competencies of Students of Faculty of Physical Education and Sport." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 2 (November 1, 2019): 214–23. http://dx.doi.org/10.2478/afepuc-2019-0019.

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Summary Physical education has been the subject of research for a long time. Research focuses most often on the use of time to get pupils to move actively or on their physical load during a lesson. The evaluation of the didactic interaction of the teaching student - pupil(s) is also an essential area of research. The aim of the paper is to introduce the MADI method and its subsequent use in the evaluation of didactic outputs of teaching students in subjects focused on the didactics of swimming. The method Analysis of Didactic Interaction (ADI) has been modified to assess didactic interactions between the teaching (student) - pupil(s). Modified Analysis of Didactic Interaction (MADI) was created by reducing the number of monitored categories and focusing attention on the activity of the student. The achieved results showed that the most frequent form of behaviour among the students was observation followed by instruction. This influenced both the form of their manifestations, dominated by silence, and the overall manifestation, which was neutral and mostly without material significance. In terms of activities that have been the subject of didactic interaction, students have been taught these activities. The results obtained show that the chosen method seems to be effective for evaluation of didactic output of teaching students. A deeper analysis of student didactic outcomes can contribute to influencing the quality of student didactic competencies. At the same time, it can also serve as a feedback tool on their didactic activities for their faculty teachers.

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Sapoyevich, Jumaniyozov Kudrat. "Didactic games in teaching mathematics." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 2545–51. http://dx.doi.org/10.5958/2249-7137.2021.00901.0.

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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 (July 1, 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 the set of behaviors that the teacher expects from the student and the student from the teacher. With this, the following question arose for this work: What is the relevance of the Didactic Contract when designing teaching sequences with input in the Theory of Didactical Situations? The objective was, then, to carry out an integrative review in order to systematize information present in scientific articles about the Didactic Contract in the perspective of the Theory of Didactical Situations. A search for works was carried out in the databases Scielo, Google Scholar and Portal de Periódicos CAPES/MEC through the descriptors "Didactic Contract" and "Theory of Didactical Situations", with the following exclusion criteria: works not related to the theme and book, theses, dissertations and monographs. That is, only papers of the scientific article type were chosen. A total of one hundred and seventy-seven works were obtained as an initial result, of which thirteen were repeated. After reading the abstracts and adopting the exclusion criteria, sixteen articles remained, of which nine responded to the elaborated question. With the research, it was found, in the period consulted, a limitation of publications that deal specifically with the Didactic Contract and, in spite of that, it was concluded that the Didactic Contract is a very important element in a teaching and learning situation, because it can favor or cause an obstacle in the acquisition of new knowledge by the student.

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Almeida, Cecilia Manoella Carvalho, and Luiz Marcio Santos Farias. "Observações acerca de uma engenharia didática de formação para o ensino de probabilidade." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (August 29, 2019): 566. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22612.

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Resumo: Neste artigo, propõe-se apresentar um estudo sobre uma Engenharia Didática de Formação, cuja finalidade maior é construir um modelo didático de referência para o ensino do conceito de Probabilidade. Para tanto, derivamos de um problema docente no ensino deste saber, identificado no momento em que os professores apresentam aos seus alunos o conceito de Probabilidade priorizando somente uma interpretação: a interpretação clássica. Neste sentido, tomamos como quadro teórico a Teoria Antropológica do Didático, e de posse das praxeologias dos professores, buscamos desenvolver um modelo didático de referência para o ensino do conceito de Probabilidade, metodologicamente amparado por uma engenharia didática de formação. A construção deste modelo didático visa abordar a aleatoriedade da Probabilidade de forma a integrar nas praxeologias didáticas suas principais interpretações: a clássica e a frequentista. Pretendemos apresentar como resultado desta engenharia didática de formação, uma alternativa didática para uma melhor abordagem do conceito de Probabilidade pelos professores do nível médio. Palavras-chave: Ensino de Probabilidade; Engenharia Didática; Modelo Didático de Referência. Observations on a didatic training engineering for the teaching of probability Abstract: In this article, it is proposed to present a study on a Didactic Engineering of Training, whose purpose is to construct a didactic model of reference for teaching the concept of Probability. For this, we derive from a teaching problem in the teaching of this knowledge, identified at the moment in which the teachers present to their students the concept of Probability giving priority to only one interpretation: the classical interpretation. In this sense, we take as theoretical framework the Anthropological Theory of Didactics, and of possession of the praxeologies of the teachers, we seek to develop a didactic model of reference for the teaching of the concept of Probability, methodologically supported by a didactic engineering of formation. The construction of this didactic model aims to approach the randomness of Probability in order to integrate the main interpretations in the teaching praxeologies: the classical and the frequentista. We intend to present as a result of this training didactic engineering, a didactic alternative for a better approach to the concept of Probability by middle level teachers. Keywords: Teaching of Probability; Didactic Engineering; Reference Didactic Model.

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Alves, Francisco Regis Vieira. "ENGENHARIA DIDÁTICA: IMPLICAÇÕES PARA A PESQUISA NO ÂMBITO DO ENSINO EM ANÁLISE COMPLEXA - AC." Ciência e Natura 38, no. 2 (May 31, 2016): 694. http://dx.doi.org/10.5902/2179460x20466.

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This article discusses and describes the two initial phases provided by a nominated research design of Didactical Engineering – DE. Thus, in view of an interest declared by the teachhing of Complex Analysis – CA, the work emphasizes the elements that hold the potential to constitute the two initial stages of an DE, nomitaded by preliminary and a priori analysis, with emphasis on description and conception of only two problems situations. So, in view of the long heritage of the French tradition in Didactics of Mathematics, also elects the Theory of Didactical Situations – TSD, in complementary character in other to ensure the reasonable control of the didactic mediation, as well as the predictive character of a theorical and conceptual framework for the research, structured for teaching of CA, reproductible and repeatable in any empirical situation of application in academic locus.

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Dissertations / Theses on the topic "Didactic teaching"

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Hennings, John. "A didactic analysis of student learning in the reciprocal style of teaching." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939245911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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AMENDOLA, ORLANDO. "HISTORY OF TEACHING AND LEARNING IN ADULT AND YOUTH EDUCATION: A DIDACTIC PROPOSAL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33857@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A Educação de Jovens e Adultos constitui uma modalidade da Educação Básica, conforme está previsto na LDB 93949/96 e no Parecer 11/2000/DCNs. Para além das questões que norteiam a educação escolar de um modo geral, a modalidade EJA apresenta especificidades, como a origem e condição social e escolar do discente. A SEEDUC/RJ implantou, na Rede Estadual de Ensino, no ano de 2013, o Projeto NEJA que tem como objetivos a relevância de avaliação, currículo e material didático adequado às condições particulares dos alunos da EJA. A idealização e a produção de material didático de essência complementar inserem-se nesse contexto da NEJA e têm como finalidades atender a melhor qualificação acadêmica e a formação cidadã dos alunos da NEJA, Módulo III.
Youth and Adult Education is a modality of Basic Education, as provided for in LDB 93949/96 and in Opinion 11/2000 / DCNs. In addition to the issues that guide school education in general, the EJA modality presents specificities, such as the origin and social and scholastic condition of the student. SEEDUC / RJ implemented the NEJA Project in the State Educational Network in 2013. Its objectives are the relevance of evaluation, curriculum and didactic material adapted to the particular conditions of the students of the EJA. The idealization and production of didactic material of complementary essence inserted in this context of the NEJA and aims to attend the best academic qualification and citizen training to students of NEJA, Module III.

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Svensson, Martin. "Postcolonial Literature in Swedish EFL Teaching: : A Didactic Consideration of Teaching Postcolonial Literary Concepts with Examples from Arvind Adiga's The White Tiger." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49912.

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This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.

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Terblanche, Marinda. "The teaching of the ESL writing skill in Afrikaans secondary schools : a didactic evaluation / Marinda Terblanche." Thesis, Potchefstroom University for Christian Higher Education, 1993. http://hdl.handle.net/10394/1880.

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Nieuwoudt, Hercules David. "Beskouings oor onderrig : implikasies vir die didaktiese skoling van wiskundeonderwyser / Hercules David Nieuwoudt." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/126.

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Views of teaching: implications for the didactic training of mathematics teachers. School mathematics teaching is an essential learning area in South African schools. Owing to persistent traditional positivist-based views and approaches, it still suffers from a variety of teaching-learning problems. Various national attempts have already been made to develop an effective teaching-learning program for school mathematics. Prominent researchers reveal that the failure of teaching-learning programmes often have to be attributed to the lack of an underlying grounded didactic theory. Therefore this study focused on the development of a grounded teaching-theoretical framework for school mathematics teaching. A further problem regarding school mathematics is that its teaching and learning traditionally are viewed from a narrow school subject disciplinary perspective. Therefore this study departed from a general didactic-theoretical perspective, creating the opportunity to approach and solve problems from a wider angle. A constructivist-based post-positivist view of effective teaching was developed, before entering the field of school mathematics. In this way an integrated ontologicalcontextual view of teaching was developed in terms of six identified ontological essential features, and their contextual coherence, namely: intention, teacher, leamer, interaction, content and context. Contrary to traditional positivist views, no causal relationship between teaching and learning was imposed, and teaching was not qualified in terms of learning products. Instead, teaching was characterised and qualified on ontological grounds, departing from the phenomenon itself. In this way the limitations of positivist process-product views of teaching could be identified, explained and overcome. Alternatively, a dynamic integrated view of teaching as a human act, directed at the facilitation of relevant and meaningful learning, was grounded and developed. Based on this general ontological-contextually based view, a specific ontologicalcontextual view of effective school mathematics teaching was grounded and developed. To this end a variety of prominent contemporary views of and approaches to school mathematics, and its teaching and learning, needed to be analysed in a critical way. According to this analysis school mathematics, and its teaching and learning should be viewed and approached from a constructivist-based dynamic change-and-grow perspective as human acts. In addition, it could have been proved that the perspective concerned can facilitate the treatment and solving of the currently experienced teaching-learning problems. This requires the reconsideration, from a similar perspective, of the current school mathematics curriculum, as well as the preservice didactic training of mathematics teachers. Specific implications of the developed ontological-contextual view of effective school mathematics teaching were identified, and practically tested in the corresponding preservice didactic training situation in the North West Province. Based on this an integrated model for the training concerned was formulated. It was found that the current training largely contributed to the continuation of traditional views of and approaches to school mathematics teaching, and its essential features. From the developed integrated ontological-contextual perspective definitive proposals regarding the transformation of school mathematics teaching and the corresponding didactic training were made and motivated. Further areas for investigation and development, resulting from this study, were identified, as well. This study aimed at investigating, and revealing for further exploration, the specific and broadening interaction between the general teaching and subject didactical fields and research, particularly in the two contexts of effective school mathematics teaching and the corresponding preservice didactical training. A particular attempt was made to accomplish this in a grounded and integrated way, to the benefit of both fields.
Thesis (PhD)--PU for CHE, 1998.

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Bitter, James. "Combining Experiential and Didactic Methods of Teaching Group Counseling: The Value of the Process, Useful Structures, and Ethics." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6107.

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Presenters will describe an approach to teaching and learning group counseling. Emphasized is the value of experiential approaches as a way for students to become actively involved in learning how groups function. Some of these experiential methods include: observing live demonstrations by the instructor with students in the group course; viewing and discussing video programs on group counseling; opportunities to co‐lead a small group with supervision as part of the course; and by appropriately dealing with studentsʹ personal concerns that might enhance or inhibit their ability to function as group counselors. Emphasized are ways to provide supervision and feedback for students, as well as methods of evaluation.

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SÃtiro, CharmÃnia Freitas de. "Teaching in training courses degree in pedagogy of public universities CearÃ: concepts and possibilities." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10926.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Recent studies nationwide in the area of teacher training point to the fragility of the Curriculum as a field of knowledge of pedagogy, considered in designing technical and instrumental. In this context, our research aims to integrate such studies to understand the context of this discipline in CearÃ. We aim to understand the general characteristics Didactic discipline has assumed in the course of Pedagogy of public universities in the state, knowing the teachers and the design of which is registered in their teaching plans. We ask: What teachers teach didactics? What proposals and content of their teaching plans? What is the methodological approach applied by these professionals? Characteristics that this discipline has taken? What are the challenges you face? What is the Curriculum on pedagogical? To answer these questions we conducted a qualitative study in the UFC (Federal University of CearÃ), UECE (State University of CearÃ), URCA (University Cariri Regional) and UVA (University Vale do AcaraÃ). We use as instruments of data collection semistructured interviews with teachers Didactic Pedagogy course these institutions, programs and documentary analysis of the discipline, as well as a bibliographic research didactics. The research revealed that the discipline teaching in public universities of CearÃ is crafted in a multidimensional way, in a dialectical relationship between society, education, Education and the School of Basic Education. Also revealed the possibilities of pedagogical innovation present in research practices and action-reflection Teachers Teaching.
Estudos realizados recentemente em Ãmbito nacional na Ãrea de formaÃÃo de professores apontam para a fragilidade da DidÃtica como campo de conhecimento da Pedagogia, concebida numa concepÃÃo tÃcnica e instrumental. Nesse contexto, nossa pesquisa pretende se integrar a tais estudos para compreender o contexto dessa disciplina no CearÃ. Temos como objetivo geral compreender que caracterÃsticas a disciplina DidÃtica vem assumindo no curso de Pedagogia das universidades pÃblicas do estado, conhecendo sobre a concepÃÃo dos professores e o que Ã registrado em seus planos de ensino. Indagamos: O quÃ os professores de DidÃtica ensinam? Quais as propostas e conteÃdos dos seus planos de ensino? Qual a abordagem metodolÃgica aplicada por estes profissionais? Que caracterÃsticas essa disciplina vem assumindo? Quais os desafios que enfrentam? O que Ã a DidÃtica na Ãrea pedagÃgica? Para responder tais questionamentos realizamos uma pesquisa qualitativa na UFC (Universidade Federal do CearÃ), UECE (Universidade Estadual do CearÃ), URCA (Universidade Regional do Cariri) e UVA (Universidade Estadual Vale do AcaraÃ). Utilizamos como instrumentos de coleta de dados, entrevistas semiestruturadas com os professores de DidÃtica do curso de Pedagogia dessas instituiÃÃes, e anÃlise documental dos programas da referida disciplina, alÃm de um estudo bibliogrÃfico de pesquisadores da Ãrea de DidÃtica. A pesquisa revelou que a disciplina DidÃtica nas universidades pÃblicas do CearÃ Ã trabalhada de forma multidimensional, numa relaÃÃo dialÃtica entre a sociedade, a educaÃÃo, a Pedagogia e a Escola da EducaÃÃo BÃsica. Revelou tambÃm as possibilidades de inovaÃÃo pedagÃgica presentes nas prÃticas de pesquisa e aÃÃo-reflexÃo dos professores de DidÃtica.

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Pancholi, Bhavna. "A comparison of computer aided learning and traditional didactic lectures for teaching clinical decision making skills to optometry undergraduates." Thesis, Aston University, 2017. http://publications.aston.ac.uk/31715/.

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This study was designed to compare computer aided learning (CAL), in the form of a Virtual Patient (VP), and traditional didactic lectures as methods of teaching clinical decision making (CDM) skills to second year Optometry undergraduates. Comparisons were based on performance in multiple-choice examinations testing CDM skills (actual mastery), student feedback relating to confidence in CDM skills (perceived mastery or self-efficacy) and student satisfaction. The influence of sex, learning style and academic ability was also investigated. This is the first time that these aspects of teaching pedagogy have been studied together. Current literature informed development of didactic lectures and an online VP. Both teaching methods were designed to ensure that the same clinical content was included. This content was aimed at training students to perform problem-orientated eye examinations. A cohort of 102 students was taught using the traditional didactic lectures in academic year 2010-11 and 93 students using the online VP in academic year 2011-12. An established Index of Learning Styles instrument was used to classify students according to their preference in four learning style dimensions. Both teaching methods were designed to cater for both poles of each learning style dimension. Most students had no strong learning preferences but those that did had a tendency towards the active-sensing-visual-sequential profile. Actual and perceived mastery were scored for five key learning objectives; question selection, critical symptom recognition, test selection, critical sign recognition and referral urgency selection. The influence of academic ability and teaching method differed for each learning objective; didactic lectures favouring some, the VP others. Learning style and sex had no influence, indicating that both teaching methods catered equally for males and females with all learning styles. Comparisons between perceived and actual mastery revealed poor self-assessment accuracy. Student satisfaction, rated on a five point Likert scale, was equally high for both teaching methods. Sex was the only influential variable, with males favouring one aspect of VP training. Overall, the findings suggest that CAL should be used to supplement traditional teaching rather than replace it in order to ensure that all students benefit equally. Future research may wish to focus on self-assessment accuracy as a means of improving academic performance.

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Johnson, Kirby. "Using Didactic Teaching and Behavior Skills Training with Parents to Promote Function-based Responding to Child Challenging Problem Behavior." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2172.

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The purpose of the study was to evaluate if a novel approach to the didactic component of Behavior Skills Training (BST) would have an effect on parent treatment integrity responding to child problem behavior. During baseline, the researcher observed parent responses to child problem behavior across brief intervals. Additionally, a foundational ABA concepts didactic session took place with the researcher. In the second phase, parents participated in didactic learning sessions to learn about functions of behavior, as well as the appropriate function-based responses to their child’s problem behavior outlined in his/her Behavior Intervention Plan. During the BST phase, the researcher modeled function-based responding and/or provided performance feedback to parents on their correct or incorrect responses to child problem behavior. Results showed that the novel approach to the didactic component in BST was effective at increasing parent correct responding to child problem behavior for 2 out of 3 families.

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Lundgren, Louise. "Målriktning i förskolan- Didaktiska möjligheter och komplexiteter." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27913.

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AbstractThe aim of this study is to illustrate, discuss and problematize goal-aiming in preschool practice. The study focus on the didactic work of preschool teachers, at a practice action level that includes planning and action. The study could be considered important in times of changes in the context of preschool education with high expectations on the performance of preschools and preschool teachers. The process has been explorative with a hermeneutic approach and the result of the study has emerged in the interaction between preunderstanding, data, theories and new understanding.The study has a critical didactic approach with focus on what may occur as multiple understandings of curriculum goal aiming at a practice action level. The data consist of seven preschool teachers’ narratives about their goal aiming work and the research questions are: •Which different ways to do goal-aiming at a didactic action level occurs in the narratives of preschool teachers?•Which different aspects of complexity in relation to goal-aiming occurs in the narratives of preschool teachers?•Which different norm didactic and critical didactic ideas about goal-aiming occurs in the narratives of preschool teachers?Four different ways of goal-aiming occurs at a didactic action level: pre goal-aiming, post goal-aiming, present goal-aiming, child goal-aiming and environmental goal-aiming. The goal-aiming actions can be understood in the form of a process and emerge like goal-aiming chains.Three different complexity aspects are identified: goal-complexity, learning-complexity and individual-complexity and are being discussed in the result chapter.Norm didactic ideas and critical didactic ideas emerge from the narratives at the same time, which can be understood as multiple understanding. The norm didactic believes emerge in the context of evaluation and the critical didactic believes emerge in goal- aiming action level considering planning and teaching.

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Books on the topic "Didactic teaching"

1

Ristiniemi, Jari, and Olof Sundqvist. The new student as a didactic challenge. Edited by "New Student" Project (Högskolan i Gävle.). Uppsala: Swedish Science Press, 2011.

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School didactics and learning: A school didactic model framing an analysis of pedagogical implications of learning theory. Hove, East Sussex, UK: Psychology Press, 1997.

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Romanena, V. E. Didakticheshy material no trudovomi obuccheniy =: Didactic material around labor teaching. Moscow: [s.n.], 1987.

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Listening to teach: Beyond didactic pedagogy. Albany: State University of New York Press, 2015.

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Bertin, Jean-Claude. Second language distance learning and teaching: theoretical perspectives and didactic ergonomics. Hershey, PA: Information Science Reference, 2010.

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McCoy, Raymond Aloysius. The teaching of Ptahhotep: With a hieroglyphic transcription of the original hieratic text of Papyrus Prisse. Ft. Lauderdale, FL: Enchiridion Publications, 1998.

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Cevallos-Torres, Lorenzo, and Miguel Botto-Tobar. Problem-Based Learning: A Didactic Strategy in the Teaching of System Simulation. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13393-1.

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Teaching through song in Antiquity: Didactic hymnody among Greeks, Romans, Jews, and Christians. Tübingen: Mohr Siebeck, 2011.

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John, Mundhal, ed. From the heart of the lotus: The teaching stories of Swami Kripalu. Rhinebeck, N.Y: Monkfish Book Pub. Co., 2008.

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Mushi, Philemon Andrew K. From didactic to facilitative approach: Establishing conditions for effective teaching and learning in higher education. Dar es Salaam, Tanzania: Dar es Salaam University Press, 2004.

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Book chapters on the topic "Didactic teaching"

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Forišek, Michal, and Monika Steinová. "Didactic Games for Teaching Information Theory." In Teaching Fundamentals Concepts of Informatics, 86–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11376-5_9.

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Benenson, Efim. "New Didactic Approaches to Clinical Teaching." In Syndrome-based Approach to Diagnosis, 33–52. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4733-6_6.

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Sukhova, Natalia A., and Natalia A. Lebedeva. "Didactic Multicultural Trainings in Foreign Language Teaching." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 159–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_17.

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Reséndiz, Laura, and David Block Sevilla. "“Necklaces”: A Didactic Sequence for Missing-Value Proportionality Problems." In Teaching Multiplication with Lesson Study, 215–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_9.

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AbstractThis research presents a sequence of didactic situations involving a proportionality relationship in which every value in a set (a number of necklaces) is mapped to a pair, a triad, or a quartet of values (numbers of blue beads, red beads, green beads, etc., required to make that number of necklaces) from another set. The sequence includes relatively simple multiplication and division problems, as well as more complex “missing-value” problems. This paper also presents the results of applying the sequence with a group of 4th grade students in a Mexican primary school (9 and 10 years old).

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Chaume, Frederic. "Teaching synchronisation in a dubbing course: Some didactic proposals." In The Didactics of Audiovisual Translation, 129–40. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.13cha.

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Prabhu, Vrunda, Bronislaw Czarnocha, and Howard Pflanzer. "The Didactic Contract, A Handshake and a Compromise." In The Creative Enterprise of Mathematics Teaching Research, 63–73. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_6.

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López-Reyes, Araceli, and Francisco de Asís López Fuentes. "Didactic Tool for Teaching Election Algorithms in Distributed Systems." In Data Analysis and Optimization for Engineering and Computing Problems, 111–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48149-0_9.

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Reiber, Karin. "Research-Oriented Learning and Teaching from a Didactic Perspective." In Inquiry-Based Learning – Undergraduate Research, 37–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14223-0_4.

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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Professional Competence for Teaching Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 21–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_2.

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AbstractProfessional competence is a widely discussed topic (see, e.g. Cochran-Smith & Fries, 2001; Darling-Hammond & Bransford, 2005) and was measured globally in various large-scale studies (see, e.g. Blömeke et al., 2014; Kunter et al., 2013). The dimensions for the subject of mathematics range from knowledge to mathematical content to pedagogical and didactic knowledge of teachers with the aim of bringing them together.

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Otaki, Koji, and Yukiko Asami-Johansson. "Exploring the Paradidactic Ecosystem: Conditions and Constraints on the Teaching Profession." In Advances in the Anthropological Theory of the Didactic, 155–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76791-4_14.

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Conference papers on the topic "Didactic teaching"

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Rüütmann, Tiia. "ENGINEERING PEDAGOGY SCIENCE AS THE CONTEMPORARY BASIS FOR EFFECTIVE TEACHING OF SCIENCE, TECHNOLOGY AND ENGINEERING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.187.

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This study is introducing the basic principles of Engineering Pedagogy Science for effective design, teaching and learning of science, technology and engineering. The basic didactical models are introduced for contemporary design of effective teaching and learning. A quadruple instruction model of Engineering Pedagogy Science is proposed, integrating the principles of Behaviourism, Cognitivism, Social Constructivism and Humanism on the basis of didactic model of Engineering Pedagogy Science. Keywords: didactical model, effective teaching of STE, engineering pedagogy, educational design, quadruple instruction model.

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Chernovol, Nadia. "Didactic Guestions of Teaching of Telecommunication Problems." In Modern Problems of Radio Engineering, Telecommunications and Computer Science. International Conference, TCSET'2006. IEEE, 2006. http://dx.doi.org/10.1109/tcset.2006.4404700.

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Kuna, Peter, Miloslav Skačan, and Alena Hašková. "DIDACTIC MATERIALS SUPPORTING CAD/CAE SYSTEM TEACHING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0481.

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Vuković, Predrag, and Anamarija Juras. "APPLICATION OF DIDACTIC GAMES IN MATHEMATICS TEACHING." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202259.

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Böttcher, Axel, and Veronika Thurner. "On an Architectural Concept for Didactics in the Context of Constructive Alignment." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13024.

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In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.

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Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.

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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning

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Vershinina, Tatiana. "Didactic Potential Of Plasticity In Teaching Foreign Languages." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.78.

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Aveleyra, Ema Elena, Diego Adrian Racero, and Gonzalo Gomez Toba. "The Didactic Potential of AR in Teaching Physics." In 2018 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2018. http://dx.doi.org/10.1109/edunine.2018.8451000.

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Simonova, Ivana, Petra Poulova, and Pavel Janecka. "Didactic approaches to ICT-enhanced teaching and learning." In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333380.

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Jucan, Dana Amalia. "Efficient Didactic Strategies Used in Students’ Teaching Practice." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.17.

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Reports on the topic "Didactic teaching"

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren

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